CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Has a foundational Examines concepts in Understands and explains
knowledge of subject subject matter and the relationship between
matter, related academic academic language to essential subject matter
3.1 Demonstrating language, and academic identify connections concepts, academic
knowledge of subject content standards. between academic language, and academic
matter academic content standards and content standards.
content standards instruction.
I feel that I understand
and can facilitate learning
in all of the subject
matters. I am
knowledgeable of
subject-specific academic
language, and can thus
relay the meaning of this
language to my students,
as well as draw
connections between the
language and the
concepts. I am also
familiar with the
academic content
standards, and am able to
facilitate student
understanding of the
expectations set forth for
them by these standards.
(10/2/17)
Integrating Innovating
Uses broad knowledge of Uses extensive
inter-relationships of knowledge of subject
concepts, academic matter concepts, current
content standards, and issues, academic
academic language in language, and research to
ways that ensure clear make relevant
connections and connections to standards
relevance to students. during instruction and
extend student learning.
I teach academic
language/vocabulary as
an integral part of my
lessons in all subjects. I
explicitly teach
vocabulary at the start of
a lesson by asking
students to choral read
each word, its definition,
and an sentence
containing the word;
draw an image to
represent the word; and
sometimes create a
kinesthetic
representation of it. I
integrate science and art,
as well as social studies
and writing. (5/13/18)
I have made use of new
visual representations of
writing, such as the
Painted Essay graphic
organizer for
informational writing,
various paragraph
templates, and this RACE
strategy chart for
responding to short-
answer prompts, all of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

which I post on Google

Classroom for my
students to reference.
(12/14/18)
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
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.
Adapts instruction in Integrates knowledge of
response to knowledge of range of students
student development and development into
proficiencies to meet instructional decisions to
students’ diverse learning ensure student
needs. Ensures understanding of the
understanding of subject subject matter including
matter including related related academic
academic language. language.
Provides explicit teaching Provides explicit teaching
of essential vocabulary, of specific academic
idioms, key words with language, text structures,
multiple meanings, and grammatical, and stylistic
academic language in language features to
ways that engage ensure equitable access
students in accessing to subject matter
subject matter text or understanding for the
learning activities. range of student language
levels and abilities.
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject
matter including related
academic language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.

I make sure to preview I use exit tickets and

and review academic informal observation to
language throughout a inform instruction within
lesson or series of and across lessons. I
lessons, as well as explicitly teach academic
throughout the year. I use language/vocabulary,
some formative grammar, and stylistic
assessments, such as “exit language features. I teach
tickets,” worksheets, and grammar both within
my observations in the writing assignments and
classroom in order to as a stand-alone subject. I
adjust my instruction, teach stylistic language
and review concepts or features within reading
move forward as needed. and writing lessons.
(10/2/17) (5/13/18)

I stay current on
research-based
educational strategies to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

support the full range of

students in my classroom
by reading blogs and
educational publications
made by organizations
such as The National
Association for Gifted
Children. This article, for
example, encouraged me
to use leveled grouping
more often in my
classroom as a way to
support my gifted
students. (12/14/18)

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.
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
I read through most of I acquaint myself with
the curriculum curriculum
thoroughly before modules/units and make
teaching both single a pacing plan before
lessons and entire teaching them. I adjust
modules, or units. I take the curriculum by leaving
careful notes of the parts selected lessons out, or
of the curriculum that I supplementing lessons
want to use and the parts with activities I create or
I need to leave out or find online. I take note of
make adjustments to in how I teach a unit so that
response to my students’ I can use the plan in the
needs. (10/2/17) future. 5/13/18
I organize resources for
my students according to
topic and assignment on
Google Classroom. For
example, to support my
students in writing a
paragraph about the
meaning of a figurative
great heart, I uploaded an
informational paragraph
template and paragraph
frame that they could
reference. (12/14/18)
Uses instructional Gathers and uses Selects and adapts a
strategies that are additional instructional variety of instructional
provided in the strategies in single strategies to ensure
3.4 Utilizing curriculum. lessons or sequence of student understanding of
instructional lessons to increase academic language
strategies that are student understanding of appropriate to subject
appropriate to the academic language matter and that
subject matter appropriate to subject addresses students’
matter. diverse learning needs.
I adapt the curricula to
meet my students’ needs.
For example, in teaching a
writing unit using the
writing curriculum, I felt
that the graphic organizer
provided by the
curriculum was confusing
and ineffective. Instead, I
made my own organizer
that I felt scaffolded the
writing process more
appropriately for my
students.
Aligned to TLMS Domain
4.a and NBPTS
Proposition 2.6
(5/10/19)
Integrates instructional Uses an extensive
strategies appropriate to repertoire of
subject matter to meet instructional strategies to
students’ diverse develop enthusiasm,
learning, to ensure meta-cognitive abilities,
student understanding of and support and
academic language, and challenge the full range of
guide student in student towards a deep
understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

