Long-Range Plan January 2013- May 2013 Student Teacher: Rachel Stiglbauer Cooperating Teacher: Mrs.

Gardner School: Blue Ridge Elementary Grade: Fifth Description of Students Total Students: 20 Gender: 12 male; 8 female Ethnicity: 13 white and 7 black Abilities: 0 IEP/504 Plans (They are all in a self-contained classroom); 3 Gifted/Talented; Lunch: 13 Free, 1 Reduced, 6 Regular Test Scores: Subject Math Reading Below Grade Level 7 5 On Grade Level 6 9 Above Grade Level 7 6

These statistics are based on the Winter MAP testing scores. Students are analyzed by their ability to score nearest the grade level norm of 250 total points in the fifth grade. Students who scored within a 10 point window of this total are considered on grade level. 10 points above or below 250 is denoted by below grade level or above grade level. Student Analysis *All students in the class are functioning without the aid of an IEP, 504 Plan or RTI services. The students who need these accommodations are grouped in a single classroom on the fifth grade hall. Andrew: Andrew questions every command given to him by a teacher. He is typically off task and disruptive. He is very intelligent and exceeds the fifth grade level in all subjects. However, the reasoning behind his behavior is probably the recent removal of his ADHD medication and his new living situation. He is currently on a behavior plan. Kaliah: Quiet female student who does not socialize much with her peers. She is very obedient, but struggles with her school work. Kaliah is one of the lower level learners in our class. 1

Noah: Noah is a very quiet, respectful boy who interacts well with his peers during the appropriate times. He is fairly intelligent and completes all of his work promptly. Noah struggles with math skills and often times needs one-on-one guidance. Alex: He works above grade level in both reading and math, but is one of those students who must put forth more effort than other high students. Alex typically turns in assignments late, but completes them with accuracy. He is very respectful and an overall sweet child. Darian: Darian struggles with being on task and seems to have a strong case of ADHD. He is almost always out of his seat or attempting to travel to the bathroom. His work is poor, but if he could focus long enough to apply himself it would improve greatly. Darian is on a behavior plan to help manage his ADHD without medication. Page: A very sweet and loving girl who unfortunately struggles with her school work consistently. There is rarely an instance where she must be called down and always takes an opportunity to help. Page does try hard, but usually does not meet grade level standards. MKI: This very smart and witty boy struggles to do well in both language arts and math because he refuses to apply himself. He is very creative, respectful, and attentive, but does not give school work enough time to complete it correctly. For example, he received a failing grade on the most recent math test, but after making corrections he was able to boost an F to a C. With a little effort, he will definitely succeed. Montreaze: This student demonstrates major problems with self-control and behavior. He is consistently disruptive, never on task, and turns in incomplete work on a regular basis. Montreaze has the potential to really succeed but does not seem to have any motivation. I feel that he will be my greatest challenge. Montreaze is also the only student currently failing and is also on a behavior plan. His desk is positioned right next to the teacher in an attempt to keep him focused. Jordan: Jordan is one of those people who have wonderful intentions but always seem to be caught up in with the wrong people. She is an averagely smart student and could definitely improve but is consistently being distracted by her peers. Keaton: He is also a quiet, hardworking student. Keatons grades fluctuate but are relatively good. He follows directions well and stays on task for the post

part. He is a very respectful young boy, but I dont feel he has warmed up to me just yet. Jaclyn: Jaclyn is a very intelligent girl with a lot of potential. She always has a smile on her face and pays close attention during lessons. However, Jaclyns home life is unstable and she does not receive enough support from her parents. She has the ability and motivation to do very well in school, but without a good support system she may not succeed. Kyra: This quiet and introverted girl is the brightest student in the class. She is making nearly 100s in every subject while not appearing to try very hard at all. She gets along well with everyone in the class but stays mostly to herself. Kyras biggest downfall is her parents because they allow her to skip school whenever she wants. Currently she has used 9 of the permitted 10 absences. Brandon: Brandon struggles to achieve good grades because he lacks much of an attention span, but puts solid effort into each assignment. Brandon often times forgets to bring his work back to school and must stay in a recess to complete late assignments regularly. I have already begun to keep a close eye on him in an attempt to really help him do well. Brandon has a very unfortunate home life where is family is too poor to provide many resources other than necessities. His parents are loving and supportive, but not as fortunate as others. He is on a behavior plan as well. Areya: Areya is a student with a lot of energy, but never crosses the border of being disrespectful and usually is able to contain her spunk during class. She is an above average student overall and puts forth effort on most every assignment. Her writings are the most fun to read because she puts so much voice into them. Blake: Blake is a very hardworking, creative student who usually tries very hard to complete his assignments well. The beginning of the year was challenging for him, however after being placed on ADHD medication, Blakes test scores have gone up dramatically. He is very diligent and produces A work. He also has quite the personality which is expressed through his new Mohawk hairstyle. Loghan: Loghan is a great student who performs well, but tends to be easily distracted by his peers. He is constantly talking during lessons and usually is the one who comes up to ask the same question that was just addressed. Aside from his disruptions, Loghan has high test scores and continues to increase on his MAP scores for the winter. Michael: Michael is a quirky, intelligent student. Michael performs well academically, but tends to be a little too talkative at times. He is a small little 3

