Академический Документы
Профессиональный Документы
Культура Документы
Grade: 2
Year: Spring 2016
Gender
Description
(of your findings in terms of your
students)
Race of Students
Students with Disabilities
Student Interests
Sources/Contextual Factors
(e.g. students, community resources, internet,
records, school personnel, family, etc.)
Reflect on the student Information: Why do you feel that this student information is of primary importance, and (2) how did
and will you use this student information to guide the development of your long and short range plans?
The students I work with are all unique and special in their own way. Since my students are all at different reading levels, I
am going to provide multiple means of instruction and assessments for my students in the reading content area. I will
incorporate multiple types of intelligences when planning lessons and activities for students to do. It is important that this
is done, because all children learn differently so teaching only a few learning styles is not beneficial to all. The above
student data is especially significant, because I have to accommodate my learners with disabilities. Instruction needs to
be explicit and clear for them, as well as planning appropriate accommodations for these students. Understanding
students likes and dislikes will help me to relate content material to what I plan to teach. Seeing their favorite television
character or sports player on a worksheet or PowerPoint in Math may engage the child more. I will plan for my lessons to
be rigorous, physical, and fun. Since most of my students enjoy physical activity and sports, I will incorporate some forms
of kinesthetic in my lesson. While I have thirteen boys and eight girls in the classroom, I will ensure that I incorporate
interests of both boys and girls, instead of being bias to boys because there are more. I will make sure that girls take an
active role in math and science classes, especially given boys tendency to be more assertive in such settings. Although I
want to incorporate as much fun as possible, I will ensure lesson content is rigorous and challenging. My goal is to
incorporate all learning styles and intelligences when planning my lessons to meet the needs of all my students.
Section II: Long Range Learning and/or Developmental Goals
Describe the long range learning/developmental goals (standards) that you have established for your students in each of the
four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and
diversity for students.
Long Range Learning and/or Developmental Goals three or four standards that you know you will use
Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment,
acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing
conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of
the world through exploration, collaboration, and analysis.
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you
have established, which goals do you believe are the most important for all students to achieve, and why?
My ultimate goal for the students is to equip them with the knowledge they need to be proficient readers,
writers, and communicators. Having a solid foundation in reading, writing, and language arts is essential for
students to master in the early grades before moving on to testing grades. Students must use and integrate
Revised Fall 2013 ACEI/NAEYC 2010 Standards
reading, writing, and communication to become successful and proficient readers, writers, and communicators,
regardless of their grade level or course placement. These are skills that they will build upon for the rest of their
lives. Therefore, all of the above learning goals are important for all students to achieve. Using these standards
as a guideline to teach will help ensure that all my students achieve the long range learning goals of helping
them become proficient readers, writers, and communicators. As students use these processes with
automaticity, they will more successfully navigate new and more challenging content and tasks. My goal is for
students to take ownership of their learning through personal understanding and implementation of the
reading, writing, and communication processes and strategies.
Subject: Mathematics
2.ATO.1 Solve one- and two-step real-world/story problems using addition (as a joining action and as a partpart-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison)
through 99 with unknowns in all positions.
2.MDA.1 Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to measure
the length of an object.
2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and
p.m.
2.NBST.1b Understand place value through 999 by demonstrating that the hundreds digit in a three- digit
number represents the number of hundreds, the tens digit represents the number of tens, and the ones digit
represents the number of ones.
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?
Research about the African-American culture shows that students often value oral experiences, physical
activity, and loyalty in interpersonal relationships (Shade 1989, Hilliard 1989). These traits call for classroom
activities that include approaches like discussion, active projects, and collaborative work. When teaching not
only these standards, but math in general, I will use the conceptual approach to teaching mathematics. Rather
than emphasizing direct-instruction, memorization, drill, and practice, conceptual-based mathematics
instruction focuses on student discovery, use of manipulatives, problem solving, and use of technology as
teaching methodologies. I will incorporate as many manipulatives and hands on projects for the students as
possible. I will incorporate educational games, and videos with content material so that students can have fun
Revised Fall 2013 ACEI/NAEYC 2010 Standards
and be engaged when learning math. I want my students to be active learners, instead of active memorizers or
active listeners. I will ensure my students understand why they are learning what I am teaching by activating
prior knowledge and relating it to what they will learn in the future. Since research has shown that boys
generally outperform girls in math, I will ensure that both boys and girls exceed the average score on state and
standardized tests. In conclusion, I think all math standards listed are important because it gives the student a
solid foundation for more difficult concepts they will come across in later grades.
Subject: Science
2.S.1A.1 Ask and answer questions about the natural world using explorations, observations, or structured
investigations.
