EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Candidate: Latasha Jones Cooperating Teacher: Mrs. Barnes-Brown Grade: 2nd

District: 5 School: Rivelon Elementary School Year: 2018
Major: Early Childhood Education Cognate(s): N/A

Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Factors
(e.g. gender, SES, reading levels,
disabilities, ethnicity, student
interests, and other relevant
factors, etc.)
Disabilities
Important Student Information
Description Sources/Contextual Factors
(of your findings in terms of your (e.g. students, community resources, internet,
students) records, school personnel, family, etc.)
There are two students with School Guidance Counselor
disabilities. One student has and
IEP for resource and speech. The
other student has a 504 Plan.

All of the students are in the low Community Resources

Low Socioeconomic Status socioeconomic status. All of the
students at Rivelon receive free and
reduced lunch.

All of the students are African Student Records

Ethnicity American.

There are eight females and eight School Attendance

Gender males in the classroom.

Most of the students are reading Student Records

Reading Levels below grade level.

Students are very interested in Student Observation

Student Interests playing sports and music.

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?
I believe that I have selected factors that have the biggest impact on teaching the students and ensuring that each student
is learning. The factors also play an important role in having effective classroom structure and management skills and
techniques.

Two of the students have been diagnosed with having disabilities. One student has and IEP for resource and speech. The
other student has a 504 Plan. The student with the IEP plan is pulled from class often in the middle of lessons. When
interacting with one enough I encourage him to speak up with confidence despite his speech problems.

Rivelon Elementary is a Title 1 school and all of the students are in the low socioeconomic status. This factor is very
important because it can become a learning distraction because of reoccurring household issues outside of school. Being
from a low socioeconomic status it can also cause behavioral problems from lack of support and attention at home. Some
of the students come to school with unclean uniforms and empty stomachs. I have made a donation of clothes to help a
student. I have and will continue to support each student.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Ethnicity is important because as a teacher you should have background knowledge on the different ethnic groups.
Having knowledge about different cultures you will be able to include it in lesson plans for particular holidays. Each
student is African American, and as an African American woman I can relate to each student.
There are eight girls and eight boys in the class. I think this is a great group because it is an even amount of males and
females. Treating each student equally regardless of gender is a very important factor.

Although they enjoy reading when given the opportunity to majority of the students are not reading on grade level.
Reading outside of school has been strongly encouraged. The students are given opportunities to read every day. They
also are allowed to check out books from the library to read and take test on. The students are assigned a reading sheet
and if the complete the entire sheet then they will be admitted into the smart academy for the month and get prizes. This
is a great incentive to encourage students to read. When planning my lesson plans I will be selective of the reading
passages based on difficulty level. I will be mindful to incorporate fun reading activities that will have students eager and
willing to learn.

Finally, student’s interests are important because knowing what students like will give you additional ways to relate to
them. You’ll be able to determine things they prefer when learning. For example, my students love technology. I
incorporate YouTube and Brain Pop videos, and interactive learning tools such as Kahoot. Outside of the classroom I’ve
also noticed that they love playing sports at recess and listening and dancing to music.

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

RL2-11.2 Recognize differences between the points of view and perspectives of the narrator and various
characters.

RI2-9.1 Use context to determine the meaning of words and phrases.

RL2-12.1 Describe the overall structure of a narrative including how the beginning introduces and the ending
concludes the action.
RL2-9.1 Identify the literary devices of simile and metaphor and sound devices; explain how the author uses
each.
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 firmly believe that each goal listed above is important for all students to achieve because the standards listed will be
used throughout their schooling. These standards will play a role in increasing their vocabulary, in addition to become
proficient writers. With that being said it is important for students to have a good understanding of each of the standards
because it will follow them all as they advance to their next grade, and so on. Standard RL2-11.2 is important because
students will be able to make connections to the text based on personal experience if, he/she understands points of view,
perspectives, and characters. Standard RI2-9.1 is crucial because finding and understanding context clues will help
develop and increase students word knowledge, pronunciation, and vocabulary. Standard RL2-12.1 is very important to all
students because it will give students the foundation on paragraph structure and sequencing. Lastly, standard RL2-9.1 will
give all students the basis to understanding sentence structure and how the author uses sentences with similes and
metaphors.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 Subject: Mathematics

