EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN Candidate: Hillary Tindall Cooperating Teacher: Mrs. Faye Thompson Grade: 2 nd District: Orangeburg Consolidated School District 5 School: Whittaker Elementary School Year: Spring 2014 Major: Elementary Education Cognate(s): English Section I: Student Information Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information Factors (e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Description (of your findings in terms of your students) Sources/Contextual Factors (e.g. students, community resources, internet, records, school personnel, family, etc.) Gender 12 Boys 7 Girls This information was gathered from observation and from the class roster, which was provided by my cooperating teacher Mrs. Thompson. Ethnicity 16 African American students 3 Hispanic students This information was gathered through observation. Resource No students have IEPs. 3 students are English Language Learners. This information was gathered from the Resource teacher Ms. Charley and the district’s TESOL instructor Ms. Fogle. Reading Level 0.0-0.9: 1 student 1.0-1.9: 9 students 2.0-2.9: 7 students 3.0-3.9: 3 students This information was gathered from my cooperating teacher Mrs. Thompson. She referred to the STAR Reading program to Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Transcript
EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN
Candidate: Hillary Tindall Cooperating Teacher: Mrs. Faye Thompson Grade: 2nd District: Orangeburg Consolidated School District 5 School: Whittaker Elementary School Year: Spring 2014 Major: Elementary Education Cognate(s): English
Section I: Student Information
Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Important Student InformationFactors
(e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other
relevant factors, etc.)
Description(of your findings in terms of
your students)
Sources/Contextual Factors(e.g. students, community resources,
internet, records, school personnel, family, etc.)
Gender12 Boys7 Girls
This information was gathered from observation and from the class roster, which was provided by my cooperating teacher Mrs. Thompson.
Ethnicity16 African American students3 Hispanic students
This information was gathered through observation.
Resource No students have IEPs.3 students are English Language Learners.
This information was gathered from the Resource teacher Ms. Charley and the district’s TESOL instructor Ms. Fogle.
Reading Level 0.0-0.9: 1 student1.0-1.9: 9 students2.0-2.9: 7 students 3.0-3.9: 3 students
This information was gathered from my cooperating teacher Mrs. Thompson. She referred to the STAR Reading program to gather the information.
Social Economic Status Free Lunch – 1 studentPaid Lunch – 1 studentReduced Lunch – 17 students
This information was gathered from the attendance secretary Ms. Guinyard.
Reflect on the student Information: Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans? The student information provided above will be of primary importance because it is crucial that I understand the students within the classroom. After reviewing the information which was collected through various sources at Whittaker Elementary School, I noticed the range of diversity which exists in the classroom. Each student is an individual, and it is important that I, as their student teacher, am able to understand their background information. Based on certain factors, I have been able to effectively develop my long and short range plans for the class. The background information used as a guide when creating lesson plans and assessments. The data provides me with the necessary information that will be beneficial when planning to differentiate activities. Overall, the information provided will allow me to better understand the students and will be resourceful in the development of my long and short range plans which ultimately will result in my teaching students interesting and engaging lessons to promote their learning and overall success.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Section II: Long Range Learning and/or Developmental Goals
Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students.
Subject: English Language Arts
Long Range Learning and/or Developmental Goals
Students will create written work with a clear introduction, supporting details and conclusion. Students will read and comprehend a variety of literary texts such as fiction, nonfiction, poems, and fables. Students will demonstrate an understanding of a story’s characters, setting and plot.Students will increase their vocabulary. Students will increase their reading level. Students will score and perform exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams.
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?
Of the long range learning and/or developmental goals I have established, I believe the most important goals for all students to achieve are increasing their reading level and performing exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams. It is important for the students to reach these goals because it will show that they have mastered the content and gained the necessary skills needed to succeed in third grade. In second grade, students are not required to take the Palmetto Assessment State Standards (PASS) Test; however, they will be required to take the PASS test in third grade. Out of the other goals listed above, I believe these are the two most important goals because they are essential to the development of the other learning goals.
Subject: Mathematics
Long Range Learning and/or Developmental Goals
Students will demonstrate an understanding of place value through various mathematical processes.Students will demonstrate a sense of the value for combinations of coins and dollars.Students will be able to distinguish the difference in characteristics between geometric shapes. Students will demonstrate an understanding of addition and subtraction through various mathematical processes. Students will demonstrate an understanding of fractions through the use of shapes and models.Students will score and perform exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams.
