NW Long Range Plan - Ec Elem 1

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

District: Orangeburg Consolidated District 5
Major: Elementary Education
Cooperating Teacher:
Ms. Evans
School: Rivelon Elementary
Cognate(s): Math
Grade: 4rth
Year: 2016
Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Important Student Information
Factors
(e.g. gender, SES, reading levels,
disabilities, ethnicity, student interests,
and other relevant factors, etc.)
Socioeconomic Status
Description
(of your findings in terms of your
students)
About half of my students lack sufficient
resources at home like a bed to sleep on.
Sources/Contextual Factors
(e.g. students, community resources, internet,
records, school personnel, family, etc.)
Student writings
Students elaborated on the subject
Lack of supportive parents that push

learning at home
Student Interest Surveys
Parent Involvement
School Environment
Rural, not as much resources used at this

school compared to other schools
Powerschool
Observation
3/4 of my students struggle with reading
Test scores
Cooperating Teacher
Test view
Scores
Reading Levels
Math Levels
Based on Spring 15 PASS
4 exemplary
4 met
10 not met
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?
In order to be an effective teacher, one must have a thorough understanding of ones students. This includes knowing their
academic levels upon entering the class, knowing how they learn best, knowing any special accommodations that must be made, and
knowing the interests of individual students. However, I learned that every class has factors that could possibly play against learning in the
long run.
The socioeconomic status of the students is important because it can play a big part in the students learning in the classroom. I
allowed my students to write an essay on what they would do if they had a million dollars. About half of the class wrote about how they
would buy a bed to sleep on, a new couch for their mothers, food so they will never be hungry, and the list goes on. This is very important
because if half of my students are worried about the lack at home, they will never be able to fully focus on their work in the classroom.
Having a bed to sleep on and food are part of necessities for the wellbeing of the child. To counteract this factor, I make sure that each of my
children eats breakfast and lunch every day. The lunch staff also allows them to get more if they ask. I also keep a positive outlook on life. I
push them to do and be their very best so they can be the one to bring their family happiness and success. I remind them that they are the
future, and they are in control of their lives. This information has pushed me to keep a positive, encouraging atmosphere in the classroom
and to keep high expectations for them. It has also encouraged me to make every lesson interesting and relevant to them.
The parent involvement is very important because I firmly believe that it does take a village to raise a child. Teachers are
responsible for the information that is taught at the schools but the parents are responsible for reiterating what is being taught and
supporting their childs learning by helping them from home. About a week ago, we had a writing night just for the students and parents.
Out of ALL the fourth grade classes, only one parent came. Fortunately, she was the mom of one of the high achieving students in the class. I
also sent a student interest survey home to get to know my students a little better. One of the questions was, Who helps you with your
homework? The majority of the students responded with their grandmothers. Knowing this, I aim to push my students to their highest
potential. I will be considerate of that when I send my students home with homework. I will be sure that I teach thoroughly to where all
Revised Fall 2013 ACEI/NAEYC 2010 Standards
students understand before heading home for practice. However, I will not give up on the guardians. I will still send out parent letters to let
them know of the childs status and welcome them to the classroom at any time.
The environment of the school plays a part in what kind of students attend. I honestly believe that the school is a product of it
environment. Its in a rural area surrounded by a lot of houses and trees. The resources in the school are not adequate compared to other
schools. About half of all the classrooms have Smart boards. My classroom does not, but we primarily use the document camera to project
things to the class. Knowing this information, I plan on doing a lot more hands on activities to make the students part of the learning. I will
also aim to use more technology in the classroom. The students just received iPads about 2/3 months ago. I plan on utilizing these tools to
make learning more engaging to them.
The students reading levels play a major part into their learning. I can count on one hand all the students that read on a fourth
grade level. My teacher discourages read alouds because the students struggle so badly. During tests, my students constantly raise their
hands asking, Can you read this word or read this sentence for me? It hurts me to see that these students are so close to testing and are
still on 2nd grade levels. Knowing this, I plan on scaffolding my children to their proper reading levels in my lesson. In order to read
effectively, students must hear good reading. So, sometimes I read to them, and other times allow them to read to themselves. Then, I ask
comprehension questions. In the meantime, I also use the IRL book. This helps me to find out what reading level each of my students are on
and give them library books that coincide with that. That will guide their learning and help get them to where they need to be. Knowing this,
I will also be conscious of how I make the test. Some questions will be easy in vocabulary and some will mimic how test questions will look
like on the benchmark test.
The students math levels are very important because they are directly related to the issues that the students are having currently
with math. Because over half the class did not master the content form last year, it is hard for them to build on that learning. We are
currently teaching the students 3rd grade concepts like multiplication and two digit subtraction along with adding and subtracting fractions.
It makes it harder on teachers to teach new and old concepts that shouldve already been mastered. Knowing this, I have been working with
the curriculum coach in planning how to teach lessons in which the students can learn both old and new content at the same time. I am
planning on using manipulatives and many other resources that will benefit my students growth from their current ability levels.
Section II: Long Range Learning and/or Developmental Goals

Describe the long range learning/developmental goals (standards) that you have established for your student, 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
Read fluently, accurately and with comprehension.

Use knowledge of sound and symbol relationships to decode words.
Develop knowledge of common spelling patterns, roots, and affixes
Compose original paragraphs applying previously learned language mechanics and writing skills
Print legibly and use proper alignment, shape, and slant in cursive writing
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?
Honestly, I feel like they are all important. However, if I had to pick one that was most important for all students I would have to say the
ability to read fluently, accurately and with comprehension. I feel like reading with comprehension is key. If they are actively reading, the
skills to comprehension, decoding words, and others will come a lot easier to the students. Reading acts a foundational skill that can be
perfected with time and consistency but the students must first learn how to read. Also, reading is a skill that all students can benefit from
forever.
Subject: Mathematics
Students will develop an understanding of numbers, numerical concepts and basic operation
Students will use a variety of skills when examining patterns, relationships and functions
Students will classify two and three- dimensional geometric shapes and be able to explain the relationships between them
Students will develop an understanding of measurement tools, units, and processes.
I do feel that all of the standards hold strong importance to all students when it comes down to content knowledge.
However, there are a few standards that are of more value to the child than others. Upon them I will include: students will
develop an understanding of numbers, numerical concepts and basic operation and understanding of measurement tools,
units, and processes. These goals are foundational goals that are necessary in order for students to build upon their
knowledge. Once they understand concepts and basic operations, they will be able to apply that knowledge in real life
situations. We will build upon that knowledge and show them how basic operations is necessary in all math. They also
need to understand processes. If they understand the process and why they are using certain processes to get the answer,
then they will be able to retain the information because they understand thoroughly. They must understand why they are
doing what they are doing to get the answer. That information will take them a lot farther then just remembering shortcuts
to the math.
Subject: Science
Students will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct
environments.
Students will demonstrate an understanding of the properties, movements and locations of objects in the solar system.
Students will demonstrate an understanding of weather patterns and phenoma

Students will demonstrate an understanding of the properties of light and electricity
Once again, all of these standards are very important and valuable in their own way. All of these standards provide a why to the things that are
around us. All of these developmental goals are foundational, yet informational. These goals elaborate on the cause of the way things are and the
effect on the world around us. I have realized that science is the study of the natural world in which we live. The world that we live in is the same
for ALL of the students. When something affects our environment, it affects all of us. So all of these goals are equally important.
Subject: Social Studies

The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World.
The student will demonstrate understanding of how the settlement of North America was influenced by the interactions of Native Americans,
Europeans, and Africans.
The student will demonstrate an understanding of conflict between the American colonies of England.
The student will demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government.
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you have established,
In my opinion, I feel that all of these goals are also equally important. History explains how things have evolved to be what they are
now. You cannot specify that one is more important than the other because one thing leads to the next which makes all things important to
make up what we now call a nation. All of the goals noted here are key points that are strategic events that make America what it is. This is
important for all students to know no matter what the background is.
Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater,
and visual arts), health and physical education in your units.
Subject: English Language Arts
Unit Length
(i.e., approximate number of lessons
Unit Topic or Description
4RL 5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer
to the details and examples in the text to support inferences and conclusions.
4 RL 13.1 Engage in whole and small-group reading with purpose and understanding
4RL 13.2 Read independently for sustained periods of time to build stamina
4RL 13.3 Read and respond according to task and purpose to become self-directed,
critical readers and thinkers
3-4 weeks
1 week
1 week
1 week
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?
To determine this, I sat with the English Language arts teacher and determined what would be on the PASS exams for this year. I
determined the amount of value each was based on and what they were required to master by test time. I allocated two weeks to the first
point because this year, the test is made up of about 25% of making inferences. We were also informed that the essays require the students to
make inferences based off what the author is inferring and to cite examples out of the text to prove it. I plan on integrating this concept in
many different forms like poems, short stories, fantasy, fiction, etc. I will also give them a lot of practice with inferring from a selected text
and proving through examples from the book. The other three points will be stressed for just a week. They will then be integrated into the
everyday curriculum. This will allow them to get practice with it on a daily basis.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit Topics
1
ARTS
Students will underline, circle, and cite
key words that lead to inferential
questions. They can use these words and
create a colorful word web that connects
the inference of the reader to the key
words out of the text.
Students can draw pictures and create

decorated KWL charts to be posted on
the walls of the classroom.
PE
For REVIEW: Students are to raise their
hands when they have created inferential
questions for their groupmates to answer.
After approval, they have to present
questions to their groupmates while they
are all standing. As they find the answers
to the questions supported by the proofs
in the story, then they may sit.
Students will stand and create circles
with their groups by holding hands and
stretching out. Then they will sit down
HEALTH
I will allow some of the readings to refer
to the wellbeing of the body such as the
importance of water, why should I
floss?, What are germs? to inform
them.

Students can draw pictures and

symbols that reflect how the story is
progressing and what the story is
about.
I will allow students to do a notecard to
one of the characters in the story. In
this notecard will be pictures,
encouraging words, etc. This will help
students interact with the reading.
on the carpet. After the story , I will go

around and ask comprehension
questions to the students. The students
that are responding will be required to
stand up as they are giving their
responses.
I will do popcorn reading. But when
the reader is called to read they can
jump up out of their seats like popcorn
and read to the class.
I will have students stand and give a
reflection on their book.

them.

them.
them.
Subject: Mathematics
Unit Topic or Description -- Key Element
Unit Length
4.NSF.2 Compare two given fractions (i.e.,

denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by
creating common denominators or numerators, or by
1 week
comparing to a benchmark fraction such as and

represent the comparison using the symbols >, =, or <.
4. NSF 3 a. Compose and decompose a fraction in more
than one way, recording each composition and
3 days
decomposition as an addition or subtraction
equation
4. NSF 3 b. Add and subtract mixed numbers with like
3 days
denominators
4. NSF 3 c. Solve real-world problems involving addition
and subtraction of fractions referring to the same
1 week
whole and having like denominators.

(Teach 8th Approx. 1 week)
instruction?
The instructional sequence was given from the Math Pacing Guide for fourth grade math. These instructional sequences play a big part in
the childrens learning. I have gathered that the sequence in which the units are taught can help students retain the information from the
lessons before more concretely. It also helps the students to make the learning relevant to them. The amount of time that was allocated to
each was also given in the pacing guides. They encourage that we spend time on teaching the why in math. We teach them why does this
process work and why are we doing this. With this information given, it is easier to teach the students, knowing what is next and knowing
what they have already mastered.
Unit Topics
1
ARTS
We will use manipulatives and allow the
students to trace the manipulatives on
their paper to identify with the fractions.
This also helps to provide a visual for
them. We will allow them to shade in the
numerator amount with markers or
crayons.
I will allow my students to draw different
pictures to represent the fractions of
colored objects. Then I would allow the
students to switch papers with someone
on the other side of the class to identify
and complete the problem. The focus will
be adding
pictures to represent the mixed fractions
of colored objects showing to sets of
objects. Then I would allow the students
to switch papers with someone on the
other side of the class to identify and
complete the problem. The focus will be
subtracting.
pictures to represent the mixed fractions
of colored objects showing to sets of
objects. Then I would allow the students
to switch papers with someone on the
other side of the class to identify and
complete the problem. The focus will be
adding and subtracting.
PE
I will allow some of the students to be
used as manipulatives to help my
students create fractions to compare. For
example, I would ask 5 students to stand
and allow the class to write down what
fraction of the class is standing.
HEALTH
I will allow students to gather different
fractions from a data collection of germs
in a classroom from google. Then I would
certain fractions that are appropriate for
comparing.
I will create fractions and allow the

students to get up and search for objects
that represent that fraction. For example,
I would put 2/3. A student would show
me 2 girls with blue skirts and a total of 3
girls with skirts in all.

fractions from a data collection of germs
in a classroom from google. Then I would
certain fractions that are appropriate for
adding.
I will create mixed fractions and allow

the students to get up and represent
different mixed fractions. Students will
have to identify and write the mixed
fraction that is being conveyed.

mixed fractions from a data collection of
germs in a classroom from google. Then I
would certain fractions that are
appropriate for subtracting.
I will present different situations through

word problems and allow them to work it
out when they have it finished and found
the answer, they can stand up and pair up
with one person that has a different
answer. They will work it out on the
board to see who is correct.

mixed fractions from a data collection of
germs in a classroom from google. Then I
would certain fractions that are
appropriate for adding and subtracting
Subject: Science
4-2.4 Distinguish between the characteristics of an organism that are inherited and
those that are acquired over time
4-2.5 Explain how an organisms pattern of behavior are related to its environment
( including the kinds and the number of other organisms present, the availability of food
and other resources, and the physical characteristics of
Unit Length
1 week
1 week
the environment)
4-2.6 Explain how organisms cause changes in their environment
1 week
4-3.1 Recall that the Earth is one of the many planets in the solar system that orbit the
sun
1 week
instruction?
The instructional sequence was given from the Science Pacing Guide for fourth grade science. These instructional sequences play a big part
in the childrens learning. I have gathered that the sequence in which the units are taught can help students retain the information from the
lessons before more concretely. It also helps the students to make the learning relevant to them. The amount of time that was allocated to
each was also given in the pacing guides. They encourage that we spend time on teaching the how in science. We teach them why does this
process work and why are we doing this. With this information given, it is easier to teach the students, knowing what is next and knowing
what they have already mastered.
Unit Topics
ARTS
We will create a T-CHART of inherited
and acquired traits mixed up. Students
will circle inherited traits with crayon.
Students will underline acquired traits
with marker.
Allow students to look at and identify
how plentiful resources are in an
environment based on the physical
characteristics from an in depth picture.
PE
I will have students to stand and represent
inherited/ inherited traits of their
classmates. 5 volunteers will go in front
of the class and give descriptions of what
they are and the class will have to guess
which type of trait they are.
I will allow students to stand up and act
out the behaviors of different animals
from numerous environments where food
is scarce/ plentiful.
Each student will draw an environment in

their notebooks and elaborate on what
animals could live there
I will allow students to stand up and act

out the behaviors of different animals
from numerous environments where food
is scarce/ plentiful.
We will create a visual of our solar

system using Styrofoam balls of different
sizes. I will break the class into groups.
Each group is responsible for gathering
information on that planet and how it
relates to earth.
Each group will be asked to come to the

front and demonstrate how each planet
compares to earth with my assistance.
HEALTH
I will explain to them how certain
inherited traits can affect your body and
wellbeing. (if sickness runs in the family)
I would show students how the kinds and

the number of other organisms present,
the availability of food and other
resources, and the physical characteristics
of the environment play a part in the
organisms health and wellbeing.
I would show students how the kinds and
the number of other organisms present,
the availability of food and other
resources, and the physical characteristics
of the environment play a part in the
organisms health and wellbeing.
Each group will tell how the atmosphere
and weather of each planet would affect
humans.
Subject: Social Studies

4-5.1 Summarize the major expeditions that played a role in westward expansion
including those of Daniel Boone, Lewis and Clark, and Zebulon Pike.
Unit Length
2 weeks
4-5.2 Explain the motivations and methods of migrants and immigrants who moved
West, including economic opportunities, the availability of rich land, and the countrys
belief in Manifest Destiny.
4- 5.3 Explain the purpose, location, and impact of key United States acquisitions in the
first half of the nineteenth century, including the Louisiana Purchase, the Florida
Purchase, The Oregon Treaty, the annexation of Texas, and the Mexican Cessation.
4- 5.4 Summarize how territorial expansion, related land policies, and specific
legislation affected Native Americans, including the Northwest Ordinance of 1787 and
the Indian Removal Act of 1830
2 weeks
2 weeks
1 week
instruction?
The instructional sequence was given from the Social Studies Pacing Guide for fourth grade social studies. These instructional sequences
play a big part in the childrens learning. I have gathered that the sequence in which the units are taught can help students retain the
information from the lessons before more concretely. It also helps the students to make the learning relevant to them. The amount of time
that was allocated to each was also given in the pacing guides. They encourage that we spend time on teaching the what in social studies.
We teach them why and how certain things happened to create the world that we live in today. With this information given, it is easier to
teach the students, knowing what is next and knowing what they have already mastered.
Unit Topics
1
ARTS
Students will draw a map of the
expeditions of major people during
westward expansion.
Students will draw a map that includes
symbols that represent the pathways of
immigrants, economic opportunity, and
the availability of rich land.
Students would draw pictures that helped
them to remember the significance of the
Louisiana Purchase, the Florida Purchase,
The Oregon Treaty, the annexation of
Texas, and the Mexican Cessation.
Students would draw pictures that helps
them remember territorial expansion,
related land policies, and specific
legislation affected Native Americans,
including the Northwest Ordinance of
1787 and the Indian Removal Act of
1830.
PE
My students will engage in a scavenger
hunt during recess time to match key
people with their contributions to
westward expansion.
Students will engage in a scavenger hunt
in the classroom. The students
HEALTH
While engaging in the scavenger hunt,
students will be running and exercising
trying to get all the information in a
timely.
I will explain to them that the availability
of rich land and economic opportunities
play a big part in the health of the people.
Students will all stand and tell me

something that they remember about the
lesson each day as the closure.

Students will all stand and we will use a

ball. I will toss the ball to different
students. Some will tell me something
that they remember about the lesson and
some will answer questions that I pose
each day as the closure.

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
Math: Math textbook, math workbook, index cards, markers,
paper, pencils, pens, highlighters, white board, smart tv,
IPADs, YouTube, Brain pop, Kahoot
Science: Science textbook, science workbook, index cards,
markers, paper, pens, pencils, highlighters, white board,
smart tv, IPADs, YouTube, Brain pop, Kahoot
ELA: Reading textbook, index cards, markers, paper,
pencils, highlighters, pens, white board, classroom library
with range of level appropriate books, word wall, smart tv,
IPADs, YouTube, Brain pop, Kahoot
History: Science textbook, science workbook, index cards,
markers, paper, pencils, highlighters, white board, globe,
world map, word wall, smart tv, IPADs, YouTube, Brain pop,
Kahoot
Student Materials
Math workbook, math notebook, index cards, loose leaf paper, pencils,
highlighters, markers, individual white boards, manipulatives and
IPADs( apps for Kahoot, YouTube, and brain pop)
Science workbook, science notebook, index cards, loose leaf paper, pencils,
highlighters, markers, individual white boards, manipulatives and
IPADs( apps for Kahoot, YouTube, and brain pop)
ELA textbook, ELA notebook, index cards, loose leaf paper, pencils,
highlighters, markers, individual white boards, and IPADs( apps for Kahoot,
YouTube, and brain pop)
History workbook, history notebook, index cards, loose leaf paper, pencils,
highlighters, markers, individual white boards, and IPADs( apps for
Kahoot, YouTube, and brain pop)
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)
Unit 1: (3)Weekly Quiz-F

(2)Pop Quiz-F
Project-S
Vocabulary Quiz-F
End of Unit Test-S
Evaluative Criteria
Pop Quiz 5 Questions = 5
bonus points
Weekly Quiz, End of Unit Test,
Vocabulary Test based on
schools grading chart: A=93100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
HomeworkCompletion( assignments will be
graded for accuracy for teacher
knowledge, but graded in the
gradebook for completion)-5%
Classwork-Accuracy-20%
Tests/Writing Samples- Accuracy
45%
Quizzes-Accuracy 30%
Project Criteria: Book Report
Rubric
Based on schools
Student Progress/Achievement
Reporting Method(s)
All progress on the assessments
will be reported to students
immediately (by the Thursday of
each week).
Progress will be reported to
parents on the bi-weekly progress
reports and quarterly report card.
Matching Goal
Goal 1: Ask and answer

inferential questions to analyze
meaning beyond the text; refer to
the details and examples in the
text to support inferences and
conclusions.
grading chart
Unit 2: Weekly quiz-F

Pop Quiz-F
Vocabulary Quiz-F
End of Unit Test-S

Pop Quiz-F
Vocabulary Quiz-F
End of Unit Test-S

Pop Quiz-F
Vocabulary Quiz-F
End of Unit Test-S
Pop Quiz -5 questions= 5 bonus

points
Weekly Quiz, End of Unit Test
based on schools grading chart:
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%

each week).
Goal 2: Engage in whole and

small-group reading with purpose
and understanding


immediately ((by the Thursday of
each week).
Goal 3: Read independently for

sustained periods of time to build
stamina


each week).
Goal 4: Read and respond

according to task and purpose to
become self-directed, critical
readers and thinkers
Mathematics

Unit 1:
Multiplication Quiz-S
Homework-F
Classwork-F
Concept Quiz-F
End of Unit Test-S
Unit 2:
Homework-F
Classwork-F
Concept Quiz-F
End of Unit Test-S
Unit 3:
Homework-F
Classwork-F
Concept Quiz-F
End of Unit Test-S
Evaluative Criteria
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%

points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
Reporting Method(s)
each week).

each week).

each week).
Matching Goal
Goal 1: Compare two given
fractions (i.e.,
denominators 2, 3, 4, 5, 6, 8, 10,
12, 25, 100) by
creating common denominators
or numerators, or by comparing
to a benchmark fraction such as
and represent the comparison
using the symbols >, =, or <.
Goal 2: Compose and decompose

a fraction in more
than one way, recording each
composition and
decomposition as an addition or
subtraction
equation
Goal 3:
Add and subtract mixed numbers
with like
denominators

Unit 4:
Concept Quiz -F
Homework-F
Classwork-F
End of Unit Test-S
45%
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%

each week).
Goal 4:
Solve real-world problems
involving addition
and subtraction of fractions
referring to the same
whole and having like
denominators.
Science
Unit 1:
Weekly quiz-F
Pop Quiz-F
End of Unit Test-S

Homework-F
Classwork-F
Pop Quiz-F
Evaluative Criteria

points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%
points
A=93-100
B= 85-92 ;
Reporting Method(s)
each week).).
Matching Goal
Goal 1:
Distinguish between the
characteristics of an organism
that are inherited and those that
are acquired over time


each week)
Goal 2:
Explain how an organisms
pattern of behavior are related to
its environment ( including the
kinds and the number of other
organisms present, the
End of Unit Test-S

Homework-F
Classwork-F
Pop Quiz-F
End of Unit Test-S

Homework-F
Classwork-F
Pop Quiz-F
End of Unit Test-S
C= 77-84
D = 70-76
F =69 or below
45%
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%

availability of food and other

resources, and the physical
characteristics of
the environment)

each week).
Goal 3:
Explain how organisms cause
changes in their environment


each week).
Goal 4:
Recall that the Earth is one of the
many planets in the solar system
that orbit the sun

Social Studies
Classwork-F
Pop Quiz-F
Evaluative Criteria
points
Reporting Method(s)
Matching Goal
Goal 1:
Summarize the major expeditions
that played a role in westward
End of Unit Test-S

Classwork-F
Pop Quiz-F
End of Unit Test-S

Classwork-F
Pop Quiz-F
End of Unit Test-S

Classwork-F
Pop Quiz-F
End of Unit Test-S

A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
45%
points
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
each week).

each week).

each week).

each week).
expansion including those of

Daniel Boone, Lewis and Clark,
and Zebulon Pike.
Goal 2:
Explain the motivations and
methods of migrants and
immigrants who moved West,
including economic
opportunities, the availability of
rich land, and the countrys belief
in Manifest Destiny.
Goal 3:
Explain the purpose, location, and
impact of key United States
acquisitions in the first half of the
nineteenth century, including the
Louisiana Purchase, the Florida
Purchase, The Oregon Treaty, the
annexation of Texas, and the
Mexican Cessation.
Goal 4:
Summarize how territorial
expansion, related land policies,
and specific legislation affected
Native Americans, including the
Northwest Ordinance of 1787 and
the Indian Removal Act of 1830

45%
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 will make sure that the assessment is based on the standards. I use the support documents to create my assessments. I
look at what the students is required to know after the lesson and I assess them based on that information. I also make sure
that the question stems are appropriate based on Blooms taxonomy. I reflect all levels of blooms taxonomy by having
different types of test questions on the test. Some questions are multiple choice, true/false, short answer with word bank,
and open ended. We make sure that all assessments are valid and accurate in every way.
To keep to parents well aware of the evaluation criteria and how the students are graded, parent letters and newsletters are
sent home every semester. On these documents, the parents will find out what big projects are coming up, how they will
be assessed, rubrics, and a school calendar. I also will send home all graded papers home on Thursday to be signed.
Reports regarding the students overall progress and achievement are done on an as needed basis. If there are any
significant changes in the childs performance over success in the class, the parent will be notified via phone call or
parent-teacher conference.
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:
Maintaining records of student progress and achievement is quite simple in my classroom. We primarily use
PowerSchool for records and grades, but we also have a book that we chart all of the grades into for back up. We
also have a behavior book. In that book, we write down any behavioral issues that we had that day with any of the
children. We mark it and date it so that we keep up with our students behavior and achievements. When our
students achievement is progressing, we do a positive call home or give them a quick reward for their
achievements.
B.
Procedures for aggregating and displaying data : Students that show most improved or students who we see are working
hard and consistently are rewarded by getting their work posted on either the bulletin boards or up in the
classroom. Only grades that are 80% or higher depending on the unit. My teacher tries to post all good grades up
somewhere (bulletin board or classroom) so that all students can see that we care about their learning and be
proud of themselves. For those who are showing significant growth but are not meeting the 80% mark, their name
will
go
on
the
Who
is
Who
wall for students who are progressing. All students on the Who is Who wall gets big treats every two weeks. Also,
names on the wall are updated every two weeks. This gives the students something to look forward to and
something to work towards.
C. How will you use the data to make instructional decisions?

All results from assessments are used for instructional decisions. We use the data to determine whether or not to
reteach. We also use it to determine whether or not students understand the information. Data from their
assessments teaches us whether or not the problem was in the teachers teaching or the learning of the students.
Data helps us to make instructional decisions on a daily basis for our students. This data guides our process for
differentiating the content, process, or environment for the success of students.
While teaching is going on, there are a few things that we expect out of all of our
children. Classroom rules and expectations will be explained and sent home with
the students on the first day of class. These behavioral expectations will be
posted on the wall up front as soon as you walk in, so that all students are
Section V:
Management
aware. We hold high expectations
forClassroom
all of our
students here and if they are not
followed
through
then
consequences
will
follow.
Our expectations include:
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 nonListen and follow directions the first time.
instructional1.
activities.
EXPECTATIONS DURING INSTRUCTION
2. Raise your hand and wait for permission to speak.
3. Keep hands, feet, objects, and negative comments to yourself.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
4. Have your supplies and be on time.
5. Complete and submit all assignments on time with excellence.

EXPECTATIONS DURING NONINSTRUCTIONAL TIME
During non-instructional times, our students are still held to high standards. The
school is initiating Positive Behavior Intervention System (PBIS) THIS YEAR. The
whole school will adhere to the following matrix concerning behavior
expectation. The individual implementation of the rules in the classroom is up to
the individual teacher. These procedures ensure that our students practice
Safety, Manage self, Act responsibly, Respect others and themselves, and Think.
These key detail represent SMART behavior.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
Procedures
1. Attendance
a. The teacher will take attendance after the bell has sounded.
b. Attendance will be recorded using the computer program called Power
school.
2. Lining up
a. Wait until your group is called to line up.
b. Walk to the line quietly, and stay silent while in line.
c. Use this time to think.
3. Beginning of the day
a. Come in quietly and unpack personal items including your book bag
and jacket.
b. Turn in your homework and calendar.
c. Sharpen your pencils.
d. Complete any morning work
4. Early Finishers
a. Students finishing work early may read a book, begin their homework,
or use one of their math tools
b. Students may be asked to assist other students once finished
c. Students may take AR tests when done
\
5. Restroom Breaks
a. You may ask to use the restroom anytime the teacher is not teaching, with permission. This
will be limited to once before lunch and once after lunch (unless it is an emergency)
b. Walk quietly down the hallway. Remember, you have hallway procedures!
c. Clean any mess that you have made before you leave the bathroom.
d. Wash and dry your hands quickly.
6. Emergency Drills
a. Students will line up quietly and calmly.
b. They will follow the teachers directions and proceed to the designated location.
c. Roll will be taken once students are at designated location.
7. Pencil Sharpener
a. One person at a time at the pencil sharpener.
b. Use the art supplies for your group that are in your groups container.
c. Ask for permission if you need to get a supply that is not at your seat.
d. Share supplies and cooperate with each other.
RULES AND CONSEQUENCES
The rules for this classroom are basic classroom rules that all students are
familiar with. The students were made part of the process for creating the rules
for the classroom so that they would better follow them. These rules can be
found on the walls of the classroom or in the students notebooks.
1. Listen and follow directions the first time.
2. Raise your hand and wait for permission to speak.
3. Keep hands, feet, objects, and negative comments to yourself.
4. Have your supplies and be on time.
5. Complete and submit all assignments on time with excellence.
CONSEQUENSES
Consequences for inappropriate behavior was also created in collaboration with
the children. We follow these consequences thoroughly to ensure that all
students are getting a quality education. Rewards for good behaviors are but not
limited to: verbal praise from teacher, cheers and chants, positive note home to
parents, candy, and Fun Friday. Fun Friday is a day where students are allowed
to play educational games to win points towards their next quiz.
1. Verbal warning-Reteach the behavior expectation
2. Individual Conference with student-decrease conduct grade to satisfactory
3. Rule Reflection Center- student explains in writing which rules were broken
Revised Fall 2013
ACEI/NAEYC
2010 Standards
and how
they will change
their behavior.
4. Call Parent- Decrease conduct grade to Unsatisfactory
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?
Through the PBIS program, the teacher and the students are encouraged to provide a positive outlook on behavior. This positive
outlook will greatly improve the classroom culture because the system focuses on behaviors and there is consistency the throughout
the grade level. In order to maximize instructional time, the students are allowed to take care of individual needs (sharpening pencils,
bathroom, water, etc. ) during independent work time. Students are not allowed to get up unless it is an emergency during instructional
time; this would distract from the class instruction.
In the beginning of the year, I will send out an introductory letter including
information about myself, my goals and expectations for student learning and
plans for instruction and assessment.
On the first day, the class and I will
Section VI: Parent Communications
collaborate on some class rules that must be followed and carried on throughout
Describe your
for providing
initial
information
your
goals and
expectations
for will
student
learning,aplans for instruction and
theprocedures
year. They
will get
a copy
thatabout
goes
home
that
day that
require
assessment,signature
rules for student
behavior
to
your
parents
and
overall
recommendations
for
involving
your
parents
with learningwill
at home. How
proving that you have read and understood the terms. The students
do you plan to periodically inform your parents about their childs learning and behavioral progress in your class? Also, discuss you would
also be required to sign signifying that they understand the rules of the classroom
involve your parents in home-based and school-based activities.
and the consequences if the rules are not followed through. I will have the
originals and will make copiesProcedures
so thatfor
they
can initial
cut and
paste in their journals. A
providing
information
school calendar and newsletter will be sent home periodically to keep the parent
abreast of what activities are going on. A class calendar will also be sent home
every two weeks notifying the parents of projects, tests, and quizzes that may be
coming up. Report cards and progress reports are issued periodically so that
parents/guardians are aware of their childs progress and achievement.
Communication may include but is not limited to notes home, telephone calls,
home visits, parent-teacher conferences, open houses, and various school-based
community activities. I will try my best to create a positive relationship with my
students parents so that the child can get the ultimate support that they need at
school and at home.
Procedures for involving parents with the learning at home

Section VII: Reflecting and Revision Procedures
Involving parents in the learning at home is the key to getting support in the
students learning. I would encourage my students parents to work with their
students at home. I will assign some projects that would require the parents help.
I will also assign projects that encourages parents to come out to the school and
speak to the class, sit in, observe, and even volunteer in the classroom. I will try
to utilize an easier way of communicating so that communication for my parents
will be effective. I may consider collecting emails in addition to telephone
numbers of parents at the beginning of the year. I will be open to new ways of
communication for my students parents. For times when I need help, I will be
specific with what I need each parent to do at home with their child to help them
succeed. Most of all, I will show my parents how much I appreciate them by
consistently thanking them for their support and all that they do.
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:
This plan acts as a guide for instruction throughout the year. It is a strength because you will always have something to refer back to in
the time of need.
B.
Weaknesses
This is a great source, but at the end of the day it is just a plan. That means that it may change many times according to the
pace of teaching and learning. So it is important that we keep it updated and current so that it remains very effective.
C. Time line for evaluating long range plan components.

Evaluating this plans acts as a guide for what will be taught, how it will be taught, and in what order. I plan to update this every two
weeks so that it is current. I also will update it because it is very effective in planning.
D.
List modifications and adaptations that you think might be needed to improve the procedures.
I may need to go back and include extra assessments that support the content learning to help guide me low performers. If I
have more assessments I can give them extra practice with all of the content they need. I may also consider going back to
specify how I am going to make each lesson engaging and interactive for all children no matter what their academic level is.
E.
Plan for reflecting on your teaching practices.
Reflection is very important in the teaching career. Reflections help me make instructional decisions for my students and their
learning. I plan on reflecting each day on my students learning. However, I plan to refer back to, revise and update this long range
plan every two weeks.
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.

NW Long Range Plan - Ec Elem 1

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Candidate: Nashayla Whitten

Section I: Student Information

Lack of supportive parents that push

Student Interest Surveys

Rural, not as much resources used at this

3/4 of my students struggle with reading

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

Read fluently, accurately and with comprehension.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Long Range Learning and/or Developmental Goals

Students will demonstrate an understanding of weather patterns and phenoma

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section III: Instructional Units

Unit Topic or Description

Students can draw pictures and create

Revised Fall 2013 ACEI/NAEYC 2010 Standards

I will allow some of the readings to refer

Students can draw pictures and

on the carpet. After the story , I will go

floss?, What are germs? to inform

I will allow some of the readings to refer

Unit Topic or Description -- Key Element

4.NSF.2 Compare two given fractions (i.e.,

comparing to a benchmark fraction such as and

whole and having like denominators.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

I will create fractions and allow the

I will allow students to gather different

I will create mixed fractions and allow

I will allow students to gather different

I will present different situations through

I will allow students to gather different

Unit Topic or Description

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Each student will draw an environment in

I will allow students to stand up and act

We will create a visual of our solar

Each group will be asked to come to the

I would show students how the kinds and

Unit Topic or Description

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will all stand and tell me

I will explain to them that the availability

Students will all stand and we will use a

I will explain to them that the availability

Section III B: Materials and Resources

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section IV: Assessment of Student Performance

Assessments (Indicate whether

Unit 1: (3)Weekly Quiz-F

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Goal 1: Ask and answer

Unit 2: Weekly quiz-F