guy who has a big voice. However, he follows instructions well and usually gets back on task quickly. Michaels biggest challenge is his poor handwriting which tends to be very difficult to decipher. Itica: After suffering a tragic family situation earlier this year, Iticas school work is just recently recovering. She is functioning above grade level and usually turns in well thought out work. Itica is friendly, but typically keeps to herself at lunch or socialization situations during class. Caleb: Caleb is a very dedicated student He is never a behavior problem and pays close attention during instruction. Caleb could be doing better academically and has the potential to raise his grade dramatically. Jessica: Jessica is a very social girl who is more mature than most of the other girls in our class. She does her work diligently and turns in well-done assignments. She is always a volunteer teacher helper and consistently goes above and beyond. English Language Arts Unit Outline Week 1 and 2

Procedures and Introductions

Common Core: RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
o o o

Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Potential Lessons: Introduction ice breakers, introduce Readers/Writers Notebooks, I PICK, practice writing workshop Assessment: Initial writing prompt, free writing 4

Week 3 and 4

Trait and Genre Overview

Common Core: RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Potential Lessons: Looking Like Me/ Momma where are you from?, biography poem Assessment: weekly vocabulary tests, narrative writing, continue free writing, Week 5 and 6

Prewriting with Non-Fiction Text

Common Core: SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) Potential Lessons: Where do authors get ideas?, wordless books, idea lists, memory chain, comic strips, graphic organizers Assessment: Graphic organizers, create non-fiction comic strips, daily writing prompts, vocabulary test (biweekly), find interesting words in independent reading books (biweekly) Week 7

Parts of a story
Common Core: RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.6. Describe how a narrators or speakers point of view influences how events are described. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. Potential Lessons: Diary of a Wimpy Kid, Voice/Point of View/Setting, Cinderella Interactive, conflict and plot (continue in next unit) Assessment: Students accurately assess the voice/point of view/setting of a new fictional story, Scary Story Narrative Writing Week 8, 9, and 10

Conventions

Common Core: L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.* Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.* Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed. RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) Potential Lessons: Fluency, Types of sentences, characterization, word choice, suffixes/prefixes, indenting, capitalization review, theme, use these with a scary story and Scrooge Assessment: Scrooge characterization writing, determining themes of various literature selections, continue biweekly vocabulary tests and interesting word assignments Week 11,12,and 13

Writing Techniques

Common Core: RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently. 7

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. Potential Lessons: Main idea, commas, appropriate details, pronoun use, organization, transitions, summarizing, use informative texts to teach these Assessment: My Favorite Holiday Writing, determine the main idea of various literature selections, writing with quotations, continue biweekly vocabulary and interesting word assignments Week 14, 15, and 16

Persuasion

Common Core: L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.* Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.* Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed.

RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Potential Lessons: Voice, underline/italicize titles, text structure analysis, draw conclusions, using quotation marks Assessment: Persuasive essays, newspaper publishing, continue biweekly vocabulary and interesting word assignments Week 17 and 18

Authors Choice

Common Core: L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.* Use correlative conjunctions (e.g., either/or, neither/nor). L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Potential Lessons: Authors/audiences purpose, word choice, conventions review, comparative/superlative Assessment: Analyze purpose and conventions during read alouds and have class discussions, readers theater topic compared to original fairy tale topic writing assignment, free writing, continue biweekly vocabulary and interesting word assignment Week 19, 20, and 21

Research: Conservation

Common Core: RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. .5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]). Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]). Potential Lessons: Basic research skills, compound sentences, introduce Superintendent Essay, using a semicolon, voice/organization, figurative language Assessment: Graphic organizer from research, rough draft of conservation essay, writing conferences, biweekly vocabulary and interesting word assignments Week 22 and 23:

Publishing: Conservation

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Common Core: L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]). Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]). Potential Lessons: Word choice, sentence fluency, comma use, publishing, conventions review Assessment: Final draft of conservation essay, continue biweekly vocabulary and interesting word assignments Week 24, 25, and 26:

Poetry

Common Core: SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Potential Lessons: Advanced organization, voice, figurative language, Poetry: stanzas, rhyme scheme, repetition Assessment: Poetry writing, Figurative Language test, imagery drawings from a poem, continue biweekly vocabulary and interesting word assignments

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Week 27, 28, and 29:

Advanced Grammer

Common Core: L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.* Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Potential Lessons: Imagery, sentence fluency, cause and effect, apostrophes, hyphens, and colons Assessment: Sentence analysis, nonfiction poems, poetry test, continue biweekly vocabulary and interesting word assignments Week 30 and 31:

Review Traits

Common Core: W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

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RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Potential Lessons: Review traits, review poem structure, read poetry, draft and finalize personal poem Assessment: Poetry Showcase, continue biweekly vocabulary and interesting word assignments Week 32, 33, 34, and 35:

Novel Study

Common Core: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6. Describe how a narrators or speakers point of view influences how events are described. Potential Lessons: Analyzing the voice, organization, and sentence structure of a specific novel. (novel to be determined by reading department) Assessment: Narration writing assignment , continue biweekly vocabulary and interesting word assignments Week 36

PASS Testing
Common Core: RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding.

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Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Potential Lessons: PASS Review Assessment: PASS Testing Week 37,38, and 39

Bare Books

Common Core: W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. Potential Lessons: Research animals using research skills in previous unit, review research skills, story elements, Bare Books Assessment: research writing assignment, published with citations, continue biweekly vocabulary and interesting word assignments Overall Goals of Units: Student uses the conventions of writing including capitalization, comma use, punctuation placement and purpose, indentation, and organization properly. Student can identify and use voice, setting, main character, plot, theme, and main idea in their personal writing and in books. Student appreciates poetry and the different aspects of it including rhyme, stanzas, meter, and figurative language. Student writes in a variety of styles including narrative, expository, explanatory, persuasive, and poetry. Student can differentiate the types of genres in literature. Student gains an appreciation and ability of reading that shows growth throughout the year. Students will read independently every day to improve their reading skills and appreciation.

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Students will write every day to improve their writing skills and desire to write.

Resources Class reading book: Ramona and Beezus by: Beverly Cleary, A Christmas Carol, several poetry books, TIME magazine for kids, The Lorax Spelling/Vocabulary word list supplied each week Materials Construction Paper Notebook Paper Markers/Crayons/Colored Pencils Scissors Glue Sticks Pencils Sticky Notes Reader/Writer notebook Reading book of choice Browsing Boxes acts as a cubby for ELA materials Major Assessments Throughout each unit, students are assessed a number of times both formally and informally. The most highly weighted assessment is student writing assignments. Our fifth graders are expected to know the proper means of formatting a five paragraph essay and filling it with adequate detail using information taught in mini lessons throughout the year. These assignments are important, but are offset by several classwork assignments that are also taken for a grade. Students are expected to read 15 minutes each school night and at least once over the weekend. This ongoing assignment is documented in a reading journal and checked each day for a participation grade. One missed reading is permitted without penalty, but anytime a student forgets to read or their signed log, they are to stay in and read at recess. Another major ongoing assignment is Interesting Words. Students are instructed to keep a log of interesting words as they read and at certain check points during the nine weeks they are to turn in 5 of these words accompanied with definitions and sentences. Student Records My cooperating teacher has taught me to use the school-wide record system called Power School and more specifically for my use, Power Teacher. All grades, attendance, report card comments, and student information is kept in this system. I have access to it using my teachers log in information and she lets me input information freely. In the first week of my student teaching I was

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able to see the report card process and learned how to choose appropriate comments based on students grades. Along with Power School, a paper copy grade book is also kept updated consistently. This is to eliminate any issues with failed technology and make grading more portable than the classroom computer. Rules for Student Behavior The major classroom rules to be followed: 1. Be respectful to everyone. 2. Follow directions quickly. 3. Raise your hand for permission to speak. 4. Raise your hand for permission to leave your seat. 5. Make smart choices. 6. Keep your dear teacher happy! These rules are posted in a central location in the classroom and are expected to be followed in any area of the school, not just the classroom. If any rules are broken, there is a Strike System in place for consequences. On a school level, there is a separate behavior system in place. The Pride Card System is used by all teachers and faculty members to reward positive behavior by students throughout the day. Any teacher can give any student a pride card if they deem it necessary. Students are expected to keep up with their pride cards so that they can redeem them for prizes at specified checkpoints throughout the year. Every month, classroom teachers are to record their students pride card total and allow them to choose prizes based on the amount of pride cards they have collected. The t-shirt is redeemable after 200 pride cards have been collected. Pride Card Prizes: Pencil Eraser Bookmark Lunch with a friend pass Music in class pass No shoes pass Hat Day pass Free ice cream or slushy at lunch BRES cup Big Prize: T-shirt