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?
Of the long range learning and/or developmental goals I have established, I believe the most important goals for all students to achieve are demonstrating an understanding of addition and subtraction through various mathematical processes and performing exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams. It is important for the students to reach these goals because it will show that they have mastered the content and gained the necessary skills needed to succeed in third grade. In second grade, students are not required to take the Palmetto Assessment State Standards (PASS) Test; however, they will be required to take the PASS test in third grade. Out of the other goals listed above, I believe these are the two most important goals because they are essential to the development of the other learning goals.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Subject: Science
Long Range Learning and/or Developmental Goals
Students will demonstrate an understanding of the different animal groups and their characteristics.Students will demonstrate an understanding of the distinctive environments where animals live. Students will demonstrate an understanding of the life cycle of animals. Students will demonstrate an understanding of the relationship between animals and plants.Students will score and perform exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams.
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?
Of the long range learning and/or developmental goals I have established, I believe the most important goals for all students to achieve are demonstrating an understanding of the different animal groups and their characteristics and performing exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams. It is important for the students to reach these goals because it will show that they have mastered the content and gained the necessary skills needed to succeed in third grade. In second grade, students are not required to take the Palmetto Assessment State Standards (PASS) Test; however, they will be required to take the PASS test in third grade. Out of the other goals listed above, I believe these are the two most important goals because they are essential to the development of the other learning goals.
Subject: Social Studies
Long Range Learning and/or Developmental Goals
Students will demonstrate an understanding of the characteristics of the various types of communities. Students will demonstrate an understanding of the functions of each of the three branches of government. Students will demonstrate an understanding of maps and globes and their purpose. Students will demonstrate an understanding of how the land has changed over time in their community.Students will demonstrate an understanding of the roles of different jobs in the community. Students will score and perform exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams.
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?
Of the long range learning and/or developmental goals I have established, I believe the most important goals for all students to achieve are demonstrating an understanding of the characteristics of the various types of communities and performing exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams. It is important for the students to reach these goals because it will show that they have mastered and gained the necessary skills needed to succeed in third grade. In second grade, students are not required to take the Palmetto Assessment State Standards (PASS) Test; however, they will be required to take the PASS test in third grade. Out of the other goals listed above, I believe these are the two most important goals because they are essential to the development of the other learning goals.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Section III A: Instructional Units
Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.
Subject: English Language Arts
Unit Topic or Description Unit Length
(i.e., approximate number of lessonsRI.2.1. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. (Key Strategy: Background Knowledge)
1 week
RL.2.4. Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song. (Key Strategy: Important Ideas)
1 week
RI.2.1. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. (Key Strategy: Questioning)
1 week
RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (Key Strategies: Visualize, Monitor and Clarify)
2 weeks
RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (Key Strategy: Important Ideas)
1 week
RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (Key Strategy: Visualize)
1 week
RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (Key Strategy: Background Knowledge)
1 week
R.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (Key Strategy: Story Structure)
1 week
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? The instructional sequence for English Language Arts was determined based on the Orangeburg County School District 5 pacing guide. The pacing guide provides teachers with the Common Core Standards that will be used for teaching. The standards are aligned with lessons which are detailed in the pacing guide. The pacing guide also provides teachers with key strategies, information and concepts that should be taught as well as the amount of time suggested to teach each unit and standard. With the guidance of the OCSD5 pacing guide, I will be able to determine my instructional sequence and the amount of time spent teaching each unit. However, I do realize that certain areas of instruction may require more time to teach based upon my students understanding of the content.
Describe ways in which you will integrate the arts, PE and Health in your unit.Throughout the unit, I will integrate the arts, PE and Health. I will integrate the arts by allowing the students to draw the main characters, events and setting of the stories. Students will also have the opportunity to engage in theatre arts by acting out certain parts that occurred in the stories. Music will also be used when students learn about rhythm in poems. Physical education will be integrated in the unit when the students are getting up and moving as they role play events in stories and poems. Health will be incorporated in the unit by examining the settings, illustrations and characters in the stories. For example, when examining the setting and illustrations, students will discuss the proper clothing to be worn to prevent sickness.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.
Subject: Mathematics
Unit Topic or Description -- Key ElementUnit Length
(i.e., approximate number of lessons
2.NBT.2 Count with 1000; skip-count by 5, 10s, and 100s.2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digit, using >, =, and < symbols to record the results of comparisons.
