Long Range Plan 1

EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY
Candidate: Tracey Lee Dimsoy

Grade: 1st grade
School: Brookdale Elementary School
Major: Early Childhood Education
Cooperating Teacher: Ms. Steinmetz

District: OCSD 5
Year: Spring 2016
Cognate(s): English
Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and
deliver instruction.
Important Student Information
Factors
(E.g. gender, SES, reading
levels, disabilities, ethnicity,
student interests, and other
relevant factors, etc.)
Gender
Description
(of your findings in terms of
your students)
In my class, there are 19

students. 11 of those students
are female and 8 are male.
Ethnicity
Of the 19 students in my
class, 2 students are
Caucasian, 1 is Asian, and 16
students are African
American.
Reading Levels
There are 8 students in my
class whose reading levels
range from 1.9-2.4. There are
7 students whose reading
level range from 2.4-2.7 and
there are 4 students whose
reading level range from 2.83.3.
Ability
The class that I am serving is
a Gifted and Talented class.
More specifically, their
program is called the PAAL
programs. PAAL stands for
Primary Advanced Academic
Learners.
Parents in household
10 students in my class come
from two parent households,
the other 9 students come
from single parent
households.
Revised Fall 2013 ACEI/NAEYC
2010 Standards
Sources/Contextual Factors
(E.g. students, community resources,
internet, records, school personnel,
family, etc.)
Observation
Office records
Teachers records
PAAL Coordinator (school personnel)
Teachers records
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?
It is of primary importance to be aware of the many factors that may influence your class and their performance
in all areas because it allows you, as the teacher, to use this awareness to ensure to meet as many of your
students needs as possible. The factors chosen for planning are gender, ethnicity, reading levels, ability and
parents in the household, because these factors ensure that the holistic view of the child is reflected upon.
Gender was chosen as it is important to know the ratio of genders present in your class. This helps when
planning for seating, choice of reading material, choice of music and physical activity for the class. The teacher
needs to ensure that the lessons are not gender biased and are applicable in some way to both genders. Also,
some research points to females being stronger in a particular type of assessment than males are. To avoid
this in my I will ensure that my assessments are differentiated so as to ensure that students can show that they
are learning in different ways.
Ethnicity is another important thing to be aware of in ones class. This helps when planning lessons. Students
feel more connected to material that they can connect to. It is important to not only make educational
connections but cultural ones as well. It is also important as it makes the teacher more aware of what is said
and how certain material is taught. If there is a mix of ethnicities, teachers should strive to learn more about
their students and create a cultural safe zone within the class where students are unafraid to be different and
have different values, or preferences for food or environment due to their backgrounds. This information can be
used in developing lessons because teachers can find materials on different cultures for learning so as to open
up the floor for students who experience that culture to share with the class and give information from a
personal standpoint.
It is important to know and document the reading levels of your students for many reasons. As teachers, the
books that are available within the class should vary as students should have material that is not only on their
level, but above it to extend and challenge their learning. It is also important as it determines whether
instructions in the classroom should be read to the students or whether they can read it on their own. It also
determines the types of vocabulary chosen for assessments as you would not want anything like a lack of
vocabulary to affect the childs ability to communicate their understanding of material covered.
The abilities of the students is another important factor. The class that I serve is a gifted and talented class.
However, in such classes, it is important to note that students can be more so gifted in one or two areas of
content rather than all. In this class, there are students whose reading ability is amazing, however, they may
have problems with writing and spelling. Other students may be very gifted in Math or Science and be not as
good at Social Studies or ELA. It is important to know where their abilities differ and to take note of it to
determine whether small group instruction is necessary or to give the students extension activities, or to
contact parents and give them additional work to do with their child.
Finally, knowing which parents are present in the household is important. It is important because sometimes
parental involvement is necessary and the teacher needs to be aware of the family situation and how involved
the parents will be in the childs learning to supplement in areas where it is lacking. Also, when planning, it
determines what type of work will be sent home. Usually, homework packets are filled with review items so
they do not require parents to teach but rather ensure the information is understood by the child.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Section II: Long Range Learning and/or Developmental Goals

Describe the long range learning/developmental goals (standards) that you have established for your
students in each of the four content areas. Make sure that you include goals that address the
cognitive, psychomotor and affective domains and diversity for students.
Subject: English Language Arts
Long Range Learning and/or Developmental Goals

