Long Range Plan - Ec Elem

EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY
Candidate: Joy Pollock

District: Orangeburg Consolidated District 5
Major: Early Childhood Education
Cooperating Teacher: Mrs. Ihekweazu

School: Whittaker Elementary school
Cognate(s): Social Studies
Grade: 2
Year: Spring 2016
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.)
Gender
Description
(of your findings in terms of your
students)
In Mrs. Iheweakzus class, there are

thirteen boys and eight girls.
Researchers have found that
females are generally more
extroverted, anxious, and trusting;
are less assertive; and have slightly
lower self esteem than males of the
same age and background. Females
verbal and motor skills tend to
develop faster than those of males.
(Berk, 2012, 2014; Sadker &Silber,
2007)
All of the students in the class are of
African American descent.
Race of Students
Students with Disabilities
Students Reading Level
Student Interests
There are three students in the class

with disabilities.
There are six students in this class

who are reading below second grade
reading level. The rest of the
students are at least on a second
grade reading level and higher.
After handing out a student interest
inventory sheet, I determined that
the boys favorite sports were football
and basketball. The boys favorite
team was the Carolina Panthers.
Next, I found out that most boys
enjoy playing with their Xbox 360 or
other video games. Most of the girls
said they enjoyed playing Uno and
board games like Sorry. They enjoy
watching television more than video
games. The girls also like to dance
and have girl talk with their friends.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Sources/Contextual Factors
(e.g. students, community resources, internet,
records, school personnel, family, etc.)
This information was gathered through classroom

observation and looking at the class roster.
I gathered this information from observing the

students and conversations with my mentor
teacher.
Observation of students, conversations with my
mentor teacher and the resource teacher, talking
with parents of children at parent teacher
conferences, student records, and student IEPs.
The information was given from my mentor teacher,
which she received through school records on the
internet.
This information was obtained by giving students

an interest inventory seat and actual conversations
with children.
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 students I work with are all unique and special in their own way. Since my students are all at different reading levels, I
am going to provide multiple means of instruction and assessments for my students in the reading content area. I will
incorporate multiple types of intelligences when planning lessons and activities for students to do. It is important that this
is done, because all children learn differently so teaching only a few learning styles is not beneficial to all. The above
student data is especially significant, because I have to accommodate my learners with disabilities. Instruction needs to
be explicit and clear for them, as well as planning appropriate accommodations for these students. Understanding
students likes and dislikes will help me to relate content material to what I plan to teach. Seeing their favorite television
character or sports player on a worksheet or PowerPoint in Math may engage the child more. I will plan for my lessons to
be rigorous, physical, and fun. Since most of my students enjoy physical activity and sports, I will incorporate some forms
of kinesthetic in my lesson. While I have thirteen boys and eight girls in the classroom, I will ensure that I incorporate
interests of both boys and girls, instead of being bias to boys because there are more. I will make sure that girls take an
active role in math and science classes, especially given boys tendency to be more assertive in such settings. Although I
want to incorporate as much fun as possible, I will ensure lesson content is rigorous and challenging. My goal is to
incorporate all learning styles and intelligences when planning my lessons to meet the needs of all my students.
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 three or four standards that you know you will use
Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment,
acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing
conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of
the world through exploration, collaboration, and analysis.
Standard 6: Write independently, legibly, and routinely for a variety of tasks,