Standard 2.P.3: The student will demonstrate an understanding of the observable properties of solids and
liquids and the special properties of magnets.
Standard 2.P.4: The student will demonstrate an understanding of the effects of pushes, pulls, and friction on
the motion of objects.
2.L.5A. Conceptual Understanding: There are many different groups of animals. One way to group animals is by
using their physical characteristics. Animals have basic needs that provide for energy, growth, reproduction,
and protection. Animals have predictable characteristics at different stages of development.
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?
I believe it is essential for students to achieve all of the science learning goals but I believe standard 2.S.1A.1
is the most important. Children are born into this world like little sponges, soaking up all this information the
world puts before them. I think it is important that student know to ask questions when they are curious or
eager to know. I want my students to be able to answer their own questions by using exploration, observations,
research, and structured investigations. By taking responsibility for their learning and constructing their own
knowledge through discovery and investigation, students are creating their own knowledge of content, instead
of somebody constructing the knowledge for them. With science, I want my students to be hands-on as much
as possible and active learners.
2-1.1 Identify on a map the location of places and geographic features of the local community (e.g., landforms,
bodies of water, parks) using the legend and the cardinal directions.
Standard 2-3: The student will demonstrate an understanding of the role of goods and services and supply and
demand in a community.
2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and
collecting taxes.
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from the
various regions in the United States.
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you
have established, which goals do you believe are the most important for all students to achieve, and why?
In my opinion, all of the standards listed will give students a good foundation for which they can build more
difficult social studies topics that they will encounter later. I will ensure that my students understand you have
to know the past to understand the present and change the future. Each persons world view is shaped by
individual experiences, as well as the experiences of the group to which he or she belongs. If we are ignorant
of the historical experiences of a variety of cultures, then we cannot hope to understand why people,
communities or nations behave the way they do or make the decisions they make. I want to educate my
students so that they become successful informed global citizens.
Unit Length
(i.e., approximate number of lessons
1-2 weeks
3 weeks
2-3 weeks
3 weeks
Describe ways in which you will integrate the arts, PE and Health in your unit. How will you integrate these subjects with the
standards you chose.
Unit Topics
1
ARTS
Students will identify and determine
the differences between an art
magazine, an art textbook, and a
fiction book about art
PE
Students will build stamina for
reading by reading for 5 minutes then
standing up and stretching for 30
seconds-1 minute for the entire class
period. Every break will have a new
exercise.
Students will collaborate with peers
on the treasure hunt to answer
riddles and find the hidden treasure.
HEALTH
Students will read a new chapter in
health book to acquire new
knowledge about an unfamiliar topic.
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
3-4 weeks
1-2 weeks
3 weeks
2.MDA.6 Use analog and digital clocks to tell and record time to
the nearest five-minute interval using a.m. and p.m.
3-4 weeks
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on
each unit of instruction?
Based on guidelines set by the Orangeburg Consolidated School District Five and the South Carolina Department of Education, all
lessons are aligned to follow Orangeburg Consolidated School District Fives Instructional Pacing Guide. Both, the South Carolina State
Standards for Education and Common Core State Standards are connected and serve as an instructional resource to teachers. The
districts Instructional Pacing Guide informs teachers of what to teach and how much time teachers should spend on the standard or
topic.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit Topics
1
ARTS
Students will create addition and
subtraction problems that they will act
out
Students will measure the lengths of
various musical instruments around
the classroom.
PE
Students will play hopscotch while
performing mental math to answer
the addition and subtraction problems
on each square.
Students will have a race, afterwards
students will measure how far they
went by choosing the appropriate
tool.
The student will use their body to
stretch and show what time it is when
given a time. The gym floor will look
like a clock.
Students will jump rope and count
using the hundreds to 1000.
HEALTH
Students will study body mass index
and create addition and subtraction
word problems using the body mass
index numbers.
Students will learn what is the correct
healthy weight for their height.
Students will also learn what tools are
used to get the amount for height and
health
Student will learn and conduct
investigations about what times of the
day you should eat and how it effects
the human body.
Students will study the numbers on
the backs of food packages and see
how this number effects their body.
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
2.S.1A.1 Ask and answer questions about the natural world using
explorations, observations, or structured investigations.
2-3 weeks
2 weeks
3 weeks
3-4 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?
Based on guidelines set by the Orangeburg Consolidated School District Five and the South Carolina Department of Education, all
lessons are aligned to follow Orangeburg Consolidated School District Fives Instructional Pacing Guide. Both, the South Carolina State
Standards for Education and Common Core State Standards are connected and serve as an instructional resource to teachers. The
districts Instructional Pacing Guide informs teachers of what to teach and how much time teachers should spend on the standard or
topic.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit Topics
ARTS
Students will attend and observe a
musical and write down predictions
as to what they think it is about and
what is going to happen. Then at the
end students will tell if their
predictions were right or not.
