EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Candidate: Haley Craven Cooperating Teacher: Mrs. Reed Grade: Kindergarten

District: OCSD 5 School: Whittaker Year: 2018
Major: Early Childhood Education Cognate(s):

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 Sources/Contextual Factors
(of your findings in terms of your (e.g. students, community resources, internet,
students) records, school personnel, family, etc.)
Boys: 14 Observations, teacher, students, class roster
Girls:12

Ethnicity 25 African Americans Teacher, observation of students

1 Other

Title 1 school Teacher, school website

Social Economic Status

10 students: on grade level, average Teacher, test scores, observations of abilities

Reading Levels 15 students: above grade level,
above average
6 students: low Teacher, observation
Academic Levels 13 student: average
7 students: above average
2 students: speech Teacher
Resources

Anything with cartoons, dancing, Teacher, observations, students

Student Interest learning on iPads.
Girls: Moana, Trolls, Doc McStuffins
Boys: paw patrol, super heros.

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 information is very important in a number of ways when planning instruction. First, because of the students' varying
abilities, differentiated instruction is needed, and a must. The lower students will need additional one on one with teacher using a
variety of ways to teach the content. For the students who are above average and might finish early, they will need additional activities
to challenge them further. Also, by knowing the students' interests it will help to plan lessons and activities that will engage them and
help them to understand the concepts quickly. Another part of differentiating instruction will include showing educational videos to
students to introduce and teach content instead of lecturing for every lesson. Also, instead of doing worksheets every day, students will
be able to play a game to show and practice what they learned.
I can allow them to watch a video on the topic and play a game to practice what they have learned.

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

With guidance and support, students will retell a familiar text; identify beginning, middle, and end in a text heard or read.
Students will use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply
information on a topic, with guidance and support, plan, revise, and edit building on personal ideas and the ideas of others to
strengthen writing, and produce and expand complete sentences.

Students will isolate and pronounce the initial, medial, and final sounds in a three-phoneme word and identify who is telling the story,
the narrator or characters.
With guidance and support, students will ask and answer questions about known and unknown words, write routinely and persevere
in writing tasks for a variety of purposes and audiences, and understand and use interrogatives

Students will blend and segment onsets and rimes of single-syllable spoken words. With guidance and support, write routinely and
persevere in writing tasks for a variety of purposes and audiences.

With guidance and support, students will:

retell a familiar text; identify beginning, middle, and end in a text heard or read
read and listen closely to a) describe characters and their actions, b) compare characters’ experiences and those of the reader; c)
describe setting; d) identify the problem and solution; and e) identify the cause of an event.
identify the individual words used to form a compound word.
use nouns.
Students will also, produce and expand complete sentences and capitalize the first word in a sentence and the pronoun I.

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 is for all students to learn and develop a strong foundation in language arts. I wish for all the things they
learn to be helpful and applied to their everyday lives and future. Based on the goals implemented during this time frame,
the most important goals for the students are for them to be able to: isolate and pronounce the initial, medial, and final
sounds in a three-phoneme word and blend and segment onsets and rimes of single-syllable spoken words. These goals
are an essential part of building the foundation for the students English grammar as well the basis of their reading
fundamentals.

Subject: Mathematics

Long Range Learning and/or Developmental Goals

Students will model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting
out situations, verbal explanations, expressions, and equations.

Students will solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10.

Students will compose and decompose numbers up to 10 using objects, drawings, and equations

Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you
have established, which goals do you believe are the most important for all students to achieve, and why?

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

All of the standards I taught during this period were related and built off of each other. The first standard was taught for 4 weeks, while
the others were taught for at least 2. This was all following the OCSD5 pacing guide. So, all of these goals deal with students being able
to add/subtract up to 10 and each which is very important for students to understand. Just like in ELA, we are building their foundation
for all learning so students achieving these goals are imperative in order for them to move on and have a solid math foundation and
understanding of basic adding and subtracting.

Subject: Science

Long Range Learning and/or Developmental Goals

Students will compare the properties of different types of materials (including plastic, paper, cloth, wood, and metal) from which
objects are made.

Students will conduct structured investigations to answer questions about which materials have the properties that are best suited to
solve a problem or need.