Long Range Learning and/or Developmental Goals

2. NSBT.7 Add and subtract through 999 using concrete models, drawings, and symbols which convey
strategies connected to place value understanding.
2. MDA.7 Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters,
dimes, nickels, and pennies using the c (cent) symbol.
2. MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m.
and p.m.
2.MDA.9 Collect, organize, and represent data with up to four categories using picture graphs and bar graphs
with a single unit scale.
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?
Each of the four learning and development goals are important to each student because students will use these standards
in other grade levels. Each standard go hand in hand together. Knowing how to add and subtract will help students learn
how to correctly count money and give change. This will also affect students as adults if they are not taught the standards
correctly. Standard 2.MDA.9 is important because telling time is an essential key part to being successful.

Subject: Science

Long Range Learning and/or Developmental Goals

2.P.4A.1 Analyze and interpret data from observations and measurements to compare the effects of different
strengths and directions of pushing and pulling on the motion of an object.
2.P.4A2 Develop and use models to exemplify the effects of pushing and pulling on an object.
2.P.4A.3 Construct explanations of the relationship between the motion of an object and the pull of gravity
using observations and data collected.
2.P.4A.4 Conduct structured investigations to answer questions about the relationship between friction and
the motion of objects.
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?
Of the goals that I have selected I believe that standards 2.P4A.1, 2.P.4A2, and 2.P.4A.3 are the most important.
Standard 2.P4A.1 is important for all students because knowing how to draw conclusions, interpret data, and make
hypothesis will help students in other subject areas. Standards 2.P4A.2 and 2.P4A.3 work hand in hand together. Having
knowledge about the effects of pushing and pulling, and how gravity works is the basic knowledge on discovery while
learning.

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Standard 2-1: The student will demonstrate an understanding of the local community as well as the fact that
geography influences not only the development of communities but also the interactions between people and
the environment.
Standard 2-2: The student will demonstrate an understanding of the structure and function of local, state, and
national government.
Standard 2-3: The student will demonstrate an understanding of the role of goods and services and supply
and demand in a community.
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

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?
Of the goals that I have established the most important goals are Standard 2-1 and 2-4. I believe Standard 2-1 is very
important because students can develop an understanding about the quality of local businesses, schools, housing, and
parks in their communities. If students have knowledge on this topic then he/she could possibly volunteer to help make
the environment a better place. For example, students can volunteer to do a trash pick-up. By understanding the
opportunities and qualities of things in their communities students will be able to grasp an understanding about the
communication between people who live in their community. Standard 2-4 is important for all students to achieve because
this directly affects every student. Throughout their lives they are going to encounter people from various cultures and
different ethnic backgrounds. It is very important for students to have an understanding on the culture and the individuals
who’ve made big impacts on those cultures.

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

RL2-11.2 Recognize differences between the points of view and Two weeks
perspectives of the narrator and various characters.
RI2-9.1 Use context to determine the meaning of words and Two weeks
phrases.
RL2-12.1 Describe the overall structure of a narrative including Two weeks
how the beginning introduces and the ending concludes the
action.
RL2-9.1 Identify the literary devices of simile and metaphor and Two weeks
sound devices; explain how the author uses each.
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 spent on each unit of instruction was based on the MAP testing standards.
The time was also determined by each member of the second grade team. The allotted time for ELA/Reading is an hour
and it is enough time to complete each lesson most days.

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

Standards ARTS PE HEALTH

The teacher will use songs
1 familiar to kids as a writing prompt
where they can determine the
point of view of the narrator and
various characters.
The teacher will have students
2 create a song that describe the
meaning of words during class.
The teacher will have students
3 complete an activity called “Paint
the Strawberry” where students
describe a particular fruit that has
a core before they begin to eat it
and then after they finish eating it
to illustrate how the beginning
introduces and the ending
concludes the action.
Students will write a story from
either first, second, or third point
of view. The topic of the story will
be about a sport they’ve played.
Students will use movement
patterns to assist when
determining the context of
unknown words.
Students will act out scenes from
a literature book that includes
physical movement.
Share the health benefits that the
body receives from physical
activity in first person point of
view.
Students will use context clues to
determine the meaning of
vocabulary words about body
parts in the digestive system.
Students will write about the
emotional impact of bullying and
how to eliminate it in school.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 The teacher will have students
4 develop Public Service
Announcements (PSA) using
similes, metaphors, and sound
devices.
Students will write about the Students will use literary devices
nutritious food based on the food to describe parts of the body. For
pyramid and compare them using example, “Bones are as white as
similes and metaphors. snow.

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 Unit Length
(i.e., approximate number of lessons/weeks
2. NSBT.7 Add and subtract through 999 using concrete models, Two weeks
drawings, and symbols which convey strategies connected to
place value understanding.
2. MDA.7 Solve real-world/story problems involving dollar bills Two weeks
using the $ symbol or involving quarters, dimes, nickels, and
pennies using the c (cent) symbol.
2. MDA.6 Use analog and digital clocks to tell and record time to Two weeks
the nearest five-minute interval using a.m. and p.m.
2.MDA.9 Collect, organize, and represent data with up to four Two weeks
categories using picture graphs and bar graphs with a single unit
scale.
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 standard content is very broad and one week would not be enough to teach and for the students to
thoroughly know the content and perform with confidence. Two weeks was determined because these content
standards are on the MAP testing the students take quarterly throughout the school year. It is essential to them
scoring well.

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

Standards ARTS PE HEALTH

Students will create anchor charts
1 in groups to show ways of adding
and subtracting through 999 with
models and symbols connecting
to place value.
Students will design their own
money, to use as currency and for
2 math practice at home. Students
will put the faces of family
members and pets on bills.
The teacher will have students
3 create their own analog clocks
and then have them practice
setting the time to the nearest
five-minute intervals using a.m.
and p.m.
The teacher will have students
4 create anchor charts delineating
how to collect, organize, and
represent data using picture
graphs and bar graphs.
Students will construct a chart of
successful scoring strategies
(e.g., a shooting chart), and use
addition and subtraction to keep
score.
Students will use motor skills as
they count dollar bills and change.
Students will time themselves
running laps. Then the students
will use determine how much time
has elapsed.
Students will run around in the
designated areas. When the
teacher blows the whistle and
says a number, the students must
form clusters of the number
desired.
Students will create a chart for
acts of kindness that students
display at school, and keep a
running total.
To improve fitness, students will
practice using money on
scooters. Students will
understand different road signs,
practice different skills used as
vacation spots, and introduce
students to using money.
Students will create charts that
show their run time. For example,
when students run timed laps,
they will chart out their times and
see their progress over the
course of a month.
Students will skip count. For
example, they will do ten jumping
jacks counting by ones (1, 2, 3,
and 4), then do toe touches for
ten seconds but counting by twos
(2, 4, 6, and 8). Students will
create a graph displaying the
amount of jumping jacks and toe

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 touches their group has
completed.

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate
the arts (dance, music, theater, and visual arts), health and physical education in your units.
Subject: Science
Unit Length
Standards (i.e., approximate number of lessons/weeks

2.P.4A.1 Analyze and interpret data from observations and Two weeks
measurements to compare the effects of different strengths and
directions of pushing and pulling on the motion of an object.
2.P.4A2 Develop and use models to exemplify the effects of One week
pushing and pulling on an object.
2.P.4A.3 Construct explanations of the relationship between the Two weeks
motion of an object and the pull of gravity using observations and
data collected.
2.P.4A.4 Conduct structured investigations to answer questions One week
about the relationship between friction and the motion of objects.
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 spent on each unit is based on experiments and the length of the
activities. Science activities that require materials for experiment purposes is two weeks so students will have enough
time to collect data and make hypothesis.