RL 9.1- Identify the literary devices of rhythm, repetitive language, simile and sound devices of rhyme,
onomatopoeia, and alliteration; explain how the author uses each.
RL 11.1- Identify the authors purpose, to explain, entertain, inform or convince
RL 12.1- Classify literary text according to characteristics of a genre.
RL. 12.2- Recognize characteristics of crafted texts such as diary, seesaw texts, and circular texts.
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 that the most important for all students is RL 11.1- Identify the authors purpose, to explain, entertain,
inform or convince and RL 9.1- Identify the literary devices of rhythm, repetitive language, simile and sound
devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. I believe that the first
standard is important because students analyze the text to determine the purpose for its writing. This skill is
integral for them to understand different types of texts, how they should be read and it contributes to modelling
how they should write when trying to convey their own purpose in writing. I also believe the second standard is
important students need to be able to identify different literary devices and understand them to support them in
reading and writing. When reading, students need to be able to differentiate between what is meant to be taken
literally and what is meant to give meaning through an example or dramatization. This also helps to make their
own writing more creative.
Subject: Mathematics

1.NBST.5- Determine the number that is ten more or ten less than any given number through 99and explain
the reasoning verbally and with multiple representations, including concrete models.
1. NBST.6- Subtract a multiple of 10 from a larger multiple of 10, both in the range 10-90, using concrete
models, drawings, and strategies based on place value.
1. MDA.1- Order three objects by length using indirect comparison.
1. MDA.2- Use nonstandard physical models to show the length of an object as the number of same size
units of length with no gaps or overlaps.
I think that the most important standard would be 1.NBST.5- Determine the number that is ten more or ten less
than any given number through 99and explain the reasoning verbally and with multiple representations,
including concrete models as it is a foundational skill that will help them with operations like addition,
subtraction and estimating, to name a few. It is also important as this skill transcends the classroom and is
used in everyday life. It is important for them to see this through multiple representations because it allows for
further understanding and allow internalization of the concept so that they can have a deep understanding that
will enable them to perform more difficult Mathematics tasks.
Subject: Science

1. E.4A.1- Analyze and interpret data from observations and measurements to compare the properties of
Earth materials (including rocks, soil, sand and water).
1. E.A.4A.2- Develop and use models (such as drawings or maps) to describe patterns in the distribution of
land and water on earth and classify bodies of water (including oceans, streams, lakes and ponds).
1. E.4B.1- Obtain and communicate information to summarize how natural resources are used in different
ways (such as soil and water to grow plants; rocks to make roads, walls, or buildings; or sand to make glass).
1.E.4B.2- Obtain and communicate information to explain ways natural resources can be conserved (such as
reducing trash through reuse, recycling, or replanting trees.
From the above mentioned standards, I believe the most important for the students is 1.E.4B.2- Obtain and
communicate information to explain ways natural resources can be conserved (such as reducing trash through
reuse, recycling, or replanting trees. This standard allows for students to think about the Earth at a young age
and how their actions contribute to the demise or benefit of the Earth. It is important for them as their
generations and those to come will have living conditions dependent on their ability to be sustainable and take
care of a planet that is already polluted and needs people who are more conservation minded. Also, educating
them about the harm that certain things bring to the Earth and how not taking care of the Earth can deplete
resources will hopefully spark and interest within them to do small things at home to encourage their parents
and those around them to be more conservation minded.
Subject: Social Studies

1.4-1- Illustrate different elements of community life, including typical jobs; the interdependence of family,
school, and the community; and the common methods of transportation and communication.
1.4-2- Compare the daily lives of families together in American and across the world, including the roles of
family members; typical food, clothing, and shelter; and the ways that families earn a living.
1.4-3- Identify the ways that families and communities in America and around the world cooperate and
compromise with one another in order to obtain gods and services to meet their needs and wants.
1.4-4- Explain the concept of scarcity and the way it forces individuals to make choices about which goods
and services they can obtain.
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or
It is most important, in my opinion to teach students on the standard 1.4-2- Compare the daily lives of families
together in American and across the world, including the roles of family members; typical food, clothing, and
shelter; and the ways that families earn a living. Students of this generation are fortunate to become a part of a
world that is closely connected to different cultures. It is important for students to learn about the lives of others
to increase their knowledge and to build a global awareness within them to that they can establish cultural
sensitivity and hopefully become interested in travelling and learning more about other cultures. It is important
for students to be aware of the world around them and the lives of people, especially with the increase in
immigration, the classroom is becoming more and more diverse. Therefore, students need to know more about
the cultures of those around the world, who one day may be in their class, or workplace.
Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class. Make sure that you
integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.
Subject: English Language Arts
Unit Topic or Description
Unit Length
(i.e., approximate number of lessons
RL 9.1- Identify the literary devices of rhythm, repetitive