1 week
2.NBT.2 Count with 1000; skip-count by 5, 10s, and 100s.2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies … and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.
1 week
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies … and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.
2 weeks
2.G.1 Recognize and draw shapes having specified attributes, such as given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
1 week
2.G.1 Recognize and draw shapes having specified attributes, such as given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.2 Partition a rectangle into rows and columns into same-size squares and count to find the total number of them.2.G.3 Partition circles an rectangles into two, three, or four equal squares, describe the shares using the words halves, thirds, half of, a third, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
1 week
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ₵ symbols appropriately.
4 weeks
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?The instructional sequence for Mathematics was determined based on the Orangeburg County School District 5 pacing guide. The pacing guide provides teachers with the Common Core Standards that will be used for teaching. The standards are aligned with lessons which are detailed in the pacing guide. The pacing guide also provides teachers with key strategies, information and concepts that should be taught as well as the amount of time suggested to teach each unit and standard. With the guidance of the OCSD5 pacing guide, I will be able to determine my instructional sequence and the amount of time spent teaching each unit. However, I do realize that certain areas of instruction may require more time to teach based upon my students understanding of the content.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Describe ways in which you will integrate the arts, PE and Health in your unit.Throughout the unit, I will integrate the arts, PE and Health. When working with place values, money, shapes, and fractions, students will be allowed to draw models and pictures to represent the problem. The drawing of models and problem will incorporate arts. Physical education will be integrated in the unit with the students using their body parts (hands, arms, legs, fingers, etc.) to demonstrate shapes and place values. Students will complete such activities by standing behind their desks and engaging in the physical activity related to the mathematics lesson. Health will be integrated in the unit by students having the chance to create word problems related to health facts.
Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.
Subject: Science
Unit Topic or Description Unit Length
(i.e., approximate number of lessons
2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics.
2 weeks
2-2.3 Explain how distinctive environments throughout the world support the life of different types of animals.
2 weeks
2-2.4 Summarize the interdependence between animals and plants as sources of food and shelter.
2 weeks
2-2.5 Illustrate the various life cycles of animals (including birth and stages of development).
2 weeks
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?The instructional sequence for Science was determined based on the Orangeburg County School District 5 pacing guide. The pacing guide provides teachers with the South Carolina State Standards that will be used for teaching. The standards are aligned with lessons which are detailed in the pacing guide. The pacing guide also provides teachers with key strategies, information and concepts that should be taught as well as the amount of time suggested to teach each unit and standard. With the guidance of the OCSD5 pacing guide, I will be able to determine my instructional sequence and the amount of time spent teaching each unit. However, I do realize that certain areas of instruction may require more time to teach based upon my students understanding of the content.
Describe ways in which you will integrate the arts, PE and Health in your unit.Throughout the unit, I will integrate the arts, PE and Health. Arts will be integrated in the unit by students creating a book explaining and illustrating the different animal groups, environments, plants and life cycles. A book will be made for each topic. Physical education will be integrated by students demonstrating the behavior of the different animal groups. The unit will include movement to help students better understand the differences in life cycles. Health will be included in the unit by students examining whether or not it would be safe and healthy for a human to live in the environments where different animals live. Students will consider living areas such as water, trees, forest, etc. Students will also compare whether or not humans would be able to survive in an environment and discuss ways to prevent illness in certain environments.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.
Subject: Social Studies
Unit Topic or Description Unit Length
(i.e., approximate number of lessons
2-1.3 Recognize the features of urban, suburban, and rural areas of the local region.
1 week
2-1.4 Summarize changes that have occurred in the local community over time, including changes in the use of land and in the way people earn their living.
1 week
2-1.5 Identify on a map or the globe the location of his or her local community, state, nation, and continent.
2 weeks
2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes.
1 week
2-2.2 Recognize different types of laws and those people who have the power and authority to enforce them.
1 week
2-2.3 Identify the roles of leaders and officials in government, including law enforcement and public safety officials.
1 week
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?The instructional sequence for Social Studies was determined based on the Orangeburg County School District 5 pacing guide. The pacing guide provides teachers with the South Carolina State Standards that will be used for teaching. The standards are aligned with lessons which are detailed in the pacing guide. The pacing guide also provides teachers with key strategies, information and concepts that should be taught as well as the amount of time suggested to teach each unit and standard. With the guidance of the OCSD5 pacing guide, I will be able to determine my instructional sequence and the amount of time spent teaching each unit. However, I do realize that certain areas of instruction may require more time to teach based upon my students understanding of the content.