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

Standards ARTS PE HEALTH

The teacher will video students
kicking a ball with various forces
1 to show force and direction. Also,
showing how motion is affected
by other objects.
The teacher will have students
2 build ramps to model how box
cars will move when students
push or pull the cars up/down the
ramp.
Students will use their iPads to
3 record their group demonstrating
the motion of an object and the
pull of gravity.
The teacher will have students
kick a ball with various forces to
show force and direction.
Demonstrate various movement
about push and pull using
different objects.
Students will relate the concept
learned to juggle using the
knowledge of gravity.
To learn the five elements a plant
needs to survive. The students will
draw and label the parts of a plant.
The students should know how to
follow pathways, hop, strike a ball,
and move on different levels.
Students will be separated into
two teams. The teams will push
and pull on the rope to
demonstrate the knowledge of
push and pull.
Students will do exercises such
as jumping and skipping, and
throw balls into the air to
demonstrate their knowledge of
gravity.

Students will draw illustrations Students will demonstrate friction Students will practice soccer
4 demonstrating the relationship and the motion of objects on the dribbling skills while learning
between friction and the motion of slide of the playground. basic concepts of friction and how
objects. it affects the motion of objects.
Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate
the arts (dance, music, theater, and visual arts), health and physical education in your units.

Subject: Social Studies

Unit Length
Standards (i.e., approximate number of lessons/weeks
Standard 2-1: The student will demonstrate an understanding of One week
the local community as well as the fact that geography influences

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

not only the development of communities but also the interactions
between people and the environment.
Standard 2-2: The student will demonstrate an understanding of One week
the structure and function of local, state, and national
government.
Standard 2-3: The student will demonstrate an understanding of One week
the role of goods and services and supply and demand in a
community.
Standard 2-4: The student will demonstrate an understanding of One week
cultural contributions made by people from the various regions in
the United States.
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 time spent on each social studies unit was decided based on the possibility of projects
and worksheet handouts. Although students do not take a state standardized test, adjustments can be made if needed for
reteaching.

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

Standards ARTS PE HEALTH

Students will make a brochure.
1 They will divide into sections such
as origins, tradition, geography,
food and accomplishments.
Students will perform multicultural
dances from the past.
Students will practice throwing
and catching. The children will
use cardinal directions of North,
South, East and West. Students
will have to use higher order
thinking and decision making
skills during this activity.

Students will create an illustration
2 of the structure of local, state and
national government using
pencils, crayons, markers, and
construction paper.
Students will recreate a time
3 when he or she witnessed the
role of goods and services, supply
and demand in their community.
The students will color a picture
4 on a person that has made
contributions to society.
Students will work together in a
group to answer historical
questions in a relay game.
Students will discuss the
importance of working out within
their community.
Students will reenact a historical
event using a variety of
movement patterns.
Students will demonstrate their
knowledge of the structure of
local, state and national
government by creating a fitness
course.
Students will learn the role of
goods, service, supply, and
demand by reciting the definitions
of each while conducting
exercises/movements.
Students need to be taught the
proper way to shoot a basketball.
Students will shoot the basketball
after correctly answering a
question on a historical figure.

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  iPads
 Lesson notes  Pencil
 Pencil  Reading/ELA journal
 Laptop (To play videos)  Reading textbook
 Smart Board (Display the lumens camera  Worksheet Handout
and write notes on)
 Teacher’s edition textbook
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
  Handout answer key
 Manipulatives

Mathematics  iPads
 Lesson notes  Pencil
 Pencil  Math journal
 Laptop (To play videos)  Math workbook
 Smart Board (Display the lumens camera  Worksheet Handout
and write notes on)
 Teacher’s edition textbook
 Handout answer key
 Manipulatives

Science  iPads
 Lesson notes  Pencil
 Pencil  Science journal
 Laptop (To play videos)  Science textbook
 Smart Board (Display the lumens  Worksheet Handout
camera and write notes on)
 Teacher’s edition textbook
 Handout answer key
 Manipulatives

Social Studies  iPads

• Lesson notes  Pencil
• Pencil  Social Studies journal
• Laptop (To play videos)  Social studies textbook
• Smart Board (Display the lumens  Worksheet Handout
camera and write notes on)
• Teacher’s edition textbook
• Handout answer key