language, simile and sound devices of rhyme, onomatopoeia,
and alliteration; explain how the author uses each.
2 weeks
RL 11.1- Identify the authors purpose, to explain, entertain,

inform or convince
1 week
RL 12.1- Classify literary text according to characteristics of a

genre.
1 week
RL. 12.2- Recognize characteristics of crafted texts such as

diary, seesaw texts, and circular texts.
1 week
Reflect on the instructional units: How did you determine your instructional sequence and the amount
of time to be spent on each unit of instruction?
The sequence is provided by the districts pacing guide. For E.L.A. the school has broken down the many
standards and compiled its own pacing guide to clump together skills that can be learned together as well as
skills that are naturally taught together. The time determined is set by the pacing guide as well, however, as
plans are subject to change and there are occurrences that are out of the control of the teacher, the time is
flexible and can be elongated to an additional week where necessary. Also as it is a policy to reteach when
assessments point to such, unit length can be altered. Also, where information may be overlapped and already
taught, teaching time may be cut down and used to review.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit
Topics
1
ARTS
Illustrating parts of the stories
that are read incorporates the
drawing aspect of Art.
Creating poems or songs

based on the texts genre
incorporated a Literature
aspect from the Arts.
Acting out certain parts of the
story incorporates the Drama
part of the Arts.
Creating beats to read along

with story or poem to
demonstrate rhythm
incorporates the Music part of
the Arts.
PE
HEALTH
Students will be involved in

structure Mix, Pair, Share to
share work that they have
done. They will dance around
the class to music that is
playing and when the music
stops, they will put their hand
up and greet a class member
to share their work with.
Students will do Gallery walks
where they walk around the
classroom to observe the work
of their fellow classmates.
Students will play games
where they have to walk
around the class and find the
match to their answers.
Teacher will incorporate books

about healthy food that fall into
the different types of crafted
text.
Students will create body

actions for different types of
text and use the body action to
identify what type of text it is.
Teacher will use non-fiction

and fiction passages about
fruits and vegetables to have
students differentiate genre.
Teacher will use passage
about doctors and hospitals
that fall under different
authors purposes for students
to differentiate purpose.
Students will have a writing
prompt to persuade others to
eat healthy food instead of
junk food.
Subject: Mathematics
Unit Topic or Description -- Key Element
Unit Length
1.NBST.5- Determine the number that is ten more or ten less

than any given number through 99 and explain the reasoning
verbally and with multiple representations, including concrete
models.
1 week
1. NBST.6- Subtract a multiple of 10 from a larger multiple of 10,

both in the range 10-90, using concrete models, drawings, and
1 week
strategies based on place value.

1. MDA.1- Order three objects by length using indirect
comparison.
1 week
1. MDA.2- Use nonstandard physical models to show the length

of an object as the number of same size units of length with no
gaps or overlaps.
1 week
The sequence is provided by the districts pacing guide. For Math, the school has broken down the many
standards and compiled its own pacing guide to clump together skills that can be learned together as well as
skills that are naturally taught together. The time determined is set by the pacing guide as well, however, as
plans are subject to change and there are occurrences that are out of the control of the teacher, the time is
flexible and can be elongated to an additional week where necessary. Also as it is a policy to reteach when
assessments point to such, unit length can be altered. Also, where information may be overlapped and already
taught, teaching time may be cut down and used to review.
Unit
Topics
1
ARTS
Students will draw items to
illustrate more than and less
than.
Students will use illustrations

to subtract with.
Students will act as

manipulatives in deciding
which students are taller.
Students will use handprints

