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. 7/17/23 connections and connections to standards
relevance to students. during instruction and
extend student learning.

The fact that my students

explain and understands
the concept of the lesson
pretty well according to
their English level shows
that I am meeting
‘applying’ for this
standard. For example,
the students take notes
while I’m lecturing with
my ppt. Then they write
down any ‘questions or
connections that they can
make during this time. I
think concepts are well
constructed in class if the
students can take notes
by themselves and when
the teacher checks the
note and comes back to
give some feedback is
important. 7/17/23
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 7/17/23 levels and abilities. matter.
student access to subject
matter when confusions
are identified.

We have light assessment

and practice assessment
to determine if the
students were
understanding the
essential key terms and
meanings for the lessons.
For example, a simple
true or false quiz will help
me to determine the
lesson context and
vocabulary word
matching will also help
me to determine if the
students understand the
definitions. 7/17/23
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
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. extend student instruction.
facilitate student matter. understanding 7/17/23.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I understand how
students learn by
integrating history
concept to English lesson.
I like to integrate The
Great Depression context
with Langston Hughes
poems. These two
concepts share the same
time era to explore the
‘how’ and ‘what’ for the
students and gives
resources across subject
matter. 7/17/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
7/27/23 connections within and matter.
across subject matter.
Going back to Langston
Hughes poems and The
Great Depression
example, the academic
language will be more
like a literary device and
the literacy that students
can pull out from the
context of the lesson.
However, it is still
concerned in terms of
diverse learning needs as
English contains several
cultural aspects; yet, not
all the cultural aspects.
7/17/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
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 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. ongoing links to outside
resources based on resources and support.
individual needs.7/17/23

Our school is an
international school with
lots of technology
resources. We have
PowerSchool, Alma, and
Google Classroom. So
students are very used to
technology and its skills.
We use NoRedInk as an
example for electronic
grammar practices and
Achieve 3000 websites to
read short articles to
expand Literature
knowledge. 7/17/23
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 7/17/23
learners and student
Provides adapted materials development. Develops and adapts Is resourceful and flexible in
with special needs to to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
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,
SDAIE, and content level learners. and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content.

We use NWEPA’s MAP

testing and WIDA testing
for the English learners’
English language levels.
We divide students into 5
categories according to
MAP scores benchmark:
Foundations,
intermediate,
mainstream, honors, and
AP English.7/17/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the 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
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content 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. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.

We have 3 special needs

students this year in my
class. One student needs a
special attention as he
just recovered from brain
surgery. His
communication skills are
very slow, but has no
problem to communicate
in English. However, he
can’t do writing task as he
can’t concentrate, so we
often differentiate his test
by giving a multiple-
choice test. 7/17/23