Final Long Range Plan - Ec

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

Grade: 1st
District:
OCSD 5
Year: 2016
Major: Early Childhood Education
Cooperating Teacher:
M. Rice
School: Rivelon Elementary

Cognate(s):
English
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
Socioeconomic Status
Ethnicity
Disabilities
Reading levels
Description
(of your findings in terms of
your students)
There are 14 girls, and 19

boys in this class 33 students
in all.
Since the school receives a
grant all the students receive
free lunch, but only one
student in the class would not
receive free lunch without the
grant.
All of the students in the class
are African American.
4 students have IEPs; 1 takes
daily medication; 2 receive
counseling; and 1 leaves
every day with a resource
teacher.
There are 5 students above
the suggested reading level, 4
student below and 1 that
doesnt know the alphabet
(preferred for detainment)
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Sources/Contextual Factors
(e.g. students, community resources,
internet, records, school personnel,
family, etc.)
Observation
Student records
Observation
Teacher conference
Student Records
Reflect on the student Information: Why do you feel that this student information is of primary
importance, and (2) how did and will you use this student information to guide the development of
your long and short range plans?
I believe that this information is of primary importance because it will help determine instruction for the
remainder of the school year. Each factor of a students life whether at school or at home is going to effect that
student and how he/she learns in the classroom setting.
There are a total of 33 students in Dr. Rices first grade class at Rivelon Elementary. The gender of the
students will effect student learning because male and female students learn differently and are interested in
different things. This will guide planning because during short range planning I will have to determine which
strategies work better with the girls and the boys, and it will ultimately effect and make changes to my long
range plans. Also in his class it is clear that these students do not come from the most lavish of lifestyles.
Student records showed that even though all students receive free lunch because of the grant that Rivelon
receives, only one student is not eligible for it already. This is also apparent in the things the students wear and
their poor personal hygiene. This can effect planning because a lot of these students have low attendance
rates and when students tend to miss a lot of school they begin to fall behind, this will effect long and short
range planning because adjustments will have to be made to the planning schedule when students do fall
behind.
All of the students in the class are African American, along with 99% of the school population. At this
point I do not see how the students ethnicity will have a positive or negative effect on long range or short range
planning. There are a few minor disabilities in this class that will determine different things in my planning. 4
students have an IEP, which means while planning I will have to consider those four students and what their
IEPs consist of that may or may not change my short and long range plans for the class. Also two students
receive counseling and one leave class with a resource teacher daily. The last factor that will effect
development of my short and long range plan is the students reading levels, while the majority of the students
read on a first grade level a handful of students are above that and a handful are below. This will help develop
planning both short term and long term because it will help determine differentiated instruction for certain ELA
and reading lessons.
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

Standard 1 Reading: Demonstrate understanding and basic features of print.
Standard 2 Writing: Articulate ideas, claims, and perspectives in a logical sequence using information,
findings, and credible evidence from sources.
Standard 5 Language: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Standard 2 Reading: Demonstrate understanding of spoken words, syllables, and sounds
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 goals that are established for ELA are equally important. In my short time at Rivelon I have
already noticed that the students need to focus and improve on all those areas listed above. If the students can
understand the basic features of print, and sequencing idea, claims, and perspectives it will help them with
reading comprehension not just in ELA but in all content areas. The students in my class also need to focus on
their punctuation and spelling when writing, this will also help them in other subject areas.
Subject: Mathematics

1.NBST.1a Count forward by ones to 120 starting at any number.
1.ATO.9a Create, extend and explain using pictures and words for repeating patterns and ABC type patterns
1.MDA.3 Use analog and digital clocks to tell and record time to the hour and half hour.
1.MDA.4 collect, organize, and represent data with up to 3 categories
Although all the goals listed for mathematics are important I believe the most important goal is the last one:
Use analog and digital clocks to tell and record time to the hour and half hour. This concept is most important
for all students to achieve because it is essential to learning how to tell time which is an everyday task for all
persons.
Subject: Science