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
summative)
Example: Pop Quiz – 5 Questions = 5
bonus points
Unit 1: Weekly Quiz Weekly Quiz, End of Unit Test
Pop Quiz – based on school’s grading
Project chart: A= 100-90
End of Unit Test B= ; C= ; D = ; F =
Project – Scoring Rubric –
Maximum Points 50
Based on the school’s
Unit 1: 10 Question grading scale:
Multiple Choice Test A = 90-100
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
to students immediately Goal 1: Determine central
(within 2 days). ideas on themes of a text and
analyze their development.
Progress will be reported to
parents on the bi-weekly
progress reports and quarterly
report card.
All progress on the Goal 1:
assessments will be Recognize differences
reported to students between the points of view
immediately (within 2 and perspectives of the

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 (Formative)
Based on the school’s
Unit 2: 10 Question
Multiple Choice Test
(Formative)
Based on the school’s
Unit 3: 10 Question
Multiple Choice Test
(Formative)
Based on the school’s
Unit 4: 10 Question
Multiple Choice Test
(Formative)
Assessments (Indicate
whether formative or
summative)
Based on the school’s
Unit 1: 10 Question
Multiple Choice Test
(Formative)
Based on the school’s
Unit 2: 10 Question
Multiple Choice Test
(Formative)
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
B = 80-89 days). narrator and various
C = 70-79 characters.
D = 60-69 Progress will be reported to
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.
All progress on the Goal 2:
assessments will be Use context to determine
grading scale: reported to students the meaning of words and
A = 90-100 immediately (within 2 phrases.
B = 80-89 days).
C = 70-79
D = 60-69 Progress will be reported to
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.
All progress on the Goal 3:
assessments will be Describe the overall
grading scale: reported to students structure of a narrative
A = 90-100 immediately (within 2 including how the
B = 80-89 days). beginning introduces and
C = 70-79 the ending concludes the
D = 60-69 Progress will be reported to action.
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.
All progress on the Goal 4:
assessments will be Identify the literary devices
grading scale: reported to students of simile and metaphor and
A = 90-100 immediately (within 2 sound devices; explain how
B = 80-89 days). the author uses each.
C = 70-79
D = 60-69 Progress will be reported to
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.
Mathematics
Evaluative Criteria Student Matching Goal/Standard
Progress/Achievement
Reporting Method(s)
All progress on the Goal 1
assessments will be Add and subtract through
grading scale: reported to students 999 using concrete models,
A = 90-100 immediately (within 2 drawings, and symbols
B = 80-89 days). which convey strategies
C = 70-79 connected to place value
D = 60-69 Progress will be reported to understanding.
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.
All progress on the Goal 2
assessments will be Solve real-world/story
grading scale: reported to students problems involving dollar
A = 90-100 immediately (within 2 bills using the $ symbol or
B = 80-89 days). involving quarters, dimes,
C = 70-79 nickels, and pennies using
D = 60-69 Progress will be reported to the c (cent) symbol.
 F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.

All progress on the Goal 3

Based on the school’s assessments will be Use analog and digital
grading scale: reported to students clocks to tell and record
A = 90-100 immediately (within 2 time to the nearest five-
Unit 3: 10 Question minute interval using a.m.
B = 80-89 days).
Multiple Choice Test C = 70-79 and p.m.
(Formative) D = 60-69 Progress will be reported to
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.
All progress on the Goal 4
Based on the school’s assessments will be Collect, organize, and
grading scale: reported to students represent data with up to
Unit 4: 10 Question A = 90-100 immediately (within 2 four categories using
Multiple Choice Test B = 80-89 days). picture graphs and bar
(Formative) C = 70-79 graphs with a single unit
D = 60-69 Progress will be reported to scale.
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.

Science

Assessments (Indicate Evaluative Criteria Student Matching Goal/Standard

whether formative or Progress/Achievement
summative) Reporting Method(s)
All progress on the Goal 1
Based on the school’s assessments will be Analyze and interpret data
grading scale: reported to students from observations and
A = 90-100 immediately (within 2 measurements to compare
Unit 1: 5 question written B = 80-89 days). the effects of different
response quiz C = 70-79 strengths and directions of
(Formative) D = 60-69 Progress will be reported to pushing and pulling on the
F = 0-59 parents on the bi-weekly motion of an object.
progress reports and
quarterly report card.

All progress on the Goal 2

Based on the school’s assessments will be Develop and use models to
grading scale: reported to students exemplify the effects of
Unit 2: 5 question written A = 90-100 immediately (within 2 pushing and pulling on an
B = 80-89 days). object.
response quiz
C = 70-79
(Formative) D = 60-69 Progress will be reported to
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.
All progress on the Goal 3
Based on the school’s assessments will be Construct explanations of
grading scale: reported to students the relationship between
Unit 3: 5 question written A = 90-100 immediately (within 2 the motion of an object and
B = 80-89 days). the pull of gravity using
response quiz
C = 70-79 observations and data
(Formative) D = 60-69 Progress will be reported to collected.
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 All progress on the Goal 4
Based on the school’s assessments will be Conduct structured
grading scale: reported to students investigations to answer
A = 90-100 immediately (within 2 questions about the
B = 80-89 days). relationship between
C = 70-79 friction and the motion of
Unit 4: 5 question written D = 60-69 Progress will be reported to objects.
response quiz F = 0-59 parents on the bi-weekly
(Formative) progress reports and
quarterly report card.

Social Studies

Assessments (Indicate Evaluative Criteria Student Matching Goal/Standard

whether formative or Progress/Achievement
summative) Reporting Method(s)
All progress on the Goal 1
Based on the school’s assessments will be The student will
grading scale: reported to students demonstrate an
Unit 1: 5 question written A = 90-100 immediately (within 2 understanding of the local
B = 80-89 days). community as well as the
response quiz
C = 70-79 fact that geography
(Formative) D = 60-69 Progress will be reported to influences not only the
F = 0-59 parents on the bi-weekly development of
progress reports and communities but also the
quarterly report card. interactions between
people and the
environment.
All progress on the Goal 2
Based on the school’s assessments will be The student will
grading scale: reported to students demonstrate an
Unit 2: 5 question written A = 90-100 immediately (within 2 understanding of the
B = 80-89 days). structure and function of
response quiz
C = 70-79 local, state, and national
(Formative) D = 60-69 Progress will be reported to government.
F = 0-59 parents on the bi-weekly .
progress reports and
quarterly report card.
All progress on the Goal 3
Based on the school’s assessments will be The student will
Unit 3: 5 question written grading scale: reported to students demonstrate an
response quiz A = 90-100 immediately (within 2 understanding of the role of
B = 80-89 days). goods and services and
(Formative)
C = 70-79 supply and demand in a
D = 60-69 Progress will be reported to community.
F = 0-59 parents on the bi-weekly
progress reports and
quarterly report card.
All progress on the Goal 4
Based on the school’s assessments will be The student will
grading scale: reported to students demonstrate an
Unit 4: Project A = 90-100 immediately (within 2 understanding of cultural
B = 80-89 days). contributions made by
C = 70-79 people from the various
D = 60-69 Progress will be reported to regions in the United
F = 0-59 parents on the bi-weekly States.
progress reports and
quarterly report card.

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 determined the major assessments were appropriate for evaluating student progress and achievement based on MAP
testing test questions for 2nd grade. After reviewing the data from Fall and Winter myself along with the second team came
up with the standards that were necessary to teach prior to Spring MAP testing. I created the assessments for the
standards. I help the students understand the evaluation criteria for each subject by having a model example when
necessary, and by telling each student instructions and what was expected. On Thursday’s students take home their
Thursday folder. Inside of students folders are their assignments and assessments from the prior week. This will allow
parents to be aware of what their children have learned and how well they are doing

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:

To maintain record of student progress and achievement I have graded all of their assignments and recorded
them on the weekly grade sheet to be put into Power School. Graded assignments will be placed in the students
Thursday folder. The graded assignments will be placed into their file folder in the classroom for documentation.
Parents and or legal guardian must sign their Thursday folder and have students return them to school the
following Friday. If the parents or legal guardian have any questions, they are encouraged to call at any time,
send a message on Class Dojo, or send a note with their child expressing their concerns. If necessary a meeting
will be scheduled to discuss their child’s grade. Progress reports are sent home every four weeks. Students as
well as parents will be aware of how they are doing on a regular basis.

B. Procedures for disaggregating and displaying data:

Every assignment is graded and recorded on the weekly grade sheet as well as Power School. The students work
is displayed on the bulletin board and inside of the classroom. Displaying the students work is very beneficial
because it gives them motivation to complete their other assignments correctly so it can be displayed. It also
serves as a reminder so students know what is expected of them.

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

The data will be used to make instructional decisions in case a unit needs to be retaught or instruction needs to
be differentiated for students who have still not grasp an understanding. Review classwork and homework will
assist me in making instructional decisions.

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.

EXPECTATIONS DURING INSTRUCTION

Rules:

1. Sit up straight,EXPECTATIONS
feet on the floor, and attentive
DURING NON-INSTRUCTIONAL ROUTINES
2. Raise hand and wait to be called on
3. No side bar conversations

Consequences:

1. Verbal warning
2. Flip behavior card
3. Silent lunch EXPECTATIONS DURING NON-INSTRUCTIONAL
4. Call to parent
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
5.
 RULES AND CONSEQUENCES
Rules:

1. Line up by class number

2. Zero in the hallways
3. Stand on the third square from the wall while walking in the hallways
4. Sit on your bottom when seated at your desk
5. Raise your hand and ask for permission to use the pencil sharpener, or go to the water
fountain, or restroom.

Consequences:

1. Verbal warning
2. Flip behavior card
3. Silent lunch
4. Call to parent

Reflect on classroom management: What are the most important considerations in managing the classroom to
maximize instructional time, and why do you believe them to be important?
The most important considerations in managing the classroom to maximize instructional time are by reviewing with
students the classroom rules, so they are aware of the behavior that is expected of them. Students are expected to be
sitting up straight, quiet, engaged, and actively listening to the instruction being taught. I believe by having attention
getters in placed so students will settle down and be quiet. Also, having routines for movement for lining up and turning in
assignments will minimize confusion and chaos with students. Consistency in expectations for all areas will maximize
instructional time.
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

The procedures we currently have in place is sending home a folder daily and using Class Dojo. The
students have two folders. Monday through Wednesday and on Fridays the students take home a
folder that has their behavior chart, sight words, and homework. On Thursday’s they each have a
Thursday folder that includes all of the above and their completed graded work from the week. This
is great so parents will be aware of how what their students have been working on and how they are
doing in those areas. Procedures for involving parents with the learning at home
Section VII: Reflecting and Revision Procedures
Class Dojo is great because every parent has downloaded the app and is enrolled. This gives us
information to pass on information to parents about upcoming events and important information.
The information that are posted on Class Dojo are also sent home in the students folders.

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:
The strengths in my log range plan are addressing every learning style in my lesson plans and incorporating
technology, and fun learning activities. I feel that these are my strengths because it ensures that every child has
the opportunity to learn in more ways than one. It will also have students attentive and engaged.

B. Weaknesses
I believe that the weaknesses of my long range plan are incorporating pe, art, and health in my lesson plans. I feel
this way because the students go to pe and art every week. With that being said I do understand that it is
essential to their learning by incorporating those subjects.

C. Time line for evaluating long range plan components.

I plan on evaluating my long range plan weekly as a guide to assist me when planning the upcoming weekly
lesson plans. I will also make adjustments if needed.

D. List modifications and adaptations that you think might be needed to improve the procedures.
1. I will adhere to the daily time schedule for each subject during each lesson, in order to not go over the designated
time.
2. I would increase communication with parents about student’s academic needs.
3. Modifying student expectations and consequences for behavior as a routine until they all have a clear
understanding of what is expected and how it looks.

E. Plan for reflecting on your teaching

1. I plan on reflecting on my teaching practices by doing a self-reflection daily, to evaluate my strengths and
weaknesses.
2. The weekly conferences with Mrs. Brown will give me insight for areas of improvement, because she is constantly
observing me.
3. I will look for areas of improvements when teaching based on the total amount of students that have mastered a
concept, and test scores on lessons that I have taught.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Revised Fall 2013 – ACEI/NAEYC 2010 Standards