Describe ways in which you will integrate the arts, PE and Health in your unit.Throughout the unit, I will integrate the arts, PE and Health. The arts will be integrated in the unit through music, theatre arts, and visual arts. In the unit, students will learn songs about the different communities to help them grasp the concept, and act out the common behaviors found in the communities. Students will draw images of how their community has changed over time. To integrate PE, I will use activities involving students demonstrating directions on a compass, ways people use land. Health can be integrated during the unit with student making rules (laws) regarding health for the classroom. For example, one rule implemented in the classroom is students have to get hand sanitizer before going to lunch.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Section III B: Materials and Resources
Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.
Teacher Materials Student Materials
Smart Board PencilsPowerPoint ErasersDry Erase Board Social Studies TextbookDry Erase Markers and Erasers Reading Street TextbookStapler Envision Math WorkbookPrinting Paper Daily Oral Language JournalComputers Writing JournalScissors Mathematics JournalLumens Lamp Science TextbookStudyisland.com (used for ELA) CrayonsEnvisionmath.com (used for Mathematics) Word Study JournalDiscoveryeducation.com (used for Social Studies)ScissorsGluesticksPens and pencilsPaper clipsProjector Daily Oral Language Workbook (ELA)Social Studies Textbook Teacher EditionScience Textbook Teacher EditionReading Street Textbook Teacher EditionEnvision Math Workbook Teacher EditionEZ Grader (2)LaptopPartitions
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Section IV: Assessment of Student Performance
Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Bloom’s Taxonomy. Your assessments (or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).
Student progress is recorded in the gradebook and in Power School.
(ELA) RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Formative (Multiple Choice Test)
A= 100-93B= 92-85C= 84-77D= 76-70F= 69 and below
Student progress is recorded in the gradebook and in Power School.
(Mathematics) 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digit, using >, =, and < symbols to record the results of comparisons.
Summative (Authentic)
(Covers two standards)
A rubric will used. See attached rubric.
Student progress is recorded in the gradebook and in Power School.
(Science) 2-2.3 Explain how distinctive environments throughout the world support the life of different types of animals.
2-2.4 Summarize the interdependence between animals and plants as sources of food and shelter.
Formative (Authentic)A= 100-93B= 92-85C= 84-77D= 76-70F= 69 and below
Student progress is recorded in the gradebook and in Power School.
(Social Studies) 2-1.3 Recognize the features of urban, suburban, and rural areas of the local region.
Reflect on student performance: (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the student’s overall progress and achievement in the class/subject?
I determined that the major assessments were appropriate for evaluating students’ progress and achievement by aligning it with the information the students learned from lessons. Based on the content that was taught throughout the week, assessments contained a range of questions. Some of the questions were multiple choice, fill in the blank, or matching. Before each assessment begins, a review session takes place. The class reads the directions of each assessment together.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
This ensures that everyone understands the directions of each assessment. Students and parents will understand the evaluation criteria for the class/ subject by me first establishing expectations. I will also provide them with the grading scale or rubric for each assessment. Parents and students will continue to receive reports regarding the student’s overall progress and achievement in the class/subject. Once a week parents/guardians will receive progress reports with completed and graded assignments attached. Parents are required to sign the progress reports and have their child return it to class the following day. The parent’s signature demonstrates to me that they have received and reviewed the progress report. Report cards will also be sent to parents/guardians at the end of every quarter.
Section IV B: Assessment of Student Performance – Record Keeping
Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.
A. System for maintaining records of student progress and achievement:
The work of students is graded at the end of each day. After being graded, the grade is recorded in the teacher grade book as well as Power School. Power School allows for the parent/guardian to also view their child’s current progress and grades. Each subject area is kept in a separate folder to maintain the graded materials. Students who have missed a day or any assignments are given the opportunity to make up their work at the beginning of the next school day.
B. Procedures for aggregating and displaying data:
I will aggregate data at the end of each school day. I will use the EZ Grader if I need assistance with calculating grades. A bulletin/display board is displayed at the back of the classroom. With the caption “Wiz Kids”, the board displays the work of those students who have received a grade of B or higher. The entire second grade has a bulletin board displayed in one of the hallways of the school. At the beginning of each month, the work of students from all classes is displayed in the hallway. Only the work of those students who have received a grade of B or higher is displayed on the second grade bulletin board.
