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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject content standards. between academic language, and academic academic language in research to make relevant
matter academic content standards and content standards. ways that ensure clear connections to standards
content standards instruction. 9/26/18 5/1/19 connections and during instruction and
relevance to students extend student learning.
12/12/19. 4/1/20

I will look at the Before each unit in Social I understand what Math I use cross curricular
upcoming social studies Studies, I have students needs to be mastered, connections including
chapter assessment and fill out a “standards before the students are teaching reading
determine what elements paper”. In this ready to move onto the informational text
need to be mastered assignment students next lesson. For example, thought science and social
before starting the new identify any academic I know that mastering studies standards.
concept. This helps to language that will be Math Facts are needed to I use technology
ensure my students are found in their upcoming move onto long division. based learning by
prepared to learn this readings. 5/3/19 12/12/19 integrating visual
new material. 9/26/18
representations
which
are connected
to content
standards.  4/1/20
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. levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access students in using analysis
or sequence of lessons. students in accessing to subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support 5/1/19 levels and abilities matter. 4/1/20
student access to subject 12/12/19.
matter when confusions
are identified. 9/26/18

Before each social studies Students highlight Academic vocabulary is

chapter, my students’ use vocabulary terms before explicitly taught during
Cornel notes to pull out reading each science vocabulary lessons. GATE
explicit vocabulary terms lesson. They are asked to notes are taken with
and phrases that they locate the word, define it academic vocabulary
need to know in order to and then use it in a written in closed note
successfully understand sentence relevant to the style. Students are taught
the reading. 9/28/18 text. 5/3/19 how to research words
that they do not
understand. Reading Logs
include researching
words with unknown
meanings. Interactive
Notebooks are utilized to
teach and keep new
information for ongoing
reference. 4/1/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to subject matter. understanding of subject understanding. 9/26/18 extend student
facilitate student matter. understanding. 5/1/19 Ensures student
understanding of the comprehension and
subject matter facilitates student
articulation about what
they do and do not
understand. 12/12/19

I review previously I organize lessons in Curriculum is structured

taught Math concepts accordance to the state and based around science
such as fractions and standards in order for my and social studies
decimals and then have students to gain the most content, with reading and
students apply them to out of their school year. writing connected to the
current instruction like For example in Math: I content. The structure of
Ratios and Proportions. will look at both the teaching is very strategic
9/26/18 grade before and the to the learning process.
grade above mine to 12/7/19
make sure that I am
bridging any gaps that my
students might have.
5/3/19

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
strategies that are provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
subject matter lessons to increase academic language learning, to ensure cognitive abilities, and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding of appropriate to subject student understanding of support and challenge the
academic language matter and that academic language, and full range of student
appropriate to subject addresses students’ guide student in towards a deep
matter. diverse learning needs. understanding knowledge of subject
9/26/18 connections within and matter. 12/12/19
across subject matter.
5/1/199/26/18
I use informational text to Instructional strategies
teach about different are used based on student
social studies topics. This Multiple Intelligences and
helps my students GATE icons are used to
practice reading enhance student learning
informational text and including mind maps,
learn about the Roman individualized learning
Empire at the same time. plans and specialized
9/26/18 instruction, through.
12/12/19
I make sure that my
students use academic
vocabulary throughout
their writing in Social
Studies and Science to
ensure they are making
connections across
subject matter. 5/3/19

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Explores how to make reflect the diversity of the students. 5/1/19 critical thinking about
Identifies technological technological resources classroom and support subject matter.
resource needs. available to all students. differentiated learning of Assists student with
subject matter. 9/26/18 equitable access to Ensures that student are
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. 5/1/19 ongoing links to outside
resources based on resources and support.
individual needs. 12/12/19
9/26/18
I use Discovery Education My students use Chrome Students are provided
as a supplement to my books to type and edit with several
Science lessons. I use their writing. They use a opportunities throughout
their interactive labs and program that lets them the year to engage in
videos to engage my peer-edit each others explorative learning,
students and to support work without knowing while I provide them with
the standards they need whose paper they are several different sources
to master. 9/26/18 reading. 5/3/19 and materials they are
able to choose from to
Students use primary and I use outside resources develop their
secondary sources on the from our SPED team to understanding
computer to learn about help support my students 12/12/19.
ancient Rome. 9/26/18 in writing. Ex: graphic
organizers, writing
templates, sentence
frames. 5/3/19

3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student 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
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals 4/1/20.
performance to identify gaps support English learners.
in English language
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Provides adapted materials development. 9/26/18 5/1/19 Develops and adapts Is resourceful and flexible in
to help English learners instruction to provide a wide the design, adjustment, and
access content. Attempts to scaffold content Creates and implements range of scaffolded support elimination of scaffolds
using visuals, models, and scaffolds to support for language and content for based on English learners’
graphic organizers 9/26/18. standards-based instruction the range of English proficiencies, knowledge,
using literacy strategies, learners. and skills in the content.
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
5/1/19
English Learning students I have identified my EL students are provided
are strategically seated English Learners and with daily small group
for optimal view of the have created instruction based on their
board and other useful differentiated work for proficiency level. 4/1/20
visuals around the them across all subject
classroom. 9/26/18 matters. Some of these
components include
Students are given scaffolds such as visuals,
graphic organizers before sentence frames and
taking social studies and organizer binders.
science notes. They are 5/3/19
also given the option to
preview videos ahead of I use outside resources
time. 9/26/18 from our SPED team to
help support my students
in writing. Ex: graphic
organizers, writing
templates, sentence
frames. 5/3/19

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
3.6 Addressing the with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
needs of English data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
learners and student supports in single lessons or competencies to provide special needs to ensure their own strengths, learning
with special needs to sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. 5/1/19 accessing content.
provide equitable
instruction. 9/26/18
access to the content Attends required meeting Cooperates with resource Communicates and
Communicates and
with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, collaborates with resource
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

families. and families during with resource personnel, support staff, and families to personnel, para-educators,
meetings and activities in para-educators, and families ensure consistent families, leadership, and
support of learning plans to ensure that student instruction. Supports students in creating a
and goals. services are provided and families in positive coordinated program to
progress is made in engagement with school. optimize success of the full
accessing appropriate 9/26/18 range of students with
content. 9/26/18 special needs 12/12/19
Learns about referral Initiates and monitors
processes for students with Seeks additional information Refers students as needed in referral processes and Takes leadership at the
special needs. on struggling learners and a timely and appropriate follow-up meeting to ensure site/district and collaborates
advanced learners to manner supported with that students receive with resource personnel to
determine appropriateness documented data over time, support and/or extended ensure the smooth and
for referral. including interventions tried learning that is integrated effective implementations of
previous to referral. 5/1/19 into the core curriculum. referral processes.
I have a weekly check-in I use a messengering I pride myself on being very
meeting scheduled with system called Class Dojo knowledgeable about all of
our school resource team to keep parents and my students with special
needs and their IEPs. I
to keep an update on my families informed of
provide one on one
special needs students school events, to schedule classroom support,
and their weekly meetings and send communicate the needs of
progress. 9/26/18 reminders about students that are not being
upcoming tests and addressed, and am an
I have a student would projects that are due. advocate for my students
was in need of a councilor 9/26/18 with special needs in my
to talk with. I provided classroom. I have open lines
appropriate I have 2 students on a of communication with
parents, admin and resource
documentation and gave 504 Plan and as a team,
personnel. I meet regularly
it to our resource team at we have created with our special needs
school. 5/3/19 accommodations for coordinator to check the
extended time on work progress of my students and
along with other address any needs that
accommodation to help might need to be addressed.
make this student 12/12/19
successful. 5/3/19