This document outlines the elements of CSTP 3 regarding understanding and organizing subject matter for student learning. It describes the stages a teacher goes through to address the needs of English learners and students with special needs, from emerging understanding to innovating instruction. The stages progress from seeking information about students' primary languages and English proficiencies, to identifying language strengths, to integrating knowledge of language development into content instruction and engaging students in assessing their own progress.
This document outlines the elements of CSTP 3 regarding understanding and organizing subject matter for student learning. It describes the stages a teacher goes through to address the needs of English learners and students with special needs, from emerging understanding to innovating instruction. The stages progress from seeking information about students' primary languages and English proficiencies, to identifying language strengths, to integrating knowledge of language development into content instruction and engaging students in assessing their own progress.
This document outlines the elements of CSTP 3 regarding understanding and organizing subject matter for student learning. It describes the stages a teacher goes through to address the needs of English learners and students with special needs, from emerging understanding to innovating instruction. The stages progress from seeking information about students' primary languages and English proficiencies, to identifying language strengths, to integrating knowledge of language development into content instruction and engaging students in assessing their own progress.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
I a a e of den Seeks additional information Identifies language Integrates knowledge of Engages English learners in primary language and describing elements of proficiencies and English English language assessment of their progress English language culture and language learner strengths in the development, English in English language proficiencies based on proficiencies in listening, study of language and lea ne eng h and development and in meeting available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports writing. Uses multiple instruction using one or language and content students to establish and measures for assessing more components of English instruction. monitor language and 3.6 Addressing the Engli h lea ne language development to content goals. needs of English performance to identify gaps support English learners. learners and student in English language with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and access to the content access content. (9/22/20) Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds using visuals, models, and using literacy strategies, for language and content for ba ed on Engli h lea ne graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge, English language learners. and skills in the content. development in order for students to improve language proficiencies and understand content. I don ha e an Engli h Learners in my class this year, however, I have one student with an IEP that I make accommodations for based on his IEP and with working with his case manager. We have set up a plan to better help his learning through different materials than the rest of the class. I do offer all my students differentiated options with most of my assignments. (9/22/20)