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 all the science goals are important, and the most important ones are coming up in March and April which are that
students need to know humans aren’t the only living things; that there are humans, plants, and animals and all living things have basic
needs. For the learning goals during this time, the most important one is that students need to know the different materials of objects
and be able to sort and classify them. Students will not take major formal assessments for every goal but they will complete various
informal assessments as well as projects doing hands on tasks to show what they know. Students will need to know this information
for their future so it is good to give them a foundation to build upon.

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Describe the actions of important figures that reflect the values of American democracy, including George Washington, Abraham
Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.

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?

During this time, we will be covering one standard based on the pacing guide. It is also Black History month so we will
also talk about many others, these were just ones covered in standard. This learning goal is important for students so they
can know more about our first president and another president other than that they are on money. Also the students
learning about the bravery of Rosa Parks, Susan B. Anthony, and Dr. Martin Luther King Jr is very important and will help
them to see and understand how America used to be different but now those people along with many others now reflect
the values of American democracy.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 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:

Unit Length
Standards (i.e., approximate number of lessons/weeks)

RL.K.7.1: With guidance and support, retell a familiar text; identify beginning, 1 week
middle, and end in a text heard or read.
W.K.2.1: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts that name and supply information on a topic.
W.K.2.2: With guidance and support, plan, revise, and edit building on
personal ideas and the ideas of others to strengthen writing.
W.K.4.8: Produce and expand complete sentences.

RL.K. 2.4: Isolate and pronounce the initial, medial, and final sounds in a 1 week
three-phoneme word.
RL.K.11.2: Identify who is telling the story, the narrator or characters.
RL.K.10.1: With guidance and support, ask and answer questions about
known and unknown words.
W.K.6.1: With guidance and support, write routinely and persevere in writing
tasks for a variety of purposes and audiences.
W.K.4.3: With guidance and support, understand and use interrogatives
RL.K.2.3: Blend and segment onsets and rimes of single-syllable spoken 1 week
words.
W.K.6.1: With guidance and support, write routinely and persevere in writing
tasks for a variety of purposes and audiences.
RL.K.7.1: With guidance and support, retell a familiar text; identify beginning, 1 week
middle, and end in a text heard or read.
RL.K.8.1: With guidance and support, read and listen closely to a) describe
characters and their actions, b) compare characters’ experiences and those of
the reader; c) describe setting; d) identify the problem and solution; and e)
identify the cause of an event.
RL.K.10.4: With guidance and support, identify the individual words used to
form a compound word.
W.K.4.1: With guidance and support, use nouns.
W.K.4.8: Produce and expand complete sentences.
W.K.5.1: Capitalize the first word in a sentence and the pronoun I.

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 the time recommended to spend on each standard is already laid out in the OCSD5 pacing
guide for Kindergarten. But, because of the varying abilities of students, I will monitor and adjust according to their needs.
If they understand the concepts quickly, I won't spend as much time on those. On the other hand, if they are having
difficulties, I will spend more time on something. If students do not pass the informal and formal assessments or complete
classwork and homework successfully, I will re teach the standards while still trying to stay with the pacing guide.

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

Standards ARTS PE HEALTH

For music, I will play helpful videos
1 about the different topics. For
example, a video that is a catchy
song for students to remember and
refer to when they need to retell a
Some of the videos from YouTube
will have dance moves and motions
for students to do. This will use the
students fine and gross motor skills.
Health will be incorporated by me
reading health related books
(hygiene: brushing teeth and
washing hands as well as books
about going to the doctor) and

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 story and identify the beginning, having students tell me what happen
middle, and end. in the beginning, middle, and end.
Art will be incorporated by having
students draw pictures as well as
write and dictate a story they write
about a topic.
Art will be used when students are PE will be incorporated when I play
2 able to “paint” their words one day. videos from YouTube. Some of them
will be like songs for students to
dance to.
Art will be used when doing blends
3 for words. For the different blends,
students will be able to draw pictures
showing what blends they are
making.

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

Subject: Mathematics Unit Topic:

Unit Length
Standards (i.e., approximate number of lessons/weeks
K.ATO.1 Model situations that involve addition and subtraction within 10 using 2 weeks
objects, fingers, mental images, drawings, acting out situations, verbal
explanations, expressions, and equations.

K.ATO.2 Solve real-world/story problems using objects and drawings to find 2 weeks
sums up to 10 and differences within 10.