purposes, and audiences over short and extended 5 time frames.
Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.
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?
My ultimate goal for the students is to equip them with the knowledge they need to be proficient readers,
writers, and communicators. Having a solid foundation in reading, writing, and language arts is essential for
students to master in the early grades before moving on to testing grades. Students must use and integrate
reading, writing, and communication to become successful and proficient readers, writers, and communicators,
regardless of their grade level or course placement. These are skills that they will build upon for the rest of their
lives. Therefore, all of the above learning goals are important for all students to achieve. Using these standards
as a guideline to teach will help ensure that all my students achieve the long range learning goals of helping
them become proficient readers, writers, and communicators. As students use these processes with
automaticity, they will more successfully navigate new and more challenging content and tasks. My goal is for
students to take ownership of their learning through personal understanding and implementation of the
reading, writing, and communication processes and strategies.
Subject: Mathematics
Long Range Learning and/or Developmental Goals
2.ATO.1 Solve one- and two-step real-world/story problems using addition (as a joining action and as a partpart-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison)
through 99 with unknowns in all positions.
2.MDA.1 Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to measure
the length of an object.
2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and
p.m.
2.NBST.1b Understand place value through 999 by demonstrating that the hundreds digit in a threedigit
number represents the number of hundreds, the tens digit represents the number of tens, and the ones digit
represents the number of ones.
Research about the African-American culture shows that students often value oral experiences, physical
activity, and loyalty in interpersonal relationships (Shade 1989, Hilliard 1989). These traits call for classroom
activities that include approaches like discussion, active projects, and collaborative work. When teaching not
only these standards, but math in general, I will use the conceptual approach to teaching mathematics. Rather
than emphasizing direct-instruction, memorization, drill, and practice, conceptual-based mathematics
instruction focuses on student discovery, use of manipulatives, problem solving, and use of technology as
teaching methodologies. I will incorporate as many manipulatives and hands on projects for the students as
possible. I will incorporate educational games, and videos with content material so that students can have fun
and be engaged when learning math. I want my students to be active learners, instead of active memorizers or
active listeners. I will ensure my students understand why they are learning what I am teaching by activating
prior knowledge and relating it to what they will learn in the future. Since research has shown that boys
generally outperform girls in math, I will ensure that both boys and girls exceed the average score on state and
standardized tests. In conclusion, I think all math standards listed are important because it gives the student a
solid foundation for more difficult concepts they will come across in later grades.
Subject: Science
2.S.1A.1 Ask and answer questions about the natural world using explorations, observations, or structured
investigations.
Standard 2.P.3: The student will demonstrate an understanding of the observable properties of solids and
liquids and the special properties of magnets.
Standard 2.P.4: The student will demonstrate an understanding of the effects of pushes, pulls, and friction on
the motion of objects.
2.L.5A. Conceptual Understanding: There are many different groups of animals. One way to group animals is by
using their physical characteristics. Animals have basic needs that provide for energy, growth, reproduction,
and protection. Animals have predictable characteristics at different stages of development.
I believe it is essential for students to achieve all of the science learning goals but I believe standard 2.S.1A.1
is the most important. Children are born into this world like little sponges, soaking up all this information the
world puts before them. I think it is important that student know to ask questions when they are curious or
eager to know. I want my students to be able to answer their own questions by using exploration, observations,
research, and structured investigations. By taking responsibility for their learning and constructing their own
knowledge through discovery and investigation, students are creating their own knowledge of content, instead
of somebody constructing the knowledge for them. With science, I want my students to be hands-on as much
as possible and active learners.
Subject: Social Studies
2-1.1 Identify on a map the location of places and geographic features of the local community (e.g., landforms,
bodies of water, parks) using the legend and the cardinal directions.
Standard 2-3: The student will demonstrate an understanding of the role of goods and services and supply and
demand in a community.
2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and
collecting taxes.
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from the
various regions in the United States.
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you
In my opinion, all of the standards listed will give students a good foundation for which they can build more
difficult social studies topics that they will encounter later. I will ensure that my students understand you have
to know the past to understand the present and change the future. Each persons world view is shaped by
individual experiences, as well as the experiences of the group to which he or she belongs. If we are ignorant
of the historical experiences of a variety of cultures, then we cannot hope to understand why people,
communities or nations behave the way they do or make the decisions they make. I want to educate my
students so that they become successful informed global citizens.
Section III: 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 lessons
Standard 13: Read independently and comprehend a variety of

texts for the purposes of reading for enjoyment, acquiring new
learning, and building stamina; reflect and respond to
increasingly complex text over time.
1-2 weeks
Standard 5: Determine meaning and develop logical

interpretations by making predictions, inferring, drawing
conclusions, analyzing, synthesizing, providing evidence, and
investigating multiple interpretations.
3 weeks
2-3 weeks
Standard 3: Construct knowledge, applying disciplinary concepts

and tools, to build deeper understanding of the world through
exploration, collaboration, and analysis.
3 weeks
Standard 6: Write independently, legibly, and routinely for a

variety of tasks, purposes, and audiences over short and
extended 5 time frames.
3-4 weeks
Standard 3: Know and apply grade-level phonics and word

analysis skills when decoding words.
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?
Based on guidelines set by the Orangeburg Consolidated School District Five and the South Carolina Department of Education, all
lessons are aligned to follow Orangeburg Consolidated School District Fives Instructional Pacing Guide. Both, the South Carolina State
Standards for Education and Common Core State Standards are connected and serve as an instructional resource to teachers. The
districts Instructional Pacing Guide informs teachers of what to teach and how much time teachers should spend on the standard or
topic.
Describe ways in which you will integrate the arts, PE and Health in your unit. How will you integrate these subjects with the
standards you chose.
Unit Topics
1
ARTS
Students will identify and determine
the differences between an art
magazine, an art textbook, and a
fiction book about art
Students will work with peers to put

on a play for the school. This will
require student collaboration and
teamwork.
Student will write out their own
screenplay.
Students will sing the phonics and

decoding song.
PE
Students will build stamina for
reading by reading for 5 minutes then
standing up and stretching for 30
seconds-1 minute for the entire class
period. Every break will have a new
exercise.
Students will collaborate with peers
on the treasure hunt to answer
riddles and find the hidden treasure.
HEALTH
Students will read a new chapter in
health book to acquire new
knowledge about an unfamiliar topic.
Students will write about why physical

activity is important for everyone.
Students will write a persuasive

essay about why your health is
important.
Students will decode unfamiliar words
in chapter 5 of health book.
For every word on vocabulary list

students decode, they will run in
place for ten seconds.
Students will study and investigate

the major causes of obesity and
report it to the class.
Subject: Mathematics
Unit Topic or Description -- Key Element
Unit Length
3-4 weeks
2.ATO.1 Solve one- and two-step real-world/story problems using

addition (as a joining action and as a part-part-whole action) and
subtraction (as a separation action, finding parts of the whole, and
as a comparison) through 99 with unknowns in all positions.

2.MDA.1 Select and use appropriate tools (e.g., rulers, yardsticks,
meter sticks, measuring tapes) to measure the length of an object.
1-2 weeks
3 weeks
2.MDA.6 Use analog and digital clocks to tell and record time to
the nearest five-minute interval using a.m. and p.m.
3-4 weeks
2.NBST.1b Understand place value through 999 by demonstrating

that the hundreds digit in a threedigit number represents the
number of hundreds, the tens digit represents the number of tens,
and the ones digit represents the number of ones.
topic.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit Topics
1
ARTS
Students will create addition and
subtraction problems that they will act
out
Students will measure the lengths of
various musical instruments around
the classroom.
Students will look at artworks and tell

what time of the day they think the
piece was created then they will show
that time on a clock.
Students will draw a picture and the
picture must show a large three-digit
number that is labeled ones, tens,
hundreds.
PE
Students will play hopscotch while
performing mental math to answer
the addition and subtraction problems
on each square.
Students will have a race, afterwards
students will measure how far they
went by choosing the appropriate
tool.
The student will use their body to
stretch and show what time it is when
given a time. The gym floor will look
like a clock.
Students will jump rope and count
using the hundreds to 1000.
HEALTH
Students will study body mass index
and create addition and subtraction
word problems using the body mass
index numbers.
Students will learn what is the correct
healthy weight for their height.
Students will also learn what tools are
used to get the amount for height and
health
Student will learn and conduct
investigations about what times of the
day you should eat and how it effects
the human body.
Students will study the numbers on
the backs of food packages and see
how this number effects their body.
Subject: Science
Unit Length
2.S.1A.1 Ask and answer questions about the natural world using
explorations, observations, or structured investigations.
2-3 weeks
Standard 2.P.3: The student will demonstrate an understanding of

the observable properties of solids and liquids and the special
properties of magnets.
2 weeks
Standard 2.P.4: The student will demonstrate an understanding of

the effects of pushes, pulls, and friction on the motion of objects.
3 weeks
2.L.5A. Conceptual Understanding: There are many different

groups of animals. One way to group animals is by using their
physical characteristics. Animals have basic needs that provide
for energy, growth, reproduction, and protection. Animals have
predictable characteristics at different stages of development.
3-4 weeks
topic.
Unit Topics
ARTS
Students will attend and observe a
musical and write down predictions
as to what they think it is about and
what is going to happen. Then at the
end students will tell if their
predictions were right or not.
Students will make a piece of art that
incorporates a solid, liquid, and gas.
Students will sing a song about

friction, force, and gravity.
Students will draw a picture of their
PE
Students will conduct an experiment
on how long they think it will take the
class to run around the gym.
HEALTH
Students will conduct investigations
and research the biggest threat to
human health in 2016.
Students will demonstrate with

movement how atoms look in an
object when its frozen solid or heated
up to a liquid
Students will play tug-of war to see
the effect off pushing and pulling as
well as friction
Students will pick an animal and
Students will study how magnets

effect cows health.
Students will make a t chart

discussing how gravity effects human
health.
Students will discuss the difference
favorite animal.
imitate the way the animal runs,

walks, and jump.
between poisonous animals and

nonpoisonous animals and how each
effect the human body.
Subject: Social Studies
Unit Length
2 weeks
Standard 2-4: The student will demonstrate an understanding of

cultural contributions made by people from the various regions in
the United States.
2 weeks
2-2.1 Identify the basic functions of government, including making

and enforcing laws, protecting citizens, and collecting taxes.
3 weeks
Standard 2-3: The student will demonstrate an understanding of

the role of goods and services and supply and demand in a
community.
1-2 weeks
2-1.1 Identify on a map the location of places and geographic

features of the local community (e.g., landforms, bodies of water,
parks) using the legend and the cardinal directions.
topic.
Unit Topics
1
ARTS
The student will view musical,
literature, and art contributions from
cultures across the united states.
Students will study art and how
government and laws effected how
people expressed their works of art.
The class will take a field trip to the

local museum and listen to artists
PE
Students will learn about and play
sports that are popular across the
different regions in the united states
Students will play softball and learn
about the different levels of
government. As the students run to
each base, they will learn the name
and function of that branch of
government.
Students will have a relay race to put
the correct picture into the good or
HEALTH
Students will study popular health
trends across the different regions of
the united states.
Students will learn and discuss laws
that were recently put in place that
effect their health.
Students will learn how a persons

health effects the goods and services
discuss their work and what service

they provide to the community.
Students will draw pictures of
landmarks around their local
community.
service box.
they buy.
Students will answer questions about

the cardinal directions for every
question wrong, the student will do 5
pushups.
Students will identify all health related

places in the community and discuss
how they are health-related.
Section III B: Materials and Resources- supplies for all subjcts

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
Smartboard
Teacher Edition Textbooks
Internet access for educational websites
White board, dry erase markers, eraser
Math manipulatives
Chart paper
Laptop
EZ Grader
Copy Paper/Printer
Lumens Lamp
Student Materials
Paper and pencil
Ipad or computer
Composition books
Crayons, markers, or colored pencils
Construction paper
Student Edition Textbooks and Workbooks
Scissors and glue
Index cards
Multiple folders
Ruler
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 Blooms Taxonomy. Your assessments (or a detailed
description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).
English Language Arts
Assessments (Indicate
whether formative or
summative)
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Evaluative Criteria
All scores based on schools

grading scale.
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
Pop Quiz- 1-5 questions at one
point a piece.
Assessments with 10 questions:
1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
4:60
8:20
Assessments with 15 Questions:
Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
immediately within 2 days.
Progress will be reported to

parents weekly on their
progress reports and quarterly
report cards.
Gradebook
PowerTeacher
Matching Goal
Standard 13: Read

independently and
comprehend a variety of
texts for the purposes of
reading for enjoyment,
acquiring new learning,
and building stamina;
reflect and respond to
increasingly complex
text over time.
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
1:93
5:67
9:40
13:13
2:87
6:60
10:33
14:7
3:80
7:53
11:27
15:0
4:73
8:47
12:20
Writing Samples
Narrative
Expository
Persuasive
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
point a piece.
1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
4:60
8:20
All progress on the


report cards.
Gradebook
Standard 5: Determine
meaning and develop
logical interpretations by
making predictions,
inferring, drawing
conclusions, analyzing,
synthesizing, providing
evidence, and
investigating multiple
interpretations.
PowerTeacher

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
Writing Samples
Narrative
Expository
Persuasive
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
point a piece.
1:90 2:80 3:70 4:60
5:50 6:40 7:30 8:20
9:10 10:0

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
Writing Samples
Narrative
Expository
All progress on the


report cards.
Gradebook
PowerTeacher
Standard 3: Construct
knowledge, applying
disciplinary concepts
and tools, to build
deeper understanding of
the world through
exploration,
collaboration, and
analysis.
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
Persuasive
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
All progress on the


point a piece.
1:90 2:80 3:70 4:60
5:50 6:40 7:30 8:20
9:10 10:0

report cards.
Standard 6: Write
independently,
legibly, and routinely
for a variety of tasks,
purposes, and
audiences over short
and extended 5 time
frames.
Gradebook
PowerTeacher

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
Writing Samples
Narrative
Expository
Persuasive
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
All progress on the


point a piece.
1:90 2:80 3:70 4:60
5:50 6:40 7:30 8:20
9:10 10:0

report cards.
Gradebook
PowerTeacher

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
Writing Samples
Narrative
Expository
Persuasive
Mathematics
Standard 3: Know
and apply gradelevel phonics and
word analysis skills
when decoding
words.
summative)
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Evaluative Criteria

grading scale
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
point a piece added to weekly
test grade.
Student
Reporting Method(s)
All progress on the

report cards.
Gradebook
PowerTeacher
1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
Matching Goal
2.ATO.1 Solve one- and

two-step real-world/story
problems using addition
(as a joining action and as
a part-part-whole action)
and subtraction (as a
separation action, finding
parts of the whole, and as
a comparison) through 99
with unknowns in all
positions.
4:60
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
test grade.
All progress on the


report cards.
2.MDA.1 Select and use

appropriate tools (e.g.,
rulers, yardsticks, meter
sticks, measuring tapes)
to measure the length of
an object.
Gradebook
1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
4:60
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
PowerTeacher
All progress on the


2.MDA.6 Use analog and

digital clocks to tell and
record time to the nearest
five-minute interval using
a.m. and p.m.
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
test grade.
report cards.
Gradebook
1:90 2:80 3:70 4:60

5:50 6:40 7:30 8:20
9:10 10:0
1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
PowerTeacher
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
All progress on the


test grade.

report cards.
Gradebook
1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
2.NBST.1b Understand
place value through 999
by demonstrating that the
hundreds digit in a threedigit number represents
the number of hundreds,
the tens digit represents
the number of tens, and
the ones digit represents
the number of ones.
PowerTeacher
4:60
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
Science
summative)
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
Evaluative Criteria

grading scale
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
test grade.
ProjectScoring Rubric
Maximum Points 100
Student
Reporting Method(s)
All progress on the

report cards.
Gradebook
PowerTeacher
Matching Goal
2.S.1A.1 Ask and

answer questions about
the natural world using
explorations,
observations, or
structured
investigations.

do not understand
Weekly quiz
Pop quiz
Unit Exam
Projects (i.e. experiments
and investigations)
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
and investigations)
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz

1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
4:60
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
test grade.
Maximum Points 100
All progress on the


report cards.
Gradebook
Standard 2.P.3: The

student will demonstrate
an understanding of the
observable properties of
solids and liquids and
the special properties of
magnets.
PowerTeacher

1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
4:60
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
test grade.
Maximum Points 100
2:80
6:40
10:0
3:70
7:30

report cards.
Gradebook
PowerTeacher

1:90
5:50
9:10
All progress on the

4:60
8:20
Standard 2.P.4: The

effects of pushes, pulls,
and friction on the
motion of objects.
Unit Exam
and investigations)
Constant Teacher
Observation Student
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
and investigations)

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
test grade.
Maximum Points 100
All progress on the


report cards.
Gradebook
PowerTeacher

1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
2.L.5A. Conceptual
Understanding: There
are many different
groups of animals. One
way to group animals is
by using their physical
characteristics. Animals
have basic needs that
provide for energy,
growth, reproduction,
and protection. Animals
have predictable
characteristics at
different stages of
development.
4:60
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
Social Studies
summative)
Constant Teacher
Observation Student
discussion
T-charts
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Evaluative Criteria

grading scale
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
point a piece.
Maximum Points 100
2:80
3:70

report cards.
Gradebook
PowerTeacher

1:90
Student
Reporting Method(s)
All progress on the
4:60
Matching Goal
Standard 2-4: The

an understanding of
cultural contributions
made by people from the
various regions in the
United States.
Weekly quiz
Pop quiz
Unit Exam
Research Project
Constant Teacher
Observation Student
discussion
T-charts
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Research Project
Constant Teacher
Observation Student
discussion
T-charts
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Research Project
5:50
9:10
6:40
10:0
7:30
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
test grade.
Maximum Points 100
All progress on the


report cards.
Gradebook
2-2.1 Identify the basic

functions of
government, including
making and enforcing
laws, protecting citizens,
and collecting taxes.
PowerTeacher

1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
4:60
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
test grade.
Maximum Points 100
2:80
6:40
10:0
3:70
7:30

report cards.
Gradebook
PowerTeacher

1:90
5:50
9:10
All progress on the

4:60
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
Standard 2-3: The

role of goods and
services and supply and
demand in a community.
9:40
Constant Teacher
Observation Student
discussion
T-charts
K-W-L Chart
Sequence Chart
Open Discussion
Response Logs
vocabulary
Debate Circles
do not understand
Weekly quiz
Pop quiz
Unit Exam
Research Project
10:3
3
14:7
13:1
3
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
11:2
7
15:0
12:2
0
All progress on the


test grade.
Maximum Points 100

report cards.
Gradebook
2-1.1 Identify on a map

the location of places
and geographic features
of the local community
(e.g., landforms, bodies
of water, parks) using
the legend and the
cardinal directions.
PowerTeacher

1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
4:60
8:20

1:93 2:87 3:80 4:73
5:67 6:60 7:53 8:47
9:40 10:3 11:2
12:2
3
7
0
13:1 14:7 15:0
3
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 students overall
progress and achievement in the class/subject?
I determined these assessments were appropriate for evaluating student progress and achievement by observing how my mentor
teacher assesses the students. I also determined this information by observing students as they do their work throughout the day, as
well as grading and looking at past assessments from my students. By getting to know my students, I was able to better meet their
needs when it comes to assessing them. Since students have different preferences for learning, I try to incorporate multiple means of
assessment from kinesthetic to linguistic. Students are aware when their work will be graded, they also have all of their work for the
week graded and retuned to them every Friday. This is helpful to parents because they are able to keep a close track of students
progress and achievement. By ensuring that students and parents receive progress reports and graded work every Friday, everyone is
on one accord when it comes to a students progress.
Section IV B: Assessment of Student Performance

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:

Students work is graded as soon as it is done and kept in an alphabetical/numerical order. Once work has been graded,
students work is recorded in a gradebook and then PowerTeacher. PowerTeacher is a system that helps teachers maintain
student grades easily. It also has a parent portal where, parents can access grades. Orangeburg Consolidated District 5
requires teachers to record at least seven to ten grades per marking period.
B.
Procedures for aggregating and displaying data:

Data is compiled from programs such as the STAR (Reading and Math) Assessment; Power Teacher; MAP and the
Accelerated Reader program. An aggregated average for student grades will be provided to parents/guardians at the end of
every marking period/quarter. Student work will be displayed throughout the classroom, as well as the hallway for special
recognition or hard work. Charts are used on the class bulletin board that track student progress on weekly assessments in
Math, ELA, Social Studies, and Science. Data will be used to assist in monitoring the ongoing achievement of students.
C.
How will you use the data to make instructional decisions?

Data will be used to make instructional decisions such as reteaching a concept that students may not have understood well.
Data will always be reflected on and impact the way I will teach and assess students.
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
Classroom Behavior Expectations are as follows:

1. Follow directions the first time.
2. Raise your hand and wait for permission to speak.
3. Keep hands, feet, objects, and negative comments to yourself.
4. Have your supplies and be on time.
5. Complete all assignments on time and with excellence.
Consequences:
1. Verbal Warning
2. Conference with student
3. Rule Reflection Corner
4. Call Parent
Rewards:
1. Sharpening pencils- Pencils are sharpened in the morning, and only the teacher is
1. Verbal Praise
allowed to use the pencil sharpener.
Cheers
2. Early finishers Students who2.finish
earlyand
can chants
get on their iPad and do compass
3.
Positive
Note
learning or read a book while they wait for everyone else.
4. are
Stickers
andto
stamps
3. Walking in the School- Students
expected
walk quietly in a straight line and
5.
Healthy
Snacks
fill in any gaps.
6. Roar
Bucks
4. In the Cafeteria- Students are allowed
to talk
but when music comes on in the
cafeteria students automatically know to be stop talking until the music goes off.
5. Morning Routine- Students come in and take out any homework or paperwork that
needed to be signed and place it in the homework bin. Students also take out their
writing journal and work on daily fix-it.
6. School Assemblies- Students are expected to follow the directions of their teacher
and stay quiet and seated during assemblies.
7. Emergency Drills- Students are expected to be quiet and follow all directions
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
during emergency drills. If students are not in the classroom at the time of the
drill, they are to stay where they are at and listen to the adult present. If at the
bathroom, student will go to the nearest classroom and listen to that faculty.
8. Restroom Breaks- Students have an opportunity to go to the restroom twice a day
as a class.
Any other time
have to raise their hand and ask permission.
Revised Fall 2013
ACEI/NAEYC
2010students
Standards
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?
One of the most important considerations for managing the classroom is making sure that procedures, rules, consequences, and
rewards are established and understood at the beginning of the year. Having procedures established and practiced cuts down on
disruptions and maximizes instruction times. If students know that they get 2 bathroom breaks a day, it will cut down on having students
to constantly stop instruction time to go to the bathroom. It also eliminates the monkey see, monkey do effect of when one kids ask,
and then everybody wants to ask to go to the bathroom. Having procedures for sharpening pencils, lining up, and finishing early really
maximizes instruction time and also gives the teacher time to reflect or get some extra work done. By establishing these procedures,
rules, and rewards at the beginning of the year, it gives students an opportunity to practice them and to get adjusted to them.
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 childs 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
My plan is to contact parents and students prior to open house to start the
connection early. Upon meeting parents at open house, I will give them a
welcome packet that includes the following: a welcome letter, an emergency
contact form, grade newsletter, medical/allergy form, student interest inventory
form, school information, and a classroom rules and procedures sheet. I will
communicate to parents and their children all of my expectations, routines, and
procedures for instruction, assessments, behavior, and parental support at the
beginning of the school year. I will stress to them that my number one goal is to
promote student learning, so that these students will become lifelong lovers of
learning. I will stress to achieve this goal I need for all of us ( teacher, parent, and
Procedures for involving parents with the learning at home
Section VII: Reflecting and Revision Procedures
Informing parents of my expectations of them and how I want them to be heavily

involved with their childs learning both in and out the classroom, will help get the
support the student needs to be successful. To involve parents at home I will use
apps such as ClassDojo. ClassDojo allows for parents to track their student
behavior throughout the day, as well as communicate with the teacher. The
teacher can post announcements, reminders, and pertinent information in the
class story and all parents and students can view it from their electronic device.
ClassDojo can be accessed by phone or computer, so if that family does not have
internet access at home, it can be accessed at a library. Parents can also send me
messages or reminders of doctors appointments. I will send home parent surveys
about how they would like to be involved with their childs learning. Parents will be
invited to all field trips and assemblies. I also will communicate with the parent
every week through progress reports about their students achievement
throughout the week. By implementing parent-assisted projects and parent
surveys, I hope to get a lot of parent support both in the classroom and at home.
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: One of my strengths was my ability to obtain student information. I was able to pull student information
from multiple sources. Having multiple sources of information and researching my students helped me to find ways
to better meet their needs when instructing and planning for them.
B.
Weaknesses
I struggled with several areas in the long range plan such as the assessment of student performance and how much time will
be spent on each unit. One weakness in particular, was my ability to integrate the arts, health , and physical education with the
learning goals I chose. I struggled with this and I think with more planning and time, I could have integrated the arts, health,
and physical education better.
C.
Time line for evaluating long range plan components.

While creating a timeline for evaluating components of my long range plan, I plan to make the necessary accommodations as
it relates to student achievement weekly and monthly. If all students are successful within the given time frame of a unit, then
instruction will continue on as the pacing guide has set. If students experience more challenges than I anticipated, then
instruction will have to be monitored and adjusted for both the students who experience challenges and the students who
understand the material.
D.
List modifications and adaptations that you think might be needed to improve the procedures.
The length of time for learning material may need to be modified or updated to fit student progress. Students may need to
spend a longer amount of time on unit if they are having difficulty mastering it. Also the assessment practices will need to be
modified to better meet the needs of student and student progress.
E.
Plan for reflecting on your teaching practices.
My plan is to reflect daily on my teaching practices and student progress, while adjusting instruction when necessary. I will
uplift and encourage students to try their hardest and be the best they can be.
Long Range Plan Scoring Rubric

Name: _______________________________
_________________________
ACEI/
NAEYC
Component
Major: ______________________
Target (3)
Acceptable (2)
Description of
Students
Describes students in-depth according to

ability, learning styles, ethnic group, gender
and special needs, etc.; suggests several ways
to plan lessons to accommodate differences.
Describes students according to

their differences, but is unclear
about ways to accommodate
differences when planning.
Contextual
Factors
Data is collected from multiple sources,

including IEPs, test scores, school records,
student interest surveys, school personnel,
students, etc. Candidate reflects an
understanding of the importance of
collaborative relationships with families, school
colleagues and agencies in the community.
3.1/3a
Learning and
Developmental
Goals
Includes at least four (4) or more standards

which exhibit evidence of objective taxonomy,
skills, and dispositions that support elementary
students development, learning, and
motivation to learn.
3.2/1c
Learning and
Developmental
Goals
Goals clearly reflect sensitivity to the diversity

of students in their development and learning
styles, as well as race, ethnicity, culture and
exceptional needs.
Data is collected from at least

three types of sources and the
candidate shows some
understanding of the importance
of collaborative relationships with
families, school colleagues and
agencies in the community.
Includes at least three (3)
standards which exhibit
knowledge of objective
taxonomy, skills, and dispositions
relevant and meaningful to
specific age groups.
Goals reflect an understanding of
the diversity of students in their
development and learning styles
and reflect at least two of the
following: race, ethnicity, culture
or exceptional needs.
Units of
Instruction
- English
Language Arts
The content area related to reading, writing,

speaking, viewing, listening, and thinking skills
is comprehensively covered. The timeline of
instructional units reflects knowledge of key
themes, of concepts, and of English language
arts skills. The content is paced so objectives
are covered.
1.0/1a
5.2/2c;
3b
2.1/5a
The content area has 90% of the

key elements covered, reflecting
knowledge of key themes,
concepts and of English language
arts skills. The content is paced
so objectives are covered.
Date:
Unacceptable (1)
Does not include at least five
(5) types of descriptions;
displays minimal
understanding of addressing a
variety of student needs when
planning.
Used primarily secondary
source data (records) to obtain
data. No school or community
data included.
Includes standards, but lacks
appropriate depth of
knowledge of taxonomy, skills,
and dispositions relevant and
meaningful to specific age
groups.
Goals lack sensitivity to the
diversity of students.
The content area is
addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes, concepts and
of English language arts skills.
The content is not paced so
objectives are covered.
Sco
re
Units of
Instruction
- Science
The content area related to concepts of

physical, life, and earth science is
comprehensively covered. The timeline of
instructional units reflects knowledge of key
themes, concepts and of skills necessary to
plan appropriate science lessons. The content
Is paced so objectives are covered.
The content area has at least

90% of the key elements
covered, reflecting knowledge of
key themes, concepts and of
skills necessary to plan
appropriate science lessons. The
content is paced so objectives
are covered.
The content area is

of key themes, concepts, and
of science skills. The content
is not paced so objectives are
covered.
Units of
Instruction
- Mathematics

number and operations, algebra, geometry,
measurement, and data analysis and
probability is comprehensively covered. The
timeline of instructional units reflect
knowledge of key themes, concepts and of
skills necessary to plan appropriate
mathematics lessons. The content Is paced so

appropriate mathematics
lessons. The content Is paced so
The content area is addressed;

however, little evidence
supports the direct alignment
with the knowledge of key
themes, concepts, and of
mathematics skills. The
content is not paced so
2.4/5a
Units of
Instruction
Social Studies

history, geography, and the social sciences is
comprehensively covered. The timeline of
instructional units reflect knowledge of key
themes, concepts and of skills necessary to
plan appropriate social studies lessons. The
content Is paced so objectives are covered.

appropriate social studies
lessons. The content Is paced so
The content area is

of key themes, concepts, and
of social studies skills. The
content is not paced so
2.5/5a
Instructional
Units
Visual and
Performing Arts
Clear integration of visual and performing arts

(dance, music, theater and the visual arts) is
indicated multiple times throughout the units.
Visual and performing key

elements are integrated at least
twice within each unit outline.
Visual and performing arts key

elements are not included in
each unit.
2.6/5a
Instructional
Units - Health
Clear integration of health is indicated multiple

times throughout the units.
Health key elements are

integrated at least twice within
each unit outline.
Health key elements are not

included in each unit.
2.7/5a
Instructional
Units
Physical
Education
PE is clearly integrated several times in each

of the units.
PE key elements are integrated

at least twice within each unit
outline.
Physical Education key

elements are not included in
each unit.
Materials list is adequate to

support units. List represents
variety. Materials list tends to be
general in nature and does not
focus comprehensively on
student characteristics,
enrichment, enhancement, and
students needs. No evidence of
the use of community resources.
Materials list is inadequate

and tends to represent
traditionally supplied
materials. Materials are
general and do not directly
support or enrich curriculum
units. Student needs and
characteristics do not appear
to drive the choices of
materials and resources. No
community resources are
used.
2.2/5a
2.3/5a
1.0/4c
Instructional
Materials &
Resources
Uses a variety of instructional materials and

resources that directly align and support units;
materials/resources clearly support curriculum
enhancement and successful learning
experiences to support and enrich student
development, characteristics, acquisition of
knowledge, and motivation to learn. Evidence
of the use of community resources is provided.
3.5/4b
4.0/3b
4.0/3b
Instructional
Materials &
Resources
Assessment
Student Records
3.4/1c
Discipline Policy
3.4/1c
Procedures for
NonInstructional
Activities
5.2/2b
Parental
Communications
Technology, to include hardware, software and

assisted support is listed and reflects the use
of such tools to foster inquiry, collaboration
and interaction.
Technology listed includes the

teachers and students uses of
tools to reflect an understanding
of its use as a communication
tool.
Technology listed includes only

the teachers use of
technology for instructional
presentations.
Formative and summative assessments, use

direct and indirect methods, match learning
goals, instructional activities, and represent a
variety of assessment strategies. The
strategies are appropriate for the content to be
covered and the students ability and
developmental levels. Criteria for the
weighting process and evaluating results are
clear, concise and promote intellectual, social,
emotional, and the physical development of
students. Higher level thinking and student
reflection are promoted.
Formative and summative

assessments match learning
goals and the content to be
covered, but the majority are
traditional paper and pencil
types. Criteria for evaluating
results are clear. Assessments
reflect an emphasis on
knowledge and application.
Assessments given do not

match the learning goals, or
no explanations, descriptions,
or assessments are attached.
Procedures for recording, aggregating and

displaying data indicate that records are
organized, well maintained and easy to
interpret; procedures are easy to follow to
plan, to evaluate, strengthen instruction, make
content knowledge decisions, and make
individual progress decisions. Use of data for
differentiated instruction is clear.
Procedures for maintaining

recorded data are clear, with
some strategies for developing,
aggregating and displaying data
for decision making. Some
information is given for using
data to make decisions and to
promote the relationship
between data collection and
reflective decision-making.
Procedures for maintaining

recorded data are somewhat
clear, but little to no plan is
developed for aggregating and
displaying data for decision
making. Plan for using data to
make decisions is unclear. No
relationship between data
collection and reflective
decision-making.
Rules and consequences are age

appropriate, represent support
for a positive learning
environment, and are limited to
5 or less. Instructional
procedures cover most of the
areas that promote minimal loss
of instructional time.
Rules and consequences are

negative in nature and are not
aligned with age appropriate
practices. More than 5 rules
are given. Rules allow for a
loss of instructional time.
Provides adequate directions for

non-instructional activities.
No procedures for noninstructional were given.
Adequate evidence exists that

the candidate plans to establish
an open line of communication
on an initial and periodic basis,
regarding pertinent information
involving students, families, and
the learning community to
enhance learning; sensitivity to
diversity is clear.
Uses minimal, to no attempts

to involve the family in
learning goals at the home or
at school. Fails to provide
specific examples of periodic
communication methods.
Sensitivity to diversity is
unclear.
States explicit expectations of students and

consequences for misbehavior. Rules and
consequences are limited to 5 or less, are age
appropriate, focus on behaviors rather than
students, and support a positive learning
environment. Instructional procedures
represent essential routines for promoting
efficiency and minimal loss of time for
learning.
Offers detailed directions for such activities as
restroom break, emergency drills, school
assemblies, field trips, and other movement in
the classroom and halls.
Clear, consistent evidence exists that the
candidate plans to provide the family
appropriate, culturally sensitive, reader
friendly information concerning goals,
instruction, rules and assessment on an initial
and periodic basis; reflects on decisions and
involves students, families, and the learning
community to enhance learning.
5.2/2b
5.1/4d
Parental
Communications
Reflections
Plans indicate evidence of collaboration with

the learning community to foster and support
communication; a variety of ways to
communicate and ways that families can be
involved at the school and home are given to
promote the growth and well-being of children.
Plans specifically indicate opportunities for
reflecting on teaching practices to improve the
teaching and learning process.
Adequate collaboration regarding

communication with the learning
community is evident.
No procedures for continuous

communication involving the
learning community.
Some evidence of opportunities

to reflect on teaching practices to
improve the teaching and
learning process.
The candidate does not

provide reflections or suggest
recommendations for
improving the process of
teaching and learning.
OVERALL SCORE
Unacceptable/Developing (1)
Candidate demonstrates a limited
amount of the attributes of the
standard. Performance indicates that
few competencies have been
demonstrated.
Acceptable/Meets (2)
Target/Exceeds (3)
Candidate demonstrates most of the

attributes of the standard. Performance
indicates that the competency has been
demonstrated including examples, extension,
or enrichment.
Candidate demonstrates all of the attributes of

the standard. Performance clearly indicates
that the competency has been mastered,
including examples, extension, and
enrichment.

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Candidate: Joy Pollock

Cooperating Teacher: Mrs. Ihekweazu

Section I: Student Information

In Mrs. Iheweakzus class, there are

Students Reading Level

There are three students in the class

There are six students in this class

Revised Fall 2013 ACEI/NAEYC 2010 Standards

This information was gathered through classroom

I gathered this information from observing the

This information was obtained by giving students

Subject: English Language Arts

Standard 6: Write independently, legibly, and routinely for a variety of tasks,

Long Range Learning and/or Developmental Goals

Long Range Learning and/or Developmental Goals

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section III: Instructional Units

Unit Topic or Description

Standard 13: Read independently and comprehend a variety of

Standard 5: Determine meaning and develop logical

Standard 3: Construct knowledge, applying disciplinary concepts

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Standard 6: Write independently, legibly, and routinely for a

Standard 3: Know and apply grade-level phonics and word

Students will work with peers to put

Students will sing the phonics and

Students will write about why physical

Students will write a persuasive

For every word on vocabulary list

Students will study and investigate

Unit Topic or Description -- Key Element

2.ATO.1 Solve one- and two-step real-world/story problems using

Revised Fall 2013 ACEI/NAEYC 2010 Standards

as a comparison) through 99 with unknowns in all positions.

2.NBST.1b Understand place value through 999 by demonstrating

Students will look at artworks and tell

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Topic or Description

Standard 2.P.3: The student will demonstrate an understanding of

Standard 2.P.4: The student will demonstrate an understanding of

2.L.5A. Conceptual Understanding: There are many different

Students will sing a song about

Students will draw a picture of their

Students will demonstrate with

Students will study how magnets

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will make a t chart

imitate the way the animal runs,

between poisonous animals and

Unit Topic or Description

Standard 2-4: The student will demonstrate an understanding of

2-2.1 Identify the basic functions of government, including making

Standard 2-3: The student will demonstrate an understanding of

2-1.1 Identify on a map the location of places and geographic

The class will take a field trip to the

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will learn how a persons

discuss their work and what service