I often explicitly teach I teach academic language

and review academic linguistically, visually,
language even when the musically, and
curriculum does not kinesthetically. When
direct me to do so. I have presenting students with
my students write down a vocabulary word, I
definitions, examples, and usually have them choral
sometimes draw images read the word, its
associated with the definition, and a sentence
vocabulary in order to containing the word;
develop their record the word and its
understanding of it. definition into their
(10/2/17) notebooks; and draw an
image to represent the
word. When appropriate,
I ask them to create
hand/arm signs to
represent it. I also play
educational songs and
videos about a word or
category of words in
order to reach the
musical learners in my
classroom. (5/13/18)

I make use of Kahoot

quizzes as a review
strategy and a way for me
to collect quick, formative
data on my students'
understanding of a
concept. (12/14/18)
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
3.5 Using and
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
adapting resources,
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies, and
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
standards-aligned
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
instructional
matter accessible to to students. and skill development in needs and make subject extend student
materials including
students. subject matter. Resources matter accessible to understanding and
adopted materials, to
Explores how to make reflect the diversity of the students. critical thinking about
make subject matter
Identifies technological technological resources classroom and support subject matter.
accessible to all
resource needs. available to all students. differentiated learning of Assists student with
students
subject matter. equitable access to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

materials, resources, and Ensures that student are

Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
technologies. Seeks
outside resources and
support.
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.

I use a number of online I make use of a variety of

resources that
differentiate instruction
and are responsive to
students’ needs. These
resources include
Measuring Up, ST Math,
Newsela, and soon, Zearn.
I always teach students
how to use these sites
and make the most use of
them before they use
them, and throughout the
year. I give students
advice and tips for
performing online
research, and direct them
to websites that are
suitable for their needs.
(10/2/17)
outside resources,
including online
educational programs;
Teachers Pay Teachers
lessons; and activities,
resources, and lessons
that other teachers share
with me. The online
resources I use are ST
Math, Zearn, Newsela,
and Moby Max, all of
which differentiate
instruction for students. I
guide students in
performing online
research in a variety of
subject areas. I also teach
students who can benefit
from them how to use
voice-to-text and text-to-
speech tools. (5/13/18)

I attempt to create
documents that are
accessible to students by
using appealing font and
visual representations.
For example, in RACE
strategy graphic
organizer, I incorporated
a simple visual as well as
shapes to represent each
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

step of the strategy.

Students use this
organizer to plan their
responses to short-
answer prompts.
(12/14/18)

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
I use DIBELS, Measuring
Up, Newsela,
comprehension
worksheets, and informal
observations in order to
assess English learners’
performance. I use a
number of visuals
throughout lessons, and
make use of graphic
organizers in writing.
(10/2/17)
I familiarize myself with
my English learners’
proficiency levels in each
of the categories of
speaking, listening,
reading, and writing. I use
DIBELS, Newsela
comprehension quizzes,
writing assignments, and
other comprehension-
based assignments to
assess my ELs’ growth. I
make use of visuals like
drawings or online
images, graphic
organizers in writing, and
sentence frames to
support learning.
(5/13/18)
I use sentence stems and
paragraph frames, both
written and oral, to help
my English learners form
complete sentences. I
teach students English-
Spanish cognates and
false cognates, as well as
Greek and Latin roots
that are shared in both
English and Spanish
vocabulary, to help my
Spanish-speaking
students make
connections between
Spanish and English.
I have plans to introduce
students to Knovio
videos, which I will
encourage them to use as
a book report option. This
will allow my English
learners to summarize
and review a book, and
thus demonstrate
understanding of it,
through the use of
spoken, rather than
written, language. Since
most of my English
learners are more
proficient in speaking
than writing, this will
allow them to better
express their thoughts
and ideas. They will also
be able to replay what
they have recorded,
which will give them
opportunities to hear any
mistakes they may have
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
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.
made and re-record as
needed. (12/14/18)
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
previous to referral.
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.
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
effective implementations of
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I am still learning about I attempt to communicate
the referral process for and collaborate with the
two students with whom special education teacher
when I have a question or
I have academic concerns.
concern about my students
I have learned that I need with IEPs. There are two
to complete a “SCORE” para-educators that come to
sheet before starting a my classroom, each twice a
referral process at my week, who work individually
school. (10/2/17) with these students. I am
going to start having them
pull the students aside to
work on specific goals
within their IEPs. I also keep
in communication with
parents, and make
accommodations to
homework as needed.
(10/2/17)
I am in regular
communication with the
special education teacher
and the school
psychologist regarding
my two students with
IEPs. I collaborated with
the school psychologist to
make a behavior
intervention plan for one
of these students, which
has been successful in
decreasing his disruptive
behaviors. I also
communicate regularly
with the parents of these
students regarding
behavior, homework
accommodations, and
academic progress. This
year, I have referred a
total of seven students to
the SST process.
(5/13/18)
I allow some of my
students with special
needs to use the voice
typing feature on Google
Docs. This has been
particularly helpful for
one of my students who is
far below grade level and
who has difficulty typing
his paragraphs and
essays. He is able to put
far more content on the
page when he can speak
his thoughts rather than
write them.
I give modified
homework and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

assessments to my
students with special
needs. (12/14/18)