C. How will you use the data to make instructional decisions?
The data will be used to help guide me in making instructional decisions. I will reflect on the data collected. Based on the grades of my students, I will be able to tell whether or not they have grasped the concept and content. If while reflecting, I notice that a small amount of my students have not grasped the content I will use a small group to reteach them. However, if I see that at least half of the students are having difficulty with the content, I will reteach the lesson using new strategies and activities. If the data shows a high understanding from all of the students, I will proceed to teach the next lesson.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Section V: Classroom Management
Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your description as you were explaining these expectations to your students and their parents. List the rules and consequences, and your procedures for non-instructional activities.
EXPECTATIONS DURING INSTRUCTION
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
During instruction, students are expected to sit in their seats at their desks unless otherwise instructed. Students are to be prepared with materials and are to have pencils already sharpened. There are other rules, consequences and rewards posted around the classroom as a reminder to the students. These rules are to be followed in the classroom at all times (whether during instruction or during non-instructional routines). Written below are the rules, consequences and rewards for the class.
Rules
Listen and follow directions the first time. Raise your hand and wait for permission to speak. Keep hands, feet, objects and negative comments to yourself. Have your supplies and be on time. Complete and submit all assignments on time with excellence.
Verbal Praise Cheers and Chants Positive Notes Lunch with the Principal Lunch with friends Fun and Frolic Friday Sock Hop (as scheduled) Stickers and stamps Homework Pass Healthy Snacks ROAR Bucks Computer Time
Attendance and Tardiness – Attendance is taken in the morning around 8:15. The attendance is recorded in the computer program Power School. Students who arrive tardy are signed in by their parent/guardian at the office. The student must present a tardy pass when coming into the class. Students are considered tardy once the last bells rings.
Breakfast – Students receive breakfast when first arriving to school. Breakfast ends around 7:40.
Homework – Homework is given to the students at the end of the day. The homework consists of questions related to the lessons taught throughout the day. At the end of the day, previous homework is collected by either the teacher or helpers.
Sharpening Pencils – Students are able to sharpen pencils at the beginning of the day and after lunch. If the student’s pencil is to break any other time during the day, the teacher will lend the student a pencil to use. The pencil must be returned at the end of the day.
Throwing Away Trash – Students must ask permission to throw trash away. Most of the time students are not allowed to throw trash away during instruction.
Early Finishers – Early finishers are allowed to read and AR Book and/or take a test.
Lining Up – Students line up to leave the classroom. They line up in alphabetical order unless otherwise instructed.
Collecting Work – The work of students will be collected at the end of a lesson. Helpers will also assist in collecting work.
Make up Work – Students who were absent from school are allowed to make up their work at the beginning of the next school day.
Conduct in Halls – Students are to walk in a single file line in the halls. They are to keep quiet and keep their hands to themselves.
AR Reading – Students are allowed to go to the library in the morning after they have completed their Daily Oral Language. They are also allowed to take a test after reading the book three times. If time permits during the day, students are able to go to the library. Students are also allowed to swap books with other students who are on their reading level.
Helpers – At the beginning of the day, two students are chosen to be the helpers for the day. The helpers are chosen based on alphabetical order.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
Reflect on classroom management: What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?
The most important consideration in managing the classroom to maximize instructional time is making sure the students understand the rules and consequences. Students should also be aware of the expectations in the classroom and outside of the classroom. On the first day of school, students should discuss the rules and consequences of the classroom and school. By the students understanding how the classroom will be managed, instructional time will hopefully be maximized throughout the day. I believe it is important for students to be aware of rules, consequences, and expectations because
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
students will able to focus more on the lesson once they have grasped the rules and behavioral expectations. The rules inform the students of what behavior is expected of them and when certain behavior is acceptable. When the behavior of students is becoming unacceptable, the class will review the rules of the classroom. With the implementation of rules, consequences and expectations, instructional time will be maximized. It is essential for students to receive as much instruction during of the school day.
Section VI: Parent Communications
Describe your procedures for providing initial information about your goals and expectations for student learning, plans for instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your parents with learning at home. How do you plan to periodically inform your parents about their child’s learning and behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities.