as measurements.
PE
Students will participate in
scavenger hunt around the
class to find snowmen of
different lengths that the
teacher has placed around the
class.
Students will participate walk
around class to list three items
and place them in order or
shortest to longest.
Students will use structure
Quiz, Quiz, Trade in which
they will all have question
cards with the answers at the
back. Students will walk
around and quiz available
partners to determine whether
they can determine number
that are ten less or more than
the given number.
Students will engage with
manipulatives in groups to
subtract multiples of ten.
HEALTH
Teacher will have students
measure different types of
fruits and create a list in order
or shortest to longest.
Teacher will use worksheets

that use pictures of vegetables
and fruits.
Teacher will have students
create math sentences that
state which fruits and
vegetables are longer than or
shorter than others.
Use math word problems with

questions about buying
vegetables from the market.
Subject: Science
Unit Length
1. E.4A.1- Analyze and interpret data from observations and

measurements to compare the properties of Earth materials
(including rocks, soil, sand and water).
1 week
1. E.A.4A.2- Develop and use models (such as drawings or

maps) to describe patterns in the distribution of land and water
on earth and classify bodies of water (including oceans,
streams, lakes and ponds).
2 weeks
1. E.4B.1- Obtain and communicate information to summarize

how natural resources are used in different ways (such as soil
and water to grow plants; rocks to make roads, walls, or
buildings; or sand to make glass).
1 week
1.E.4B.2- Obtain and communicate information to explain ways

natural resources can be conserved (such as reducing trash
through reuse, recycling, or replanting trees.
2 weeks
The sequence is provided by the districts pacing guide. The time determined is set by the pacing guide as
well, however, as plans are subject to change and there are occurrences that are out of the control of the
teacher, the time is flexible and can be elongated to an additional week where necessary. Also as it is a policy
to reteach when assessments point to such, unit length can be altered. Also, where information may be
overlapped and already taught, teaching time may be cut down and used to review.
Unit
Topics
1
ARTS
Students will draw different
landforms in their science
journals.
Students will design a poster

on recycling.
Students will create a poem to

tell others to take care of the
Earth.
Students will create a collage

of items that are made from
Earth materials.
PE
Students will walk around the
classroom and engage in
structure Quiz, Quiz, Trade
with pictures of landforms on
one side and the name and
explanation on the other side.
Students will do a rock
investigation where different
rocks will be placed on
different tables and students
will walk around and write their
observations in their science
journal.
Students will go outside and
write observations on the
Earth materials found in their
playing area.
Students will use different
body movements to describe
the different Earth materials.
HEALTH
Students will learn that
minerals that are in rocks can
also be found in food that we
eat.
Students will learn the

importance of good soil in
planting and how nutrients in
the soil helps for better crops.
Students will learn to compost

and learn about how compost
helps the fruits and vegetables
that we eat, grow.
Students will use organic
waste from fruits eaten in
school in the compost bin that
will be places in class.
Subject: Social Studies
Unit Length
1.4-1- Illustrate different elements of community life, including

typical jobs; the interdependence of family, school, and the
community; and the common methods of transportation and
communication.
2 weeks
1.4-2- Compare the daily lives of families together in American

and across the world, including the roles of family members;
typical food, clothing, and shelter; and the ways that families
earn a living.
2 weeks
1.4-3- Identify the ways that families and communities in

America and around the world cooperate and compromise with
one another in order to obtain gods and services to meet their
needs and wants.
1 week
1.4-4- Explain the concept of scarcity and the way it forces

individuals to make choices about which goods and services
they can obtain.
1 week
The sequence is provided by the districts pacing guide. The time determined is set by the pacing guide as
well, however, as plans are subject to change and there are occurrences that are out of the control of the
teacher, the time is flexible and can be elongated to an additional week where necessary. Also as it is a policy
to reteach when assessments point to such, unit length can be altered. Also, where information may be
overlapped and already taught, teaching time may be cut down and used to review.
Unit
Topics
1
ARTS
PE
Students will draw a map of

their house and include details
like a layout of their yard
including their house and the
name of their street.
Students will research different

cultures and have their
research on display so that
they class can walk around
and observe what has been
done.
Teacher will take students
outside on a walk to identify
what is around the school
community.
Students will mimic actions to
demonstrate different types of
transportation used.
Students will learn about the

health facilities in their
community.
Students will use structure,

Mix, Pair, Share to walk
around and share with their
classmates about their
community and the facilities in
it.

