Long Range Plan-Final

EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Candidate: Avriel Taylor
Cooperating Teacher: Dr. A. Jamison
District: Orangeburg Consolidated School District 5 School: Whittaker Elementary
Major: Early Childhood Education
Cognate(s): Math
Grade: 2nd
Year: 2015-2016
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
Reading Level
Description
(of your findings in terms
of your students)
There is about the same

number of males as
females in my class. The
class consist of ten boys
and nine girls.
All the students should be
reading at a 2.0 grade level
or above, but there are only
ten students that are
actually on grade level. The
other 9 are reading
between a 1.2 and 1.9
grade level. Being that the
students are about four
months from being
promoted to the third grade
they should all be at least
at a 2.5 reading level, and
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Sources/Contextual Factors
(e.g. students, community
resources, internet, records, school
personnel, family, etc.)
Observation
School Records (MAP Testing Scores)
Student Interest
Learning Styles
Ethnicity
by the end of the year, they

should be at a 3.0 reading
level.
My students like playing
competitive games and
enjoy working in groups or
partners rather that working
alone. They enjoy listening
to music and using their
iPads any time of the day.
The majority of the students
are auditory and visual
learners. They only retain
information if they hear it
while they are looking at it.
Other students are
kinesthetic learners. They
prefer and retain
information better by doing
hands on activities.
There are 17 African
American children, 1 Asian
child, and 1 Latino child.
Students (through survey)
Teacher/School Personnel
Observation
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?
Finding out about my students in advance can help me think about how to build effectively on their prior knowledge to make the
material in my class relevant and engaging. Knowing how students conceive knowledge and of the role of teacher and student in
learning can be a helpful starting point for designing instruction. Gender will play an important role in my classroom. Since there are
almost an equal number of boys and girls in the class, I will have to try my best not to be gender bias. Girls are known for being praised
for being neat, quiet, and calm, whereas boys are encouraged to think independently, be active and speak up. I plan to make sure that
both the boys and girls in my classroom will have the same expectations and will be treated equally. Each student will be disciplined the
same way and have the same consequences. By looking at the reading levels of my students, I would be able to know if my students
will be able to read the assignments or the test I give them. Those students who are below reading level, I will have to use my stronger
students to help bring those students level up. I will make sure my classroom is rich print, meaning I will have materials in the
classroom that promote reading. Through the student interest survey, I will be able to incorporate their interest while teaching lessons.
For example, my students like playing games. Therefore, we will play games that give every child an opportunity to answer questions
for points, and the prize will be star student of the week in the classroom. From the student interest survey, I will also be able to find out
how my students learn best and background information about my students. I will discover how many hours they study, where they
study, what study habits do they have. I will be informed about the families of each of my students. I would learn about their living
conditions and social economic status. Learning styles is very important because each child learns differently. I will have to make sure I
incorporate each type of learning styles in my lesson so I can make sure every student has a chance at learning the information. Since I
have a Latino and an Asian in my classroom. I will need to ensure that I understand the information even though they speak English.
Their English is not that strong, so it will be my responsibility to enhance their English by giving them multiple resources.
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

2RL 3.5 Use and apply knowledge of how inflectional endings change words.
2RL 10.5 Use print and multimedia resources to determine or clarify the precise meaning of words
or phrases.
2W 4.6 Use positional, time, and place prepositional phrases.
2W 4.5 Use adjectives and adverbs, and choose between them depending on what is to be
modified.
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?
All of these learning goals are equally important. If the students are able to understand how to use print and multimedia resources to
determine or clarify the precise meaning of words or phrases, then they will be successful at how to use and apply knowledge of how
inflectional endings change words. It will also help them with the use of positional, time, and place prepositional phrases. Not only do
these learning goals work together in English Language Arts, they help students comprehend in all content areas.
Subject: Mathematics

2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having
specified attributes, such as a given number of equal faces.
2.NBST.7 Add and subtract through 999 using concrete models,
drawings, and symbols which convey strategies connected to place value
understanding.
2.ATO.1 Solve one- and two- step real-world/story problems using addition (as a joining action and
as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and
as a comparison) through 99 with unknowns in all positions.
2.NBST.8 Determine the number that is 10 or 100 more or less than a

given number through 1,000 and explain the reasoning verbally and in
writing.
Although all of the learning goals listed are important, I believe the most important goal is the second one: Add and subtract through
999 using concrete models, drawings, and symbols which convey strategies connected to place value understanding. This concept is
most important for all students to achieve because it sets the foundation for higher level math like multiplication and division.
Subject: Science

2.P.4A.2 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.
2.P.4A.5 Define problems related to the effects of friction and design possible solutions to reduce
the effects on the motion of an object.
Although all of the learning goals listed are important, I believe the most important goal is the last one: Define problems related to the
effects of friction and design possible solutions to reduce the effects on the motion of an object. This concept is most important for all
students to achieve because they will be able to identify, demonstrate, and solve any problems related to the effects of friction and
design possible solutions to reduce the effects on the motion of an object
Subject: Social Studies