Students will make a piece of art that
incorporates a solid, liquid, and gas.
PE
Students will conduct an experiment
on how long they think it will take the
class to run around the gym.
HEALTH
Students will conduct investigations
and research the biggest threat to
human health in 2016.
favorite animal.
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 Length
(i.e., approximate number of lessons
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?
Based on guidelines set by the Orangeburg Consolidated School District Five and the South Carolina Department of Education, all
lessons are aligned to follow Orangeburg Consolidated School District Fives Instructional Pacing Guide. Both, the South Carolina State
Standards for Education and Common Core State Standards are connected and serve as an instructional resource to teachers. The
districts Instructional Pacing Guide informs teachers of what to teach and how much time teachers should spend on the standard or
topic.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit Topics
1
ARTS
The student will view musical,
literature, and art contributions from
cultures across the united states.
Students will study art and how
government and laws effected how
people expressed their works of art.
PE
Students will learn about and play
sports that are popular across the
different regions in the united states
Students will play softball and learn
about the different levels of
government. As the students run to
each base, they will learn the name
and function of that branch of
government.
Students will have a relay race to put
the correct picture into the good or
HEALTH
Students will study popular health
trends across the different regions of
the united states.
Students will learn and discuss laws
that were recently put in place that
effect their health.
service box.
they buy.
Teacher Materials
Smartboard
Teacher Edition Textbooks
Internet access for educational websites
White board, dry erase markers, eraser
Math manipulatives
Chart paper
Laptop
EZ Grader
Copy Paper/Printer
Lumens Lamp
Student Materials
Paper and pencil
Ipad or computer
Composition books
Crayons, markers, or colored pencils
Construction paper
Student Edition Textbooks and Workbooks
Scissors and glue
Index cards
Multiple folders
Ruler
Assessments (Indicate
whether formative or
summative)
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Evaluative Criteria
2:80
6:40
10:0
3:70
7:30
4:60
8:20
Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
immediately within 2 days.
Matching Goal
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
1:93
5:67
9:40
13:13
2:87
6:60
10:33
14:7
3:80
7:53
11:27
15:0
4:73
8:47
12:20
Writing Samples
Narrative
Expository
Persuasive
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
Pop Quiz- 1-5 questions at one
point a piece.
Assessments with 10 questions:
1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
4:60
8:20
Standard 5: Determine
meaning and develop
logical interpretations by
making predictions,
inferring, drawing
conclusions, analyzing,
synthesizing, providing
evidence, and
investigating multiple
interpretations.
PowerTeacher
Standard 3: Construct
knowledge, applying
disciplinary concepts
and tools, to build
deeper understanding of
the world through
exploration,
collaboration, and
analysis.
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Writing Sample
Persuasive
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
Standard 6: Write
independently,
legibly, and routinely
for a variety of tasks,
purposes, and
audiences over short
and extended 5 time
frames.
Gradebook
PowerTeacher
Mathematics
Standard 3: Know
and apply gradelevel phonics and
word analysis skills
when decoding
words.
Assessments (Indicate
whether formative or
summative)
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Evaluative Criteria
Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
immediately within 2 days.
1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
Matching Goal
4:60
8:20
Gradebook
1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
4:60
8:20
PowerTeacher
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
test grade.
report cards.
Gradebook
PowerTeacher
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
Gradebook
1:90
5:50
9:10
2:80
6:40
10:0
3:70
7:30
2.NBST.1b Understand
place value through 999
by demonstrating that the
hundreds digit in a threedigit number represents
the number of hundreds,
the tens digit represents
the number of tens, and
the ones digit represents
the number of ones.
PowerTeacher
4:60
8:20
Science
Assessments (Indicate
whether formative or
summative)
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Evaluative Criteria
Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
immediately within 2 days.
Matching Goal
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Projects (i.e. experiments
and investigations)
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
2:80
6:40
10:0
3:70
7:30
4:60
8:20
PowerTeacher
2:80
6:40
10:0
3:70
7:30
4:60
8:20
2:80
6:40
10:0
3:70
7:30
4:60
8:20
Unit Exam
Projects (i.e. experiments
and investigations)
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
Journal Writing
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Projects (i.e. experiments
and investigations)
2:80
6:40
10:0
3:70
7:30
2.L.5A. Conceptual
Understanding: There
are many different
groups of animals. One
way to group animals is
by using their physical
characteristics. Animals
have basic needs that
provide for energy,
growth, reproduction,
and protection. Animals
have predictable
characteristics at
different stages of
development.