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 the time recommended to spend on each standard is already laid out in the OCSD5
pacing guide for Kindergarten. But, because of the varying abilities of students, I will monitor and adjust according to their
needs. If they understand the concepts quickly, I won't spend as much time on those. On the other hand, if they are
having difficulties, I will spend more time on something. If students do not pass the informal and formal assessments or
complete classwork and homework successfully, I will re teach the standards while still trying to stay with the pacing
guide.

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

Standards ARTS PE HEALTH

Arts will be incorporated when
1 students are able to draw out
pictures to model their addition and
subtraction. Music will be used to
begin each lesson because we will
watch a fun little song/video about
addition and subtraction.
Students will used their fine motor
skills when they use their fingers to
add and subtract different situations.
Health will be mentioned when I
model different addition and
subtraction situation examples. For
example, I will say problems like I
had 10 candy bars, then I ate 7. How
many are left? After they answer, I
will explain how that is unhealthy
and we should not eat that many.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 We will again use art to solve
2 addition and subtraction problems by
using drawings.

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

Subject: Science Unit Topic:

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

K.P.4A.2 Compare the properties of different types of materials (including 2 weeks

wood, plastic, metal, cloth, and paper) from which objects are made.
K.P.4A.3 Conduct structured investigations to answer questions about which 2 week
materials have the properties that are best suited to solve a problem or need.

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 the time recommended to spend on each standard is already laid out in the Science pacing guide for
Kindergarten. But, because of the varying abilities of students, I will monitor and adjust according to their needs. If they understand the
concepts quickly, I won't spend as much time on it. On the other hand, if they are having difficulties, I will spend more time on it. If students
do not pass the informal and formal assessments or are unable to complete projects, I will re teach the standards while still trying to stay
with the pacing guide.

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

Standards ARTS PE HEALTH

Art will be incorporated very frequent
during the teaching of this standard.
1 For each material, students will be
able to create projects to show what
they know. They will also play I-spy
and search thru magazines for
pictures of each material and create
a collage. Even the homework
assignments will use art because
students will be playing I-spy at
home but finding real objects to bring
in and show.
Music will be used when we watch
fun videos that are like songs to tell
the different materials.
Arts will again be incorporated many
2 times during this more in depth look
at the different materials items can
be made from. Students will create
drawings of items that can and can’t
be made of each material to show
why a materials properties affect
how it can be used.
PE will be used when students are
walking around looking for objects
made of the different materials. This
will be done at school during the
lesson and also at home when
playing I-spy for homework.
PE and heath will be incorporated
together when we take a “field trip”
around the school to investigate
what different things we can find
made of different materials. This will
be a physical activity and give the
students fresh air and exercise.
I will tell the students about the
materials in relation to their health,
for example: it is not healthy to eat
wood, paper, plastic, cloth, or metal.
So none of the materials are edible.
Health will also be used when
students are getting physical activity/
exercise by walking around hunting
for objects made of materials.
PE and heath will be incorporated
together when we take a “field trip”
around the school to investigate
what different things we can find
made of different materials. This will
be a physical activity and give the
students fresh air and exercise.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

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

Subject: Social Studies Unit Topic:

Unit Length
Standards (i.e., approximate number of lessons/weeks
4 weeks
K.3.3 Describe the actions of important figures that reflect the values of
American democracy, including George Washington, Abraham Lincoln, Susan
B. Anthony, Rosa Parks, and Martin Luther King Jr.

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 the time recommended to spend on each standard is already laid out in the OCSD5 pacing
guide for Kindergarten. But, because of the varying abilities of students, I will monitor and adjust according to their needs.
If they understand the concepts quickly, I won't spend as much time on those. On the other hand, if they are having
difficulties, I will spend more time on something. If students do not pass the informal and formal assessments or complete
classwork and homework successfully, I will re teach the standards while still trying to stay with the pacing guide.

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

Standards ARTS PE HEALTH

Art will be used when students
1 complete a coloring sheet for each
person we study.
Music will be included when musical
videos are played to tell about to
lives and impacts of each person.
PE will be incorporated when
students are able to dance and
move with videos. Also fine motor
skills will be used when cutting
pictures out.
Health will be used when we discuss
each person and I mention what
kinds of food they had that were
more back then when dealing with
George Washington and Abe
Lincoln.

