Professional Documents
Culture Documents
Disabilities
Student Interests
Sources/Contextual Factors
(e.g. students, community
resources, internet, records, school
personnel, family, etc.)
Student Records(The Northwest
Evaluation)
Student Records
Observations
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Gender
Ethnicity
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 student data that I have collected is essential in knowing how to teach my class. Every
aspect of their lives affects the classroom. The students reading levels, disabilities, interests, gender,
and ethnicity all factor in the way that I teach them.
My cooperating teacher, Mrs. Pent, has 21 students in her first grade class. The reading levels
of the students influence all of my instruction. If my students cannot read on their grade level they
may have difficulty learning in other content area. I have noticed that if they cannot read on a first
grade level they will most likely have a difficult time doing tasks such as reading directions on an
assessment. However, twenty percent of my students read on a high average or high reading level,
so I have to find reading material that will not bore them, but help them read on an even higher level.
Disabilities can sometimes hinder a students attention span. A disability could also mean that
a child is lacking in one subject and succeeding in another. A disability could mean that a shadow is
placed with the child to guide them throughout the school day. All of the characteristics I have
mentioned above are present in my classroom. I have students with a wide range of disabilities. I
have found it necessary to monitor and adjust when I notice that a student is struggling in a content
area. The student that is accompanied by a shadow makes impulsive sounds throughout the day. I
have learned that continuing with the lesson is usually the best way to deal with that situation.
Observing students to determine their interests can make a huge difference in planning. I
observed the students in centers to see what they like the best. Many of the students liked working
with Legos, modeling clay, and drawing. I have noticed that many of the students like tactile learning.
So I have incorporated tactile elements into my lessons. When teaching lessons I like to implement a
hands-on learning. I have had the students make moon craters by tossing rocks into a container filled
with cocoa powder and flour. When the students do writings, they illustrate what they are writing.
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In the class I have nine female students and twelve male students. Because of this, I have to
be careful to not have gender bias. When conducting a lesson and putting students into teams, I am
careful not to group boys with boys and girls with girls. Heterogeneous grouping works better to
ensure no gender bias. Currently in the classroom there are twelve Caucasian students and nine
African American students. I found out this information during a teacher conference. There are two
students in the class that are biracial. Mrs. Pent explained that these students would be the
nationality of their mother. Gender information can be utilized to help determine lesson material.
Since my classroom has different ethnicities I can work to make the classroom one that is
multicultural as a whole. I can achieve this through the lessons that I teach and the classroom
organization.
Standard 3 Reading: Know and apply grade-level phonics and word analysis skills in decoding
words.
Standard 3 Writing: Write narratives to develop real or imagined experiences
or events using effective techniques, well-chosen details, and well-structured
event sequences.
Standard 3 Reading: Know and apply grade-level phonics and word analysis skills in decoding
words I feel is by far the most important skill or standard that all the students need to master. This is
the most important since reading is all encompassing in our lives. To do well in school and life, we
must master grade level reading to go on to read and learn in higher grades.
Subject: Mathematics
1. MDA.1 Order three objects by length comparison using indirectly by using a third object.
1. MDA. 4 Collect, organize, and represent data with up to 3 categories using object graphs,
picture graphs, tallies, and charts.
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?
While all of the math goals are important for the students to achieve, telling time is the one I
would consider to be the most important of the three. Telling time is a skill that will be used every day
for the students as they grow into adults.
Subject: Science
1. E.4A.1 Analyze and interpret data from observations and measurements to compare the
properties of Earth materials (including rocks, soils, sand, and water).
1. E.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, rivers and
streams, lakes, and ponds).
1. E.4A.3 Conduct structured investigations to answer questions about how the movement of water
can change the shape of the land.
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?
4
I believe that the first science standard listed is the most important to students futures.
Comparing data, analyzing and interpreting data is needed in everyday situations as students
matriculate through elementary into middle level schooling.
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?
These are all important standards to help students grow into productive citizens, but the most
important, I feel, would be the first one; summarizing contributions to democracy that have been
made by historical and political figures in the United States. I believe this is the most important goal
so that students know about our country and how important it is to contribute to our democracy. We
want students to grow up and be contributors to our country in a positive manner.
Standards/Instructional Units
Standard 3 Reading: Know and apply grade-level phonics
and word analysis skills in decoding words.
Unit Length
(i.e., approximate number of
lessons/weeks)
This standard is an ongoing standard
that will be taught throughout the year.
We will focus on it for 3 weeks. There
5
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 instructional units are from the Core Curriculum that SC uses for ELA, Reading Street by
Scott Foresman. They are already sequenced and the amount of time is also delineated in the
teacher edition.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standard
s
1
2
3
ARTS
Students will illustrate
stories after they/we read
them in class.
Students will illustrate their
writings as they write.
Students will use drawings
to help communicate
thoughts, and ideas.
PE
HEALTH
Gallery Walk
Gallery Walk
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
Standards
MDA.3 Use analog and digital clocks to tell and record time
to the hour and half-hour
Unit Topic 13, Time (en Vision Math, Common Core, Scott
Foresman)
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 instructional sequence and amount of time to be spent on each unit was determined by
the pacing guide and text that OCSD5 uses. The students understanding of the information also
influenced the amount of time I spent on my lesson.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standard
s
PE
HEALTH
ARTS
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
Standards
Unit Length
(i.e., approximate number of
lessons/weeks
2 weeks, 10 lessons
grade )
2 weeks, 10 lessons
1. E.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, rivers and streams, lakes, and
ponds).
Unit B, Chapter 4 and 5, Looking at Earth
(South Carolina Science/Macmillan/McGrawHill, first grade )
1-1.3 Identify various natural resources (e.g.,
water, animals, plants, minerals) around the
world. Unit B, Chapter 4 and 5 Caring for
Earth (South Carolina
Science/Macmillan/McGraw-Hill first grade )
2 weeks, 10 lessons
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 instructional units and sequence were determined by the South Carolina Science Standards and
the OCSD5 Pacing Guide.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standard
s
ARTS
The students will sing a
song about the earths
materials.
PE
While taking a walk on the
nature trail the students will
make observations of the
different properties of
Earths materials.
The students will move their
arms in a flowing motion as
if they are the waves of an
ocean.
The students will pretend
they are their favorite
animal and imitate that
animals motion and sound.
HEALTH
The students will do a
breathing exercise after
each PE element.
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
Standards
1-3.1 Describe the fundamental principles of American
Democracy.
Unit 5, This is our Country (Social Studies All Together,
grade 1,Scott Foresman)
1-3.2 Identify ways that all citizens can serve the common
good, including serving as public officials. Unit 5, This is our
Country (Social Studies All Together, grade 1,Scott
Foresman)
Unit Length
(i.e., approximate number of
lessons/weeks
2 weeks, 10 lessons
2 weeks, 10 lessons
2 weeks, 10 lessons
1-3.3 Summarize the contributions to democracy that have
been made by historical and political figures in the United
States.
Unit 5, This is Our Country (Social Studies All
Together, grade 1,Scott Foresman)
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 instructional units and sequence were determined by the South Carolina Social Studies
Standards and the OCSD5 Pacing Guide.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standard
s
ARTS
PE
HEALTH
by illustrating a picture of
the candidate and turning it
in.
Mathematics
en Vision Math, Common Core, Scott
Foresman, EN Vision math web site,
Science
South Carolina
Science/Macmillan/McGraw-Hill first grade
TA
Social Studies
Social Studies All Together TA, grade
1,Scott Foresman
Student Materials
Student s, ELA text , Reading Street, South Carolina
Grade 1Scott Foresman, Reading Street leveled
readers, Journals, pencils, paper
11
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)
Example:
Unit 1: Weekly Quiz
Pop Quiz
Project
End of Unit
Test
Standard 1: weekly
quiz
Standard 2: weekly
quiz
Standard 3: weekly
Evaluative Criteria
Pop Quiz 5
Questions = 5 bonus
points
Weekly Quiz, End of
Unit Test based on
schools grading
chart: A=
B= ; C= ; D = ; F =
Project Scoring
Rubric Maximum
Points 50
5 Questions
based on schools
grading chart: A=93100
B= 85-92 ; C= 77-84 ;
D =70-76 ; F =-70
Student
Progress/Achievemen
t Reporting Method(s)
All progress on the
assessments will be
reported to students
immediately (within 2
days).
Progress will be
reported to parents on
the bi-weekly progress
reports and quarterly
report card.
Matching
Goal/Standard
Goal 1: Determine
central ideas on
themes of a text and
analyze their
development.
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
5 Questions
based on schools
grading chart: A=93100
B= 85-92 ; C= 77-84 ;
D =70-76 ; F =-70
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
5 Questions based
on schools grading
chart: A=93-100
Progress will be
reported to parents on
the weekly papers and
Write narratives to
develop real or
imagined experiences
or events using
effective techniques,
well-chosen details,
and well-structured
event sequences.
