CSTP

3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. 7/10/20 connections and connections to standards
relevance to students. during instruction and
12/9/20 extend student learning.

I plan lessons with I taught a lesson that
backwards planning, challenged students to
making sure the learning see the
goal corresponds with the interconnectedness of
content standard. I teach history, government,
mini skill lessons if geography, and modern
needed, such as how to times by examining
write a good summary. I election data and trends.
don’t necessarily teach 12/9/20
the standards in sequence
because I feel it is not
always beneficial to
students’ understanding.
7/10/20

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. 7/10/20 levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching academic language, and
student development Provides explicit teaching Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to of essential content of essential vocabulary, language, text structures, directed goal setting,
ensure student vocabulary and idioms, key words with grammatical, and stylistic monitoring, and
understanding of associated academic multiple meanings, and language features to improvement. Guides all
subject matter language in single lessons academic language in ensure equitable access students in using analysis
or sequence of lessons. ways that engage to subject matter strategies that provides
Explains academic students in accessing understanding for the equitable access and deep
language, formats, and subject matter text or range of student language understanding of subject
vocabulary to support learning activities. levels and abilities. matter.
student access to subject 12/9/20
matter when confusions
are identified. 7/10/20

Teaches mini lessons on I reflect on lessons and
academic skills or how well students
vocabulary in lessons that understood the content; I
require it. When working keep sticky notes on the
with individual students, I lesson plans to remind
can clarify if they are myself what worked well
confused about academic in the lesson and what I
language or concepts. need to improve the next
7/10/20 time. I adapt techniques
to fit the class needs. For
example, I noticed one of
my classes struggled with
learning the content, so I
implemented daily
review of content and call
and response to help
them. I use age
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
appropriate instructional
strategies based on the
grade level that is in class.
Daily Warm ups connect
students’ prior
knowledge 7/10/20

I use Quizlet and Quizlet
live to engage students in
learning the different
academic and subject
vocabulary needed. A
Word Wall is also
displayed to reinforce the
vocabulary. 12/9/20

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. 7/10/20 extend student instruction.
facilitate student matter. understanding. 12/9/20
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
I connect historical Lesson plan series on
events to current events Hammurabi’s Code that
to help students learning spanned discussion of
skills and concepts Ancient Mesopotamian
beyond factual society, the role of
knowledge. Curriculum is government and laws in
organized to build on general, and their affect
concepts. Make cross- on our society today.
curricular connections 12/9/20
with the English teacher.
When teaching a
civilization, I include
science, math, and
literature to help them
make connections. Refer
back to prior lessons to
establish continuity or
change over time.
7/10/20

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning needs. understanding knowledge of subject
7/10/20 connections within and matter.
across subject matter.
12/9/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
I utilize reading Native American Cartoon
comprehension strategies assignment allowed
through guided reading students to apply their
questions and jigsaw knowledge of the regions
reading activities. I also to finding appropriate
use simulations and settings and images, as
primary source analysis well as explain their
to develop student similarities and
understanding of content differences. Provided
and greater critical many modalities for
thinking skills. Lectures students to operate
are used to introduce within. 12/9/20
concepts, but are not the
main instructional
strategy in any given
lesson. 7/10/20

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. and skill development in needs and make subject extend student
instructional students. subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. critical thinking about
adopted materials, to Identifies technological technological resources classroom and support subject matter.
make subject matter resource needs. available to all students. differentiated learning of Assists student with
accessible to all subject matter. 7/10/20 equitable access to Ensures that student are
students materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
and online subject matter support. 12/9/20 ongoing links to outside
resources based on resources and support.
individual needs. 5/5/21
7/10/20

I use the school’s online I use IXL as a All students have school
techbook for reading supplemental adaptive issued Chromebooks, but
passages and activities I resource to help my I advocated for my
find support the lesson, students reinforce the students with weak WIFI
but it does not drive my historical skills taught in at home with the
instruction. I use a variety class. The program administration to see if
of external resources to adapts to students’ levels there could be hotspots
promote content and needs, as well as provided for them.
understanding including provides me with 5/5/21
SHEG, Teaching Tough individualized results to
History, and the Library assist students. 12/9/20
of Congress. Students are
allowed choice in
demonstrating their
understanding by using
choice boards. I am also

familiar with the content
standards and how they
connect over grade levels.
7/10/20

Students use a variety of
online resources to
review and learn content,
such as webquests, online
review games, Flipgrid,
Socrative, Kahoot, and
Seesaw. I also provide
resources for students
with special needs, such
as an online text to
speech site. 7/10/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ 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 learners’ strengths 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 English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
in English language 7/10/20
learners and student
Provides adapted materials development. Develops and adapts Is resourceful and flexible in
with special needs to to help English learners instruction to provide a wide the design, adjustment, and
Creates and implements
provide equitable access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
access to the content using visuals, models, and standards-based instruction for language and content for based on English learners’
graphic organizers. using literacy strategies, the range of English proficiencies, knowledge,
7/10/20 SDAIE, and content level learners. and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content. 5/5/21
I provide ELLs with I can tell if students are
visuals, videos, graphic stronger in their
organizers, and models to speaking, reading,
help facilitate learning. I writing, or listening and
also utilize whole class adjust instruction and
instruction, pairs, small assessments accordingly.
groups, and individual With students who
work to help support struggle with reading, I
ELLs. Lessons include allow them to have the
elements of listening, test questions read to
reading, writing, and them or I sit with them to
speaking, 7/10/20 help them read through a
passage. I use Think-
Write-Pair-Share to
encourage thinking time
and make a more
comfortable environment
for ELLs. I use sentence
stems and sample work
to help with written work
or class discussions. Mini
language lessons are
included to help support
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
academic skills needed in
a lesson. I encourage
students to teach me and
the class how to
pronounce words and
learn more about their
culture. 7/10/20

The use of a Word Wall
and Quizlet allows
students to learn new
vocabulary and hear how
it is pronounced. These
vocabulary terms are
highlighted in
assignments to enhance
comprehension. 5/5/21

Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. 7/10/20 content.
3.6 Addressing the Attends required meeting Cooperates with resource Communicates and
with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English
families. and families during with resource personnel, support staff, and families to collaborates with resource
learners and student meetings and activities in ensure consistent personnel, para-educators,
para-educators, and families
with special needs to support of learning plans to ensure that student instruction. Supports families, leadership, and
provide equitable and goals. 7/10/20 services are provided and families in positive students in creating a
access to the content progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. 7/10/20 including interventions tried into the core curriculum. ensure the smooth and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
previous to referral. effective implementations of
referral processes.

I utilize student CUM I make cooperative

Files, SIS, IEPs, parents, learning groups, both
and the students with mixed ability groups
themselves to know how to support and challenge
best to help the student students and with same
reach academic and social ability groups to target
goals. I keep open instruction. Graphic
communication lines organizers and leveled
between families and texts are provided too. I
myself to ensure the best modify student
course of action for any assignments when
given student. I can necessary to meet
identify when a student students ability levels,
needs additional such as allowing students
assistance, but I am not as to verbally give answers
confident in determining or draw their response.

referrals. So I talk with Online resources for text
veteran teachers and look to speech, paper tests,
at online resources to extra testing time,
help me assist students. completed study guides,
7/10/20 and other
accommodations are used
to promote access to the
content. Combination of
verbal, visual, and
kinesthetic strategies
utilized in all lessons. I
need to work more on
challenging advanced
students, but I do give
them more research
opportunities or
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
challenge their thinking
or assist other students.
7/10/20