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.
List by subject area.

Teacher Materials Student Materials

English Language Arts
Computer Word block journals
Youtube Writing journals
Smartboard Pencil
Dry erase board Crayons
Markers Worksheets
Lumens
Paper
Books
Chart paper

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 Mathematics
computer Math journals
pearsonsuccessnet Pencil
youtube Crayons
manipulatives Manipulatives
smartboard Worksheets
dry erase
markers
lumens

Science
Computer Science journal
Youtube Pencil
Smartboard Crayons
Lumens Glue
Real examples of each material Magazines
Markers Plastic bottles
Dry erase board Stickers
Popsicle sticks
Straws
Pieces of cloth
Tin foil

Social Studies
Coloring sheets
Computer Pencils
Smartboard Crayons
Youtube
Books

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 Bloom’s 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 Evaluative Criteria Student Matching Goal/Standard

whether formative or Progress/Achievement
summative) Reporting Method(s)
Example: Pop Quiz – 5 Questions = 5 All progress on the
bonus points assessments will be reported
Unit 1: Weekly Quiz Weekly Quiz, End of Unit Test to students immediately Goal 1: Determine central
Pop Quiz – based on school’s grading (within 2 days). ideas on themes of a text and
Project chart: A= analyze their development.
End of Unit Test B= ; C= ; D = ; F = Progress will be reported to
parents on the bi-weekly
progress reports and quarterly
Project – Scoring Rubric – report card.
Maximum Points 50
A=93-100 Students will have the chance Make sure the assessment
B=92-85 to see their progress on matches the SC state
Standard 1: C=84-77 assignments soon after they standard.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 Formative and Summative D=76-70 complete them, no later than 2
F=69-0 days. Grades will be reported
to the gradebook as well as
sent home for parents to sign
and then taken out and filed in
the students test folders to
reference back to.
A=93-100 Students will have the chance Make sure the assessment
B=92-85 to see their progress on matches the SC state
Standard 2: C=84-77 assignments soon after they standard.
Formative and Summative D=76-70 complete them, no later than 2
F=69-0 days. Grades will be reported
to the gradebook as well as
sent home for parents to sign
and then taken out and filed in
the students test folders to
reference back to.
A=93-100 Students will have the chance Make sure the assessment
B=92-85 to see their progress on matches the SC state
Standard 3: C=84-77 assignments soon after they standard.
Formative and Summative D=76-70 complete them, no later than 2
F=69-0 days. Grades will be reported
to the gradebook as well as
sent home for parents to sign
and then taken out and filed in
the students test folders to
reference back to.
A=93-100 Students will have the chance Make sure the assessment
B=92-85 to see their progress on matches the SC state
Standard 4: C=84-77 assignments soon after they standard.
Formative and Summative D=76-70 complete them, no later than 2
F=69-0 days. Grades will be reported
to the gradebook as well as
sent home for parents to sign
and then taken out and filed in
the students test folders to
reference back to.

Mathematics

Assessments (Indicate Evaluative Criteria Student Matching Goal/Standard

whether formative or Progress/Achievement
summative) Reporting Method(s)
A=93-100 Students will have the chance Make sure the assessment
B=92-85 to see their progress on matches the SC state
C=84-77 assignments soon after they standard.
D=76-70 complete them, no later than 2
Standard 1: F=69-0 days. Grades will be reported
to the gradebook as well as
sent home for parents to sign
and then taken out and filed in
the students test folders to
reference back to.
A=93-100 Students will have the chance Make sure the assessment
B=92-85 to see their progress on matches the SC state
Standard 2: C=84-77 assignments soon after they standard.
D=76-70 complete them, no later than 2
F=69-0 days. Grades will be reported
to the gradebook as well as
sent home for parents to sign
and then taken out and filed in

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 the students test folders to
reference back to.