4:60
8:20
Social Studies
Assessments (Indicate
whether formative or
summative)
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Evaluative Criteria
2:80
3:70
Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
immediately within 2 days.
4:60
Matching Goal
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Research Project
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Research Project
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Research Project
5:50
9:10
6:40
10:0
7:30
8:20
PowerTeacher
2:80
6:40
10:0
3:70
7:30
4:60
8:20
2:80
6:40
10:0
3:70
7:30
4:60
8:20
9:40
Formative assessments:
Constant Teacher
Observation Student
Participation/ Interaction
Questioning Teacher led
discussion
T-charts
K-W-L Chart
Sequence Chart
Open Discussion
Ticket out the door, Learning
Response Logs
Peer/ Self Assessments
Make a Sentence with
vocabulary
Debate Circles
Thumbs Up-Side-Down if you
do not understand
Summative Assessments:
Weekly quiz
Pop quiz
Unit Exam
Research Project
10:3
3
14:7
13:1
3
100-92= A
91-85= B
84-77=C
76-70=D
69 & below= F
11:2
7
15:0
12:2
0
PowerTeacher
2:80
6:40
10:0
3:70
7:30
4:60
8:20
B.
recognition or hard work. Charts are used on the class bulletin board that track student progress on weekly assessments in
Math, ELA, Social Studies, and Science. Data will be used to assist in monitoring the ongoing achievement of students.
C.
Reflect on classroom management: What are the most important considerations in managing the classroom to maximize
instructional time, and why do you believe them to be important?
One of the most important considerations for managing the classroom is making sure that procedures, rules, consequences, and
rewards are established and understood at the beginning of the year. Having procedures established and practiced cuts down on
disruptions and maximizes instruction times. If students know that they get 2 bathroom breaks a day, it will cut down on having students
to constantly stop instruction time to go to the bathroom. It also eliminates the monkey see, monkey do effect of when one kids ask,
and then everybody wants to ask to go to the bathroom. Having procedures for sharpening pencils, lining up, and finishing early really
maximizes instruction time and also gives the teacher time to reflect or get some extra work done. By establishing these procedures,
rules, and rewards at the beginning of the year, it gives students an opportunity to practice them and to get adjusted to them.
My plan is to contact parents and students prior to open house to start the
connection early. Upon meeting parents at open house, I will give them a
welcome packet that includes the following: a welcome letter, an emergency
contact form, grade newsletter, medical/allergy form, student interest inventory
form, school information, and a classroom rules and procedures sheet. I will
communicate to parents and their children all of my expectations, routines, and
procedures for instruction, assessments, behavior, and parental support at the
beginning of the school year. I will stress to them that my number one goal is to
promote student learning, so that these students will become lifelong lovers of
learning. I will stress to achieve this goal I need for all of us ( teacher, parent, and
Procedures for involving parents with the learning at home
Section VII: Reflecting and Revision Procedures
A.
Strengths: One of my strengths was my ability to obtain student information. I was able to pull student information
from multiple sources. Having multiple sources of information and researching my students helped me to find ways
to better meet their needs when instructing and planning for them.
B.
Weaknesses
I struggled with several areas in the long range plan such as the assessment of student performance and how much time will
be spent on each unit. One weakness in particular, was my ability to integrate the arts, health , and physical education with the
learning goals I chose. I struggled with this and I think with more planning and time, I could have integrated the arts, health,
and physical education better.
C.
D.
List modifications and adaptations that you think might be needed to improve the procedures.
The length of time for learning material may need to be modified or updated to fit student progress. Students may need to
spend a longer amount of time on unit if they are having difficulty mastering it. Also the assessment practices will need to be
modified to better meet the needs of student and student progress.
E.
My plan is to reflect daily on my teaching practices and student progress, while adjusting instruction when necessary. I will
uplift and encourage students to try their hardest and be the best they can be.
ACEI/
NAEYC
Component
Major: ______________________
Target (3)
Acceptable (2)
Description of
Students
Contextual
Factors
3.1/3a
Learning and
Developmental
Goals
3.2/1c
Learning and
Developmental
Goals
Units of
Instruction
- English
Language Arts
1.0/1a
5.2/2c;
3b
2.1/5a
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
Units of
Instruction
- Mathematics
2.4/5a
Units of
Instruction
Social Studies
2.5/5a
Instructional
Units
Visual and
Performing Arts
2.6/5a
Instructional
Units - Health
2.7/5a
Instructional
Units
Physical
Education
2.2/5a
2.3/5a
1.0/4c
Instructional
Materials &
Resources
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
5.2/2b
5.1/4d
Parental
Communications
Reflections
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)