1.E.4A.1 Analyze and interpret data from observations and measurements to compare the properties of
earths materials.
1.E.4B.1 Obtain and communicate information to summarize how natural resources are used in different
ways.
1.L.5B.3 Analyze and interpret data from observations to describe how changes in the environment cause
plants to respond in different ways
1.L.5 The student will demonstrate an understanding of how the structures of plants help them survive and
grow in their environments
Once again all of these science goals that I have established hold importance, but I believe the learning goal
that is most important for all students to know are the two goals on how to interpret data from observations in
order to compare properties of earths materials and describe changes in the environment. These two are most
important because they are building a foundation for students for when they have to interpret and analyze
more intricate data when they get to the higher grades.
Subject: Social Studies

1-3.3 Summarize the contributions to democracy that have been made by historic and political figures in the
United States.
1-4.1 Illustrate different elements of community life, including typical jobs; the interdependence of family,
school, and the community; and the common methods of transportation and communication.
1-4.4 Explain the concept of scarcity and the way it forces individuals and families to make choices about
which goods and services they can obtain.
1-1 The student will demonstrate an understanding of how families interact with their environment both locally
and globally
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or
Out of these long range learning goals listed above I believe the most important to all students is for them to
understand the different elements of community life, including typical jobs, and the interdependence of family
school and the community. This is of most importance because every student should have a clear
understanding of the community they live in and the contributions that are being made in the society around
them.
Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class. Make sure that you
integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.
Subject: English Language Arts
Unit Topic or Description
Unit Length
(i.e., approximate number of lessons
Standard 1 Reading: Demonstrate understanding and basic

features of print.
12 weeks (incorporated in to every

writing/Reading lesson)
Standard 2 Writing: Articulate ideas, claims, and perspectives in

a logical sequence using information, findings, and credible
evidence from sources.
2 weeks (about 10 lessons)
Standard 5 Language: Demonstrate command of the

conventions of standard English capitalization, punctuation, and
spelling when writing.
12 weeks (incorporated into every writing

lesson)
Standard 2 Reading: Demonstrate understanding of spoken

words, syllables, and sounds
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?
Standard 1 Reading and Standard 5 Language is incorporated into every lesson. These two topics:
Demonstrating an understanding of basic print, and the command of Standard English capitalization,
punctuation, and spelling when writing is important in every area of ELA, I try to focus and incorporate these
goals in every lesson so that it will stay fresh on the students mind. I believe doing this will help the students
reading and writing skills. Standard 2 writing about sequencing only lasted two weeks by the end of the second
week all of the students grasped the concept and passed a unit assessment that is when we moved from that
subject. The last standard, Standard 2 Reading was visited for 4 weeks. Also every week with spelling words
we practice breaking words down into syllables and sounds.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit
Topics
1
ARTS
PE
HEALTH
The Students will have to read

a passage label the parts and
draw a picture of the passage.
The students will have to cut
out and paste events and
sequence them in the correct
order.
The students will have to write
sentences with their spelling
words and use correct
capitalization and punctuation
then draw a picture.
The students will be given
words and will have to cut the
word into syllables.
The students will have to walk

to the font of the class and
present their artwork.
The students will each get a
part of a story and they will
have to move around and get
in the correct order.
The students will have to walk
to the front of the classroom
and present each picture and
tell the spelling word that was
used.
The students will have to clap
and stomp each one of their
spelling words into syllables
during review.
The students will have to label

the parts of a passage about
healthy foods.
The students will have to
sequence the levels of the
food pyramid.
The students will write correct

sentences with their spelling
words about their favorite type
of exercise.
break down the sounds of their
favorite fruits or vegetables.
Subject: Mathematics
Unit Length
Unit Topic or Description -- Key Element

1.NBST.1a Count forward by ones to 120 starting at any
number.
2 Weeks ( about 10 lessons)
1.ATO.9a Create, extend and explain using pictures and words

for repeating patterns and ABC type patterns
1.MDA.3 Use analog and digital clocks to tell and record time to
the hour and half hour.
1.MDA.4 collect, organize, and represent data with up to 3

categories
2 weeks ( about 10 lessons)
In mathematics we spend two weeks on each new concept to make sure the students are comfortable
before we move on. If it seems like the students are not grasping the topic after two weeks then we will do a reteaching lesson on that following Monday.
Unit
Topics
1
ARTS
PE
HEALTH
The students will have to color

in their number charts
counting by even and odd
numbers.
The students will have to use
pictures to complete a pattern.
The students will have to clap

during counting for even
numbers and do jumping jacks
for the odd numbers.
The students will walk around
the class and form a boy girl
pattern.
The students will use their
arms to represent the hour
and minute hand on the clock.
group each other and present
it on a graph.
The students will have to count

how many apples are on the
picture of an apple tree up to
120 apples.
The students will make a
pattern using their 2-3 favorite
fruits.
The students will tell what
times they eat a healthy snack
each day.
create a graph of the classes
favorite fruits.
The students will have to draw

the time on different kinds of
clocks.
create a picture graph.
Subject: Science
Unit Length

1.E.4A.1 Analyze and interpret data from observations and
measurements to compare the properties of earths materials.
1 week
1.E.4B.1 Obtain and communicate information to summarize

how natural resources are used in different ways.
1 week
1.L.5B.3 Analyze and interpret data from observations to

describe how changes in the environment cause plants to
respond in different ways
1 week
1.L.5 The student will demonstrate an understanding of how the

structures of plants help them survive and grow in their
environments
1 week
For the science standards we only spend one week on the topic. If it was solely up to me the class
would spend 2 weeks on Standard 1.E.4A and 1.L.5B.3 each because both of those standards are helping the
students learn how to analyze and interpret data. Those concepts are extremely important and the students will
need to know how to do these things in order to be on task when they are doing science experiments in the
higher grades. I would also like to revisit the topics that the students are obviously having trouble on.
Unit
Topics
1
2
ARTS
PE
The students will draw pictures

of the different earth materials
that they already know.
The students will pick one
natural resource and draw a
picture of it.
The students will take a nature

walk and list different earth
materials that they find.
The students will play
charades acting out the
different natural resources.
HEALTH
The students will tell why
water is healthy for them.
The students will determine
how a natural resource (water)
makes up most of their body
fluids.
The students will draw

different changes in the
environment that they
observe.
The students will draw and
label the parts of plants.
The students will go on a

nature walk to observe the
environment.
The students will take a nature
walk to find different plants.
The Students will tell if things

that come from the
environment are healthy for
them
The students will determine
what plants are healthy fruits.
Subject: Social Studies
Unit Length

1-3.3 Summarize the contributions to democracy that have been
made by historic and political figures in the United States.
3 Weeks (about 9 lessons)
1-4.1 Illustrate different elements of community life, including

typical jobs; the interdependence of family, school, and the
community; and the common methods of transportation and
communication.
1-4.4 Explain the concept of scarcity and the way it forces

individuals and families to make choices about which goods and
services they can obtain.
1-1 The student will demonstrate an understanding of how

families interact with their environment both locally and globally
For social studies I spent 3 weeks on standard 1-3.3 in order to make sure I covered the majority of the
people mentioned in that standard and that the students had in their textbooks. Concerning the other topics I
spend two weeks on each one depending on if the students are grasping the topic. I will determine that by
evaluating the students with a pretest before each unit test.
Unit
Topics
ARTS
PE
HEALTH
The students will cut and paste

the events in a particular
historical figures life.
The students will play

charades and act out a
specific famous American
The students will illustrate a

picture of their own
community.
The students will identify
pictures of surplus and scarcity
and label them.
The students will take a walk

around a nearby community.
The students will draw a

picture of families interacting
with their environment.
The students will walk up to

the front of the class and
present his or her pictures and
why they chose to label them
that way
For homework the students
will go home and walk around
their local environment and
record what they see.
The students will determine if

they think the person in
discussion lived a healthy
lifestyle, why or why not.
The students will tell where
they can buy healthy things in
their community.
The students will identify
groups of scarcity and surplus
using amounts of fruits or
vegetables.
The students will tell where
they can buy healthy things in
their 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.
Teacher Materials
SC Curriculum Standards to help determine
goals and guide the creation of the different
lesson plans
Lumens to display expectations for work
enhance direct instruction and guided practice
Acess to Kahoot- to create review test and
games for the students
Computer Paper- to print the different
worksheets
Line paper
Smart board with Laptop- to display videos
and assignments for the class during guided
practice and the anticipatory sets
Pacing Guides- to stay on the right track when
it comes to the instructional units.
Sentence Strips
Student Materials
Markers, Colored Pencils, and Glue Sticks to complete
projects
Social Studies Journals
Ipads for kahoot review, compass learning and
independent reading, AR testing
Subject Journals
Math book
Lined writing paper to write sentences in the morning
during the writing prompt
Social Studies and Math workbooks- to complete Subject
assignments
Index cards- to write their word cards with each week
during word block
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)
Standard 1: Weekly
Quiz (formative)
Evaluative Criteria
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Test

(summative)
Standard 2: Weekly
Quiz (formative)
End of Unit Test
(summative)
Student
Progress/Achievement
Reporting Method(s)
The students progress will
be documented the same
day that the assessment
is given.
Matching Goal
Standard 1 Reading:
Demonstrate
understanding and basic
features of print.
After it is graded the

scores will be entered into
power school and the
students will receive the
grades in the biweekly
reports that go home
every other Thursday, and
parents have daily access
to power school to see
their grades.
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69

is given.
every other Thursday and
Standard 2 Writing:
Articulate ideas, claims,
and perspectives in a
logical sequence using
information, findings,
and credible evidence
from sources.
Standard 3: Weekly
Quiz (formative)
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Test

(summative)
Standard 4: Weekly
Quiz and End of Unit
Test
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69

their grades
is given.
their grades
is given.
Standard 5 Language:
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
Standard 2 Reading:
Demonstrate
understanding of spoken
words, syllables, and
sounds

their grades.
Mathematics
summative)
Standard 1: Weekly
Evaluative Criteria
based on schools
Student
Reporting Method(s)
Matching Goal
1.NBST.1a Count
forward by ones to 120
starting at any number.
Quiz (formative)
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Test

(summative)
Standard 2: Weekly
Quiz (formative)

their grades.
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Project

(summative)
Standard 3: Weekly
Quiz (formative)
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Test

(summative)
Weekly Quiz (formative)
End of Unit Test
(summative)
Standard 4
End of Unit Project
is given.
based on schools
grading chart:
A= 93-100 B= 85-92 ;
C= 76-84 ; D = 70-75 ;
F =0-69

is given.
their grades
is given.
their grades
is given.
1.ATO.9a Create,
extend and explain
using pictures and
words for repeating
patterns and ABC type
patterns
1.MDA.3 Use analog

and digital clocks to tell
and record time to the
hour and half hour.
1.MDA.4 collect,
organize, and represent
data with up to 3
categories
(summative)

their grades.
Science
summative)
Standard 1: Weekly
Quiz (formative)
Evaluative Criteria
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Test

(summative)
Standard 2: Weekly
Quiz (formative)
End of Unit Test
(summative)
Student
Reporting Method(s)
is given.
their grades.
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69

is given.
Matching Goal
1.E.4A.1 Analyze and

interpret data from
observations and
measurements to
compare the properties
of earths materials.
1.E.4B.1 Obtain and

communicate
information to
summarize how natural
resources are used in
different ways.
Standard 3: Weekly
Quiz (formative)
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Test

(summative)
End of Unit Test
(summative)
Standard 4
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Project

(summative)

their grades
is given.
their grades
is given.
their grades.
1.L.5B.3 Analyze and

interpret data from
observations to describe
how changes in the
environment cause
plants to respond in
different ways
1.L.5 The student will

demonstrate an
understanding of how
the structures of plants
help them survive and
grow in their
environments
Social Studies
summative)
Standard 1: Weekly
Evaluative Criteria
based on schools
Student
Reporting Method(s)
Matching Goal
1-3.3 Summarize the

contributions to
democracy that have
Quiz (formative)
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Test

(summative)
Standard 2: Weekly
Quiz (formative)

their grades.
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Test

(summative)
Standard 3: Weekly
Quiz (formative)
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
End of Unit Test

(summative)
End of Unit Test
(summative)
Standard 4
End of Unit Project
is given.
based on schools
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69

is given.
their grades
is given.
their grades
is given.
been made by historic

and political figures in
the United States.
1-4.1 Illustrate different

elements of community
life, including typical
jobs; the
interdependence of
family, school, and the
community; and the
common methods of
transportation and
communication.
1-4.4 Explain the

concept of scarcity and
the way it forces
individuals and families
to make choices about
which goods and
services they can
obtain.
1-1 The student will

demonstrate an
understanding of how
families interact with
their environment both
locally and globally
(summative)

their grades.
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 my major assessments are appropriate for evaluating students progress and achievement by
choosing assessments that aligned with the standards and where valid based on what was taught in each unit.
To help my students and parents understand, when the biweekly reports go home we also send a folder home
with all the graded work. That includes the students major formative and summative assessment so that they
will have something to look back at. I will also use parent conferences, classroom dojo, and parent newsletters
to explain the grading process and their childs overall progress and achievement.
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 aggregating 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:

Throughout my time at Rivelon Elementary I have created a folder for each one my students. In the folder I
keep all the graded work and I also insert print out of the students grades from power school every two weeks.
This helps keep up with the students grades, progress, attendance, and achievement in case any parent or
administrator needs a file of the work I have been having them do.
B. Procedures for aggregating and displaying data:

On the wall there are the scores for the students MAPPS math and reading scores. Each child has a number,
and it shows the students scores for the first and second test, this helps display the students progress and
growth. Also I put in grades into power school as I do them, which is basically the online grade book and from
there I print out biweekly progress reports so their grades can be displayed and broken down before report
cards.
C. How will you use the data to make instructional decisions?

I will use the data to determine which students understand each unit. This will help with instruction because if
the majority of the students did not understand a certain topic it means I will have to alter my instruction to
revisit or perhaps reteach that until they understand more.
Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional
routines. . Write your description as you were explaining these expectations to your students and
their parents. List the rules and consequences, and your procedures for non-instructional activities.
EXPECTATIONS DURING INSTRUCTION
In my classroom (Dr. Rices class) we have the classroom rules displayed. During
instruction time the following rules must be followed:
NON-INSTRUCTIONAL
ROUTINES
1. Do notEXPECTATIONS
get out of yourDURING
seat without
asking
2. Raise your hand before calling out
3.non-instructional
If you need a pencil
raisesuch
youras,
hand,
do not breaks,
get up to
get one
During
routines
bathroom
lining
up, cafeteria and
Respect
others
library4.time
the rule
are as follows:
5. Read!
Do not talk in the hallway
The
consequences
forhallway
disobeying these rules or any other instruction given by
Do
not run in the
one
of the
as follows:
Do
notteachers
leave theare
class
without permission
If you have to use
the bathroom raise one finger in the air
1st Warning
3rd Phone call home
Do not talk at lunch until you finish eating
Lineof privilege/TAP
Up outside before
entering the classroom.
2nd Loss
referral
Enter the classroom or area in a quiet and orderly fashion.
Walk in a straight line in the hallway.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
The consequences for disobeying these rules or any other instruction given by one
RULES AND CONSEQUENCES
of the teachers are as follows:
1st Warning
3rd Phone call home
2ndFall
Loss
of privilege/TAP
referral
Revised
2013
ACEI/NAEYC
2010 Standards
Reflect on classroom management: What are the most important considerations in managing the
classroom to maximize instructional time, and why do you believe them to be important?
The most important considerations in managing the classroom to maximize instruction time is being to
implement and maintain classroom discipline in an effective manner. The class must have rules, and
expectations. You must also make students and parents aware of the rules and consequences. Lastly the
teacher must be firm and consistent. These things are the most important considerations in managing the
classroom because they set the foundation of the class. A classroom must have clear rules and expectations
so that the students know what is and what isnt acceptable. It is also important that both the students and the
parents are aware of the rules and the consequences if those rules are not followed. This will help establish
routine and understanding when it comes to classroom management. Finally the teacher must be consistent
and firm. If a teacher is not consistent it makes them seem as though the rules do not always have to be
followed and it will disturb classroom management which will in turn shorten instructional time.
Section VI: Parent Communications

Describe your procedures for providing initial information about your goals and expectations for
student learning, plans for instruction and assessment, rules for student behavior to your parents and
overall recommendations for involving your parents with learning at home. How do you plan to
periodically inform your parents about their childs learning and behavioral progress in your class?
Also, discuss you would involve your parents in home-based and school-based activities.
Procedures for providing initial information
To provide initial information about goals and expectations I have sent out an initial parent letter explaining who
I am, my goals and expectations for students and my plans for the rest of my time at Rivelon Elementary
School. I will also send out newsletters twice a month to keep the parents updated on what is going on in the
classroom since I have been there. Lastly I print of biweekly progress reports from power school that will be
sent home in the students homework folder along with behavior charts for the week.
Procedures for involving parents with the learning at home

To involve my parents with learning at home in the newsletters I send it will have resources from the
school and district on strategies the parents can use to help with learning at home. I will also open my
schedule up to talk with any parents (with my cooperating teacher) and altogether we can decide what
is the best way to help their child be as successful in our classroom as they can be. Lastly the parents
will receive lists of homework assignments that their child must complete by the end of each week.
Section VII: Reflecting and Revision Procedures
Reflect on your long range plan and determine what might be, or what you think may be strengths and
weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often
you think you might need to reflect on your teaching practices.
A. Strengths:
One of the strengths of my long range plan is that it is a clear outline of my past and future experiences
so far at Rivelon Elementary. It helps me determine different instructional methods I should use and it
also helps me organize the amount of time I spend on each unit along with its assessments using a
time line. It provides a brief outline of every that I have covered and plan to cover which helps me to
stay on track and not fall behind or spend too much time on one subject because I know where I want
to be at the end of my time at Rivelon.
B.
Weaknesses
One weakness of my long rang plan is that it is always subject to change. Sometimes lessons do not go
as planned some are longer and some are shorter. The amount of time spent on a lesson may vary, this
could through off the entire time line. Also the assessments may have to be altered. Lastly the Long
Range plan does not account for a lot of differentiated instruction. Also I need to find ways to vary the
use of technology in the class, our classroom is one of few that have Apple TV and I think I should
maximize on this advantage.
C. Time line for evaluating long range plan components.

Every three weeks is when I evaluate my long range plan components this gives me enough time to
see if I need to change anything or alter a unit.
D. List modifications and adaptations that you think might be needed to improve the procedures.
Modifications and adaptations may have to be made due to changes in the class size, administration, or
any certain policies.
E. Plan for reflecting on your teaching practices.

I reflect on my teaching practices after every lesson, this gives me time a chance to decide what needs to
be changed about my teaching practices and determine what may or may not be effective.
Long Range Plan Scoring Rubric

Name: _______________________________
_________________________
ACEI/
NAEYC
Component
Major: ______________________
Target (3)
Acceptable (2)
Description of
Students
Describes students in-depth according to

ability, learning styles, ethnic group, gender
and special needs, etc.; suggests several ways
to plan lessons to accommodate differences.
Describes students according to

their differences, but is unclear
about ways to accommodate
differences when planning.
Contextual
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.
3.1/3a
Learning and
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.
3.2/1c
Learning and
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.
Data is collected from at least

three types of sources and the
candidate shows some
understanding of the importance
of collaborative relationships with
families, school colleagues and
agencies in the community.
Includes at least three (3)
standards which exhibit
knowledge of objective
taxonomy, skills, and dispositions
relevant and meaningful to
specific age groups.
Goals reflect an understanding of
the diversity of students in their
development and learning styles
and reflect at least two of the
following: race, ethnicity, culture
or exceptional needs.
Units of
Instruction
- 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.
1.0/1a
5.2/2c;
3b
2.1/5a
The content area has 90% of the

key elements covered, reflecting
knowledge of key themes,
concepts and of English language
arts skills. The content is paced
so objectives are covered.
Date:
Unacceptable (1)
Does not include at least five
(5) types of descriptions;
displays minimal
understanding of addressing a
variety of student needs when
planning.
Used primarily secondary
source data (records) to obtain
data. No school or community
data included.
Includes standards, but lacks
appropriate depth of
knowledge of taxonomy, skills,
and dispositions relevant and
meaningful to specific age
groups.
Goals lack sensitivity to the
diversity of students.
The content area is
addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes, concepts and
of English language arts skills.
The content is not paced so
objectives are covered.
Sco
re
Units of
Instruction
- Science
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 objectives are covered.
The content area has at least

90% of the key elements
covered, reflecting knowledge of
key themes, concepts and of
skills necessary to plan
appropriate science lessons. The
content is paced so objectives
are covered.
The content area is

of key themes, concepts, and
of science skills. The content
is not paced so objectives are
covered.
Units of
Instruction
- Mathematics

number and operations, algebra, geometry,
measurement, and data analysis and
probability is comprehensively covered. The
timeline of instructional units reflect
knowledge of key themes, concepts and of
skills necessary to plan appropriate
mathematics lessons. The content Is paced so

appropriate mathematics
lessons. The content Is paced so
The content area is addressed;

however, little evidence
supports the direct alignment
with the knowledge of key
themes, concepts, and of
mathematics skills. The
content is not paced so
2.4/5a
Units of
Instruction
Social Studies

history, geography, and the social sciences is
comprehensively covered. The timeline of
instructional units reflect knowledge of key
themes, concepts and of skills necessary to
plan appropriate social studies lessons. The
content Is paced so objectives are covered.

appropriate social studies
lessons. The content Is paced so
The content area is

of key themes, concepts, and
of social studies skills. The
content is not paced so
2.5/5a
Instructional
Units
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.
2.6/5a
Instructional
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.
2.7/5a
Instructional
Units
Physical
Education
PE is clearly integrated several times in each

of the units.
PE key elements are integrated

at least twice within each unit
outline.
Physical Education key

elements are not included in
each unit.
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.
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.
2.2/5a
2.3/5a
1.0/4c
Instructional
Materials &
Resources
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.
3.5/4b
4.0/3b
4.0/3b
Instructional
Materials &
Resources
Assessment
Student Records
3.4/1c
Discipline Policy
3.4/1c
Procedures for
NonInstructional
Activities
5.2/2b
Parental
Communications
Technology, to include hardware, software and

assisted support is listed and reflects the use
of such tools to foster inquiry, collaboration
and interaction.
Technology listed includes the

teachers and students uses of
tools to reflect an understanding
of its use as a communication
tool.
Technology listed includes only

the teachers use of
technology for instructional
presentations.
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.
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.
Assessments given do not

match the learning goals, or
no explanations, descriptions,
or assessments are attached.
Procedures for recording, aggregating and

displaying data indicate that records are
organized, well maintained and easy to
interpret; procedures are easy to follow to
plan, to evaluate, strengthen instruction, make
content knowledge decisions, and make
individual progress decisions. Use of data for
differentiated instruction is clear.
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

non-instructional 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.
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.
5.2/2b
5.1/4d
Parental
Communications
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 children.
Plans specifically indicate opportunities for
reflecting on teaching practices to improve the
teaching and learning process.
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
Unacceptable/Developing (1)
Candidate demonstrates a limited
amount of the attributes of the
standard. Performance indicates that
few competencies have been
demonstrated.
Acceptable/Meets (2)
Target/Exceeds (3)
Candidate demonstrates most of the

attributes of the standard. Performance
indicates that the competency has been
demonstrated including examples, extension,
or enrichment.
Candidate demonstrates all of the attributes of

the standard. Performance clearly indicates
that the competency has been mastered,
including examples, extension, and
enrichment.

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Candidate: Brittany Ellis

School: Rivelon Elementary

Section I: Student Information

There are 14 girls, and 19

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section II: Long Range Learning and/or Developmental Goals

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Long Range Learning and/or Developmental Goals

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Section III: Instructional Units

Unit Topic or Description

Standard 1 Reading: Demonstrate understanding and basic

12 weeks (incorporated in to every

Standard 2 Writing: Articulate ideas, claims, and perspectives in

2 weeks (about 10 lessons)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Standard 5 Language: Demonstrate command of the

12 weeks (incorporated into every writing

Standard 2 Reading: Demonstrate understanding of spoken

4 weeks (about 20 lessons)

The Students will have to read

The students will have to walk

The students will have to label

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The students will write correct

Unit Topic or Description -- Key Element

2 Weeks ( about 10 lessons)

1.ATO.9a Create, extend and explain using pictures and words

2 weeks (about 10 lessons)

2 weeks (about 10 lessons)

1.MDA.4 collect, organize, and represent data with up to 3

2 weeks ( about 10 lessons)

The students will have to color

The students will have to clap

The students will have to count

The students will have to draw

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Topic or Description

1.E.4B.1 Obtain and communicate information to summarize

1.L.5B.3 Analyze and interpret data from observations to

1.L.5 The student will demonstrate an understanding of how the

The students will draw pictures

The students will take a nature

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The students will draw

The students will go on a

The Students will tell if things

Unit Topic or Description

3 Weeks (about 9 lessons)

1-4.1 Illustrate different elements of community life, including

2 weeks (about 6 lessons)

1-4.4 Explain the concept of scarcity and the way it forces

2 weeks (about 6 lessons)

1-1 The student will demonstrate an understanding of how

2 weeks (about 6 lessons)

Revised Fall 2013 ACEI/NAEYC 2010 Standards