importance of growing their
own plants for food.
Students will act out the

effects of scarcity on humans.
Students will make a collage of

a different culture including
aspects like typical food,
clothing and shelter.
Students will learn a song
about community.
HEALTH

different diets of people of
different cultures.
Students will learn the
difference between food that is
imported and exported.
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
Smart Board Erasers
Lumens Camera Projector
Computer/Laptop
Dry Erase Board
Dry Erase Board Markers & Erasers
Glue
Scissors
Tape
Post-its
Chart paper
Markers
Staples
Paper Clips
Colored pens
Teachers edition to Reading series books
Teachers edition to Social Studies text book
Teachers edition to Science text book
BrainPop Jr account
Math manipulatives
Tissue paper
Science materials
Highlighters
Library books
Student Materials
Pencils
Pencil Sharpeners
Crayons
Writing Journal
Math Journal
Science Journal
Social Studies Journal
Reading Response Journal
Scissors
Glue
Test dividers
Reading series books
Social Studies text book
Science text book
Math textbook
Passwords for Compass Learning and Tenmarks
Storage containers
Paper: printing paper, construction paper,
cardstock
Stickers
Cd player
Assessment resources: books, websites,
subscriptions
Foss Kits with Teacher and student books
Craft materials: glitter, pipe cleaners, colored paper
Pencils
Pencil sharper
Crayons
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:
Formative assessment
- Passages where
students need to
identify the type
of literary device
used.
Unit 2:
- Worksheets with
short passages in
which students
need to identify
the authors
purpose.
Evaluative Criteria
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be
reported to students
immediately (within 2
days). Student Progress
is recorded in the
gradebook and in Power
School, in which parents
have access.
Students also receive
grade reports for every
quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
Matching Goal
RL 9.1- Identify the

literary devices of
rhythm, repetitive
language, simile and
sound devices of rhyme,
onomatopoeia, and
alliteration; explain how
the author uses each.
RL 11.1- Identify the

authors purpose, to
explain, entertain, inform
or convince
Unit 3:
- Give students
short passages
to identify the
genre.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Unit 4:
- Have students
write an example
of one of the
crafted texts to
show
understanding.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F

quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
RL 12.1- Classify literary

text according to
characteristics of a
genre.
RL. 12.2- Recognize

characteristics of crafted
texts such as diary,
seesaw texts, and
circular texts.
Mathematics
summative)
Unit 1:
- Multiple
choicevwith blank
squares where
students are to
insert the correct
answer.
Evaluative Criteria
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Unit 2:
- Teacher made
test where
93-100 =A
85-92 =B
77-84= C
70-76= D
Student
Reporting Method(s)
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
All progress on the
assessments will be
Matching Goal
1.NBST.5- Determine the

number that is ten more
or ten less than any
given number through
99and explain the
reasoning verbally and
with multiple
representations,
including concrete
models.
1.NBST.6- Subtract a
multiple of 10 from a
larger multiple of 10,
both in the range 10-90,
student must fill

in the blank
spaces.
0-69= F
Unit 3:
- Sheet with object
of different sizes
that students
must order from
smallest to
largest.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Unit 4:
- Sheet with bars
of different
lengths that
students must
measure to write
the length.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F

is recorded in the
have access.
quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
using concrete models,

drawings, and strategies
based on place value.
1.MDA.1- Order three

objects by length using
indirect comparison.
1.MDA.2- Use
nonstandard physical
models to show the
length of an object as the
number of same size
units of length with no
gaps or overlaps.
Science
summative)
Unit 1:
- Have students
complete Easy
and Hard
BrainPop Jr Quiz
on Earth
materials.
Evaluative Criteria
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Student
Reporting Method(s)
All progress on the
assessments will be
is recorded in the
have access.
Matching Goal
1. E.4A.1- Analyze and

interpret data from
observations and
measurements to
compare the properties
of Earth materials
(including rocks, soil,
sand and water).

quarter (9 weeks).
Unit 2:
- Have students
match the picture
of the landform to
the name of the
landform.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Unit 3:
- Have students to
complete
BrainPop Jrs
Hard and Easy
Quiz on Natural
Resources and
their uses.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Unit 4:
- Have students
complete teacher
made test
comprised of fill
in the blanks,
multiple choice
and illustrations
on material
covered.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
All progress on the

assessments will be
is recorded in the
have access.
quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
1. E.A.4A.2- Develop
and use models (such as
drawings or maps) to
describe patterns in the
distribution of land and
water on earth and
classify bodies of water
(including oceans,
streams, lakes and
ponds).
1. E.4B.1- Obtain and

communicate information
to summarize how
natural resources are
used in different ways
(such as soil and water
to grow plants; rocks to
make roads, walls, or
buildings; or sand to
make glass).
1.E.4B.2- Obtain and

communicate information
to explain ways natural
resources can be
conserved (such as
reducing trash through
reuse, recycling, or
replanting trees.
Social Studies
Evaluative Criteria
Student
Matching Goal
summative)
Unit 1:
- Students will
complete teacher
made
assessment with
fill in the blanks
and multiple
choice questions.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Unit 2:
- Students will
complete a
project on the
lives of people
from different
parts of the
world.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Unit 3:
- Teacher made
test with multiple
choice and fill in
the blank
questions.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Unit 4:
- Have students
complete teacher
made fill in the
blanks test.
93-100 =A
85-92 =B
77-84= C
70-76= D
0-69= F
Reporting Method(s)
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
quarter (9 weeks).
All progress on the
assessments will be
is recorded in the
have access.
1.4-1- Illustrate different

elements of community
life, including typical
jobs; the
interdependence of
family, school, and the
community; and the
common methods of
transportation and
communication.
1.4-2- Compare the daily

lives of families together
in American and across
the world, including the
roles of family members;
typical food, clothing,
and shelter; and the
ways that families earn a
living.
1.4-3- Identify the ways

that families and
communities in America
and around the world
cooperate and
compromise with one
another in order to obtain
gods and services to
meet their needs and
wants.
1.4-4- Explain the

concept of scarcity and
the way it forces
individuals to make
choices about which
goods and services they
can obtain.
quarter (9 weeks).
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 that the assessments were appropriate for evaluating student progress and achievement as the
questions were based on the information learned and a good score was solely dependent on whether the
students understood the information and could apply what they learned to the questions. I ensured that the
tests were valid and tested the material covered as well as reliable in its conveying of the students
understanding. I will ensure that the material is adequately covered and reviewed prior to testing and if
students need supplemental assistance I will ensure that parents are provided with materials to help. The
evaluating criteria is based on the schools grading criteria and as such, any test, regardless of the number of
questions, can be converted to the scale given by the school. As per the districts policy, any student scoring
under 80 can retest twice. It will however be noted that the student retested so that when documenting
progress and achievement, it will be know which area the student may need further assistance with or whether
the topic needs to be retaught because of the class overall performance.
Section IV B: Assessment of Student Performance Record Keeping

Describe your system for maintaining records of student progress and achievement for this subject.
Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the
data to make instructional decisions.
A. System for maintaining records of student progress and achievement:

Students test are corrected when completed and put into schools grading system, Power School, if not on the
same day, the very next day. Power School is an online portal, in which teachers input students grades for all
subjects/classes and the parents have access to their students current grades and progress. This system
creates a collaborative environment amongst the teachers, parents, and school. Accelerated Readers grades
can be accessed on the Accelerated Reader website.
B. Procedures for aggregating and displaying data:
Students grades will be aggregated on the day that they are taken. The teacher will use the EZ Grader to
calculate the grades, if needed. The teacher will input the grades in the grade book and in Power School after
aggregating student scores. Student work is displayed all throughout the classroom and on the shared First
Grade Gifted & Talented bulletin board. In the classroom, there is a Caution: Excellent Work ahead area in
which graded work is displayed. A new set of graded work is displayed each month on the bulletin board in the
hallway, but the graded work in the classroom is changes weekly.
C. How will you use the data to make instructional decisions?
This data will be very important as it will determine whether I need to reteach or whether the information is
already known and a new topic can be started upon evaluation. Once I evaluate the student scores, I will be
able to see whether the students fully comprehend and retain the information and content taught. If the
students do not score well on the assessments, I will reteach them on the aspects that were not understood. I
will reteach the students that need the help and assistance in small group. If the majority of the class needs to
be retaught with additional attention or differentiation of methods, I will reteach in whole group. Before
continuing onto the next lesson, I will ensure that all students have grasped the concept of the current lesson.
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 Brookdale, there is a focus on expecting great things from the students and during
instruction, students should be sitting quietly and waiting for further instructions. Students
should be actively paying attention in order to know how to transition from one activity to the
next. The rulesEXPECTATIONS
that students areDURING
expectedNON-INSTRUCTIONAL
to follow are listed below.
The rewards and
ROUTINES
consequences that students receive based on their behavior are also listed below.
Rules
1. Listen and follow directions the first time.
2. Raise your hand, and wait for permission to speak.
3. Keep your hands, feet, objects, and negative comments to yourself.
4. Have your supplies, and be on time.
5. Complete and submit all assignments on time with excellence.
Rewards
1. Praise (Treats)
2. Homework Passes
3. Note to Parent
4. Lunch with Teacher
5. Free time
Consequences
1. Verbal Warning
2. Conference with Teacher
3. Conference with Office
4. Call to Parent
5. Referral
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCES
Attendance & Tardiness:
The teacher takes attendance on the online program, Power School. Changes to attendance
can be made on the online program, but students who are tardy are required to go to the
office prior to entering the classroom and get a tardy slip.
Sharpening Pencils:
Students are asked at the beginning of the day and after lunch if they need their pencils
sharpened. They are then instructed to come up in groups and are only allowed to sharpen
two pencils at a time. If they need their pencil sharpened during instruction or independent
practice, they are to raise their hand in the air with their pencil in their hand and the teacher
will come to them and sharpen the pencil when available.
Breakfast:
All students in Orangeburg Consolidated School District 5 receive free breakfast and
lunch. Students are instructed to go straight to the cafeteria upon arriving to school in
the morning. When students are late to school, they are still allowed to go eat breakfast in
the cafeteria.
Homework:
Students receive a Behavior Sheet every Monday with their behavior chart, spelling words for
the week, letter to the parents with any notifications that they need to be aware of, and all
homework for the week listed. Homework is a review of what was taught in class. Students
are expected to complete all homework by Friday. On Friday, students are to turn in their
homework packets and behavior charts on the table in the back of the room.
Throwing Away Trash:
Students are not allowed to throw away trash during instruction. If the student has
an emergency, the student can raise their hand to ask for permission to throw away trash.
During an activity involving excessive scraps of materials, there will be a time provided to
clean up.
Cubbies:
Every morning when students arrive to the classroom, students empty their book bags and
put everything they may need for the day on their desks. Students are not to be walking back
and forth from their cubbies unless instructed otherwise.
Early Finishers:
When students finish an assignment or assessment early, they can read their Accelerated
Reader books or ask the teacher to take an Accelerated Reader test on the class computers.
If time permits, students can ask the teacher to return books to the library also.
Drills:
In each classroom there is a pamphlet provided for each type of drill. At the beginning of the
school year the teacher shares this information with the students but more importantly keeps
himself/herself aware of the instructions in cases of emergency.
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 thing to consider when managing the classroom is to think about the non-instructional
routines that will be used every day and ensure that students are aware how to fulfil them and practice under
the guidance of the teacher to ensure that they are done. Non instructional procedures are every day
occurrences and if not accounted for, can be distractions to instruction or independent work. As such, if they
are planned for and are given a specific tie to be done, they do not distract from instruction and are done in
decency and in order.
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
Initial information for parents will be provided through Open House, parent letters and the very first
Parent- Teacher conference.
Before the year even begins, parents will be invited to the schools Open House to meet the teacher in
her classroom. At this time, as a teacher, I will introduce myself, give some background and elaborate
on my expectations and goals for the class. I would discuss the standards that will be addressed in the
class and provide resources for the parents to research if they would like. I would let them know my
expectations for behavior whether during instruction or non-instructional time. I would also let them
know that I will be communicating with them through different means, whether with their grades or
through the weekly behavior log and impress upon them that the success of their child is dependent on
the team work seen in parent and teacher.
I would also provide the parents with an introductory letter about myself and my expectations for my
class that both parent and child will sign as a contract to abide by what was mentioned. It will also
include my contact information as I will let my parents know that I am a resource that they can come to
(within professional times).
Procedures for involving parents with the learning at home
The students behavior charts will be an important form of communication as it also includes the
spelling words for the week, daily reports on the students behavior, a reading log for home that the
parents must sign to confirm that their child is reading at home, and notifications as pertains to that
week and any activities or programs that the school is hosting. Parents thus get the opportunity to
ensure that their children are fulfilling their academic responsibilities at home. Resources to assist
students with their learning and activities will also be shared so that parents are kept aware of how they
can help at home.
Section VII: Reflecting and Revision Procedures