2-3.2 Explain how peoples choices about what to buy will determine what goods and services are
produced.
2-3.3 Explain ways that people may obtain goods and services that they do not produce, including
the use of barter and money.
2-3.4 Identify examples of markets and price in the local community and explain the roles of buyers
and sellers in creating markets and pricing.
2-3.5 Explain the effects of supply and demand on the price of goods and services.
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you
Although all of the learning goals listed are important, I believe the most important goal is the last one: Explain the effects of supply and
demand on the price of goods and services. This concept is most important for all students to achieve because every student should
have a clear understand of how the economy work and why the cost of goods or services change.
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
Standards
2RL 3.5 Use and apply knowledge of how inflectional
endings change words.
Unit Topic:
Unit Length
(i.e., approximate number of
lessons/weeks)
1 week, 5 lessons
2RL 10.5 Use print and multimedia resources to determine

or clarify the precise meaning of words or phrases.
1 week, 5 lessons
2W 4.6 Use positional, time, and place prepositional

phrases.
1 week, 5 lessons
2W 4.5 Use adjectives and adverbs, and choose between

them depending on what is to be modified.
1 week, 5 lessons
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on
each unit of instruction?
These are the academic standards as prescribed by the South Carolina Department of Education. I have determined the amount of
time spent on each through careful consideration of the students, pre-test scores, and understanding of the South Carolina standards. I
have also determined the amount of time spent by the Pacing Guide developed by Orangeburg Consolidated School District. Each
class will be run in a tutorial fashion with great dependence on differentiation of instruction.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standard
s
1
ARTS
PE
HEALTH
The teacher will have the

students make flip books to
decode words with prefixes
and suffixes.
Have the student s walk to

the front of the classroom to
complete an interactive
activity on the SmartBoard.

students make a
prepositions Bingo card.
We will then play bingo as a
class.
Place hula hoops in

Introduce force and motion
different spots outside the
to the students.
classroom. Give Each
student a ball. The student
will hold the ball in their
hands until the teacher
gives a command. Once the
Review health related

words that have prefixes
and suffixes.
2
3
Have the students an

adjective and adverb pin
wheel.
teacher gives a command

the students will then place
the ball in its perspective
position.
The teacher will read
various sentences then
have the students reach up
high if the sentence
contains an adjective and
reach down low if the
sentence contains an
adverb.
Have the students use

adjectives and adverbs to
describe food in the grain
section of the food group
pyramid.
Subject: Mathematics
Standards
2.G.1 Identify triangles, quadrilaterals, hexagons, and
cubes. Recognize and draw shapes having specified
attributes, such as a given number of equal faces.
2.NBST.7 Add and subtract through 999 using concrete
models, drawings, and symbols which convey strategies
connected to place value understanding.
2.ATO.1 Solve one- and two- step real-world/story problems
using addition (as a joining action and as a part-part-whole
action) and subtraction (as a separation action, finding parts
of the whole, and as a comparison) through 99 with
unknowns in all positions.
2.NBST.8 Determine the number that is 10 or 100 more or
less than a given number through 1,000 and explain the
reasoning verbally and in writing.
Unit Topic:
Unit Length
lessons/weeks
1 week, 5 lessons
1 week, 5 lessons
1 week, 5 lessons
1 week, 5 lessons
Standard
s
1
2
ARTS
The students will make the
different shapes using
origami cut outs.
The students will use
models drawings and
symbols to convey different
strategies.
The students will draw
PE
students make human
shapes.
students act as the
symbols in the problem.
Two students will be the
numbers, one person will
be the sign, and one
person will be the answer.
HEALTH
students make human
shapes.
students act as the
symbols in the problem.
Two students will be the
numbers, one person will
be the sign, and one
person will be the answer.
shapes or objects to help

convey different strategies.
The students will cut and
color alligator mouths.
They will use these to
determine whether the
number is more or less
than a given number.
students stand up and act

out the real world
problems.
students clap to the left if
the number if more and
clap to the right if the
number is less.
students stand up and act

out the real world
problems.
students clap to the left if
the number if more and
clap to the right if the
number is less.
Subject: Science
Standards
2.P.4A.2 Develop and use models to exemplify the effects
of pushing and pulling on an object.
Unit Topic:
Unit Length
lessons/weeks
1 week, 5 lessons
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.
1 week, 5 lessons
2.P.4A.4 Conduct structured investigations to answer

questions about the relationship between friction and the
motion of objects.
1 week, 5 lessons
2.P.4A.5 Define problems related to the effects of friction

and design possible solutions to reduce the effects on the
motion of an object.
1 week, 5 lessons
Standard
s
1
ARTS
PE

students create a magnet
powered car. The students
will create the car and
make a road out of tape
then try to push or pull the
car in the right direction
without touching it.
students make catapults.

students play Tug of War
The teacher will have a

physics professor from
Claflin to come talk to the
students about force and
motion.

students play a game of
kickball.

students make balloon
cars and test them on
different floor textures.
The student will take turns

running and sliding on
different types of floor
textures.

students make balloon
cars and test them on
different floor textures.
The student will take turns

running and sliding on
different types of floor
textures, then have them
come up with possible
solutions to reduce the

motion.
motion.
motion.
HEALTH
effects on the motion of an

object
Subject: Social Studies
Standards
Unit Topic:
Unit Length
lessons/weeks
2-3.2 Explain how peoples choices about what to buy will

determine what goods and services are produced.
1 Week, 5 lessons
2-3.3 Explain ways that people may obtain goods and

services that they do not produce, including the use of
barter and money.
1 Week, 5 lessons
2-3.4 Identify examples of markets and price in the local

community and explain the roles of buyers and sellers in
creating markets and pricing.
1 Week, 5 lessons
2-3.5 Explain the effects of supply and demand on the

price of goods and services.
1 Week, 5 lessons
Standard
s
ARTS

students cut and paste
picture on a T-chart.

students create goods to
sell at the classroom store.


PE
The teacher will have
students create a store
and sell goods and or
services. The students will
be able to move around
and shop at the store.
students participate in a
barter party. They students
will move around the
classroom and get items
from other students using
the barter system.
HEALTH
class visitor from a small
owned business in the
community.
community.

community.
community.
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
Paper, pencils, crayons, markers, glue, erasers,
clipboard, pencil box/case, headphones in a labeled
bag, Kleenex, 6 composition notebooks, pencil
sharpener, 4 2 pocket folders, iPad, Computers, Laptop,
SmartBoard, MasteryConnect, PowerPoint,
BrainPop.com, EZ Grader, Paperclips, Stapler, Printer
Paper, Highlighters, colored pens, tape, Chart Paper,
Envisionmath.com,
English Language Arts
Reading Street Textbook Teacher Edition
Student Materials
Paper, pencils, crayons, markers, glue, erasers,
clipboard, pencil box/case, headphones in a labeled
bag, Kleenex, 6 composition notebooks, pencil
sharpener, 4 2 pocket folders, iPads,
MasteryConnect, Test Partitions,
Mathematics
Envision Math Workbook Teacher Edition
Math M2 Notebook Teacher Edition
Math Manipulatives (for hands-on instruction)
Envision Math Workbook, Envision Math Guided

Practice and Independent Practice Worksheets
Science
Science Textbook Teacher Edition
Science Materials (for science experiments)
Social Studies
Social Studies Textbook Teacher Edition
Science Textbook
Flashcards, Index Cards, Reading Street Textbook
Social Studies Textbook
Section IV: Assessment of Student Performance

Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for
this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present
multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments (or a detailed
description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).
English Language Arts
Assessments
(Indicate whether
formative or
summative)
Example:
Unit 1: Weekly Quiz
Pop Quiz
Project
End of Unit
Test
Evaluative Criteria
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A=
B= ; C= ; D = ; F =
Project Scoring
Rubric Maximum
Points 50
Student
Progress/Achievemen
t Reporting Method(s)
All progress on the
assessments will be
reported to students
immediately (within 2
days).
Grades will be posted to
PowerSchool within 2
days. Parents has daily
access students grades
and progress.
Matching
Goal/Standard
Goal 1: Determine
central ideas on
themes of a text and
analyze their
development.
Progress will be
reported to parents on
the weekly progress
reports and quarterly
report card.
Standard 1:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
All progress on the

assessments will be
days).
and progress.
Progress will be
2RL 3.5 Use and

apply knowledge of
how inflectional
endings change
words.
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
the weekly progress

report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 2:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
All progress on the

assessments will be
days).
and progress.
Progress will be
the weekly progress
report card.
2RL 10.5 Use print

and multimedia
resources to
determine or clarify
the precise meaning
of words or phrases.
Debate Circles
Fist to Five Four
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 3:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Corners Think-Pair-
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
All progress on the

assessments will be
days).
and progress.
Progress will be
the weekly progress
report card.
2W 4.6 Use positional,

time, and place
prepositional phrases.
Share White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 4:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Summative
Asssessment
Weekly Quiz
All progress on the

assessments will be
days).
and progress.
Progress will be
the weekly progress
report card.
2W 4.5 Use
adjectives and
adverbs, and choose
between them
depending on what is
to be modified.
End of Unit Test
Mathematics
Assessments
(Indicate whether
formative or
summative)
Standard 1:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Evaluative Criteria
Student
Progress/Achievemen
All progress on the
assessments will be
days).
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ; Grades will be posted to
D = 70-75 ; F =0-69
and progress.
Progress will be
the weekly progress
report card.
Matching
Goal/Standard
2.G.1 Identify
triangles,
quadrilaterals,
hexagons, and cubes.
Recognize and draw
shapes having
specified attributes,
such as a given
number of equal faces.

Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 2:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
All progress on the

assessments will be
days).
and progress.
Progress will be
the weekly progress
report card.
2.NBST.7 Add and

subtract through 999
using concrete
models,
drawings, and symbols
which convey
strategies connected
to place value
understanding.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 3:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Summative
Asssessment
Weekly Quiz
End of Unit Test
All progress on the

assessments will be
days).
and progress.
Progress will be
the weekly progress
report card.
2.ATO.1 Solve oneand two- step realworld/story problems

using addition (as a
joining action and as a
part-part-whole action)
and subtraction (as a
separation action,
finding parts of the
whole, and as a
comparison) through
99 with unknowns in
all positions.
Standard 4:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Summative
Asssessment
Weekly Quiz
End of Unit Test
All progress on the

assessments will be
days).
and progress.
Progress will be
the weekly progress
report card.
2.NBST.8 Determine
the number that is 10
or 100 more or less
than a
given number through
1,000 and explain the
reasoning verbally and
in
writing.
Science
Assessments
(Indicate whether
formative or
summative)
Standard 1:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it
Evaluative Criteria
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92; C= 76-84;
D = 70-75; F =0-69
Summative
Asssessment
Student
Progress/Achievemen
All progress on the
assessments will be
days).
and progress.
Progress will be
the weekly progress
report card.
Matching
Goal/Standard
2.P.4A.2 Develop and

use models to
exemplify the effects
of pushing and pulling
on an object.
Weekly Quiz
End of Unit Test
Standard 2:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92; C= 76-84;
D = 70-75; F =0-69
All progress on the

assessments will be
days).
and progress.
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.
Progress will be
the weekly progress
report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Weekly Quiz, End of
Unit Test based on
All progress on the

assessments will be
2.P.4A.4 Conduct
structured
Standard 3:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it
schools grading
chart: A= 93-100
B= 85-92; C= 76-84;
D = 70-75; F =0-69
days).
and progress.
investigations to
answer questions
about the relationship
between friction and
the motion of objects.
Progress will be
the weekly progress
report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 4
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92; C= 76-84;
D = 70-75; F =0-69
All progress on the

assessments will be
days).
2.P.4A.5 Define
problems related to
the effects of friction
and design possible
solutions to reduce the
effects on the motion
of an object.
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it

and progress.
Progress will be
the weekly progress
report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Social Studies
Assessments
(Indicate whether
formative or
summative)
Evaluative Criteria
Student
Progress/Achievemen
Matching
Goal/Standard
Standard 1:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
All progress on the

assessments will be
days).
2-3.2 Explain how

peoples choices
about what to buy will
determine what goods
and services are
produced.

and progress.
Progress will be
the weekly progress
report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 2:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
All progress on the

assessments will be
days).
2-3.3 Explain ways

that people may
obtain goods and
services that they do
not produce, including
the use of barter and
money.
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it
and progress.
Progress will be
the weekly progress
report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 3:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
All progress on the

assessments will be
days).
and progress.
Progress will be
the weekly progress
2-3.4 Identify
examples of markets
and price in the local
community and
explain the roles of
buyers and sellers in
creating markets and
pricing.
Response Logs Peer/

Self Assessments
Four Corners
Make a Sentence
Debate Circles
Fist to Five Four
Chin-it

report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 4:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Weekly Quiz, End of

Unit Test based on
schools grading
chart: A= 93-100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
All progress on the

assessments will be
days).
and progress.
Progress will be
the weekly progress
report card.
2-3.5 Explain the

effects of supply and
demand on the price
of goods and services.

Fist to Five Four
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Reflect on student performance: (1) How did you determine that your major assessments are appropriate for evaluating
student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the
evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall
progress and achievement in the class/subject?
I determined that for my students, effort is worth more than correctness. This is because upon final completion of the assignment,
each student should have all correct answers through one-on-one daily tutorial sessions with the teacher. Through this one-on-one
time, student progress will be monitored on a daily basis. The students will be given weekly notification of their grades and will each
be given a student work folder where all of their graded assignments are stored. These folders will be used to evaluate student
progress and help the student and teacher monitor their improvement at the end of the semester. Parents were informed of these
policies through phone conversations, parent-teacher conferences, and signature acceptance of the policies stated in the syllabus. I
also continually reinforce the concept of the grading policy through individual student conferences and conversations with parents.
At the end of each week the students will receive progress report of where they currently stand in the class. A signature is required
from the parents on the progress reports. In addition to this, parents will be informed of missing assignments and low grades
through their preferred method of parent contact.
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:
All student assignments and assessments are graded the day completed and turned into the teacher. After the assignment or
assessment is graded, the teacher inputs the score into the grade book (
hard copy) and Power School (soft copy). Power School is an online portal, in which teachers input students grades for
all subjects/classes and
the parents have access to their students current grades and progress.
This system creates a collaborative environment amongst the teachers, parents, and school. Accelerated Readers grades can be
accessed on the Accelerated Reader
website. Teacher will include students scores with ELA grades.
All graded work is kept in the
classroom in their graded work folders that are in the teachers corner. This graded work is kept in case of a situation, in which the
students actual answer choices need to
be reviewed. In the event of an absence at school, all students have the opportunity to complete and turn in any make up work with the
time frame of twenty-four hours.
B. Procedures for disaggregating and displaying data:
Grades that are submitted to the online grade book are available for parents to view online through PowerSchool. Every week, a
progress report will be sent home with students to keep both students and parents aware of how their child is doing in class. This
progress report is sent home attached to a recent test and parents are asked to sign the progress report for extra credit. Along with
interims and report cards, I will send home a newsletter of the standards and spelling words for the following week, an individual
progress report, and a letter to parents explaining what they will see on the progress report. This is sent home via students to notify
all parents of how students are doing. If a child is not progressing as they should, or are in close range of being retained a letter is
sent home to the parents via postal mail. It is required of teachers in Orangeburg Consolidated School District Five to notify parents
when their child is in danger of failing the course, so sending this information home is one way to notify parents.
C. How will you use the data to make instructional decisions?