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The beauty of these prizes is that most are free of charge from the school, but are highly valued by the students. This is a great implementation of positive reinforcement by administration and unifies the school for a common goal. Each fifth grade class also has a Compliment Reward system in place. Teachers keep track of each compliment the class receives in a chart on the board until 100 compliments are received. The entire class gets a reward or a treat to reinforce this positive behavior. Compliments can be taken away whenever the teacher sees fit. Consequences for Appropriate and Inappropriate Behavior As mentioned previously, the entire fifth grade is on a Strike System for consequences. This universal grade system makes it easy to hold children accountable while in the hall or in another teachers presence. What happened? Missed practice
-No reading folder -Did not read 15 minutes or get folder signed -No homework -Broke one of the class rules

Consequence
Read at Recess

Strike One

Strike Two Strike Three

-Continued to break rules -Continued to break rules -Dangerous or unacceptable behavior (including referral to office)

-Work at silent lunch table until finished or at detention until work is done -2 laps each day at recess for the week 4 laps each day for the rest of the week -Silent lunch and detention for the week -Fill our rule violation sheet -Possible trip to see administrator

Procedures for Non-Instructional Routines Morning Routine This is a procedure that clearly took a lot of practice for my fifth grade classroom to master. Before the students enter the room at 7:45 they are to sit in the hall silently reading. There are several monitors in the hall that are not homeroom teachers. When they enter the room, students unpack all their supplies, make their lunch choice on the clip board, get their breakfast from the back table, and quietly watch Channel One News. Because Blue Ridge is a Title One school they are able to supply free breakfast to every student. While this is occurring, several students have specified jobs that rotate each week. These people complete their tasks silently. Most often these procedures do not flow as seamlessly as 17

planned. A lot of socializing is common and usually more than a few teacher prompts are necessary. Weekly Jobs: Assistant Coach- Sharpens pencils, waters the plants on Friday, runs errands for the Coach Concessions Helper- Gets breakfast ready for the class, tallies the lunch count, takes breakfast left overs and lunch money to the cafeteria Technician- Turn on computers and Smart Board each morning Grounds Keeper- makes sure all trash is cleaned up after breakfast and there is no trash on the floor during the day Courtesy Runner- Runs errands throughout the school such as the main office, nurse, ad principals office Book Keeper- Straightens the book shelf, runs books to the library that need to be returned, keep a checklist of who completes their reading each day Daily Schedule: 8:00-8:15 Homeroom 8:15-9:00 Specials 9:00-10:00 Block One 10:00-11:00 Block Two 11:00-11:15 Morning Meeting 11:15-12:00 Enrichment 12:00-12:30 Lunch 12:30-12:50 Recess 12:50-2:30 Language Arts (Reading and Writing) 2:30-2:40 Dismissal Every day at 8:15 the fifth grade travels to Specials. The schedule is below. Monday: PE Tuesday: PE Wednesday: Computer Thursday: Art Friday: Music Dismissal At the end of the day, students will get out their agendas to be initialed by the teacher. They will then pack up their backpacks with their homework and 18

reading material for that nights homework. Any student who is on a behavior plan is called to the teachers desk individually to discuss their behavior from the day. The teacher writes a brief note in their behavior chart folder to be signed by a parent each night. Parents are encouraged to respond with any comments or concerns they may have with their childs progress. Blake, Andrew, Brandon, MKI, and Montreaze are on behavior plans. By this point in the school year most of them have consistently good days. The dismissal bell rings at 2:35. Bus riders exit from the side door on the fifth grade hall way and car riders/walkers exit through the side cafeteria door in the front of the school. Fifth grade teachers do not have afterschool duties, but are required to stand outside their classroom door and direct students upon dismissal to their appropriate locations. Emergency Drills Fire drills: The fifth grade exits from the door located on their hall way and meets at the teacher parking lot on the left side of the school. Teachers must take attendance when their reach their meeting spot. Bomb Threat: All fifth grade students are to meet as a class if any students are out of the building and exit the building silently. Our meeting spot is the church across the street from the school. Attendance must be taken at this location and teachers must use the walkie talkies to communicate to other teachers in different locations. Intruder Alert: Doors are kept locked on a daily basis in the event this alert is called. Teachers remove any visible students from the hall way and bring them into their room. The door is closed quickly and the provided black shade is put over the door window. Blinds are closed if possible. All students are to sit silently in their classroom safe spot. The door is not to be opened under any circumstance unless law enforcement directs otherwise. In light of recent events, Blue Ridge Elementary has made major adjustments to their previously named Code Red Alert. Teachers were called to a special staff meeting to discuss the code word, important procedures, and how to discuss these changes with students. The administration is currently planning assemblies by gradelevel for the entire student body to discuss what procedures would occur in such an instance. All drills are practiced monthly. Hall Behavior Hall procedures are fairly similar throughout each grade level. The expectation is that every student travel silently through the hall to their destination without 19

