CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating language, and academic identify connections
knowledge of subject content standards? between academic
matter academic content standards and
content standards instruction.
The curriculum I follow
and the lessons I plan line
up with the standards.
Either the standards are
provided for each lesson
that I teach, and I make
sure those standards are
met through academic
language and instruction.
If I am creating a lesson of
my own or an activity, I
refer to the standards
when making the lesson.
9/22/20
Applying Integrating Innovating
Understands and explains Uses broad knowledge Uses extensive
the relationship between of inter-relationships knowledge of subject
essential subject matter of concepts, academic matter concepts, current
concepts, academic content standards, and issues, academic
language, and academic language, and research to
academic language in
content standards. make relevant
ways that ensure clear connections to standards
connections and during instruction and
relevance to students. extend student learning.
I strive to make I always try to link
connections between the
academic content the content we are
standards and instruction learning back to the
by referring to my present and my
printed-out content
standards as much as students’ daily lives.
possible. When I am Our first unit of
lesson planning, I try to second semester is
have these content
standard goals to guide on ancient Greek
me. I often times will mythology, which
refer back to the can seem distant
standards and ask open-
ended questions that are and irrelevant. At the
related, such as, “how beginning of the
does this story relate to
unit, I explained the
our activity?”
3/21/21 tremendous impact
of Greek mythology
on contemporary
culture. Some
examples include
the origin of
Hermione’s name,
Achilles’ heel, and
the sirens. Greek
mythology can teach
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
Applying Integrating Innovating
us a wealth of
lessons, such as
how hubris can bring
down a hero. These
conversations
engage students
and help them
understand the
importance of
seemingly archaic
content
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students’ knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
After each lesson that is
taught, I typically have a
follow up activity that
reinforces the
information that was just
taught. I check for
understanding to see if
this lesson needs to be
revisited a little the next
day.
Whenever there are
unfamiliar words/
content being used in a
lesson, I go over the
vocabulary with the
students to ensure they
understand it before
moving forward. This can
include making hand
gestures to use for
further understanding.
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3.3 Organizing Follows organization of Examines organization of
curriculum to curriculum as provided curriculum and considers
facilitate student by site and district to adjustments in single
understanding of the support student lessons or sequence of
subject matter understanding of the lessons to support
subject matter. understanding of subject
matter.
Applying
I provide explicit teaching
of content vocabulary by
announcing during
calendar time what our
vocabulary word of the
day is. I provide the word,
“choice”, for example, and
I have the students come
up of ideas that would be
examples of a choice.
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Uses knowledge of
curriculum and student
readiness to organize and
adjust the curriculum to
ensure student
understanding.
Integrating Innovating
Students are
required to format
their essays
according to MLA
guidelines
throughout high
school and even
college, so we make
it a high priority to
ensure they are
following through on
this expectation.
Because some
students still
struggle to
remember the
components, I will
include quick checks
in the form of
quizzes to test my
students’
understanding of
MLA, then provide
direct instruction
based off of their
answers.
Integrates knowledge of Uses extensive
curriculum and resources knowledge of curriculum
to organize and adjust and related resources to
instruction within and organize and adjust
across subject matter to instruction flexibly and
extend student effectively.
understanding.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Before I teach a lesson, I
make sure that the
activities and discussion
will support my students’
learning. I sometimes
adjust things during a
lesson if I see that the
students are really
understanding the lesson
or are confused. After a
lesson I reflect and think
of the next lesson and if it
needs to be adjusted
based on how that day’s
lesson went.
3.4 Utilizing Uses instructional Gathers and uses
instructional strategies that are additional instructional
strategies that are provided in the strategies in single
appropriate to the curriculum. lessons or sequence of
subject matter lessons to increase
student understanding of
academic language
appropriate to subject
matter.
Applying Integrating Innovating
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
I will adjust the I can view the
curriculum based on my
class’ assessments and Common Core State
with careful Standards that are
consideration of their being tested by
context and whether they
have been in preschool or assessments in
even a daycare setting at Connexus and how
all before. I adjust the well a student has
lessons based on my
individual students’ mastered that
strengths and standard. Based on
weaknesses and needs. the data, I determine
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which standards my
students are
struggling to meet
and provide
additional
instruction either in
1:1 calls or in group
sessions around
that standard.