All of the students data will be an asset while I make important instructional decisions to enhance their learning. I will analyze the data,
reflect on my teaching, and deliberate on how to increase the student scores and challenge the students accordingly. Once I evaluate
the student scores, I will be able to see whether the students fully comprehend and retain the information and content taught. If the
students do not score well on the assessments, I will reteach them on the aspects that were not understood. I will reteach the students
that need the help and assistance in small group, while the other students remain on schedule with the pacing guide. If the majority of
the class needs to be retaught with additional attention, I will reteach in whole group. Before continuing onto the next lesson, I will
ensure that all students have grasped the concept of the current lesson.
During instruction, students are to sit quietly at their desks and wait for instructions. The students should not be talking while the
teacher is talking or giving instructions. Students should not be writing while the teacher is writing; their attention should be solely
on the teacher. The students have high expectations in this classroom. All of the students in the classroom are labeled Gifted &
Section V: Classroom Management
Talented, so the academic standards are higher than the average classroom. Parents are expected to assist students with any
homework, projects, or assignments that may seem challenging, difficult, or overwhelming at first. The rules that students are
Describe your expectations for student behavior during instruction and during non-instructional routines. Write your
expected to follow are listed below. The rewards and consequences that students receive based on their behavior are also listed
description as if you were explaining these expectations to your students and their parents. List the rules and consequences,
below.
and your procedures for non-instructional activities.
Rules
EXPECTATIONS DURING INSTRUCTION
1. Listen and follow directions the first time. 2. Raise your hand, and wait for permission to speak. 3. Keep your hands, feet,
objects, and negative comments to yourself. 4. Have your supplies, and be on time. 5. Complete and submit all assignments on time
with excellence.
Rewards
1. Praise (Treats) 2. Homework Passes 3. Note to Parent 4. Point on ClassDojo 5. Free time
Consequences
1. Verbal Warning 2. Conference with Teacher 3. Conference with Office 4. Call to Parent 5. Referral
PROCEDURES: (All procedures will be practiced for the first two weeks of school and throughout the year as needed)
o Morning- When students arrive; they will unpack their backpacks and put them in a cubby or desk. They will put any
assignments in the assignment bin in a designated area; the same will apply for important notes and reading logs. Next,
the students will be seated and complete their morning work. Morning work will be handwriting worksheets in a folder and
then when finished with that they are to write in their writing journal. If a student finishes the morning work quickly, he/she
may read a book.
o Restroom Use- There will be three class bathroom breaks. They will be 10 minutes. If it is an
emergency and cannot wait, the teacher will allow the student to go.
o Student Jobs- There will be a chart on the wall with jobs such as: line leader, table wiper, paper assistant, door holder,
and fire drill assistant etc. Each day the students will rotate and get a new job.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
o Cafeteria - The students will be called by groups when it is time to go to the cafeteria. While eating the students may talk
using quiet voices. If they do not, they will have silent lunch. After eating and dumping trays, they will line up by the back
wall of the cafeteria.
o Early Finishers- If students finish their work early, there will be specific instructions varying upon subject. I also have a
poster that has ideas.
o To Get Teachers Attention- Students will raise their hand quietly and wait for the teacher to acknowledge them.
o Transitions- When shifting transitions from one lesson to another, the teacher will use a bell. The bell will be rung three
times. The first time signals that everyone should stop. The second signals for the students to stand quietly and walk in
line. The third and final bell signals for students to transition to their respected seats. Then she will give instructions to
follow. Students will have 30 seconds to transition themselves.
o Group Work- Students will already be in a designated group because of tables or desks. The groups will be assigned
to be sure the students work well together. The students may work at their desks or on the floor around the room. The
groups should compromise and talk using inside voices.
o Lining Up- Students will line up next to the door in alphabetical order for specials. The person with the line leader
responsibility will always come to the front of the line. The door holder will always line up second.
o Packing Up/End of the Day Routine- At the end of the day, the students will be called to get homework and anything else
that needs to be sent home. Students then pack up and sit quietly.
o Dismissal- Once the bell rings, the teacher will dismiss the class.
o Safety- Safety rules will be reviewed at the beginning of the year to ensure the safety of all students.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCES
Rules
1. Listen and follow directions the first time. 2. Raise your hand, and wait for permission to speak. 3. Keep your hands,
feet, objects, and negative comments to yourself. 4. Have your supplies, and be on time. 5. Complete and submit all
assignments on time with excellence.
Rewards
1. Praise (Treats) 2. Homework Passes 3. Note to Parent 4. Point on ClassDojo 5. Free time
Consequences
1. Verbal Warning 2. Conference with Teacher 3. Conference with Office 4. Call to Parent 5. Referral
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?
In an effort to maximize classroom instruction and effective classroom management, I believe it essential for me to make sure students
know my expectations (for learning, instruction, non-instruction, and behavior). It is fair to say that if I spend a great deal of time
informing students (verbally and non-verbally) of what I expect of them, then in turn they will demonstrate the expected procedures
and/or goals. As the teacher, it is important for me to interact with my students from a positive standpoint, where positive relationships
are built at the beginning of the school year. Developing these positive relationships lead to 100% student participation, based on a
level of mutual trust and respect amongst the classroom environment.
Section VI: Parent Communications
Describe your procedures for providing initial information about your goals and expectations for student learning, plans for
instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your
parents with learning at home. How do you plan to periodically inform your parents about their childs learning and
behavioral progress in your class? Also, discuss how you would involve your parents in home-based and school-based
activities.
Procedures for providing initial information
At the start of the school year, my aim is to provide students with an overview of my goals, expectations, and management
style as it pertains to the overall structure of the classroom environment. During this time, students will become aware of
my high, yet achievable standards of expectations for their learning; plans for instruction and assessment practices and
procedures; behavior (acceptable and unacceptable); parental support (at home and at school); and will be provided with
an example of how our class will operate on typical school days as it relates to setting the foundation for instruction,
emergency occurrences, and technology/ media routines and procedures. Families will be provided with a welcome packet
to include: a welcome letter, student emergency information/profile form, class and homework procedures, sample
newsletter, related arts schedule and school event schedule (club meeting days, tutoring, special programs, etc.), and field
trip information. Additional pertinent information such as district paperwork will be sent home, too
Procedures for involving parents with the learning at home

In an effort to involve parents in the learning process at home as well as include them in out learning community, by making them feel as
though theyre an important component of the learning process, I plan to conduct parent-teacher-student tutorials twice a
week; invite parents to participate in projects at home and at school; invite parents to participate in on-sight and off-sight
field trips; and take an active role in their childs academics, by closely communicating with me, regularly. At the beginning
of the school year, I plan to inform families of my goals and expectations for student success, my plans for implementing
effective, differentiated instruction to meet the needs of all learners, and of rules, procedures, and consequences. I will
inform families that they can keep up with their childs grades, via Power School. I will also inform parents that theyre
Section
VII: Reflectinghours
and Revision
Procedures
always welcome to visit the classroom, during
non-instructional
after school
to view their childs portfolio. Using
district-issued progress reports and report cards, parents will be able to view their childs quarterly grades as well as provide
feedback regarding each individual grade. In supporting the child, if parents and the teacher deem its necessary for a child to receive
additional assistance in content areas, then the child will receive additional support (intervention, teacher support, etc.),
rather than busy work or dido worksheets.
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 long-term plan allows me to set my pace for the year. I plan to refer to my long-term plan frequently and ask
myself, Am I where I need to be? Am I spending too much time on certain skills and concepts given the other skills and
concepts I have left to teach? This reflection process enables me to continuously make purposeful instructional decisions that
will lead to daily, weekly, and monthly academic progress toward your big goal.
B. Weaknesses: This long term plan doesnt not outline procedures day by day. Lesson plans will still need to be created weekly
to make sure everything is taught and it matches the time line. Sometimes things do not go as planned and are subjected to
change. This plan does not provide procedures or details is something was to change.
C. Time line for evaluating long range plan components.

While creating an ideal time for evaluating components of my long range plan, I plan to make necessary accommodations as it
relates to student achievement monthly, sometimes weekly. If all students prove to be successful within the given time frame of a
unit, then instruction will continue. If students experience more challenges than expected, then instruction will have to be
monitored and adjusted for both the students who experience challenges and the students who understand the material.
D. List modifications and adaptations that you think might be needed to improve the procedures.
Modifications: Alter the school work required, making it different from other students, if needed, to reach the childs maximum
potential in school success
Copies of teacher notes
Help with note taking
Reduced or altered assignments
Alternative testing format
Modified tests
Peer assistance
Cooperative learning
More assignments in areas of strength

Modified grading
Modified expectations
Modified texts
Taped reading materials
Step-by-step assignments
Accommodations: Alter the classroom setting to reach the childs maximum potential and to demonstrate the childs knowledge
and educational progress
Seating near the teacher or board
Increased response time
More frequent review
Paraphrasing new information
Simplified instructions
Extended time to complete tests & assignments
Enlarged print
Oral test/response
Assistive technology
Seating with a buddy
Un-timed timed tests
Practice activities to fit learning style
E. Plan for reflecting on your teaching practices.
After teaching: I will take the time to ask myself some questions about the lesson. What worked? What didn't work? What would
I do differently if I taught it again? What will I do tomorrow? Did I do a better job on whatever teaching behavior I was trying to
improve, for instance, wait time, calling on all students by name, or asking for justification? I will also reflect upon daily
instructional practices, monitor student achievement, and motivate students to be the best they can be.
Name: _______________________________
ACEI/
Component
NAEY
C
1.0/1a Description of
Students
Long Range Plan Scoring Rubric

Major: ______________________
Target (3)
Describes students in-depth according
to ability, learning styles, ethnic group,
gender and special needs, etc.;
suggests several ways to plan lessons
Date: _________________________
Acceptable (2)
Describes students
according to their
differences, but is unclear
about ways to
Unacceptable (1)
Does not include at least
five (5) types of
descriptions; displays
minimal understanding of
Sco
re
to accommodate differences.
accommodate differences
when planning.
addressing a variety of
student needs when
planning.
5.2/2c Contextual
;3b
Factors
Data is collected from multiple sources,

including IEPs, test scores, school
records, student interest surveys,
school personnel, students, etc.
Candidate reflects an understanding of
the importance of collaborative
relationships with families, school
colleagues and agencies in the
community.
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.
Used primarily secondary

source data (records) to
obtain data. No school or
community data included.
Learning and
3.1/3a Developmental
Goals
Includes at least four (4) or more

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

diversity of students in their
development and learning styles, as
well as race, ethnicity, culture and
exceptional needs.
Units of
Instruction
2.1/5a
- English
Language Arts
The content area related to reading,

writing, speaking, viewing, listening, and
thinking skills is comprehensively
covered. The timeline of instructional
units reflects knowledge of key themes,
of concepts, and of English language
arts skills. The content is paced so
objectives are covered.
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
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
concepts and of English
language arts skills. The
content is not paced so
Units of
2.2/5a Instruction
- Science
Units of
2.3/5a Instruction
- Mathematics
Units of
Instruction
2.4/5a
Social
Studies
The content area has at

least 90% of the key
elements covered, reflecting
concepts and of skills
necessary to plan
appropriate science lessons.
The content is paced so
The content area related to concepts of The content area has at
number and operations, algebra,
least 90% of the key
geometry, measurement, and data
analysis and probability is
comprehensively covered. The timeline concepts and of skills
of instructional units reflect knowledge
necessary to plan
of key themes, concepts and of skills
appropriate mathematics
necessary to plan appropriate
lessons. The content Is
mathematics lessons. The content Is
paced so objectives are
paced so objectives are covered.
covered.
The content area has at
The content area related to concepts of least 90% of the key
history, geography, and the social
sciences is comprehensively covered.
The timeline of instructional units reflect concepts and of skills
knowledge of key themes, concepts and necessary to plan
of skills necessary to plan appropriate
appropriate social studies
social studies lessons. The content Is
lessons. The content Is
paced so objectives are covered.
covered.
The content area related to concepts of
physical, life, and earth science is
comprehensively covered. The timeline
of instructional units reflects knowledge
of key themes, concepts and of skills
necessary to plan appropriate science
lessons. The content Is paced so
The content area is

concepts, and of science
skills. The content is not
covered.
The content area is
concepts, and of
mathematics skills. The
The content area is
concepts, and of social
studies skills. The
Instructional
Units
2.5/5a Visual and
Performing
Arts
Clear integration of visual and

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

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

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

multiple times throughout the units.
Health key elements are

integrated at least twice
within each unit outline.
Health key elements are

not included in each unit.
Instructional
Units
2.7/5a
Physical
Education
Instructional
1.0/4c Materials &
Resources
3.5/4
b
4.0/3
b
Instructional
Materials &
Resources
Assessment
PE is clearly integrated several times in

each of the units.
Uses a variety of instructional materials

and resources that directly align and
support units; materials/resources
clearly support curriculum enhancement
and successful learning experiences to
support and enrich student
development, characteristics,
acquisition of knowledge, and
motivation to learn. Evidence of the use
of community resources is provided.
Technology, to include hardware,
software and assisted support is listed
and reflects the use of such tools to
foster 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 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.
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 teachers 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.
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 teachers use of
technology for
instructional
presentations.
Assessments given do
not match the learning
goals, or no explanations,
descriptions, or
assessments are
attached.
4.0/3
b
3.4/1c
Student
Records
Discipline
Policy
Procedures for
Non3.4/1c
Instructional
Activities
5.2/2
b
Parental
Communicatio
ns
Procedures for recording, aggregating

and displaying data indicate that
records are organized, well maintained
and easy to interpret; procedures are
easy to follow to plan, to evaluate,
strengthen instruction, make content
knowledge decisions, and make
individual progress decisions. Use of
data for differentiated instruction is
clear.
States explicit expectations of students
and consequences for misbehavior.
Rules and consequences are limited to
5 or less, are age appropriate, focus on
behaviors rather than students, and
support a positive learning environment.
Instructional procedures represent
essential routines for promoting
efficiency and minimal loss of time for
learning.
Offers detailed directions for such
activities as restroom break, emergency
drills, school assemblies, field trips, and
other movement in the classroom and
halls.
Clear, consistent evidence exists that
the candidate plans to provide the
family appropriate, culturally sensitive,
reader friendly information concerning
goals, instruction, rules and assessment
on an initial and periodic basis; reflects
on decisions and involves students,
families, and the learning community to
enhance learning.
Procedures for maintaining

recorded data are clear, with
some strategies for
developing, aggregating and
displaying data for decision
making. Some information
is given for using data to
make decisions and to
promote the relationship
between data collection and
reflective decision-making.
Procedures for
maintaining recorded data
are somewhat clear, but
little to no plan is
developed for aggregating
and displaying data for
decision making. Plan for
using data to make
decisions is unclear. No
relationship between data
collection and reflective
decision-making.
Rules and consequences

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

are negative in nature and
are not aligned with age
appropriate practices.
More than 5 rules are
given. Rules allow for a
loss of instructional time.
Provides adequate
directions for noninstructional activities.
No procedures for noninstructional were given.
Adequate evidence exists

that the candidate plans to
establish an open line of
communication on an initial
and periodic basis,
regarding pertinent
information involving
students, families, and the
learning community to
enhance learning; sensitivity
to diversity is clear.
Uses minimal, to no
attempts to involve the
family in learning goals at
the home or at school.
Fails to provide specific
examples of periodic
communication methods.
Sensitivity to diversity is
unclear.
5.2/2
b
5.1/4
d
Parental
Communicatio
ns
Reflections
Plans indicate evidence of collaboration

with the learning community to foster
and support communication; a variety of
ways to communicate and ways that
families can be involved at the school
and home are given to promote the
growth and well-being of childrenq.
Plans specifically indicate opportunities
for reflecting on teaching practices to
improve the teaching and learning
process.
Unacceptable/Developing (1)
Candidate demonstrates a limited
amount of the attributes of the
standard. Performance indicates that
few competencies have been
demonstrated.
Adequate collaboration
regarding communication
with the learning community
is evident.
No procedures for
continuous
communication involving
the learning community.
Some evidence of
opportunities to reflect on
teaching practices to
improve the teaching and
learning process.
The candidate does not

provide reflections or
suggest
recommendations for
improving the process of
teaching and learning.
OVERALL SCORE
Acceptable/Meets (2)
Candidate demonstrates most of the
attributes of the standard. Performance
indicates that the competency has been
demonstrated including examples,
extension, or enrichment.
Target/Exceeds (3)
Candidate demonstrates all of the attributes
of the standard. Performance clearly
indicates that the competency has been
mastered, including examples, extension,
and enrichment.

Long Range Plan-Final

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Long Range Plan-Final

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Section I: Student Information

There is about the same

Revised Fall 2013 ACEI/NAEYC 2010 Standards

School Records (MAP Testing Scores)

by the end of the year, they

Students (through survey)

Long Range Learning and/or Developmental Goals

Long Range Learning and/or Developmental Goals

2.NBST.8 Determine the number that is 10 or 100 more or less than a

Long Range Learning and/or Developmental Goals

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Section III: Instructional Units

2RL 10.5 Use print and multimedia resources to determine

2W 4.6 Use positional, time, and place prepositional

2W 4.5 Use adjectives and adverbs, and choose between

The teacher will have the

Have the student s walk to

The teacher will have the

Place hula hoops in

Review health related

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Have the students an

teacher gives a command

Have the students use

The students will draw

Revised Fall 2013 ACEI/NAEYC 2010 Standards

shapes or objects to help

students stand up and act

students stand up and act

2.P.4A.3 Construct explanations of the relationship between

2.P.4A.4 Conduct structured investigations to answer

2.P.4A.5 Define problems related to the effects of friction

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The teacher will have the

The teacher will have the

The teacher will have a

The teacher will have the

The teacher will have the

The student will take turns

The teacher will have the

The student will take turns

The teacher will have a

Revised Fall 2013 ACEI/NAEYC 2010 Standards

effects on the motion of an

2-3.2 Explain how peoples choices about what to buy will

2-3.3 Explain ways that people may obtain goods and

2-3.4 Identify examples of markets and price in the local

2-3.5 Explain the effects of supply and demand on the

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The teacher will have the

The teacher will have the

The teacher will have the

The teacher will have the

The teacher will have a

Section III B: Materials and Resources

List by subject area.

Envision Math Workbook, Envision Math Guided

Flashcards, Index Cards, Reading Street Textbook

Social Studies Textbook