touching the walls, art, or any other student. The school has created a special one finger wave so that children can communicate with someone if they would like to say hello. This minimizes outbursts in the hallway, but makes them feel like they can be social. Our class has pre-determined stopping points at certain corners in the hall so the class can regroup and catch up if it is becoming spread apart. When in the hall, we often play The Quiet Game when waiting for extended periods of time. Students love being it and take it very seriously. Lunch Rules Though we do not have lunch until noon each day, the lunch procedures begin first thing in the morning. When students unpack, they also make their lunch choice on the designated clip board. The concessions helper brings the clip board to the teacher and it is recorded for the lunch room staff. Students can denote whether they would like choice 1,2,3,4 or lunch from home. The teacher tallies how many of each lunch choice is needed and this sheet is taken to the office. Our class is paired with a special education class so three additional students lunch choices are added to our list. At lunch time, these three students join us while walking to the cafeteria. When lining up for lunch, it is done in numerical order by lunch choice so that it alleviates confusions when passing out lunches in the line. Each class has their own specific table that remains the same throughout the year and there is a separate table for silent lunch. Lunch time is monitored by homeroom teachers except one day a week when they rotate having the opportunity to eat in their classroom. On these days, a nonhomeroom teacher is assigned to the class to travel with them to lunch and eat with them. Our day for classroom lunch is Tuesday when the Gifted/Talented teacher takes over responsibility for the class. Whichever teacher has classroom lunch is also responsible for recess detention in their room. They are to stay inside during recess (which immediately follows lunch) and monitor students who are required to stay inside. Bathroom The class is given fairly lenient bathroom restrictions as long as they do not abuse the privilege. There is a locations sign out sheet located at the front of the room so that a record is kept of where students are during the day. It is updated every day: Date/Name/Location/Out/In. This is expected to be utilized especially whenever leaving the room. The main rules about bathroom use are that they cannot leave during instruction or silent reading/writing time. Students are encouraged to use the bathroom during lunch or recess. Communicating with Parents There are several methods for communicating with parents. As previously mentioned, several students use a behavior plan folder as a daily form of communication with parents. Other means include: 20

BRES Folders: These folders go home every other Monday and contain schoolwide information. Newsletters, report cards, and event information is most often communicated in these. Communication Folders: These folders are supplied by Mrs. Gardner and go home on the opposite Monday of the BRES folders. Graded class work, test scores, and class notifications go home in these. Parents are required to sign that they received these folders and its contents each time it goes home. Class Website: The class website is located on the Oconee County school district website arranged by school, grade, and then teacher. This website is updated frequently with current news, units, assignments, and is a great resource for appropriate student websites. Parent Conferences: A parent-teacher conference is encouraged every nine weeks to keep families up to date on their individual childs needs. They are conducted by appointment and can be arranged whenever a parent has a concern. I sent the following letter out to parents after my first day in the classroom.

Dear Fifth Grade Families, I am very fortunate to be beginning this semester student teaching in Ms. Gardners class. My name is Rachel Stiglbauer and I am a senior elementary education major at Clemson University. Since I was in the second grade I have always loved the idea of becoming a teacher and being a positive advocate for student learning as so many of my past teachers have done for me. I am thrilled to be surrounded by such positive mentors here at Blue Ridge Elementary and be given the opportunity to learn even more through the interactions I will have with each student. I spent the first half of the year in Mrs. Burgesss second grade classroom as her practicum student and learned so many valuable techniques that cannot truly be conveyed in any college course. It is my great excitement to now be in your childs classroom to experience teaching on a deeper level. I will be working closely with Ms. Gardner to plan and teach many lessons over the remainder of the school year. I will also get to know your student personally to insure individualized learning as much as possible. Again, I look forward to working with your child. Please to not hesitate to call or email me if you have any questions or concerns. Any feedback is more than welcome.
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Phone Number: 803-553-9254 Email Address: rstiglb@g.clemson.edu Sincerely, Rachel Stiglbauer

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