Science

Assessments (Indicate Evaluative Criteria Student Matching Goal/Standard

whether formative or Progress/Achievement
summative) Reporting Method(s)
Students will have the chance Make sure the assessment
to see their progress on matches the SC state
A=93-100 assignments soon after they standard.
B=92-85 complete them, no later than 2
C=84-77 days. Grades will be reported
Standard 1: D=76-70 to the gradebook as well as
F=69-0 sent home for parents to sign
and then taken out and filed in
the students test folders to
reference back to.
A=93-100 Students will have the chance Make sure the assessment
B=92-85 to see their progress on matches the SC state
Standard 2: C=84-77 assignments soon after they standard.
D=76-70 complete them, no later than 2
F=69-0 days. Grades will be reported
to the gradebook as well as
sent home for parents to sign
and then taken out and filed in
the students test folders to
reference back to.

Social Studies

Assessments (Indicate Evaluative Criteria Student Matching Goal/Standard

whether formative or Progress/Achievement
summative) Reporting Method(s)
A=93-100 Students will have the chance Make sure the assessment
B=92-85 to see their progress on matches the SC state
C=84-77 assignments soon after they standard.
Standard 1: D=76-70 complete them, no later than 2
F=69-0 days. Grades will be reported
to the gradebook as well as
sent home for parents to sign
and then taken out and filed in
the students test folders to
reference back to.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

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 student’s overall progress and
achievement in the class/subject?

I will determine that my major assessments are appropriate for evaluating student progress and achievement by making sure my
assessments are only based off of the content I taught them in class. I will help my students and their parents understand the evaluation
criteria by proving clear communications and expectations which start at the beginning of the school year. These expectations, the ways
I communicate them, and updates on students’ progress are related to parents through weekly behavior sheets and signed papers.

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 disaggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A. System for maintaining records of student progress and achievement:

Students will complete activities daily. All the assignments will not be graded, however they will be kept in students classwork
folders. I will maintain a record of all students grades for each content area. Students are usually not tested in science and social
studies but I have given them a few tests on different topics in science. Parents also have a chance to see their childs progress
and results because signed papers are sent home every week.

B. Procedures for disaggregating and displaying data:

Students work will be displayed on the bulletin board in the classroom, as well as in the window. The kindergartens bulletin board
in the front of the school also displays student work, 5 students from each of the 3 classes. In the classroom, students data
showing where they are for their high frequency words is displayed on 3 different bumble bees. Every student in the class has
a bumble bee with their name on it and their bee is placed at whatever percent they are at for knowing either their kindergarten,
first or second grade words.

C. How will you use the data to make instructional decisions?

I will use this data to determine how much time and how frequently I need to review and practice the high frequency words.
When dealing with the different subjects, that data from classwork, homework, and test results will also help me make
instructional decisions by helping me determine if I students have fully grasped the concepts I was teaching to them.

Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional routines. Write your
description as if you were explaining these expectations to your students and their parents. List the rules and consequences,
and your procedures for non-instructional activities.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 EXPECTATIONS DURING INSTRUCTION

Expectations during instruction are for students to: listen closely to what is being taught as
well as all instructions given, listen to the question and think about the answer before you
raise a quiet hand to answer, only get your pencil out the cup when you have work to do, and
to follow the rest of the classroom rules which are listed below with the consequences as well
as incentives for following rules and doing
EXPECTATIONS the NON-INSTRUCTIONAL
DURING right thing. ROUTINES

RULES AND CONSEQUENCES

Rules

1. Listen and follow directions the 1st time

2. Raise your “quiet” hand

3. Keep your hands and feet to yourself

4. Respect each other

5. Use teamwork

Cosequences

1. Nonverbal warning

2. Verbal warning

3. Change color on behavior sheet

Incentives

1. Verbal praise

2. Get to help pass out/take up papers

3. Line up first

4. Animal cracker or gummy

5. Stickers

6. Special prize out basket

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?

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

In order to maximize instructional time, it is essential for all of my students to know the classroom and school rules and keep them in mind
at all times so they can do the right thing. Another very important part to classroom management for it to maximize instructional time is
for me to have set procedures for everything and make sure my students know the procedures and follow them daily.

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 child’s learning and
behavioral progress in your class? Also, discuss how you would involve your parents in home-based and school-based
activities.

Procedures for providing initial information

When I started I sent parents an initial information sheet about me, introducing myself and
explaining my reasons for being with the class. Next I told them my goals for their students and
myself through this process. I explained I would slowly be taking over of the class but the students
were still going to be held accountable for all rules and expectations they have been following all
year. A weekly newsletter and a behavior sheet with the homework listed for each day will provide
parents with up to date information, events, their childs behavior, homework assignments, and
upcoming test.