Reflect on your long range plan and determine what might be, or what you think may be strengths and
weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often
you think you might need to reflect on your teaching practices.
A. Strengths:
I think a strength in my planning was taking different things into consideration and using activities that will be
interesting to the students. Another strength would be the integration of arts into my subject areas. Devising
assessments for all four core subjects is also a strength for my long range plan. Applying the standards to the
students needs is an asset that I use to select assessments. The assessments that I have chosen all differ
from each other, but they all ensure that the students display what they have learned throughout the section.
B. Weaknesses
I think my weaknesses for my long range plan includes integrating effective components of Physical Education
and Health Education into the four core subjects. I will use the long range plan to assist me with incorporating
these subjects into the four areas. I believe that integrating art into all four core subjects will be simple, but I
foresee potential struggle with integrating Physical Education and Health Education.
C. Time line for evaluating long range plan components.
I plan on evaluating my long range components bi-weekly. Seeing as most units will take 2 weeks at most, it
will give me a chance to evaluate what has been done and what changes can be made to what will be taught.
It will also allow me to change things if I need to reteach or shorten teaching units that are already understood.
My students are Gifted and Talented and as such they learn at a faster pace than the average student. I think
my students may expedite through the pacing guides. I will continuously refer to my long range plan to ensure
that I am on track, but I will also guarantee my students are being appropriately challenged.
D. List modifications and adaptations that you think might be needed to improve the procedures.
1. Addition of procedures for drinking water or needing to use the restroom.
2. More specific steps for different procedures, especially non-instructional procedures.
3. Parent- teacher communication for academic and behavioral reasons may increase.
E. Plan for reflecting on your teaching practices.
I plan to reflect on my teaching at the end of every week. I plan to reflect on the way that I present content, the
ways that I evaluate content, the conditions for evaluation and the criteria I base for understanding of material.
I will reflect on the students attention and whether time was managed in the best way possible. I will evaluate
how effective I was in presenting content and how I can find resources and tools to improve the engagement of
the students in a particular topic, especially in less attention grabbing topics.
Long Range Plan Scoring Rubric

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

times throughout the units.
Health key elements are

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

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

of the units.
PE key elements are integrated

at least twice within each unit
outline.
Physical Education key

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

communication involving the
learning community.
Some evidence of opportunities

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

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

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

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

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Candidate: Tracey Lee Dimsoy

Cooperating Teacher: Ms. Steinmetz

Section I: Student Information

In my class, there are 19

PAAL Coordinator (school personnel)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section II: Long Range Learning and/or Developmental Goals

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section III: Instructional Units

Subject: English Language Arts

Unit Topic or Description

RL 9.1- Identify the literary devices of rhythm, repetitive

RL 11.1- Identify the authors purpose, to explain, entertain,

RL 12.1- Classify literary text according to characteristics of a

RL. 12.2- Recognize characteristics of crafted texts such as

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Creating poems or songs

Creating beats to read along

Students will be involved in

Teacher will incorporate books

Students will create body

Teacher will use non-fiction

Unit Topic or Description -- Key Element

1.NBST.5- Determine the number that is ten more or ten less

1. NBST.6- Subtract a multiple of 10 from a larger multiple of 10,

Revised Fall 2013 ACEI/NAEYC 2010 Standards

strategies based on place value.

1. MDA.2- Use nonstandard physical models to show the length

Students will use illustrations

Students will act as

Students will use handprints

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Teacher will use worksheets

Use math word problems with

Unit Topic or Description

1. E.4A.1- Analyze and interpret data from observations and

1. E.A.4A.2- Develop and use models (such as drawings or

1. E.4B.1- Obtain and communicate information to summarize

1.E.4B.2- Obtain and communicate information to explain ways

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will design a poster

Students will create a poem to

Students will create a collage

Students will learn the

Students will learn to compost

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Subject: Social Studies

Unit Topic or Description

1.4-1- Illustrate different elements of community life, including

1.4-2- Compare the daily lives of families together in American

1.4-3- Identify the ways that families and communities in