Procedures for providing initial information
Procedures for involving parents with the learning at home
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
At the beginning of the school year, I will send each parent a welcome letter. The welcome letter will include background information about myself as well as my goals for the students this school year. Both students and parents will be required to sign the welcome letter. It will then have to be returned the next school day. In the welcome letter, I will inform parents/guardians of the school’s open house. This event will provide parents the opportunity to meet me and discuss any expectations and questions they may have. I also will extend the invitation of parents assisting inside the classroom during the day. Important forms such as the student information sheet, emergency contact information, means of transportation and health issues, will be given to the parents. Early in the school term, I will send a preliminary retention report to those parents whose child may be retained.
Throughout the school year, I will keep the parents of her students informed about their child’s learning and behavioral progress. A progress report will be sent home with the students once a week. The parents will also receive a report card at the end of each school quarter. Both documents will require a parent’s signature upon their return to school. A newsletter will be sent home once every week. Every newsletter will explain the standards that will be taught during the week regarding all four core subjects as well as websites which students can access from home. In addition to homework, these websites allow for parents to become involved in their child’s learning at home. Parents will be continuously provided with valuable information to use when working with their child at home. Family night will be hosted to allow parents/ guardians to come to the school and learn different ways to work with their child at home.
Section VII: Reflecting and Revision Procedures
Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices.
A. Strengths: I think my strengths in my long range plan includes developing lesson plans that will intrigue and encourage student learning. Another one of my strengths will include my recording of data and reflecting on student assessments. Once I have reflected on the data, I will be able to decide whether or not I need to reteach the lesson or proceed to the next lesson. Reflecting on my long range plan will help me in preparing to use different methods, strategies and integrating other subjects throughout my lessons.
B. Weaknesses: I believe my weaknesses in my long range plan include staying abreast of consistent parent communication. I will use the long range plan to remind me that graded assignments need to be sent home with students once a week. I believe another weakness in my long range plan will be the suggested time I have to teach each unit and/or standard. Based on the students’ progress, I will determine if more time needs to be spent teaching a standard. Because I realize that I may fall behind in timing, I will try my best to adjust and adapt to the changes while still attempting to cover the necessary information effectively and in a timely manner.
C. Time line for evaluating long range plan components: I plan to refer to and evaluate the components of my long range plan once a month. I also plan to evaluate my long range plan as I cover a unit in each subject area. I will use it to refer to the suggested time in which the unit will be taught. Because I am aware of the diverse learners that exist within my classroom, I realize that I may have to extend the length to teach particular standards and/or units. I will also evaluate the long range components such as parental communication and classroom management to ensure that I am accomplishing milestones to achieve my terminal goals.
D. List modifications and adaptations that you think might be needed to improve the procedures.1) Length of time when teaching certain standards and unit topics2) Parent communications3) Classroom management (new rules may need to be implemented throughout the school year)4) The type of assessments used when testing students (some assessments may need to be teacher made
based upon the content learned)
E. Plan for reflecting on your teaching practices: Throughout the school year, I plan to reflect on my teaching practices through various resources. I will use the reflective lesson plan to evaluate what worked in the lesson, what did not work in the lesson, and what changes I would make if I was to reteach the lesson. I will also participate in weekly conferences with my cooperating teacher. During the weekly conferences, my cooperating teacher and I will discuss the strengths and weaknesses of my teaching practices as well as any concerns or recommendations that my cooperating teacher may have for me. I will use the evaluations of my cooperating teacher, university professors and elementary school principal to also reflect and evaluate my teaching practices.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Directions: Choose the correct answer and circle it.
1. Sandra lost her favorite pencil. Sandra is frowning. What can you guess about Sandra?A. Sandra is sad that she lost her pencil. B. Sandra will go to the park later today.
C. Sandra is excited about going to school.
2. Lizzy puts a leash on her dog. Lizzy puts a leash on her dog when she wants to go for a walk. What can you guess about Lizzy?
A. Lizzy likes to play catch with her dog. B. Lizzy will take her dog for a walk. C. Lizzy's dog is brown and white.
3. Claude's closet is filled with blue clothes. Claude buys clothes that are his favorite color. What can you guess about Claude?
A. Claude's favorite color is green. B. Claude's favorite color is purple. C. Claude's favorite color is blue.
4. Steven is laughing and smiling while he reads his book. Steven laughs and smiles when he enjoys something. Which of the following is most likely true about Steven?
A. Steven is enjoying his book.B. Steven is enjoying his book.C. Steven likes to play outside.
5. Justin's mother told him he could go to the movies if he helped around the house. Justin washed the dishes after dinner. What can you guess about Justin?
A. Justin cleans his house everyday. B. Justin liked the dinner he ate. C. Justin wanted to go to the movies.
6. Erica pulled a blanket around her arms. Erica gets cold easily. What can you guess about Erica? A. Erica wants to leave.B. Erica is cold.C. Erica enjoys the summer
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
7. Rick poured a cup of juice. Rick wiped some juice from the floor. What can you guess about Rick?
A. Rick gave the juice away. B. Rick spilled juice on the floor. C. Rick's favorite drink is juice.
8. Jenny is cleaning her room. Jenny always cleans her room before her friends come over. What can you guess about Jenny?
A. Jenny's friends are coming over. B. Jenny wants to go to a parade. C. Jenny enjoys reading books.
9. Matt hears music coming from the basement. Matt's sister is in a band that sometimes practices in the basement. What can you guess about what Matt is hearing?
A. Matt's sister has a radio on. B. Matt's sister is playing music with her band. C. Matt turned on the television.
10. Max dropped his baseball and the ball rolled down the street. Max ran down the street. What can you guess about Max? A. Max's favorite game is baseball. B. Max wanted to get the baseball. C. Max saw an ice cream truck.
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digit, using >, =, and < symbols to record the results of comparisons.
1) Which statement is true?
A. 834 > 438B 834 < 438C 843 = 438D 438 > 834
2) Lisa delivered 659 newspapers this year. She delivered more newspapers than last year. How many newspapers could she have delivered last year?
3) More bikes were bought this year than last year. Which could be the number of bikes bought last year?
981 bikes bought this year 981 > ____
A. 918 bikesB. 990 bikesC. 995 bikesD. 999 bikes
4) Which is the same as 10 + 10?
A. 5 + 1B. 10 + 5C. 25 - 5D. 10 - 5
5) Which number makes the comparison correct? 429 > ____
A. 428B. 432C. 434D. 436
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
6) In one hospital, more babies were born this year than last year. Which could be the number of babies born last year?
437 babies this year 437 > ____A. 426 babiesB. 448 babiesC. 527 babiesD. 538 babies
7) 567 > ____
A. 576B. 467C. 613D. 579
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Science Assessment
All About Animals: Rubric
Component Target (5) Acceptable (3) Unacceptable (1) ScorePicture of the animal
A printed or drawn picture of the animal is included. The picture has color.
A printed or drawn picture is included but does not have color.
A picture is not included of the animal.
Facts about the animal
The student classifies the group in which the animal belongs. The student gives examples of places in the world where the animal lives. The student includes an interesting fact about the animal.
The student only provides two out of the three facts.
The student does not provide information about the animal group. The student does not give examples of places in the world where the animal lives. The student does not give an interesting fact about the animal.
Information about food
The student provides detailed information about the different foods the animal eats. A picture is included.
The student provides information about the different foods the animal eats. A picture is not included.
The student does not provide information about the different foods the animal eats. A picture is not included.
Information about shelter
The student provides detailed information about the animal’s shelter. A picture is included.
The student provides information about the animal’s shelter. A picture is not included.
The student does not provide information about the animal’s shelter. A picture is not included.
Creativity and Neatness
The project is neatly written and contains a few grammatical errors. The project is creative and colorful.
The project is somewhat neatly written and contains some grammatical errors. The project is somewhat creative and colorful.
The project is not neatly written and contain a lot of grammatical errors.
Overall Score2-2.3 Explain how distinctive environments throughout the world support the life of different types of animals. 2-2.4 Summarize the interdependence between animals and plants as sources of food and shelter.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Social Studies Assessment
Name Date
2-1.3 Recognize the features of urban, suburban, and rural areas of the local region.
Please choose the correct answer for the following questions.
1. Sarah lives on a very large farm in a _________ area.A. suburbanB. ruralC. urban
2. What would you find in an urban community?A. cowsB. skyscrapers or tall buildingC. farmland
3. What would you NOT find in a suburban community?A. shopping mallsB. housesC. corn fields
4 . A suburb area is also called ______________________.A. CityB. SuburbanC. School
5. What would NOT be found in an urban community?A. CowsB. Tall buildingsC. Buses and taxis
6. What are the three types of communities?A. mall, house, and school
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
B. urban, suburb, and ruralC. South Carolina, Georgia and New York
7. What is an example of an urban area?A. New York CityB. OrangeburgC. Farm
Label the area of each of the communities: Urban, Suburb or Rural
