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
language, and academic identify connections concepts, academic content standards, and issues, academic
content standards. between academic language, and academic academic language in language, and research to
3.1 Demonstrating
content standards and content standards. ways that ensure clear make relevant
knowledge of subject
instruction. 9/24/18 connections and connections to standards
matter academic
relevance to during instruction and
content standards
students.5/9/19 extend student learning.
12/10/19

5/2/20 Same level

All assignments are When students walk in I am at a point where I

connected to common the room, and log in to know anything and
core standards, and Google Classroom, the everything about English
students are told which first document they see is grammar and rules of
common core standard the agenda, which punctuation, all of which I
each assignment applies outlines the standards, enforce in my
to and what the learning learning targets, and assignments. As such, I
target is. The vocabulary specific vocabulary and have also expanded my
and grammar are always grammar they are going knowledge of the
tied to the readings, and to focus on and learn. Common Core Standards
worksheets that I create Even when the and don’t recycle the
about the readings assignment is focused on same material semester
incorporate the making inferences, for after semester. I teach
vocabulary and grammar example, students must topics that are very
in them. I reinforce still use the vocabulary relevant, current, and of
academic language while words correctly (I give interest to students. For
I give verbal and written them the collocations to example, I used
feedback to reinforce enforce correct and informational texts about
standard English and natural use of each word) the recently deceased
proper ways of conveying along with the grammar Nipsey Hussle, a former
oneself to one’s audience. they’re learning in the music artist whom my
9/24/18 unit. Students, also, students admire, for such
become very familiarized standards as RI-2 and RI-
with content standards 4. I, then, use the same
because they know that in material to teach my
order to pass a unit, they students research skills,
need to at least score a looking for credible
near mastery the first sources online that
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
3.2 Applying Has basic knowledge of Expands knowledge of
knowledge of student stages of student development and
student development development while implements learning
and proficiencies to becoming aware of activities in single lessons
ensure student differences in students’ or sequence of lessons
understanding of understanding of subject that addresses students’
subject matter matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
vocabulary following academic language.
curriculum guidelines.
Provides explicit teaching
of essential content
vocabulary and
associated academic
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.
time and then at least a corroborate their views
mastery the second time about the influence his
it is taught. 5/9/19 music exerts on those
who want to give back to
their community. I do the
same with my other
classes. 12/10/19
In addition to the above, I
broaden my knowledge
continuously purchasing
texts from Barnes and
Noble on grammar and
vocabulary instruction,
and even reading
comprehension. I, also,
collaborate with other
teachers and have seen
their samples to get ideas
from them. 5/2/20
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. 5/2/20
9/24/18 5/9/19 (Still on
the same level, very close
to innovating, but not
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

quiet there just yet.)Still

working on going from
integrating to innovating.
12/10/19
My teaching is very I give students thorough
explicit and practical. For feedback on all
example, when I teach assignments on Google
vocabulary, I also teach Classroom. This was the
example sentences and case before and after
collocations to ensure virtual, distance learning
that students are using became mandated. In
them correctly. Moreover, addition to feedback, I
the words and give them specific points
continuously used that they have improved
verbally and in writing by on. I, also, add extra
me to allow students to resources on Google
hear the words used in a Classroom for students
natural context through who need additional help
repetition. That way, such as video summaries
students hear and see for EL and SPED students
them so much, they begin who might otherwise find
to use them in their own some texts difficult to
writing. Essentially no understand. 5/2/20
matter what level an EL
or SPED student is at,
they are exposed to
verbal and written use of
words and academic
language so much
through repetition that
they use them as if the
words are common in the
English dictionary.
9/24/18

Every essay and even

quick-writes are first
written in outline format.
I enforce the use of
structure to help students
cogitate critically on the
message they are
conveying to their
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

audience. Especially in
the beginning, I sit with
students, one-on-one to
identify the errors that
they are making. Once I
write down color-coded
examples for them, I
immediately scan the
sheet and email it to the
student so they always
have access to it. While
the learning happens
collectively, I also make it
a point in teaching
students individually
while the rest are
engaged in another
project. It is to build
rapport and allow the
student to have a candid
discussion with me about
what they are
experiencing difficulty
with. In addition, I email
them links and sources
that further explain what
each student is struggling
with. I, also, share these
resources with the EL and
Special Education
Specialist so that we are
advancing students’ skills
as a team. 5/9/19

