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 content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. ways that ensure clear connections to standards
content standards
connections and relevance during instruction and
to students. extend student learning.

Integration of Novel
Studies for books such as
“The Lightning Thief” that
uses Scaffolded
instruction so that early
skills (such as setting,
characterization, and plot
structure) are
foundational and requisite
for later, more complex,
higher-order skills and
knowledge (such as
motifs, themes, and
symbolism) to understand
the author’s purpose of a
piece of work.
(4/1/2019)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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

Applies leveled writing

assignments that Guide
different gorups of
students to success
through mentor sentences
or specific prompts -
coaches all students to use
analysis strategies that
provide equitable access of
subject matter through
modeling topic/thesis
sentences to copy and/or
challenging avid writers to
use the model to create
their own. (5/1/2019)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
Creation of Curriculum
Maps for the year that
provide ranges of
instruction applying and
using a variety of
engagement strategies
including flexible groups,
leveled instruction,
cooperative groups, and
1:1 for individual needs.
(8/27/18)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
instructional increase student academic language to ensure student meta-cognitive abilities,
strategies that are understanding of academic appropriate to subject understanding of and support and challenge
appropriate to the language appropriate to matter and that addresses academic language, and the full range of student
subject matter subject matter. students’ diverse learning guide student in towards a deep
needs. understanding knowledge of subject
connections within and matter.
across subject matter.
Integrating lessons that
builds on students’ life
experiences prior
knowledge, and interests
to make subject matter
relevant to students - Use
of Rod Serling’s “The
Monsters Are Due on
Maple Street" to
understand elements of a
play and exhibit behaviors
of “mob mentality” - ask
students to reflect on
news stories that show
people exhibiting mob
mentality. Have students
present their findings
through a google slide
with images and
description of event. Ask
students to compare how
people act alone vs. when
they feel empowered by a
mob. Watch Twilight
Zone Episode 22.
(3/1/2019)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 critical
standards-aligned
Explores how to make reflect the diversity of the students. thinking about subject
instructional
Identifies technological technological resources classroom and support 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.
Teacher centered and
student-centered
NEARPOD activities –
Interactive presentations -
that allow virtual reality
experiences for Ancient
Civilization studies such
as visiting the tomb of
Ramses II to attempt
translations of
hieroglyphs. Followed by
2-column notes in Social
Studies notebooks and
Google Forms exit ticket
with text-to-speech
options for questions on
lesson.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’ performance
needs of ​English to identify gaps in English
learners​ and student language development.
with special needs to Provides adapted materials
provide equitable to help English learners Attempts to scaffold content
access to the content access content. using visuals, models, and
graphic organizers.
Scaffolds differentiated
instruction using visuals,
modeling, demonstrations,
and graphic organizers.
Students use KWL Charts,
Think-Pair-SHare, strategic
grouping and seating
assignments, resource
department and
afterschool options to
reach goals.
(8/27/18-6/8/2019)
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the study development, English in English language
of language and content. learners’ strengths and development and in meeting
Differentiates instruction assessed needs into English content standards. Supports
using one or more language and content students to establish and
components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content.
Developing Essential
Questions to Coordinate
with “Take A Stand”
Biographical Literature
Study Unit on MLK Jr.,
Gandhi, Cesar Chavez, &
Columbus
Develop Essential
Questions that are open
ended, thought-provoking,
require higher-order
thinking, point toward big
transferable ideas, raise
additional questions,
require justification and,
recur over time.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning