EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN

Candidate: Kamaria Downs

District: Orangeburg Consolidated District 5
Major: Early Childhood Education

Cooperating Teacher: Dr. Jamison

School: Whittaker Elementary School
Cognate(s): Social Studies/History

Grade: 2nd
Year: Spring 2015

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.)
Illness

Behavioral Issues

School Poverty Index

Reading Level

Intervention

Description
(of your findings in terms of your
students)
One student suffers from a chronic
illness. The student who suffers from
this chronic illness may be frequently
absent from school, which means
that instruction time will be missed.
An effort must be made to keep this
student on track with the remainder
of the students.
Two of the students have to be
frequently isolated due to behavioral
issues. These two students that have
to be frequently isolated tend to be
because they instigate trouble in the
classroom. Their behavior can be
disruptive to other students and
instruction time, causing the teacher
to stop and address them.
The school has a 95.6% poverty
index. The schools poverty index
indicates that most of the students
may not have as many available
resources as others. This means that
I must be mindful of the assignments
I give the students to complete at
home.
Only 50% of the students are
reading on grade level. With only
50% of the students reading on
grade level, it may take longer to
complete various assignments. With
reading being so fundamental, extra
time must be taken to help these
students rise to grade level reading.
8 of the 22 total students are pulled
out each week for help with ELA and
Math. The 8 students who were
selected for pullout receive this
service because of their ELA and
Math grades. These students

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Teacher

Personal Observation

2014 Annual School Report Card

Star Reading Test Data

School Personnel

Time Restraints

struggle in these two subjects which

means that they may not catch on as
quickly as other students in the class
when learning a new concept.
Several modifications must be made
to support these students.
There are time restraints for Science
and Social Studies because the
school is focused has a strong focus
on ELA and Math. These two
subjects are only allotted about 30
minutes each. With these time
restraints, it puts pressure on the
teacher to get straight to the content
of the lesson.

Class Schedule

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?
By analyzing the data from the information I have obtained, it can provide a snapshot of what my students know, what they should
know, and what I can do to meet their academic needs. With appropriate analysis and interpretation of data, I can make informed
decisions that positively affect student outcomes. Despite the various factors that may impact my instruction, each and every one of my
students deserves an education that will be beneficial to them in the utmost way. Because I have gathered this information, I now know
how I will be able to differentiate my instruction to reach all learners. I will use the information to challenge my students, but still teach
them on a level that they can understand.

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

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the
ending concludes the action.
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in
coherent sentences.
L.2.1e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising
and editing.
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?
Based on my observations in the classroom and viewing Orangeburg Consolidated District Fives pacing guide, I have determined
these are the long-range learning goals for my students for English Language Arts. Of the goals I have set for the students for English
Language Arts, I believe all are important for the students to achieve. Each goal I have set is cohesive to the other. There is at least one
goal for each component of English Language Arts, which I believe will help to increase the students performance in the subject. I want

Revised Fall 2013 ACEI/NAEYC 2010 Standards

each of these goals to help the students become effective readers, listeners, and writers. Effective readers and listeners use strategies
before, during, and after reading or listening to construct and extend meaning according to the text and purpose. They access
background knowledge, survey structure, predict, question, summarize, clarify, visualize, draw conclusions, validate perceptions,
analyze, synthesize, and evaluate. Effective writers use a repeated process that includes pre-writing, drafting, revising, editing, and
publishing. I believe that each of the goals I have set for my students integrate the communication processes and contents, is student
centered and challenges all learners, includes ongoing assessment for the purpose of modifying instruction to ensure student success,
and promotes opportunities for me to provide frequent and immediate feedback to students.

Subject: Mathematics

Long Range Learning and/or Developmental Goals

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digit, using >, =, and <
symbols to record the results of comparisons.
2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies and/or the relationship
between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting
three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

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?
Based on my observations in the classroom and viewing Orangeburg Consolidated District Fives pacing guide, I have determined
these are the long-range learning goals for my students for math. I believe each of these goals that I have set for my students is equally
as important. Second grade mathematics emphasizes place value and number relationships in addition and subtraction. At this grade,
students begin to develop a foundation for understanding fractions and multiplication. Each of these goals that I have set allow students
to be actively engaged and use concrete materials. While working to achieve these goals, I will encourage my students to correctly use
the concepts, skills, symbols, and vocabulary associated with mathematics. I believe that each of the goals I have set for my students
integrate the appropriate math content, is student centered and challenges all learners, includes ongoing assessment for the purpose of
modifying instruction to ensure student success, and promotes opportunities for me to provide frequent and immediate feedback to
students.
Subject: Science

Long Range Learning and/or Developmental Goals

2-2.1 Recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection.
2-2.5 Illustrate the various life cycles of animals (including birth and the stages of development).
2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and
oral and written language.

2-1.4 Infer explanations regarding scientific observations and experiences

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?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Based on my observations in the classroom and viewing Orangeburg Consolidated District Fives pacing guide, I have determined
these are the long-range learning goals for my students for science. I believe each of these goals that I have set for my students is
equally as important. Second grade science emphasizes students raising questions about the world around them and seeking answers
by making observations and exploring. These performance standards I have selected will drive my instruction; providing hands-on,
student-centered, and inquiry-based approaches will be the emphasis of my instruction. I believe that each of the goals I have set for
my students integrate the appropriate Science content, is student centered and challenges all learners, includes ongoing assessment
for the purpose of modifying instruction to ensure student success, and promotes opportunities for me to provide frequent and
immediate feedback to students.

Subject: Social Studies

Long Range Learning and/or Developmental Goals

2-1.4 Summarize changes that have occurred in the local community over time, including changes in the use of land and
in the way people earn their living
2-1.5 Identify on a map or globe the location of his or her local community, state, nation, and continent.

2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting
taxes.
2-2.2 Recognize different types of laws and those people who have the power and authority to enforce them.
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?
Based on my observations in the classroom and viewing Orangeburg Consolidated District Fives pacing guide, I have determined
these are the long-range learning goals for my students for social studies. I believe each of these goals that I have set for my students
is equally as important. Second grade continues the development of the foundation for the Social Studies curriculum. With these goals,
my students will explore aspects of self, others, families, and communities; locally, in the nation, and across the world. Once they have
become acquainted with themselves and their classmates, they are introduced to the diverse cultures present in their schools, their
neighborhoods, and communities. Once this goal has been met, students will begin to recognize the similarities and differences among
all people. They will learn a basic economic concept by thinking about their own wants and needs. Students will develop their
understanding of their role as citizens and the role of other citizens in their own community and in the world. In this grade, students will
use basic maps and globes; learn to identify specific locations, types of landforms, and water features. They will learn about the
environment; how we use it, adapt to or make changes to it. Students will begin to think like historians, as they develop their
understanding of change by looking at the past and the present. I believe that each of the goals I have set for my students integrate the
appropriate content for learning social studies, is student centered and challenges all learners, includes ongoing assessment for the
purpose of modifying instruction to ensure student success, and promotes opportunities for me to provide frequent and immediate
feedback to students.

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

RL.2.5. Describe the overall structure of a story, including describing

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

how the beginning introduces the story and the ending concludes the
action.
SL.2.4. Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences.
RI.2.1. Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
L.2.1e. Use adjectives and adverbs, and choose between them
depending on what is to be modified.
L.2.1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
W.2.5. With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.

2 weeks
1 week
4 weeks
4 weeks
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 South Carolina State Standards and Orangeburg Consolidated School District Fives Common Core Pacing Guide determine the
instructional sequence and amount of time to be spent on each unit of instruction. The pacing guide intended for teachers to follow in
order to know which indicator and standard to teach each week. Although the pacing guide determines the amount of instructional time,
it is at the discretion of the teacher if more time should be spent on a particular topic in order to get full comprehension from the
students, or if the students have mastered the concept and are able to move on to the next one.

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

Unit
Topics
1

ARTS

PE

HEALTH

During the unit on structure of a story,

each student will select a story to read.
Once the students finish reading their
stories, they will create a paper chain.
On each strip of paper, students will
write what happened in the story;
including the beginning, middle, and
end. The teacher will display the paper
chains in the classroom.

During the unit on structure of a story,

the students will keep a daily fitness
journal (to be kept in their writing
journals). Each day of the duration of
the unit, students will write down
physical activities they performed
during the beginning, middle, and end
of the day. Students will also write
about why physical activities are
important.
During the unit of telling a story or
recounting an experience, students will
participate in station rotation. At each
station will be a card with a short story
on it. Students will have 5 minutes to
read the story and remember 2 facts
from it. At the end of 5 minutes, the
students will rotate stations. This
activity will continue until students
have visited each station.
During the unit about understanding
key details in a text, students will be
given a set of written instructions
about how to perform an activity. If the
student read and understand the
instructions, the activity will be
performed correctly. If students do not
perform the activity correctly, they
must go back and read the instructions
again and try to perform the activity
correctly.

During the unit on structure of a story,

students will keep a log of the foods
they eat at the beginning, in the middle,
and at the end of the day. After each
day, students will determine whether
their meals were healthy. If they
determine their meals were not healthy,
they will write ways they could create a
healthier meal.

During the unit of telling a story or

recounting an experience, each student
will come before the class to act out
parts of a story they have read in class.
While acting, the students must include
key details of the story and speak
audibly. (This activity may be recorded.)

During the unit about understanding key

details in a text, students will participate
in the 5 Ws and H song about a story.
The song goes as followed: the teacher
will start out with Who (performed the
action)? The class will respond with
____(performed the action)! The song
will continue with the teacher asking
what, when, where, why, and how
questions in song form and the students
answering in the same form with details

Revised Fall 2013 ACEI/NAEYC 2010 Standards

During the unit of telling a story or

recounting an experience, students will
write in their journals about a time when
they were in a dangerous situation.
Students will describe how the situation
was dangerous and what they did to get
out of it. Students will be able to share
their experiences with their peers.

During the unit about understanding key

details in a text, read the book
Jalapeo Bagels to students. The
book is about solving conflicts. After
reading the book, ask students about
key details in the text, such as who was
involved in the conflict?, how did they
solve the conflict?.

from the story.

During the unit on adjectives and
adverbs, students will sing along to The
Word-Type Rap. This song goes over
nouns, adjectives, verbs, and adverbs.
http://www.youtube.com/watch?
v=hjaFrR2FW48&edufilter=qkBmVv1bc
6UzW8WGQ4AzDQ&safe=active

During the unit on the conventions of

standard English grammar and usage,
students will participate in a readers
theater. The script chosen will vary
depending on the number of students in
the class. Each student will have part
and must read their part using proper
grammar.
During the unit on revising and editing,
students will participate in musical
papers. The teacher will select a school
appropriate song and play it. The
students will begin with another peers
paper, when the music stops; the
students will switch papers with a
different peer. Musical papers will
continue until at least 4 different
students have revised each paper.

During the unit on adjectives and

adverbs, allow students to go outside
and play a group game such as tag.
The game should last about 10
minutes. Once time is up, bring
students back into the classroom. The
teacher will prompt the students to
describe their actions while playing
using adjectives and adverbs.
During the unit on the conventions of
standard English grammar and usage,
the teacher will stream a short
segment of a sports broadcast.
Students will observe how the
broadcasters use proper grammar to
speak. The students will also write a
summary about the segment.
During the unit on revising and editing,
separate students into groups. Each
group is responsible for coming up
with a game/physical activity. After the
game has been created, each group is
responsible for enacting how the game
will go. After the enactment, the
students will make any revisions or
edits necessary that will allow the
game to run smoothly.

During the unit on adjectives and

adverbs, students will describe healthy
foods using adjectives and describe
how they eat them using adverbs.

During the unit on the conventions of

standard English grammar and usage,
students will read the labels and
instructions on the food that they eat, or
food boxes provided by the teacher. The
students will determine if the labels use
the appropriate conventions of standard
of English grammar.
During the unit on revising and editing,
each student will be given a recipe to
make an unhealthy meal. Using a list of
healthy substitutions provided by the
teacher, the students will revise and edit
the recipe to make it healthy. Students
will be able to take the recipes home
and create them with their families.

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.
Subject: Mathematics

Unit Topic or Description -- Key Element

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.4 Compare two three-digit numbers based on meanings of the
hundreds, tens, and ones digit, using >, =, and < symbols to record the
results of comparisons.
2.NBT.7 Add and subtract within 1000, using concrete models or
drawings and strategies and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in
adding or subtracting three-digit numbers, one adds or subtracts
hundreds and hundreds, tens and tens, ones and ones.
2.NBT.9 Explain why addition and subtraction strategies work, using
place value and the properties of operations.

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

4 weeks

4 weeks

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on
each unit of instruction?
The South Carolina State Standards and Orangeburg Consolidated School District Fives Common Core Pacing Guide determine the
instructional sequence and amount of time to be spent on each unit of instruction. The pacing guide intended for teachers to follow in
order to know which indicator and standard to teach each week. Although the pacing guide determines the amount of instructional time,
it is at the discretion of the teacher if more time should be spent on a particular topic in order to get full comprehension from the
students, or if the students have mastered the concept and are able to move on to the next one.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Unit Topics
1

ARTS
During the unit on counting within
1000 and skip counting, students will
create their own charts skip counting
by 5s, 10s, and 100s. Students will
color like numbers on each chart the
same color.

During the unit on comparing two

three-digit numbers, students will
illustrate 5 math problems that
compare a two-digit and three-digit
number.

During the unit on adding and

subtracting within 1000, students will
use a different color crayon/marker to
represent each place value in the
math problems provided by the
teacher. Using a different color for
each place value will allow students
to recognize the different values of
each number.

During the unit on explaining why

addition and subtraction strategies
work, students will role-play as
students and teachers and explain to
each other why addition and
subtraction strategies work.

PE
During the unit on counting within
1000 and skip counting, allow the
students warm up or do stretches
before beginning the math lesson.
Instead of them counting by ones,
switch things up by having kids skip
count progressively. For example,
they can do ten jumping jacks
counting by twos (2, 4, 6, 8), then
do toe touches for ten seconds
counting by twos (2, 4, 6, 8).
During the unit on comparing two
three-digit numbers, the teacher will
help students to compare the scores
of a bowling game (three-digit) and a
football game (two-digit). Students
will also discuss the difference
between the two sports and why the
scoring is different.
During the unit on adding and
subtracting within 1000, the teacher
will time students for 5 seconds while
they walk/run. At the end of 5
seconds, the distance will be
measured with a yardstick. The
students will record the data. Each
student will go twice. After the two
rounds, the students will add together
both numbers to find the total
distance traveled and subtract the
numbers to find the difference.
During the unit on explaining why
addition and subtraction strategies
work, the teacher will stream a 5minute segment of a basketball
game. The students will keep track of
the amount of points scored in that
period. After the video, students will
explain how the score was
determined.

HEALTH
During the unit on counting within
1000 and skip counting, students will
make predictions about what they will
be doing in 5, 10, and 100 years from
the present time.

During the unit on comparing two

three-digit numbers, the teacher will
use a yardstick to measure the
students height. After converting the
numbers to centimeters, the students
will compare their height in yards
(two-digit) and centimeters (threedigits).
During the unit on adding and
subtracting within 1000, students will
have to opportunity to track the
amount of calories they consume for
two meals. Students will calculate the
difference in calories of the two
meals.

During the unit on explaining why

addition and subtraction strategies
work, the teacher will discuss with the
students the importance of
maintaining a healthy weight. Over
the period of the unit, students will
track their weight. At the end of the
unit, students will report whether or
not they gained or lost weight and
how they came to determine the
outcome.

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.
Subject: Science

Unit Topic or Description

2-2.1 Recall the basic needs of animals (including air, water, food, and

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

shelter) for energy, growth, and protection.

2-2.5 Illustrate the various life cycles of animals (including birth and the
stages of development).
2-1.3 Represent and communicate simple data and explanations
through drawings, tables, pictographs, bar graphs, and oral and written
language.
2-1.4 Infer explanations regarding scientific observations and
experiences.

2 weeks
3 weeks

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 South Carolina State Standards and Orangeburg Consolidated School District Fives Common Core Pacing Guide determine the
instructional sequence and amount of time to be spent on each unit of instruction. The pacing guide intended for teachers to follow in
order to know which indicator and standard to teach each week. Although the pacing guide determines the amount of instructional time,
it is at the discretion of the teacher if more time should be spent on a particular topic in order to get full comprehension from the
students, or if the students have mastered the concept and are able to move on to the next one.

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

Unit Topics

ARTS
During the unit on the basic needs of
animals, students will illustrate the
basic needs of the animal of their
choice making sure to include the
foods it eats and shelter it lives in.

During the unit on the various life

cycles of animals, students will
illustrate the life cycle of an animal,
starting with birth and including all
stages of development.
During the unit on representing and
communicating data, students will
create their own graphs of data
provided by the teacher. Students
must correctly label the graphs to
receive full credit.

During the unit on inference, students

will be given time to brainstorm about
what the world would be like without
writing and drawing utensils. Students
will brainstorm about what we would
use to write and draw if we were
without pencils, pens, markers, etc.

PE
During the unit on the basic needs of
animals, the classroom will be divided
into the basic needs of animals. On
command, the students will go to the
section designated for the need the
teacher calls out. At each section,
students will explain why animals
need that specific substance.
During the unit on the various life
cycles of animals, students will
demonstrate the physical actions of
various animals during different
points in the life cycle.
During the unit on representing and
communicating data, students will
collect data from their peers about
their favorite physical activity.
Students will then represent the data
on a graph and share their results
with the class.

During the unit on inference, students

will select a sports team and make
predictions about their next game
based on the information available.
Students will be responsible for
verifying if their inference was correct
or not.

HEALTH
During the unit on the basic needs of
animals, students will participate in a
class discussion to determine how an
animals health would be impacted if
it went without of the basic needs.

During the unit on the various life

cycles of animals, students will
determine and discuss what animals
need to survive each phase of the life
cycle.
During the unit on representing and
communicating data, students will
physically represent data. The
teacher will take a survey of the class
on a topic such as favorite food. The
teacher will designate an area in the
classroom for each food choice. The
students will then go to their selected
food choice to represent the data.
During the unit on inference, the
students will learn that there are
foods that we should consume daily
and that there are also foods that
should only be consumed in
moderation. Students will make an
inference about what would happen if
we consumed too much of a food that
should only be consumed in
moderation.

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Subject: Social Studies

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

Unit Topic or Description

2-1.4 Summarize changes that have occurred in the local community

over time, including changes in the use of land and in the way people
earn their living
2-1.5 Identify on a map or globe the location of his or her local
community, state, nation, and continent.
2-2.1 Identify the basic functions of government, including making and
enforcing laws, protecting citizens, and collecting taxes.
2-2.2 Recognize different types of laws and those people who have the
power and authority to enforce them.

2 weeks

1 week
2 weeks
3 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 South Carolina State Standards and Orangeburg Consolidated School District Fives Common Core Pacing Guide determine the
instructional sequence and amount of time to be spent on each unit of instruction. The pacing guide intended for teachers to follow in
order to know which indicator and standard to teach each week. Although the pacing guide determines the amount of instructional time,
it is at the discretion of the teacher if more time should be spent on a particular topic in order to get full comprehension from the
students, or if the students have mastered the concept and are able to move on to the next one.

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

Unit Topics
1

ARTS
During the unit on changes in the
community, students will illustrate
how the school grounds currently look
and will use their predictions to draw
how they think the land looked like
prior to the school being built.
During the unit on identifying places
on a map, allow students to construct
their own maps. Students should
label continents and the United
States on their maps. Completed
maps may be displayed in the
classroom.

During the unit on the basic functions

of government, students will be
divided into groups. In these groups,
students will research one of the 3
branches of government. After doing
research, each group will act out the
branch assigned, performing actions
that are related to that branch.
During the unit on the different types
of laws, the teacher will assign each
student a law. The students will
research the laws on their iPads and

PE
During the unit on changes in the
community, students will take a
journey around the school grounds to
observe the land around them.
Students will make predictions about
what they land looked like before the
school was built.
During the unit on identifying places,
students will participate in a
classroom activity. The room will be
divided into the 7 continents with
artifacts and information about each.
Students will rotate to each continent,
collecting artifacts and information
along the way. After students have
finished their journey, they will share
with their peers what they learned
about each continent.
During the unit on the basic functions
of government, the teacher will lead
the students in a discussion about
how the government creates
regulations for physical education in
school. The teacher will prompt
students to answer why physical
education is important.
During the unit on the different types
of laws, students will discuss and
explain the need for obeying safety
rules at home, school and play (i.e.,

Revised Fall 2013 ACEI/NAEYC 2010 Standards

HEALTH
During the unit on changes in the
community, students will discuss
various crops that may have been
grown on the land prior to the
development that has occurred.

During the unit on identifying places,

allow students to research on their
iPads where many of the foods they
eat come from. If the food is not local,
have students write down where it
comes from.

During the unit on the basic functions

of government, the entire class will
examine how public health policies
and government relations influence
health.

During the unit on the different types

of laws, students will research on
their iPads laws that regulate food
and nutrition in schools. Students will

give an oral presentation to the class

about what the country would be like
without that law.

bicycle, water, fire, vehicle, firearm,

bus, playground, pedestrian).

present their findings to the class.

Section III B: Materials and Resources

Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that
list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials
Computer/Laptop/iPad/Charger
Math Manipulatives
Projector
Lumens Camera
SmartBoard/StarBoard
Teacher Edition Textbooks (Math, Science, ELA, Social
Studies)
Printer/Ink
Dry Erase Board/Markers
PowerSchool/MasteryConnect Login Information
Envision Math Workbook
Paper
Pens/Pencils
Science Manipulatives
Read Aloud Books
Map/Globe
Stapler/Staples
Lesson Plans
Timer
Yardstick

Student Materials
iPads/Chargers
Pencils/Erasers
Paper
Journals (Math, Science, ELA, Social Studies)
Textbooks (Math, Science, ELA, Social Studies)
Colored Pencils/Crayons/Markers
Login Information for Apps
Self-Selected Reading Books
Construction Paper
Scissors
Glue

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)

Unit 1: Classwork
Weekly Quiz

Evaluative Criteria

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

End of Unit Test

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
to students immediately
(within 2 days).
Progress will be recorded in
PowerSchool and reported to
parents on a monthly basis

Matching Goal

RL.2.5. Describe the overall

structure of a story, including
describing how the beginning
introduces the story and the
ending concludes the action.

and on the schools quarterly

report card.

Unit 2: Classwork
Weekly Quiz

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).
Progress will be reported to
parents on a monthly basis
and on the schools quarterly
report card.

End of Unit Test

Unit 3: Classwork
Weekly Quiz

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).

Weekly Quiz

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).

Weekly Quiz

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).

Weekly Quiz

L.2.1. Demonstrate command

of the conventions of standard
English grammar and usage
when writing or speaking.

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

End of Unit Test

Unit 6: Classwork

L.2.1e. Use adjectives and

adverbs, and choose between
them depending on what is to
be modified.

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

End of Unit Test

Unit 5: Classwork

RI.2.1. Ask and answer such

questions as who, what,
where, when, why, and how to
demonstrate understanding of
key details in a text.

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

End of Unit Test

Unit 4: Classwork

SL.2.4. Tell a story or recount

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

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).

W.2.5. With guidance and

support from adults and peers,
focus on a topic and
strengthen writing as needed
by revising and editing.

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

End of Unit Test

Mathematics

Assessments (Indicate
whether formative or

Evaluative Criteria

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student
Progress/Achievement

Matching Goal

summative)
Unit 1: Classwork
Homework

Reporting Method(s)
All progress on the
assessments will be reported
to students immediately
(within 2 days).

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

End of Unit Test

Unit 2: Classwork
Homework

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.
A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).
Progress will be reported to
parents on a monthly basis
and on the schools quarterly
report card.

End of Unit Test

Unit 3: Classwork
Homework

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).
Progress will be reported to
parents on a monthly basis
and on the schools quarterly
report card.

End of Unit Test

Unit 4: Classwork
Homework

2.NBT.2 Count within 1000;

skip-count by 5s, 10s, and
100s.

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).

2.NBT.4 Compare two threedigit numbers based on

meanings of the hundreds,
tens, and ones digit, using >,
=, and < symbols to record the
results of comparisons.

2.NBT.7 Add and subtract

within 1000, using concrete
models or drawings and
strategies and/or the
relationship between addition
and subtraction; relate the
strategy to a written method.
Understand that in adding or
subtracting three-digit
numbers, one adds or
subtracts hundreds and
hundreds, tens and tens, ones
and ones.
2.NBT.9 Explain why addition
and subtraction strategies
work, using place value and
the properties of operations.

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

End of Unit Test

Science
Assessments (Indicate
whether formative or
summative)
Unit 1: Classwork
End of Unit Test

Evaluative Criteria

A = 100-93
B = 92-85
C = 84-77
D = 76-70

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
to students immediately
(within 2 days).

Matching Goal

2-2.1 Recall the basic needs

of animals (including air,
water, food, and shelter) for
energy, growth, and

F = 69 and below

protection.
Progress will be reported to
parents on a monthly basis
and on the schools quarterly
report card.

Unit 2: Classwork
End of Unit Test

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).

2-2.5 Illustrate the various life

cycles of animals (including
birth and the stages of
development).

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

Unit 3: Classwork
End of Unit Test

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).
Progress will be reported to
parents on a monthly basis
and on the schools quarterly
report card.

Unit 4: Classwork
End of Unit Test

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).

2-1.3 Represent and

communicate simple data and
explanations through
drawings, tables, pictographs,
bar graphs, and oral and
written language.

2-1.4 Infer explanations

regarding scientific
observations and experiences.

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

Social Studies
Assessments (Indicate
whether formative or

Evaluative Criteria

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student
Progress/Achievement

Matching Goal

summative)
Unit 1: Classwork
End of Unit Test

Unit 2: Classwork
End of Unit Test

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

Reporting Method(s)
All progress on the
assessments will be reported
to students immediately
(within 2 days).
Progress will be reported to
parents on a monthly basis
and on the schools quarterly
report card.
All progress on the
assessments will be reported
to students immediately
(within 2 days).

2-1.4 Summarize changes that

have occurred in the local
community over time,
including changes in the use
of land and in the way people
earn their living.

2-1.5 Identify on a map or

globe the location of his or her
local community, state, nation,
and continent.

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

Unit 3: Classwork
End of Unit Test

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).

2-2.1 Identify the basic

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

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

Unit 4: Classwork
End of Unit Test

A = 100-93
B = 92-85
C = 84-77
D = 76-70
F = 69 and below

All progress on the

assessments will be reported
to students immediately
(within 2 days).

2-2.2 Recognize different

types of laws and those
people who have the power
and authority to enforce them.

Progress will be reported to

parents on a monthly basis
and on the schools quarterly
report card.

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 if the major assessments used to evaluate student progress were appropriate by making sure they aligned with the
Orangeburg Consolidated District Fives pacing guide and the Common Core standards. By aligning the assessments with the criteria
mentioned, I was able to determine if the assessments were valid and reliable. I also made sure that the assessments only assessed
what was taught in class.
To help students and parents understand the evaluation criteria and reporting of progress and achievement, open communication is
kept. Students take home a newsletter every Friday that tells them and their parents what units will be covered in the next week and
what assessments will be given. Available in the class syllabus given at the beginning of the year is the grading scale all assignments
adhere to. Also available for parents is the PowerSchool Parent Portal. PowerSchool's Parent Portal provides real-time access for
parents to their child's grades, attendance, assignments, and more. If parents still have questions or concerns about their students
progress, they are always welcomed to email, call, or visit the classroom.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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:

Student assignments, including assessments are taken up and graded each day. Students take most assessments via their iPads on
MasteryConnect. MasteryConnect is a cloud-based software platform allows teachers to track student mastery of standards, both state
and Common Core standards. After completing their assessments, they are shown their score on the screen. For tests, student grades
are exported from MasteryConnect to PowerSchool and the hard copy grade book. For quizzes and classwork, student grades are input
directly to PowerSchool and the hard copy grade book. PowerSchool is a web-based student information system that provides grade
management and viewing for teachers and students alike. Graded student work is placed in their folders that they take home at the end
of each nine weeks. This work is kept in folders until the end of the nine weeks in case parents have questions about their students
performance. The graded work is documentation of the students performance.

B.

Procedures for aggregating and displaying data:

Students grades are aggregated after the completion of each assignment or assessment. Student grades for tests are automatically
calculated in MasteryConnect, while grades for quizzes and classwork are determined by the total number of questions. For this task,
the teach may use an EZ Grader tool. Once grades have been determined, they are put into PowerSchool and the grade book.
Student data is displayed in two places, the classroom bulletin board and the hallway bulletin board. For student work to be displayed
on either bulletin board, it must be commendable work. This means that student must be neat, complete, and correct. The classroom
bulletin board changes on a varied basis. The hallway bulletin board is shared by the entire 2nd grade team and is changed on a
monthly basis.

C.

How will you use the data to make instructional decisions?

Student data from assignments and assessments will be used to determine instructional decisions. I will analyze the data to determine
whether students comprehend the concept being taught or if portions or all needs to be retaught. If it has been determined that portions
of the concept or the entire thing needs to be retaught, I will determine how many students need the additional assistance. If it is a
small group of students, I will work with them throughout the entire school day to help them master the concept. If it is the majority of
the class, I will reteach to all students after I have reflected on my teaching methods and reviewed all student data once more. If it has
been determined that all students have mastered the concept, I will proceed to teach the next unit based on Orangeburg Consolidated
District Fives pacing guide.

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

At the beginning of the school year, students and parents were given a class syllabus. On this
syllabus were the class expectations for the year and in the classroom daily. During both instruction
and non-instructional routines, the rules for the classroom and school are as followed:
Classroom Behavioral Expectations
1.
2.
3.
4.
5.

Listen and follow directions the first time.

Raise your hand and wait for permission to speak.
Keep hands, feet, objects, and negative comments to yourself.
Have your supplies and be on time.
Complete and submit all assignments on time with excellence.

Classroom Behavioral Consequences

1. Verbal warning (reteach the behavioral Expectation).
2. Individual conference with the student (decrease conduct grade to Satisfactory).
3. Rule Reflection Corner (student explains in writing which rule(s) was broken and how they
will change their behavior. Decrease conduct grade to Needs improvement).
4. Call parent (decrease conduct grade to Unsatisfactory).
Sample Rewards and Incentives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Verbal praise from teacher.

Cheers and chants.
Positive note to parents.
Lunch with the principal.
Lunch with friends.
Sock hop (30 minutes) as scheduled.
Stickers and stamps.
Homework pass.
Healthy snacks.
Fun Friday.
Extra computer time.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCES

The classroom rules, expectations, and consequences during non-instructional routines are the same
as listed above. The expectations for non-instructional routines are as followed:
Attendance & Tardiness: The teacher uses PowerSchool to takes attendance each morning at 8:15
a.m.. If a student is late for school, then his or her parent has to sign them in at the receptionist desk.
The attendance clerk makes the necessary changes for the students who arrive to school late.
Homework: Homework is given each day of the week. Students are expected to complete the
homework the evening it is assigned and turn it in to the designated area upon arriving in the
classroom. Homework grades are recorded in PowerTeacher each day.
Pencil Sharpening: One student from each group is assigned to collect pencils when students unpack
their books in the morning. The student is to place the pencils on the table at the back of the
classroom and return to their seat. The teacher will sharpen all pencils and instruct the students who
collected them to recollect them and distribute them back to the other students. During instructional
time, students are to raise their hand if they need a pencil sharpened.
Restroom: Students are taken to the restroom as a class during two occasions throughout the day,
after related arts and after lunch. If a student needs to use the restroom during instructional time,
students are to raise their hand if they have to use the restroom.
Lining Up: The teacher will call the line leader first to line up, then allows the other groups to line up
based on behavior at their seats.
School Assemblies: Students are required to sit quietly and be attentive to the program participants.
Conduct in the Halls: Students are to walk quietly in a line in the first block from the wall.
Field Trips: Students are to stay with the assigned chaperone.
Early Finishers: Students may choose an Accelerated Reader (AR) book to read quietly at their desk.

Reflect on classroom management: What are the most important considerations in managing the classroom to maximize
instructional time, and why do you believe them to be important?
The most important considerations in managing the classroom to maximize instructional time is to make sure that all students are
aware of the rules and consequences of the school and classroom at all times. Students know what is expected of them and they also
know that behavioral problems or disruptions will not be tolerated. Classroom rules and expectations are put into place so that the
classroom remains a safe and conducive environment for learning for all students. When classroom management is established and
consistent, then instructional time will not be wasted or disrupted. All of the instructional time should be utilized so students will learn as
much as possible.

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 my student teaching experience, a welcome letter was be provided to each parent
introducing myself, telling my role in the classroom, and what I expect to gain from my experience. The
student and the parent signed the letter to confirm they read the letter and understand my role in the
classroom. In the letter, I invited parents to stop by the classroom to meet me and introduce
themselves. During parent/teacher conferences, there will be another opportunity to meet with the
parents. To communicate with parents regularly, newsletters are provided to students and parents on a
weekly basis to provide parents with information about what is being taught in the classroom and other
important school information. To communicate behavioral information to parents, I use an application
called Class Dojo. Class Dojo allows me to encourage students by giving positive feedback instantly,
encourage any skill or strength important to the classroom, engage parents by easily communicating
with them using Class Dojo Messaging, and help students see their progress. Both parents and
students have the ability to connect with me on the application by downloading it on their phones or
iPads. By downloading the application, parents and students are able to view behavioral progress from
each day at any time that is convenient for them.
Procedures for involving parents with the learning at home

The newsletters that are provided to parents have useful websites that will help them work with their
child at home in an area they may be struggling with. On the newsletter are the vocabulary and high
frequency words the students need to know for the week. Parents can go over the words each night
with their student to ensure that they know how to pronounce and spell the words. The story of the
week is also listed on the newsletter. Parents can sit down and read the story with their student to
ensure that they understand the story and are able to give key details about it when in class. Parents
are also encouraged to help their student with other nightly homework for English/Language Arts, Math,
Science, and Social Studies.

Section VII: Reflecting and Revision Procedures

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:

My strengths are being able to effectively interpret my long-range plan and create the rules and expectations for students.
Being able to interpret and use the long-range plan is important because it helps me to understand the students, the goals
I have set for them, and the data that will be collected. I will use this plan to understand the needs of the students.
Creating the rules and expectations allows me to establish order in the classroom. The most important way to maximize
instructional time in the classroom is to have consistent and firm classroom management.

B.

Weaknesses:

The weaknesses that I have are only planning enough for the content area time frame for that day rather than over
planning just in case time permits and the limited time for each content area. I have encountered some trouble with
just planning the minimum amount when preparing for lessons. I understand that you should always prepare more,
just in case students finish an assignment early or comprehend the content faster than planned. The limited time for
each content area makes it difficult to bring in various elements into the units and lessons. Science and Social Studies
are limited to 30 minutes per day and are not taught on Tuesdays. I have found it difficult to incorporate activities into
these two subjects that are short enough to fit into one days lesson.

C.

Time line for evaluating long range plan components.

I plan to refer back to my long-range plan as often as needed. Referring back to this plan is important so I know what I
have put in place in order for my students to maximize their learning. Some standards may have to be adjusted in a
way that they may take longer to teach. However, some standards may not take as long to teach because the
students may catch on quickly. It will refer to this plan frequently and to be ready to monitor and adjust.

D.

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

1. The addition of new classroom rules, expectations, and consequences.

2. Time adjustments, ensuring to maximize instructional time.

E.

Plan for reflecting on your teaching practices.

I plan to effectively reflect on my teaching practices daily. I will conference with and accept feedback from my cooperating
teacher in order to be able to make the necessary changes to be effective in the classroom. I will also look at the data
from the students performance on classwork, homework, and assessments to make modifications if needed when
teaching a lesson.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards