EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN

Candidate: Kristen Myers

2nd
District: Richland One
2014
Major: Elementary Education

Cooperating Teacher: Ms. L. Stewart

School: Sandel Elementary

Grade:
Year: Fall

Cognate(s): Social Studies

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: The class of twenty
three students is made up of
10 girls and 14 boys. There
were 11 girls but one student
transferred to another
school.

Reading Levels: The results

of map testing expressed
that one student is reading
on a third grade level, there
are four students reading at
level, which leaves 19
reading below grade level.

Ethnicity: The class of 23

students consists of 20
African American students,
one child of mixed decent,
and two Korean students.

Description
(of your findings in terms of
your students)
With there being an uneven
number of boys and girls, I
have to be mindful of when I
place students in pairs. Also,
I must keep in mind gender
when planning activities to
make sure they appeal to
both girls and boys.
Only about 25% of the
students in my class reading
at level, I have to be mindful
of the material I give
students to read
independently. If their
reading levels are low, then
their comprehension is
probably low. When planning
activities, I will be best if I
read aloud or with students
to ensure that they
understand.
Student ethnicity is
important when planning
lessons, especially ones that
are centered around culture.
I dont want my ESOL
students or my mixed
student to feel left out
because they are not the
same as their classmates.
When planning my lessons, I

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Sources/Contextual Factors
(E.g. students, community resources,
internet, records, school personnel,
family, etc.)
Attendance roster

MAP testing results & Ms. Tullus (school

media specialist)

Lasonya Stewart (cooperating teacher)

and students

Economic status: All of the

students in Ms. Stewarts
class receive free lunch. One
student is signed up for the
book bag program, where
students whose parents have
expressed a need for help
are sent home with a bag of
snacks and other things such
as schools supplies. This is
done through the guidance
office. One students mother
sent a note to Ms. Stewart
stating that she could not
afford to buy school supplies
for her daughter because she
was behind on a bill
Disabilities: In this class of
twenty three students one
little girl has an IEP and
receives help. She is pulled
out for resource class, once
in the morning and once
again in the afternoon. Four
boys have been diagnosed
with ADHD. One is working
with his doctor to find the
right dosage, two are
currently taking medicine.
However, there is one
student who is currently on
no medication. One girls
mother is working with her
childs doctor and Ms.
Stewart to get her diagnosed
and placed on medicine.
There are also two ESOL
students. They are pulled out
in the morning to receive
help.
Interest: The students
greatest interest is dancing.

will try to relate them to

every students culture.
Since 100% of my students
receive free lunch, when I
plan activities I need to keep
in mind students economic
status to try to make sure
that any materials that we
use are accessible to them.

Cafeteria employees, cooperating

teacher, Mr. Brown ( school guidance
counselor) and parent communication

Since about a quarter of my

class has some form of
disability, I need to
accommodate them in my
lessons. My ADHD students
prefer things with
movement, so I try to include
a physical aspect in every
lesson. My ESOL students
some time have trouble
comprehending, so I try to
accommodate them by
relating lessons to something
that they are familiar with.
So that my resource student
and ESOL students dont get
too lost during the lesson
,Ms. Stewart and I give their
resource teachers copies of
the work so that they can go
over it with students on a
more personal level.

Mrs. Huffman (school resource

specialist) cooperating teacher, two
parent conferences and parent
communication through agenda books

When planning assignments,

I try to use incentives. To
encourage students to
participate and do so in a
timely manner, I use dancing
as an incentive. Students ask
if they can go to the site Go
Noodle daily, which provides

Personal experience, Students

Revised Fall 2013 ACEI/NAEYC 2010 Standards

instructional dance routines

in short clips for children.
The students also seem to
respond well to incorporating
dances into learning content
material.

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?
I feel that this information is of primary importance because gender and ethnicity give insight into
student interest and experiences. I feel that knowing student interest will help plan activities in a way that
will motivate student participation which will create a positive learning environment. Economic status is
important because when planning it can also give a predictor of student prior experiences and also an
indicator of what resources or supplies students may have access to. Knowing student disabilities and
reading levels will help me set attainable goals for students to reach in reasonable amounts of time
throughout the school year. The information above is important because it will help me plan my lessons,
goals and activities for the year in a way that is meaningful, interesting and conducive to capability levels.

