Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning idence of Practices Underanding hatte lees bce increasingly complesand obit while inerating the sil of previo lees what exper from yur enhing practic and suds performance inform your fastsment 1) Lit evidene in the fi counon 2) Ase level of pate 3) Date Element Applying Integrating Innovating a Hs foundational Examines concepts Undewscands and explains Uses extensive knowledge Sees Knowlolge of mbjece | insubject mart and | che retaionhip between of ujec mater concep mater rested academic | academic unguage vo | exenal ubject mater, fuentes, seademie knowledge of subject age i : ae eae Tanguage, and academic | identify connections ‘concepts, academic language, and research to content stands beswecnacademiccontent | langue and academic rnake leven cnections stadards and instruction. | content sada toetadands dang student earning Content standards Evidence: Continuum of Teaching Practice page 21Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning Evidence of Practise: Understanding shat the vl bsomeincreingly compos and yphiciaed while intgraing th silof previo evel what eamples fiom your teaching practice and dene performance infirm you fame? 1) Lit eden the fount 2) A level of prate 3) Date Element 32 Applying knowledge of student development and proticiencies fo-ensure student understanding of subject matter Bridencer WOR Tees een ble ae al eine eps bee on cet rm ier esting snl he pops eas begun tz Inv! words hat sides spe one Even tine gade 8 ing ppet ok for repel won snd pe othe ets bowed ad ped Has baicknowledge of srdene sages of evelopment we becoming aware of dlfeences in stuns? understanding of subjet mater Teaches subjecrspocfc vocabulary following urculum guidelines, Expands knowledge of seadentdevelopmene 4nd implement laraing feces in singe sons ‘er sequence af sans thar aes sade profcenis and support, Understanding of subject ater ining eared adem language Provides explicit caching ‘of exer content Nocabulay and associated ‘eademic language in Single lessons or sequence ‘of sons, Explains scam language, Fovmas and vocabulary ro suppore sear aces tosubece mater when ‘onfuson ate Mentid ‘Uses knowledge of szudent development and profcencis © dae inscucion and moe stent dere Teaming ness: Ensues understanding of subject ater tnclading elated adem language. Provides epic eaching ‘emental vecbulany hme ey nod ith tule meatage a {Cadeniclnguge in sas tha egage stuns inacening te mater ator earings Draws upon compecensive knowledge ‘ofan o guide Msn to develop Profcendes, understand Subject mater inlading telated academic Tanguage Engages students at all level of vocabulary, scademic language nd proicency in ‘eldreted gal Secing. montoring, nd improvement. Guides allscudenesin ung nals stacegies that Provides equable acess, and dep understanding ofsubjct mate. Continuum of Teaching Practice page 22Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning Evidence of Practice: Understanding sha the lvls bsomeincresinghy compos and ypisiaed while integrating he sil of previous what espe fiom yur techn pice and sudns performance inform you fesesment? 1 Lit evidence inthe fi clun 2) Ass lee ef pate 3) Dash 33 Follows organization of | Examines oraniation | Uses knowledge of Draws upon extensive Organizing eurrcuium | cticlum as provided by | of euriculum and curriculum and sudene knowledge of urialum reeerne cee | sacand dict to support | considers adjustments | readies to ognize and related resources 0 to facilitate student | | aden undestandingof | insnge lessons and adjs the curtculum Aexibly and ectvely iecemenee subject mater sequence oflewone co | to enaurestadent, ‘owganize and aust, ject matter tupport understanding | understanding Instevcton To cf abject ate, Evidence: 3 sures student Were worked nour 4973 | comprehension and Obseing Nae ELA falas seadent, pesca books sd ed acuation about some 192) ern works wha ehey do and scenes. ede ‘on undercand inks tovigte and he gure ange. relevaney of modern ners’ ve Continuum of Teaching Practice page 23Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning Evidence of Practise: Understanding shat the vl bsomeincreingly compos and yphiciaed while intgraing th silof previo evel what eamples from your teaching practice and sudens performance inform your fasesment 1) Li evden in thf colum 2) Ase lel of pte 3) Date Element A a Uses instructional Gathers and wes Sets and adap a Draws upon an seuege thet ore ional instructional | varity of rsrectiona cating epee of Utilizing instructional A i: Utizing inetructional | ded inthe seategis in single srs halos Snatroctonal sraepes rates tat ae Sarre, Icon or sence Student understanding to develop enshsim appropriate tothe silesonstoincrene | of academic lngua net cognitive bili ge nt cs subject matter Sealentundereaeding, | appropriate to mje dnd spore and SFacademiclanguage, | rue and cor ‘lenge the fal ange Eviences Seppe to ls sede facades towards 2 subjece mater diver eaening neds Sepknowkedge of subjeet mater Continuum of Teaching Practice page 24Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning Evidence of Practice: Understanding sha tells bsomeincresinghy compos and ypiiaed while intgaing the sil of revolve what empler fiom your techn practice and dene performance inform your ifacament? 1) Li evidence the foun 2) Ase level of practi 3) Date Element 7 Integrating as Usesmailbinnactiona | Explores additional | Selects adapts ae Engages odes in materials resources | inaction size appropeite idenatfying end adapting Using and adapting Pprri ngand adapting can an an ee, | inl tshnolges fr | materi resource, | instracional materia, resourcen technologies Leeper kari ‘Peciclesonsromake | and technologies | renures and ecologies nd andar aligned aligned instructional ‘materials, including insertional ater toentend sudene Uertanding and Shbjes mater acceible | make subject mater | foroncepe ad kil roman, Iveniblerosradens. | development insect, fae Resources eflcct adopted materia, | sence technological | Explreshow to make | the divers af the rica thinking aboue tomake subject resoures node technologie eources | clisoom and sipport, subject matter, ‘ome ented ‘matter accessible ane Sallscea, | aifreniced learning foal students ofbjecr mater Ensures shat sens ae 7 ae to obtain cquaable Evidence: 10198 Gide sade se cca tox wide ange of snd support enable rine ccronic ssh ehh meg as Ste Src online ijt marr ngrng inks tie aeners recurs bcd on resus snd apport eae my sts individual neds ed feeds can Trae sue sans ane ‘nd show tem al bw Seorle Doce Continuum of Teaching Practice page 25Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning Evidence of Practise: Understanding shat the vl bsomeincreingly compos and yphiciaed while intgraing th silof previo evel what eamples fiom your teaching practice and dene performance infirm you fame? 1) Lit eden the fount 2) A level of prate 3) Date flea alae ‘Provides adapced materials | Uses multiple measures language and content ‘students to establish access tothe content | Shep English Learners | forassesing English instruction and monitor language Tanguage developmen. insect wprovdea | [resourceful and Aeible wide ange of eaflded | inthe design, adjustment Avzemprs wo scaffold Supports fo language and | and elimination of content using visual, content forthe range of | scafolds based on ‘model and gaphic English earners English ene ‘organizers, profcences, knowledge Ain sls tn cone. Please se the adlttona Standard elements that are of paralar importance tees lsrntin of Engl Learners Standard Element 1.2 Connecting earning to student rir havlede backgrounds, lf experiences, and interests ‘Standard Hlment 5.2 plying bos wledge of rudntdeelopment and profienis to emure student underanding of aie mator ‘Standard Flment 4 Working with amis to apport den lari Continuum of Teaching Practice page 26Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning Evidence of Practice: Understanding sha tells bsomeincresinghy compos and ypiiaed while intgaing the sil of revolve what empler fiom your techn practice and dene performance inform your ifacament? 1) Li evidence the foun 2) Ase level of practi 3) Date Element ry ‘Addressing the needs fof Enalish Learners and ‘students with special needs" to provide aquitable access tothe content Evidence: Hasan awareness of the fll tangs of sade enifed Sv spec ede eee rough aa proved by thesia. Artends reir meetings sith resource personne nd fais, Lean about reer rocese for sdents tic spoil needs Secs additonal information onthe Fl tangs of dems ened ‘th spec noes {sre challenge or “Suppor in single lewons ‘rimpence of sone, CCooperates with resource posed, parece, End fai ding meetings ad aces insupporcoflexning ans and goa Secks addtional information on “Srogelog lees andadeanced ieorers to determine appropriateness for reterel Innere acct, ssapeatons end forthe fll ge of sradents with peal eed ensure adequate ‘ippor aod challenge (Cornzmietes sod calldborues wah ‘lleagues, suppor sa Sh amie Suppor flies in Pte engagement ith the see Inikiaes and monitors ‘eral proces and Falow-up mectings 0 come hata receive support andlor cxtended Fearing shat Fr inegraed imo she core curialm Guides and supports the Fall range of tenes wth special pest acting ‘hgage in the semen, Snd monitor their wn ‘ten, arin end nd achicement eening contents Cornzasietes and lloras ith esource enone parvedactor Emus lnderhip nd snalent in eating ‘Soondinated program pemine sucesso the fall range of odes ‘wth special esd “Tes leadership atthe site ditt andcllbores ‘vith resource peronne teenie the smooth and ‘ec implemen freer proces tell ge ofsrdent with pecial needs Includes rudent wit IEPs 504 Plan and adanced ear Plea ete edtonal Standard lets that ar of partial iiortance nthe eto stration of sents with petal needa, ‘Standard Element 26 Euplayng classroom rntines, procedarn, naan and sipprts for edie beh tcnure climate which alltudents ca lear. ‘Standards2 and dcontain mali efeencn te diferntaton,adapeatony, and adjustments tha are allertical ports for tent with peal ends Continuum of Teaching Practice age 27