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of
strategies to ensure subject matter to meet instructional strategies to
student understanding of students’ diverse develop enthusiasm,
academic language learning, to ensure meta-cognitive abilities,
appropriate to subject student understanding of and support and
matter and that academic language, and challenge the full range of
addresses students’ guide student in student towards a deep
diverse learning needs. understanding knowledge of subject
connections within and matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I research different ways
to teach a single lesson so
that all of the learners in
my classroom will benefit
from the lesson. This can
mean for my students
that enjoy listening to
stories, being active,
hands-on, or arts. I utilize
many of these in a single
lesson to reach all of the
learners in the class.
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3.5 Using and Uses available Explores additional
adapting resources, instructional materials, instructional materials,
technologies, and resources, and resources, and
Applying Integrating Innovating
across subject matter.
I use different In addition to whole-
instructional strategies
that are mindful of my group instruction,
different types of one-on-one
learners. For example, I curriculum-based
incorporate dance and
movement for my assessment calls,
kinesthetic learners, or I and portfolio
incorporate art or social feedback, students
studies into language arts
or math for my visual are allowed to and
learners and social encouraged to take
learners. I am still advantage of
working on how to
incorporate the academic revision
language throughout all opportunities. They
of this. 3/21/21
may revise written
assignments for up
to full credit and
may submit
corrections for
multiple-choice
questions for up to
50% credit back. In
order to receive
credit, students
must reflect on why
the correct answer
is the best choice
and why they chose
the incorrect
answer.
Selects, adapts, and Integrates a wide range of Engages students in
utilizes appropriate adapted resources, identifying and adapting
instructional materials, technologies, and resources, technologies,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

technologies for specific technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
matter accessible to to students. and skill development in needs and make subject extend student
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student is
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
I try to find new and The English 9
creative ways to teach the
material to students in Message Board
the classroom. It keeps provides students
things fun and exciting with a wide range of
for both the students and
me. I provide a variety of adapted resources
lesson types but mostly I and materials that
try to utilize active make subject matter
learning to get kids up
and moving during the accessible to all
lesson. This method tends students. I refer to
to stick with students the MB in every 1:1
better and they really
enjoy it. call and provide an
overview of the
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resources and how
to access them in
Webmails to
students and on my
Weekly Newsletter.
In Unit 2 on Romeo
and Juliet, I
emphasize the use
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

of the supplemental
resources on the
MB, including links
to No Fear
Shakespeare and a
free production of
the play.
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.
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. 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 based on English learners’
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Learns about referral
processes for students with
special needs.
Exploring
Through assessments,
observation, and parent
discussions I am aware of
students’ language
proficiencies. I provide
additional support
through hand gestures,
visuals, scaffolding tools
at the desk, and helpers
that speak the same home
language.
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Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Applying
I strive to allow the
students to explore
different textures, seating
arrangements, and/or
manipulatives to help
make the subject matter
more accessible to
students. Fortunately,
being in a private school, I
feel that we have plenty
of supplies to go around
to all of our students. I am
interested in learning
about more ideas for
technological resources.
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Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided, and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
Innovating
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths,
learning needs, and
achievement in accessing
content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
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 have had discussions I enjoy researching about Every one of the
with parents on different elements of culture and
students with special language proficiencies so English 9 units has a
needs and talking about that I can better assist my list of vocabulary
different strategies that students’ individual words that come up
will help their child learning needs. For
succeed in the classroom. example, today my on the summative
students voted and assessment.
We set short term and graphed their favorite Although the study
long-term goals for fruit(after tasting). I am
students to meet looking to grow in guides include these
throughout the year. regards to using multiple words so that
Some parents have measures for assessing students can
reached out for further EL’s. 3/21/21
resources and therapist memorize the
to assist their child. definitions in
Parents relay information
advance, I also use
from therapist on
strategies that are the words in
suggested for the LiveLessons with
classroom.
sample sentences to
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learn to recognize
the vocab words in
context.