No matter what level my

students are at, they learn
five vocabulary words a
week, and they must use
them in every
assignment. In my daily
agenda, I add those words
as well as the words from
previous weeks with their
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

correct usage in a variety

of ways. I say the words
aloud as much as I can in
class and have them use
those words even in the
most informal response
to expand students’
vocabulary. My students
have told me that they
have used these words on
the SBAC because their
recurring use of these
words gives them the
confidence to use them in
other academic settings.
12/10/19

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
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing
subject matter. understanding of subject understanding. 9/24/18 extend student instruction.
curriculum to
matter. understanding. 5/9/19
facilitate student
Ensures student
understanding of the
Same level 12/10/19 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. 5/2/20

I create a pacing guide I not only plan for the

I teach common core that is very detailed, but semester and make
standards and grade not so rigid that I can’t changes as necessary, but
students based on a move it around. While also create reading
rubric that determines some of the texts are schedules to stay on top
whether the student going to be taught of the readings so that we
learned the standard at regardless, I do take into do not read novels in a
all, is near mastery, at consideration, via a rush but rather in a more
mastery, and exceeds survey at the beginning of timely manner. 5/2/20
mastery. Depending on each semester, to gauge
how the class does on what students are
each common core interested in as non-
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
standard, I will reteach it
to make sure that
students have another
opportunity to learn the
lesson, then I look at their
scores again. Each time,
my goal is to make sure
that students are at
mastery by the end of the
semester. Therefore, I
adjust the curriculum
accordingly. 9/24/18
fiction topics. This helps
facilitate the learning
process as students have
more to say and write
about topics that interest
them. It’s a good starting
point that eventually
leads to more complex
topics and readings.
Nevertheless, when
students do not do well
on a Common Core
Standard, I make changes
to the schedule and
reteach the same
standard, after my
mentor and colleagues
look at, so that we can
identify what could have
confused students or
what I may have taught
preemptively without
considering other skills
that students may not
have had. Ultimately, the
curriculum is student-
focused and flexible to
meet their needs both
individually and
collectively. 5/9/19
In addition to the above, I
continue to change or
alter future assignments
based on the class’
mastery of the common
Core Standards, the skills
they did or didn’t acquire
and their preparedness
for the next step. I am not
afraid to reteach
transitions, for example,
or how to paraphrase
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

properly by accurately
stating what an author
asserts in context and
giving him or her credit
for the original text. My
students know that
sometimes they have to
relearn a concept or
revisit a standard such as
RL-6 until they have at
least mastered it.
12/10/19

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 strategies to ensure subject matter to meet strategies to develop
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
lessons to increase academic language learning, to ensure cognitive abilities, and
3.4 Utilizing
student understanding of appropriate to subject student understanding of support and challenge the
instructional
academic language matter and that academic language, and full range of student
strategies that are
appropriate to subject addresses students’ guide student in towards a deep
appropriate to the
matter. diverse learning needs. understanding knowledge of subject
subject matter
connections within and matter. 5/9/19
across subject matter.
Same level 12/10/19

Same level 5/2/20

I have trackers in which
inform me how students
do in different areas
based on assignments:
reading, writing,
grammar, and speaking /
listening. Depending on
their level, the
assignments will also be
slightly differentiated to
be sure that they are
accessible to all students.
For example, for SPED
and EL students, the
instructions for
This is an area where I
create cultural literacy
and expose students to
different ethnic groups in
the U.S. and the various
experience they have. It
really builds enthusiasm
because a good number of
my students are Hispanic,
for example, and like
hearing Spanish words in
a short story for example.
I, also, show them the
prejudices that people of
color experience as well
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

assignments are more as how they overcome

elaborate and define obstacles. The key is to
words that may be more excite their interest, and
difficult for them. They at the same time, be able
also receive additional to see a controversial
links to PowerPoints that topic, for instance, from
I have created for multiple perspectives
additional examples or without having to
samples to help them personally agree with it.
make sense of this, and All the while, I teach them
this includes readings. grade appropriate
For example, they get vocabulary words,
additional examples of reading comprehension,
readings questions and grammar, and various
their answers to show writing styles and
them how to make techniques. 5/9/19
inferences so that when
they are testing, they get In addition to the above, I
a better understanding of have my students write
how to make an full-on analytical,
inference. 9/24/18 reflective, argumentative,
and expository papers.
For example, when I
taught The Great Gatsby
this semester, students
had to write an analysis
for each chapter with
strong supporting
evidence. Even though
many were EL or
students with special
needs, they were given
supplemental materials
to enhance their
understanding of the text;
nevertheless, they had to
make deep inferences
with sufficient examples
to make their claims
convincing for their
audience. 12/10/19

I create a sample for

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

almost every assignment

to ensure that students
understand both the
instructions and the
material. I give them
samples beforehand and
write samples in front of
them both in person in
the physical classroom
and now in the virtual
classroom so that they
are properly guided
through the writing
process. 5/2/20

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. 5/9/19 critical thinking about
instructional Identifies technological technological resources classroom and support subject matter.
materials including resource needs. available to all students. differentiated learning of Same level 12/10/19
adopted materials, to subject matter. Ensures that student are
make subject matter able to obtain equitable
accessible to all Guides students to use Assists student with access to a wide range of
students available print, electronic, equitable access to technologies through
and online subject matter materials, resources, and ongoing links to outside
resources based on technologies. Seeks resources and support.
individual needs. outside resources and
support. 9/24/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

I provide students with Since distance learning

links to Librivox
recordings for example
for texts that we read
aloud in class. Other EL
students, for instance,
who are all Spanish-
speaking get links to
translations of texts or
simpler translations: such
as No Fear Shakespeare
for a Shakespearean play.
I, also, touch based with
our EL Specialist and
Special Education
Specialist to make sure
students are attending
their appointments and
give them answers and /
or samples so they can
assist students as
necessary. 9/24/18
has been mandated, I
made sure that all
students had a
Chromebook that they
picked up from school
along with a charger.
Those who did not have
Internet access, I signed
them up for free hotspots.
This is to make sure that
all students have
equitable access to the
technology needed to
ensure learning. 5/2/20

My students, having to
turn in most of their
assignments via Google
Classroom become used
to typing as well as using
various apps on there
such as Google Forms,
Sheets, Slides, and PDF
Mergy. To further
enhance their writing
skills, they regularly use
such sites as the Oxford
Collocations Dictionary to
enhance the meaning of
their words by adding
correct adjectives, verbs,
etc. before and after their
words. At the same time, I
expose them to different
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

apps to help them create

a digital posters and
mind-maps. Familiarizing
them with the apps and
their consistent use helps
students demonstrate
what they’ve learned with
creativity and
enthusiasm. 5/9/19

As an addition to what I
have above, I provide
audio and audio-visual
assistance to students
with special needs and EL
students. I use detailed,
step by step and color-
coded handouts to help
them have equal access to
the material. In addition, I
add links for more
examples. For instance,
when I taught them
appositive phrases, even
though the handouts and
notes were very clear on
Google Classroom, which
they can access at all
times, I also added links
to sites that explained
them differently.
12/10/19

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
3.6 Addressing the English language culture and language learner strengths in the development, English in English language
needs of English 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
learners and student
writing. Uses multiple instruction using one or language and content students to establish and
with special needs to measures for assessing more components of English instruction. monitor language and
provide equitable English learners’ language development to content goals.5/9/19
access to the content performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
to help English learners
access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
9/24/18
English language learners
and SPED students
receive additional help.
They come to me during
my conference period and
get one-on-one help. I,
also, provide additional
handouts, and exercises
on Google Forms to help
them prepare for their
tests. Such tests are on
autograde. Students take
them at home and receive
their score along with the
answers through an app
called Flubaroo. They are
able to see the answers to
questions that were
incorrect. Afterwards, I
go over what they missed.
These practice tests give
SPED and EL students
reinforcement and
greater confidence to do
just as well on their
assessments as other
students. 9/24/18
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners. 9/24/18
I give students with
special needs and EL
students differentiated
assignments. I provide
additional links and
access to PowerPoints for
additional examples
which are color-coded
and easier to understand.
I, also, give them
additional practice tests
to prepare for the actual
test. However, it depends
on their level because the
more proficient they
become, the more I try to
wean them away from
additional resources and
check to see how
responsive they are to
catching up with the rest
of the class. 9/24/18
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
12/10/19
Same level 5/2/20
In addition to Common
Core Standards, I also
have ELD standards for
every unit that
corresponds with not
only the Common Core
Standards but also the
needs of the English
learners in the class. I
provide them with access
to materials in their
language, if available
whether it be audio or in
print. I, also, provide
them with different
grammar handouts that I
spend time on with them
to help them become
more conscious of English
grammar but catch up.
Their understanding of
grammar has, based on
the data that I have
collected, a significant
impact on the
improvement of their
reading comprehension.
5/9/19
In addition to what I have
stated above, readings,
even poems, I provide
audio links for to help
students who are ELs. I
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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.
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
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,
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. 5/9/19
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with
school.9/24/18
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
even contact their
parents using Google
translate to communicate
my concerns or
celebrations of the
students’ success with
them. 12/10/19
I give additional materials
and resources to EL
students and give them
appointment times so
that I can help them one
on one. They have them
sign up. I share my screen
with them, and they work
on their assignments on
Google Classroom with
my instruction. This gives
them that extra help they
need to ensure learning.
5/2/20
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. 5/2/20
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. 12/10/19
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
for referral. including interventions tried
previous to referral.
learning that is integrated
into the core curriculum.
9/24/18
I have all parents’ cell phone
numbers, whom I text
regularly not only to build
rapport but to inform them
of their students’ progress.
While I do use it as an
opportunity to express
concerns, I often use it to
discuss students’ success
including how well they
discussed a topic in class,
good behavior, and good
grades on essays. It is for
positive reinforcement. I,
also, have all staff on Google
Hangouts and contact them
regularly to follow up on
students’ progress and this
includes SPED and EL
specialists. 9/24/18
I contact the Specialist
Education Specialist and EL
Specialist to discuss
progress and concerns. I,
also, reach out to the school
counselor to express
concerns. I set up meetings
with parents and invite staff
to attend the meetings.
Afterwards, I follow up with
staff and parents regarding
improvements and / or
additional steps for
improvement and continue
to update both staff and
parents while closely
monitoring the EL and SPED
students. 9/24/18
I am close to innovating but
still at the integrating level.
My students with special
needs receive multiple and
effective implementations of
referral processes.
I am in constant
communication with the
EL and Special Education
Specialist especially
because I have some
students who are both. I
constantly provide visual
and audio support for
them. Even when we have
texts available in print
such as Into the Wild and
The Great Gatsby, I give
them links to the PDF,
which I help them
navigate and zoom in for
larger print. I give them
direct links to audios. I
use other methods of
repetition and even sign
language to promote their
understanding of
vocabulary words. They
also receive extra
summaries of written
works before we read the
material as a class. Not
only does it prepare them
for the reading but
ensures their
understanding of the
basic plot before we go
over it to give them
equitable access to the
material. 12/10/19
I help my students with
special needs by working
on assignments with
them, giving them fewer
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
even full samples of requirements, depending
assignments that are color- on their needs, and work
coded and need specific. For collaboratively with the
example, while I write
special education
samples in front of students
and all students are guided
specialists for more
through the writing process, feedback for myself to
I email students with special help them. 5/2/20
needs a complete essay
sample written by me so
they have a better
understanding of each
assignment. I even hyperlink
the definitions of words they
may have difficulty with. I
communicate with the
special education specialists
regularly via Google
Hangouts to monitor the
progress of students with
special needs as well as
share their
accomplishments. 5/9/19