Procedures for involving parents with the learning at home

Section VII: Reflecting and Revision Procedures

Procedures for involving parents with their childs learning at home include sending home a weekly
behavior sheet that also lists the homework for each day. Included along with the
behavior/homework sheet is the homework packet which will provide parents with the oppoutunitiy
to see what their child is leaning and assist them if needed. Some worksheets I send home will also
have different ideas for home activities and gives ways to reinforce the concepts at home in
everyday life. Parents will also be asked to get involved with other worksheets such as reading
comprehension ones where the parents will read student a short story and the student will answer
questions about the story.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what
modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your
teaching practices.

A. Strengths: I believe my strengths are using my LRP and students data to prepare effective and interesting lessons for the
students. I can also build upon different strengths by reflecting on whether I am effectively covering content and keeping students
engaged in the lessons.

B. Weaknesses: I think my one of my main weakness is in whole group classroom management when I am passing out
worksheets or materials needed and then need to regain students attention. I use an attention-getter but I feel as though that
shouldn’t have to be used just because I passed out something. Students should just remain quiet while I am passing things
out. Another weakness sometimes is time and staying on schedule. There are so many different timing conflicts that can occur
throughout the day but when they do I make a plan by monitoring and adjusting accordingly.

C. Time line for evaluating long range plan components: My plan is to use this long range plan to guide my instruction for the
whole month of February. I will evaluate my plan and all its components weekly to assure I am on task, also to prepare for the
upcoming week, or make any adjustments or changes.

D. List modifications and adaptations that you think might be needed to improve the procedures.
1. Time adjustments
2. Transitions from lesson to activity
3. Having materials already passed out at the beginning of the lesson so when it comes time to transition to activity students
the work is already waiting for them and there is no time for misbehavior.

E. Plan for reflecting on your teaching practices: My goal is to reflect daily. I will do this by taking the time out during my day
to reflect on my teaching practices, strategies used as well as ones I could use, lessons, and the different activities for each day.
I also find myself reflecting in the mornings in my car. I get to in the school parking lot at about 6:50 to eat my breakfast and
have some quiet time. I also use my weekly conferences with Mrs. Reed as a time to reflect my strengths, weaknesses, her
recommendations, and concerns.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 Long Range Plan Scoring Rubric
Name: _______________________________ Major: ______________________ Date: _________________________
ACEI/ Component Target (3)
NAEYC
Describes students in-depth according to ability, learning
styles, ethnic group, gender and special needs, etc.;
1.0/1a Description of Students
suggests several ways to plan lessons to accommodate
differences.
Data is collected from multiple sources, including IEPs,
test scores, school records, student interest surveys,
school personnel, students, etc. Candidate reflects an
5.2/2c;3b Contextual Factors
understanding of the importance of collaborative
relationships with families, school colleagues and agencies
in the community.
Includes at least four (4) or more standards which exhibit
Learning and evidence of objective taxonomy, skills, and dispositions
3.1/3a
Developmental Goals that support elementary students’ development, learning,
and motivation to learn.
Goals clearly reflect sensitivity to the diversity of students
Learning and
3.2/1c in their development and learning styles, as well as race,
Developmental Goals
ethnicity, culture and exceptional needs.
The content area related to reading, writing, speaking,
viewing, listening, and thinking skills is comprehensively
Units of Instruction covered. The timeline of instructional units reflects
2.1/5a
- English Language Arts knowledge of key themes, of concepts, and of English
language arts skills. The content is paced so objectives are
covered.
The content area related to concepts of physical, life, and
earth science is comprehensively covered. The timeline of
Units of Instruction instructional units reflects knowledge of key themes,
2.2/5a
- Science concepts and of skills necessary to plan appropriate
science lessons. The content Is paced so objectives are
covered.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Acceptable (2)
Describes students according to their
differences, but is unclear about ways to
accommodate differences when
planning.
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.
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.
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.
Unacceptable (1) Score
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.
The content area is addressed;
however, little evidence supports the
direct alignment with the knowledge
of key themes, concepts, and of
science skills. The content is not
paced so objectives are covered.
 The content area related to concepts of number and
operations, algebra, geometry, measurement, and data
analysis and probability is comprehensively covered. The
Units of Instruction
2.3/5a timeline of instructional units reflect knowledge of key
- Mathematics
themes, concepts and of skills necessary to plan
appropriate mathematics lessons. The content Is paced
so objectives are covered.
The content area related to concepts of history,
geography, and the social sciences is comprehensively
Units of Instruction covered. The timeline of instructional units reflect
2.4/5a
– Social Studies knowledge of key themes, concepts and of skills necessary
to plan appropriate social studies lessons. The content Is
paced so objectives are covered.
Instructional Units Clear integration of visual and performing arts (dance,
2.5/5a – Visual and music, theater and the visual arts) is indicated multiple
Performing Arts times throughout the units.
Instructional Units - Clear integration of health is indicated multiple times
2.6/5a
Health throughout the units.
Instructional Units
2.7/5a PE is clearly integrated several times in each of the units.
– Physical Education
Uses a variety of instructional materials and resources
that directly align and support units; materials/resources
clearly support curriculum enhancement and successful
Instructional Materials
1.0/4c learning experiences to support and enrich student
& Resources
development, characteristics, acquisition of knowledge,
and motivation to learn. Evidence of the use of
community resources is provided.
Technology, to include hardware, software and assisted
Instructional Materials
3.5/4b support is listed and reflects the use of such tools to foster
& Resources
inquiry, collaboration and interaction.
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
4.0/3b Assessment 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.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
The content area has at least 90% of the
key elements covered, reflecting
knowledge of key themes, concepts and
of skills necessary to plan appropriate
mathematics lessons. The content Is
paced so objectives are covered.
The content area has at least 90% of the
key elements covered, reflecting
knowledge of key themes, concepts and
of skills necessary to plan appropriate
social studies lessons. The content Is
paced so objectives are covered.
Visual and performing key elements are
integrated at least twice within each unit
outline.
Health key elements are integrated at
least twice within each unit outline.
PE key elements are integrated at least
twice within each unit outline.
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.
Technology listed includes the teacher’s
and students’ uses of tools to reflect an
understanding of its use as a
communication tool.
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.
The content area is addressed;
however, little evidence supports the
direct alignment with the knowledge
of key themes, concepts, and of
mathematics skills. The content is not
paced so objectives are covered.
The content area is addressed;
however, little evidence supports the
direct alignment with the knowledge
of key themes, concepts, and of social
studies skills. The content is not
paced so objectives are covered.
Visual and performing arts key
elements are not included in each
unit.
Health key elements are not included
in each unit.
Physical Education key elements are
not included in each unit.
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.
Technology listed includes only the
teacher’s use of technology for
instructional presentations.
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
4.0/3b Student Records evaluate, strengthen instruction, make content
knowledge decisions, and make individual progress
decisions. Use of data for differentiated instruction is
clear.
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
3.4/1c Discipline Policy 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
Procedures for Non-
3.4/1c break, emergency drills, school assemblies, field trips, and
Instructional Activities
other movement in the classroom and halls.
Clear, consistent evidence exists that the candidate plans
to provide the family appropriate, culturally sensitive,
Parental reader friendly information concerning goals, instruction,
5.2/2b
Communications rules and assessment on an initial and periodic basis;
reflects on decisions and involves students, families, and
the learning community to enhance learning.
Plans indicate evidence of collaboration with the learning
community to foster and support communication; a
Parental
5.2/2b variety of ways to communicate and ways that families
Communications
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
5.1/4d Reflections
process.
Unacceptable/Developing (1) Acceptable/Meets (2)
Candidate demonstrates a limited amount of the Candidate demonstrates most of the attributes of the
attributes of the standard. Performance indicates standard. Performance indicates that the competency
that few competencies have been demonstrated. has been demonstrated including examples, extension,
or enrichment.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
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.
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.
Provides adequate directions for non-
instructional activities.
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.
Adequate collaboration regarding
communication with the learning
community is evident.
Some evidence of opportunities to reflect
on teaching practices to improve the
teaching and learning process.
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including examples,
extension, and enrichment.
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 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.
No procedures for non-instructional
were given.
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.
No procedures for continuous
communication involving the learning
community.
The candidate does not provide
reflections or suggest
recommendations for improving the
process of teaching and learning.
OVERALL SCORE
Target/Exceeds (3)