Interact with others to
explore ideas and
concepts,
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quiz
B= 85-92 ; C= 77-84 ;
D =70-76 ; F =-70
communicate
meaning, and develop
logical interpretations
through
collaborative
conversations; build
upon the ideas of
others to clearly
express ones own
views while respecting
diverse perspectives.
Mathematics
Assessments
(Indicate whether
formative or
summative)
Standard 1: weekly
quiz
Student Task
Evaluative Criteria
5 Questions
based on schools
grading chart: A=93100
B= 85-92 ; C= 77-84 ;
D =70-76 ; F =-70
Student
Progress/Achievemen
t Reporting Method(s)
Matching
Goal/Standard
Standard 2: weekly
quiz
Cooperative task
5 Questions based
on schools grading
chart: A=93-100
B= 85-92 ; C= 77-84 ;
D =70-76 ; F =-70
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
Standard 3: weekly
quiz
Students Task
5 Questions based
on schools grading
chart: A=93-100
B= 85-92 ; C= 77-84 ;
D =70-76 ; F =-70
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
13
Science
Assessments
(Indicate whether
formative or
summative)
Evaluative Criteria
Student
Progress/Achievemen
t Reporting Method(s)
Rubric
Standard 1: Student
Performance Task
1=Unacceptable
2= Target
3= Meets
Standard 2: Student
Performance Task
Rubric
1=Unacceptable
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
2= Target
3= Meets
Standard 3: Student
Performance Task
Rubric
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
1=Unacceptable
2= Target
Matching
Goal/Standard
3= Meets
Social Studies
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Assessments
(Indicate whether
formative or
summative)
Evaluative Criteria
Rubric
Standard 1: Student
Performance Task
1=Unacceptable
Student
Progress/Achievemen
t Reporting Method(s)
Matching
Goal/Standard
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
Describe the
fundamental principles
of American
Democracy.
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
Summarize the
contributions to
democracy that have
been made by
historical and political
figures in the United
States.
Summarize the
contributions to
democracy that have
been made by
historical and political
figures in the United
States.
2= Target
3= Meets
Rubric
Standard 2: Student
Performance Task
1=Unacceptable
2= Target
3= Meets
Rubric
Standard 3: Student
Performance Task
1=Unacceptable
2= Target
3= Meets
Progress will be
reported to parents on
the weekly papers and
quarterly report card.
15
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?
A. Evaluation criteria are set up in the teacher gradebook on Power teacher and are district wide
for 1st through 12th grade. As per District grading policies, Quizzes, and classwork, and
performance tasks are all 60% of a grade, while tests are 40%.
I will analyze students on a daily basis to determine instruction. I will monitor and adjust
if needed. Students classwork will also be a good indicator of student learning and it will
determine if I need to stay on a goal. It will also determine if I need to go to the next goal.
the restroom.
Only three students may stand in line to the restroom at
once.
There is a stop and go sign on the restroom door. When you
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 items to consider when managing the classroom are the following: Are all
of my students actively engaged? Are there distractions taking away from my instruction?
I believe these two items to be most important because they guide the instructional time. I
have found that cues help with managing the classroom. Holding your pointer finger in the air after I
do shows that you understand that I need your undivided attention.
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19
For learning at home I will send home a weekly sheet with information about the content
areas. It will be a way for the parents to assist their child in learning as well as know
what is going on in the classroom throughout the week. We also have parent volunteers
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that come and read to students who are not read to at home in the morning for three
mornings a week.
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 will use this long range plan as a guide for long range plans in the future. My content
areas and their standards follow relevant pacing guides in the district. This helped me gain
experience with pacing guides and following them in a unit format.
B.
Weaknesses
My knowledge of unit planning has expanded by completing this long range plan.
However, I think that with time I will gain further understanding.
D. List modifications and adaptations that you think might be needed to improve the
procedures.
In the future I may need to modify and adapt the standards. I may need to change
Common Core Standards to State Standards, or vice versa.
E. Plan for reflecting on your teaching practices.
Teaching practices will be reflected on a needs basis. For example if a lesson I teach is
taught without a flaw I will write a reflection on events from the lesson. Another example would be if
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the students did not understand their assignment for a lesson. I would then write a lesson on how I
could improve my instruction.
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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)
Sco
re
23
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
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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
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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)
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