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 demonstrate the ability to write narratives in which they recount a well elaborated event or
short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words
to signal event order, and provide a sense of closure.

Students will be able to identify what happens during a storys beginning, middle, and end.

Students will demonstrate the ability to tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences.
Students will demonstrate the ability to determine the meaning of unknown and multiple meaning words
and phrases.

Students will demonstrate the ability to identify the main topic of text.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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?
In my opinion, I believe that students being able to demonstrate the ability to write narratives, in
which they recount a well elaborated event or short sequence of events, include details to describe
actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure is
the most important goal for all students to achieve. This is a goal that students will use for the rest of their
lives. When writing letters, statements or completing higher level writing assignments students will have
to be able to recount events or give instructions in a logical, well written, descriptive manor. If the students
can attain this goal on the lower level they can do nothing else in the rest of their academic careers but
improve this skill. Working on this goal will also allow time and opportunity for students to expand their
vocabulary and use of literary devices.

Subject: Mathematics

Long Range Learning and/or Developmental Goals

Students will demonstrate the ability to extend base ten understanding.

Students will demonstrate the ability to understand addition and subtraction through word problems.
Students will demonstrate the ability to use standard units of measurement.

Students will demonstrate the ability to relate the concept of skip counting to time.
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?
In my opinion, I believe that students ability to demonstrate the understanding of addition and
subtraction through word problems is most important for all students to achieve. Adding and subtracting
are the basic math fundamentals that students must master before they can truly understand the concepts
of multiplication and division. When students reach their adult life, they will have to deal with math
regularly. Unlike in school, math problems will not be written out in number form for them to figure out. By
students knowing how to set up math problems through hearing the words form of them, it will increase
their higher level thinking, comprehension and prepare them for future math situations.

Subject: Science

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The student will demonstrate an understanding of daily and seasonal weather patterns.
The student will be able to analyze and interpret data from observations and measurements to describe
local weather conditions (including wind, clouds, rain, and forms of precipitation)

The student will be able to obtain and communicate information about severe weather conditions to
explain why certain safety precautions are necessary.
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?

It is in my opinion that the goal of students being able to analyze and interpret data from
observations and measurements to describe local weather conditions (including wind, rain, and forms of
precipitation) is the most important goal for students to achieve. The weather is a part of every persons
daily lives . The weather can come from many different sources, such as the news, an online weather
forecast, the newspaper or a person. Any information that you get from any of these sources is useless
unless the person receiving the information is able to interpret and analyze it. This information will be most
useful to students as they get older because when planning for events, it will call for students to use their
higher level thinking to make decisions and plans based on the information they receive about daily and
seasonal weather conditions.

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Students will demonstrate the ability to identify places on map (landforms and bodies of water).
Students will demonstrate the ability to identify and describe characteristics of the different regions of SC.
Students will demonstrate the ability to identify urban, suburban, and rural communities.
Students will demonstrate the ability to identify community, state, continent on the map.

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?
It is in my opinion that the most important goal for students to achieve is to be able to demonstrate
the ability to identify places on map (landforms and bodies of water). I believe that this goal is most
important for students to achieve because maps are also a big part of every persons life. When students
go to places such as the museum, a mall, or an amusement park, they will be given maps to get around
because of the big area of these places. If students can master the concept of simple map reading and

Revised Fall 2013 ACEI/NAEYC 2010 Standards

identifying places or landmarks they will be able to apply these skills if they receive any map. Students will
be able to make connections to accommodate old ideas in new situations. Also many jobs such as military,
construction and boat captains require the person to be able to read a map.

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 Length
(i.e., approximate number of lessons

Unit Topic or Description

2 weeks
Beginning, Middle and End- Recount stories/ events in sequential order
2 weeks
Writing friendly letters- students will be able to write letters using the five parts
of a letter and correct punctuation
2 weeks
Fables, Folktales and Myths -- (1) Recount stories, including fables, folktales
and myths from diverse cultures to determine the central message lesson or
moral and explain how it is conveyed through key details in the text; (2)
2 weeks
Carnival of the animals
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?
These were the units discussed in our grade level meeting.. The beginning, middle and end concept was difficult for some
students. I had originally planned on spending just one week on it, but across our grade level, students were having trouble with this
concept, so we extended it. Writing friendly letters also proved to be difficult for some students because they had trouble writing in
complete sentences and organizing their ideas in a way that made sense, so we extended the unit. The fables, folktales and myths unit
is a district wide unit that has to be completed. It will take two weeks to finish because students are behind. Carnival of the Animals is
also a mandatory district unit.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit Topics
1

ARTS
Students will create foldables based
on beginning, middle and end
concept.
Students will write friendly letters to
their mothers and create a decorative
boarder.
Students will create castles based on
the characteristics of fairy tales.

PE
Students will take paper copies of
stories that have been separated into
beginning, middle and end and stand
with them in sequential order.
Students will learn the parts of a
friendly letter using parts of their
bodies to represent the different
parts.
Students will role play their own
interpretation of various fairy tales

Revised Fall 2013 ACEI/NAEYC 2010 Standards

HEALTH
Students will discuss the order in
which we prepare meals.

Students will discuss healthy

relationships and how writing letters
can help us stay in contact with
friends/family.
Discuss various dishes that people
from various cultures eat and how

Students will create mythical

creatures/ or people.

discussed in class.
Students will role play their
interpretation of what their mythical
being is like.

healthy they are.

Students will place each mythical
creature/person they created in a
habitat that is conducive to their
physical attributes.

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 Length
(i.e., approximate number of lessons

Unit Topic or Description -- Key Element

2 weeks
Base ten
1 week
Odd and even principle
2 weeks
Fact families
2 weeks
Manipulating word problems into equations

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 sequence for this content area was decided as a team for the second grade. Base ten blocks were first to teach students about the
principles of place values. This concept would make it easier for students to understand odd or even when dealing with multiple digit
numbers. Understanding equations was next to give students the understanding that you can manipulate equations using the same
numbers and get the same answers. This concept would get students ready for word problems by laying the foundation for them to use
the numbers they are given to figure out the word problems by showing the equations.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit Topics
1

ARTS
Students illustrate the value of
various numbers using base ten
principles.
Students will illustrate values using
drawings that partner numbers
together to show whether numbers
are odd or even.
Students will create houses that
contain different equations from a fact
family of their choice.
Students will illustrate word problems
with pictures.

PE
Students will move and manipulate
objects and themselves to illustrate
base ten problems.
Students will partner up to
demonstrate the concept of odd and
even.

HEALTH
Students will demonstrate base ten
problems using healthy food.

Students will use themselves as

manipulatives to justify fact family
equations.
Students will work out word problems
through role playing.

Students will use snacks to illustrate

fact family equations.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will divide snacks in even

portions.

Students will use snacks as

manipulatives to solve word
problems.

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 Length
(i.e., approximate number of lessons

Unit Topic or Description

1 week
Temperature
Precipitation

1 week

Seasons

2 weeks

Clouds

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 sequence for this instructional unit was pre-determined by second grade team. The time of each unit had to be adjusted.
Each unit typically takes one week. However, due to school wide testing and other factors some units had to be pushed back
and extended.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit Topics

ARTS
Students will illustrate different
temperatures by drawing pictures of
what people are doing and how they
are dressed.
Students will create clouds with
different types of precipitation
hanging from them.

Students will illustrate their favorite

season.

Students will represent the different

types of clouds using cotton balls.

PE
Students will go on a weather walk to
observe and describe the weather.

HEALTH
Students will discuss how the
weather affects the food that we eat.

Students will place a rain gauge

outside on a rainy day. At the end of
the day students will walk outside to
measure how much water is in the
rain gauge.
Students will go on a walk and use
the weather, clothing and seasonal
characteristics to determine what
season it is.
Students will go on a walk to observe
clouds and predict the weather.

Students will discuss how different

types of precipitation affect the food
we eat.

Students will discuss the foods we

eat on different holidays and how
they are related to seasonal changes.
Students will discuss how different
types of precipitation affects the food
we eat.

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Length
(i.e., approximate number of lessons

2 weeks
Communities

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?
This unit was one that the grade level teachers had already planned on doing. This class is taught jointly with Ms. G. Parrish. She
agreed to let me do this unit. Originally the unit was only supposed to take one week but due to the previous unit being extended,
testing and school events the unit was spread out to take two weeks.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit Topics
1

ARTS
Students will create a foldable with
pictures and characteristics of the
different types of communities.

PE
Students will use their bodies to
represent the closeness of buildings
and people in the three different types
of communities.

HEALTH
Students will discuss various cultures
in their community and how it affects
the types of foods and restaurants
that are available to them.

2
3
4

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.
Mathematics
Teacher Materials
Base ten blocks
Smart board: will be used to show students
manipulatives and show work
Snacks

Student Materials
Base ten blocks
paper
pencils
Colored pencils/crayons
Math workbook

English Language Arts

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Teacher Materials
Goldilocks, Cinderella, Rough Face girl, Jack and the
Beanstalk
KWL Chart
Smart board: The smartboard will be used to show
students videos of fairytales/folklores.

Student Materials
Venn diagram
Sticky notes
Clip board
Crayons/colored pencils
paper

Science

Teacher Materials
You tube: I will use this source to show students
clips of weather from around the world and in
different forms.
Science book: teachers edition
Smart board: Will be used to show educational clips
and pictures
KWL chart
pictures

Student Materials
Long paper

Cloud cut outs

Crayons/colored pencils
Science book
Cotton balls
glue
notebook
sticky
Social Studies

Teacher Materials
Large white paper
Smart board: Will be used to show educational clips
and pictures
Markers
Brainpop jr: Will be used to show students
educational clips and assessments
Google earth: Will be used to show students
different communities around the world

Student Materials
Long white construction paper
Crayons/Colored pencils

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)

Evaluative Criteria

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student
Progress/Achievement
Reporting Method(s)

Matching Goal

-Project will be posted in the

classroom for parents to see
-Progress will be reported to
parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.

Students will be able to

identify what happens
during a storys
beginning, middle, and
end.

based on schools grading

chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1

-Project will be posted in the

classroom for parents to see

-Students will
demonstrate the ability
to tell a story or recount
an experience with
appropriate facts and
relevant, descriptive
details, speaking
audibly in coherent
sentences.
-Students will
demonstrate the ability
to write narratives in
which they recount a
well elaborated event or
short sequence of
events, include details
to describe actions,
thoughts, and feelings,
use temporal words to
signal event order, and
provide a sense of
closure.

Project maximum points

100

-Project will be posted in the

classroom for parents to see
-Progress will be reported to
parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.

-Students will
demonstrate the ability
to determine or clarify
the meaning of
unknown and multiple
meaning words and
phrases based on grade
2 reading and content,
choosing flexibly from
an array of strategies.
-Students will
demonstrate the ability
to identify the main
topic of a multiparagraph text as well
as the focus of specific
paragraphs within the
text.
--Students will
demonstrate the ability

Project maximum points

100
Unit 1: Project-Teacher will
read a story. Students will
then fill in a castle shaped
outline for a story with
(beginning, middle, end,
plot, setting, and characters
identified)
Quiz (Teacher made)

Unit 2: Project- students will

write friendly letters to their
mothers. They must include
all parts of a letter, a web,
and multiple drafts

Unit 3: Project- students will

create venn diagrams
comparing details from
fairytale/folktale/folklore
stories read/watched in
class
Assessment-formativeteacher made
Assessment- Summativeteacher made

based on schools grading

chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1

based on schools grading

chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1

Revised Fall 2013 ACEI/NAEYC 2010 Standards

to tell a story or recount

an experience with
appropriate facts and
relevant, descriptive
details, speaking
audibly in coherent
sentences.

Unit: 4
Assessment-formativeteacher made
Assessment-summativeteacher made
Project- Students will create
mythical animals and
stories about them

based on schools grading

chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1

-Project will be posted in the

classroom for parents to see
-Progress will be reported to
parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.

--Students will
demonstrate the ability
to tell a story or recount
an experience with
appropriate facts and
relevant, descriptive
details, speaking
audibly in coherent
sentences.

Mathematics

Assessments (Indicate
whether formative or
summative)

Evaluative Criteria

Unit 1: Assessmentformative-teacher made

Assessment- formativeCopied
Assessment- summativeCopied

Unit 2: Unit 1: Assessmentformative-teacher made

Assessment- formativeCopied

based on schools grading

chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1

Assessment- summativeCopied

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student
Progress/Achievement
Reporting Method(s)
-Progress will be reported to
parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.
-Progress will be reported to
parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.

Matching Goal

Students will
demonstrate the ability
to extend base ten
understanding.

Students will
demonstrate the ability
to understand addition
and subtraction through
word problems.

Unit 3: Unit 1: Assessmentformative-teacher made

Assessment- formativeCopied

based on schools grading

chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1

-Progress will be reported to

parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.

Students will
demonstrate the ability
to use standard units of
measurement.

based on schools grading

chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1

-Progress will be reported to

parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.

Students will
demonstrate the ability
to relate the concept of
skip counting to time.

Assessment- summativeCopied

Unit 4: Unit 1: Assessmentformative-teacher made

Assessment- formativeCopied
Assessment- summativeCopied

Science
Assessments (Indicate
whether formative or
summative)
Unit1:
Assessment-formative- Kwl
chart
Assessment-formativeCopied from Brainpop Jr
Assessment-summativeRetest of copied
assessment from Brainpop
Jr

Unit 2:
Assessment-formative- Kwl
chart
Project- Students will create
wind socks and go outside
to test them

Evaluative Criteria

Student
Progress/Achievement
Reporting Method(s)

-The student will be able

to analyze and interpret
data from observations
and measurements to
describe local weather
conditions (including
wind, clouds, rain, and
forms of precipitation)

Not graded. Just used to

assess students prior
knowledge
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
Not graded. Just used to
assess students prior
knowledge
Project maximum points
100
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Matching Goal

-Project will be posted in the

classroom for parents to see
-Progress will be reported to
parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester

-The student will be able

to analyze and interpret
data from observations
and measurements to
describe local weather
conditions (including
wind, clouds, rain, and
forms of precipitation)

Assessment-formativeCopied from Brainpop Jr

Assessment-summativeRetest of copied
assessment from Brainpop
Jr

Unit 3:
Assessment-formative- Kwl
chart
Project- Students will create
group collages with pictures
of clothing, weather, food,
and other items from
specific seasons
Assessment-formativeCopied from Brainpop Jr
Assessment-summativeRetest of copied
assessment from Brainpop
Jr

Unit 4:
Assessment-formative- Kwl
chart
Project- Students will create
a cloud chart with
characteristics of each type
of cloud and a cotton ball
representation of each type
of cloud
Assessment-formativeCopied from Brainpop Jr
Assessment-summativeRetest of copied
assessment from Brainpop
Jr

Making progress towards

standards= 2 ; Unacceptable
=1
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
Not graded. Just used to
assess students prior
knowledge
Project maximum points
100
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
Not graded. Just used to
assess students prior
knowledge
Project maximum points
100
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1

progress report and quarterly

report card.

-Project will be posted in the

classroom for parents to see
-Progress will be reported to
parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.

-The student will be able

to analyze and interpret
data from observations
and measurements to
describe local weather
conditions (including
wind, clouds, rain, and
forms of precipitation)
-The student will
demonstrate an
understanding of daily
and seasonal weather
patterns.

-Project will be posted in the

classroom for parents to see
-Progress will be reported to
parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.

-The student will be able

to analyze and interpret
data from observations
and measurements to
describe local weather
conditions (including
wind, clouds, rain, and
forms of precipitation)
-The student will be able
to obtain and
communicate
information about
severe weather
conditions to explain
why certain safety
precautions are
necessary.

Social Studies
Assessments (Indicate
whether formative or
summative)
Unit:1

Evaluative Criteria

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student
Progress/Achievement
Reporting Method(s)
-Project will be posted in the

Matching Goal

Students will

Assessment-formative- kwl
chart
Project- students will create
foldables with a hand drawn
picture of each type of
community and include two
characteristics of each
community.
Assessment-summativeCopied from Brainpop jr

based on schools grading

chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1
Rubric-100 points scale
based on schools grading
chart: Exceeding standards=4
Meeting standards=3 ;
Making progress towards
standards= 2 ; Unacceptable
=1

Revised Fall 2013 ACEI/NAEYC 2010 Standards

classroom for parents to see

-Progress will be reported to
parents weekly in students
parent communication folder.
All graded assignments must
be signed and returned.
Overall grade will be reported
to parents on mid semester
progress report and quarterly
report card.

demonstrate the ability

to identify urban,
suburban, and rural
communities.

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 the major assessments based on the length of time I was given. I prefer to assess students prior knowledge to
see how rigorous my lessons need to be. I then do a project to help students pick up the subject matter in an interesting way. Next, I
like to reassess students to see how well they have learned the material to see which areas I need to go back over. Lastly, I do my
summative assessment to measure student learning overall. At the beginning of each unit, I go over the learning goals with students so
they know what to expect to learn and what I expect them to learn. Parents receive a newsletter every Monday that keeps them
informed of the new material and re iterates the grading scale. Every Monday, I send a parent communication folder home with graded
assignments and any notes if necessary. Parents are required to signed each graded assignment and return it to show that they are
aware of their childs progress in case special arrangements need to be made.

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:

Students will complete work and assessment, both formal and informal, daily. However, all of these items will not be graded. I will
maintain students grades using the power teacher portal, provided by the district. I will keep up with these assignments using a
folder system. Each child will have their own folder in which all completed work will be kept. To monitor progress and achievement,
I will have students complete morning work in journals that I will check daily, but not grade. This will let me know in what areas
students are struggling or excelling. I will also use the sticky note method. When doing response work as a class, instead of calling
on students to just verbally give their answers, I will give open questions and have students write their responses on sticky notes
with their names and turn them in as an exit ticket, so I can monitor each student individually without overlooking the students who
dont usually participate.

B.

Procedures for aggregating and displaying data:

I will aggregate data by using the systems provided to me. I will display data around the classroom for students and others to
see. Student progress will also be displayed in the form of a chart in the hall way. Students will all be assigned a class number
at the beginning of the year. These numbers will be written on a starfish cut out. This will be used as a representation of each
students star testing score. Students will place their star in the appropriate score range on our class star test chart. As we take
each new star test students will be responsible for moving their star to the appropriate score range. Our goal as a class is to
have students at or above their required grade level score by the end of the year.

C.

How will you use the data to make instructional decisions?

The data I collect will help me decide how long we should spend on units and objectives. It will also help me redirect my
lessons for students who are not grasping the concepts required. The data collected will let me know individual students, and
as a whole class, what specific areas of a concept seem to be challenging to students.

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

During instruction, I expect students to stay on task and on their best

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
behavior at all times. Student work should be neat and turned in in a timely
manner. I do not believe that students should be rewarded for doing what they
are supposed to. However, I do believe that students that work hard and their
best consistently should be recognized for meeting and exceeding my
expectations. These are the ways that I plan to recognize these students.
Incentives
Verbal praise
Cheers and chants
Ms. Myers bucks
Activities ( such as GoNoodle)
Student of the Week
Monthly student of the week social

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCES

Students will know that they are accountable for their own actions. I expect
students to be on their best behavior and give their best work. If students cannot
follow the rules they must be held accountable.
Rules
Raise your hand to speak
Respect others
Come to class prepared and ready to learn
Listen
Non-instructional time
No horseplay
Read silently
Take accelerated test
Complete unfinished work
Do not leave your seat unless you raise your hand
Consequences
Verbal warning
Student/Teacher conference
Loss of privileges
Phone call home
Parent conference

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?
When managing a classroom, I believe that one of the most important things to consider to maximize instructional time is
keeping students engaged and on task. If students are not interested and involved in classroom activities, it leaves a lot of room for
students to misbehave or distract other students. When students are unengaged that leaves their mind open to focus on other things.
Another thing I will do is set my expectations at the beginning of the lesson by letting students know what I expect of them both
academically and behaviorally. This is important to me because if students do not know what you expect of them they have no clear
guidelines of what they need to do.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

At the beginning of the year, I will convey my expectations of students with

my students daily and encourage them to tell their parents. I will encourage
parent involvement by reaching out to my parents by calling and sending home
letters. I will also send a newsletter home weekly. It will reiterate my expectations
of students, grading scale, and class schedule. In my weekly newsletter, I will also
list the weeks homework assignments, content standards, school
announcements, class announcements and information about class projects. To
keep parents involved with student progress. I will send graded assignments
home weekly in a communication folder so that parents can not only see their
childs grades but also view the quality of the work they turn in. If help needs to
be arranged for a student parents we can get it for them sooner. Lastly, I plan on
using students agenda books to communicate students behavior using the color
system. Parents will be asked to sign by the color daily to show that they are
Procedures for involving parents with the learning at home
Section VII: Reflecting and Revision Procedures

To involve parents with learning at home, I will send home a newsletter every
week with students homework listed for the entire week. I will ask that parents at
least go over homework with child and read with them. I also plan to give students
take home projects and assignments that are to be completed with a parent. At
the end of the week, I will ask that parents sign the newsletter and have students
to return it. This holds both the parents and students responsible for student
learning.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 believe that my strengths are in planning creatively and flexibly. I try to incorporate materials and use assessments that are exciting
and engaging to students. In most, cases if you can capture the attention of the eyes you will capture the attention of the mind.

B.

Weaknesses

My weaknesses in my planning is planning far enough ahead and setting reasonable time lines for working on units. With some units
you can plan to only spend a certain amount of time on it but there are other factors that can affect this time limit that are unforeseeable
such as disciplinary issues, school events and other factors.

C.

Time line for evaluating long range plan components.

I will evaluate my long range plan every two weeks. I will update it to keep up with the actual number of days/weeks my class spends
on a unit. It will also allow me to change or create my assessments as needed.

D.

List modifications and adaptations that you think might be needed to improve the procedures.

By looking at how my timeline on my long range plan is moving, it will help me see how time efficient my lessons are. If I am taking too
long on a unit keeping up with my timeline on my plan will help make me aware so I can create and implement new procedures to help
increase student learning and maximize learning time.

E.

Plan for reflecting on your teaching practices.

I plan on creating a journal to reflect on my teaching practices. After each test, I want to look at the scores and determine where my
students seem to be having the most trouble. I will then take my findings and reflect on the lesson I am teaching and see where I can
redirect my teaching methods or incorporate new methods to help my students reach the learning goal that I have set for them.

I plan on creating a journal to reflect on my teaching practices. After each test I want to look at the scores and
determine where my students seem to be having the most trouble. I will then take my findings and reflect on the lesson I am
teaching and see where I can redirect my teaching methods or incorporate new methods to help my students reach the
learning goal that I have set for them.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes, concepts, and
of science skills. The content
is not paced so objectives are
covered.

Units of
Instruction
- Mathematics

The content area related to concepts of

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
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 mathematics
lessons. The content Is paced so
objectives are covered.

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
objectives are covered.

2.4/5a

Units of
Instruction
Social Studies

The content area related to concepts of

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.

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 social studies
lessons. The content Is paced so
objectives are covered.

The content area is

addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes, concepts, and
of social studies skills. The
content is not paced so
objectives are covered.

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards