EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN

Candidate: Arthea D. Simmons Grade: 3rd School: Whittaker Elementary Major: Elementary Education

Cooperating Teacher: Mrs. C. Ihekweazu District: Orangeburg County School District 5 Year: Spring 2013 Cognate(s): English

Section I: Student Information (Key Element 1.A)

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.

Important Student Information (Key Element 1.A)

Factors (e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Gender: Description (of your findings in terms of your students) 10 Females 11 Males Sources/Contextual Factors (e.g. students, community resources, internet, records, school personnel, family, etc.) This information was gathered from the classroom roster. Information was also gathered from classroom observations. This information was gathered from classroom observations. Information was also gathered from Mrs. Ihekweazu as she expressed that the majority of students at Whittaker Elementary are African American. This information was gathered from Ms. Campbell, who is the cafeteria manager. This information was also gathered from my mentor teacher, Mrs. Ihekweazu. This information was gathered from my mentor teacher, Mrs. Ihekweazu. The reading program Accelerated Reader Enterprise also served as a source for collecting this data. This information was gathered from my mentor teacher, Mrs. Ihekweazu. Mrs. Charley, who is the schools resource teacher, also provided accurate information.

Ethnicity:

All 21 students are of the African American race.

Social Economic Status:

Free Lunch: 17 Reduced: 3 Full: 1

Reading Level:

Students Range 1:0-1.9: 7 Students Range 2.0-2.9: 7 Students Range 3.0-3.9: 7

Resource:

There are a total of 4 students who have IEPs. There is 1 student who receives academic assistance from resource personnel. There are 3 students who receive assistance from speech personnel.

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Reflect on the student Information (Key Element 1.A): 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 feel that this student information is of primary importance because it allows me to learn my students and allow me to plan appropriate lessons that are student centered and geared towards their interest. Reflecting upon the data that I have collected from Mrs. Ihekweazu and other reliable sources, I notice that my students different/diverse in reference to their academics and economic statuses. However, I already used and plan to continue using this student information to develop and prepare long range and short range plans that will connect and interest my students. Not only will this data allow me to prepare appropriate and effective long and short range plans, but it will allow me to manage time spent on particular areas and plan exciting lessons to motivate and inspire students to learn.

Section II: Long Range Learning and/or Developmental Goals (Key Element 1.B)
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 -- Key Element 1.B The student will learn to read by applying skills and strategies.

The student will create written work that has a clear focus, details, organization, voice, and correct use of conventions of written Standard American English. The student will write for a variety of purposes and audiences. The student will access and use information from a variety of sources. The student will read and comprehend a variety of literary texts in print and non-print formats. The student will read and comprehend a variety of informational texts in print and non- print formats.

The student will score and perform exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams. The student will score and perform exemplary on the South Carolina State PASS test.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): 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?

My ultimate goal and objective is for my students to achieve great scores on the state PASS test, the district benchmark test/ assessments (mini bites), and regular classroom assessments. It is important for

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students to achieve great results so that they can prove that learning has took place. Moreover, it is also important so that students can show that they understand the content and are ready to be promoted to the next grade level. If 80% of my students are able to score and perform exemplary on both the PASS and Benchmark exams, then I know that all of my other goals will be accomplished. However, I believe that achieving great scores on the state PASS test is most important because it verifies if learning has taken place and it allows teachers to see if all of their hard work has paid off. Subject: Mathematics

Long Range Learning and/or Developmental Goals -- Key Element 1.B The student will demonstrate through the mathematical processes a sense of quantity and numeral relationships; the relationships among addition, subtraction, and related basic facts; and the connections among numeric, oral, and written word forms of whole numbers. The student will demonstrate through the mathematical processes a sense of numeric patterns, the relationship between addition and subtraction, and change over time. The student will demonstrate through the mathematical processes a sense of two-and three-dimensional geometric shapes, symmetry, and relative positions and directions in space. The student will demonstrate through mathematical processes a sense of telling time by the hour and minute. The student will demonstrate through the mathematical processes a sense of the value of combinations of coins and the measurement of length, weight, time, and temperature. The student will demonstrate through mathematical processes a sense of collecting, organizing, and interpreting data and of making predications on the basis of data.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): 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?

My ultimate goal and objective is for my students to achieve great scores on the state PASS test, the district benchmark test/ assessments (mini bites), and regular classroom assessments. It is important for students to achieve great results so that they can prove that learning has took place. Moreover, it is also important so that students can show that they understand the content and are ready to be promoted to the next grade level. If 80% of my students are able to score and perform exemplary on both the PASS and Benchmark exams, then I know that all of my other goals will be accomplished. However, I believe that achieving great scores on the state PASS test is most important because it verifies if learning has taken place and it allows teachers to see if all of their hard work has paid off. Subject: Science

Long Range Learning and/or Developmental Goals -- Key Element 1.B The student will demonstrate and understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple investigation. The student will demonstrate a special understanding of characteristics and needs of plants that allow

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them to survive in their own distinct environment. The student will demonstrate an understanding of the features of the sky and the patterns of the sun and the moon. The student will demonstrate an understanding of the properties of earth materials. The student will demonstrate an understanding of the positions and motions of objects. The student will demonstrate an understanding of sound, pitch, and volume.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): 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?

My ultimate goal and objective is for my students to achieve great scores on the state PASS test, the district benchmark test/ assessments (mini bites), and regular classroom assessments. It is important for students to achieve great results so that they can prove that learning has took place. Moreover, it is also important so that students can show that they understand the content and are ready to be promoted to the next grade level. If 80% of my students are able to score and perform exemplary on both the PASS and Benchmark exams, then I know that all of my other goals will be accomplished. However, I believe that achieving great scores on the state PASS test is most important because it verifies if learning has taken place and it allows teachers to see if all of their hard work has paid off. Subject: Social Studies

Long Range Learning and/or Developmental Goals -- Key Element 1.B The student will have an understanding of home, school, and other settings across the world. The student will have an understanding of how individuals, families, and communities live and work together here and across the world. The student will have an understanding of the role of citizens in the American democracy. The student will have an understanding of the foundations and principles of American democracy. The student will have an understanding of how government functions and how government affects families. The student will have an understanding of how and why people make economic choices and the importance of these choices for families. The student will demonstrate an understanding of the events that led to the Civil War, the course of the war and reconstruction, and South Carolinas role in these events.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): 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?

My ultimate goal and objective is for my students to achieve great scores on the state PASS test, the district benchmark test/ assessments (mini bites), and regular classroom assessments. It is important for

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students to achieve great results so that they can prove that learning has took place. Moreover, it is also important so that students can show that they understand the content and are ready to be promoted to the next grade level. However, I believe that achieving great scores on the state PASS test is most important because it verifies if learning has taken place and it allows teachers to see if all of their hard work has paid off.

Section III: Instructional Units (Key Element 1.C)

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 1 week

Unit Topic or Description -- Key Element 1.C 3-1.1 Analyze the details that support the expression of the main idea in a given literary text. 3-1.3 Analyze the text to determine first-person point of view. 3-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics. 3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). 3-2.3 Distinguish between facts and opinions in informational texts. 3-2.8 Analyze informational texts to identify cause-and-effect relationships. 3-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations). 3-1.6 Analyze the effect of the authors craft (for example, word choice and sentence structure) on the meaning of a given literary text. 3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). 3-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. 3-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The sequence of my instruction is guided by the South Carolina State Standards and Orangeburg County School District 5 pacing guide. The South Carolina State Standards gives the standards and indicators that teachers should refer to and align their lessons. However, the OCSD 5 pacing guides allows teachers to know exactly what content should be taught (standards and indicators), when the content should be taught, and how much time is recommended or should be spent for each standard and indicator. Although these documents are here for me to follow, I will spiral teach and I may have to spend a little more time on various areas and information to make sure that my students are understanding and grasping the content.

Describe ways in which you will integrate the arts, PE and Music in your unit? I will integrate the arts by

letting students draw pictures to go with their poetry and compositions. I plan to integrate health and physical education by allowing my students to get in mild cardio by getting up and moving as they role play with various fiction text. Music will be incorporated as students create their own rhythms and rhyme patterns in poetry jams. Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: Mathematics Unit Length (i.e., approximate number of lessons 2 weeks

Unit Topic or Description -- Key Element 1.C 3-2.12: Analyze the magnitude of digits through 999,999 on the basis of their place value. 3-2.1: Compare whole-number quantities through 999,999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =. 3-2.7: Recall basic multiplication facts through 12 x 12 and the corresponding division facts. 3-2.10: Generate strategies to multiply whole numbers by using one single-digit factor and one multi-digit factor. 3-4.6: Exemplify points, lines, line segments, rays, and angles. 3-4.2: Classify polygons as either triangles, quadrilaterals, pentagons, hexagons, or octagons according to the number of their sides 3-4.5: Classify triangles by the length of their sides as scalene, isosceles, or equilateral and by the size of their angles as acute, obtuse, or right. 3-4.8: Predict the results of one transformation slide, flip, or turn of a geometric shape. 3-5.6: Use analog and digital clocks to tell time to the nearest minute.

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3-5.1: Use the fewest possible number of coins when making change. 3-5.2: Use appropriate tools to measure objects to the nearest unit: measuring length in meters and half-inches; measuring liquid volume in fluid ounces, pints, and liters; and measuring mass in grams. 3-2.5: Understand fractions as parts of a whole. 3-6.1: Apply a procedure to find the range of a data set. 3-6.2: Organize data in tables, bar graphs, and dot plots.

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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The sequence of my instruction is guided by the South Carolina State Standards and Orangeburg County School District 5 pacing guide. The South Carolina State Standards gives the standards and indicators that teachers should refer to and align their lessons. However, the OCSD 5 pacing guides allows teachers to know exactly what content should be taught (standards and indicators), when the content should be taught, and how much time is recommended or should be spent for each standard and indicator. Although these documents are here for me to follow, I will spiral teach and I may have to spend a little more time on various areas and information to make sure that my students are understanding and grasping the content.

Describe ways in which you will integrate the arts, PE and Music in your unit.I will integrate art by having

students draw the different types of polygons within a lesson. I will incorporate health and physical education by allowing my students to get mild cardio in by getting up and moving their bodies to represent acute, obtuse, and right angles. Music will be integrated as students created a multiplication song. Music will also be incorporated in the rounding lesson. Students will sing this rounding song/rap to help them remember the rules of rounding. Rounding Rap Find the value and circle that digit. Move to the right and underline, get it? 0-4, circle stays the same. 5-9, add "1" is the game. Now flex your muscles like a hero, Digits to the right change to a "0". All the other digits remain the same. Yo! You're a winner in the rounding game

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

Unit Topic or Description -- Key Element 1.C 3-1.8 Use appropriate safety procedure when conducting investigations. 3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately and appropriately when gathering specific data. 3-3.1 Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. 3.3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). 3.3.4 Infer ideas about Earths early environments from fossils of plants and animals that lived long ago 3.3.5 Illustrate Earths saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.3.6 Illustrate Earths land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. 3.3.8 Illustrate changes in Earths surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). 3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants). 3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and decomposers). 3-5.1 Identify the position on of an object relative to a reference point by using position terms such as above, below, inside of, underneath, or on top of and a distance scale or measurement. 3-5.3 Explain how the motion of an object is affected by the strength of a push or a pull and the mass of the object. 3-5.4 Explain the relationship between the motion of an object and the pull of gravity. 3-5.5 Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another. 3-5.6 Compare the pitch and volume of different sounds. 3-5.7 Recognize ways to change the volume of sounds. 3-4.1 Classify different forms of matter (including solids, liquids, and

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gases) according to their observable and measurable properties. 3-4.2 Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating). 3-4.4 Identify sources of heat and exemplify ways that heat can be produced (including rubbing, burning, and using electricity). 3-4.3 Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators).

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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The sequence of my instruction is guided by the South Carolina State Standards and Orangeburg County School District 5 pacing guide. The South Carolina State Standards gives the standards and indicators that teachers should refer to and align their lessons. However, the OCSD 5 pacing guides allows teachers to know exactly what content should be taught (standards and indicators), when the content should be taught, and how much time is recommended or should be spent for each standard and indicator. Although these documents are here for me to follow, I will spiral teach and I may have to spend a little more time on various areas and information to make sure that my students are understanding and grasping the content.

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

I will integrate art by assigning a project and having my students draw their very own food chain. Students will have to draw the actually food chain, however, they can print pictures of animals and cut pictures of animals out of a magazines to spice up their projects. Health and physical education will be incorporated as students explore with cardio as well as with tennis balls, basketballs, and soccer balls to show motion of an object and the pull of gravity. Music will be integrated in the sound unit to assist students will how sound is produced and how sound is traveled. Appropriate music will be played and various instruments will be used to show how sound is produced.

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: Social Studies Unit Length (i.e., approximate number of lessons 2 weeks

Unit Topic or Description -- Key Element 1.C 3-1.1 Categorize the six landform regions of South Carolinathe Blue Ridge, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zoneaccording to their climate, physical features, and natural resources. 3-2.1 Compare the culture, governance, and physical environment of the major Native American tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee. 3-2.3 Describe the initial contact, cooperation, and conflict between

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the Native Americans and European settlers in South Carolina. 3-2.4 Summarize the development of the Carolina colony under the Lords Proprietors and the royal colonial government, including settlement by and trade with the people of Barbados and the influence of other immigrant groups. 3-2.5 Explain the role of Africans in the developing the culture and economy of South Carolina, including the growth of the slave trade; slave contributions to the plantation economy; the daily lives of the enslaved people; the development of the Gullah culture; and their resistance to slavery. 3-3.1 Summarize the causes of the American Revolution, including Britains passage of the Stamp Act, the Tea Act, and the Intolerable Acts; the rebellion of the colonists; and the writing of the Declaration of Independence. 3-3.2 Compare the perspectives of South Carolinians during the American Revolution, including Patriots, Loyalists, women, enslaved and free Africans, and Native Americans. 3-3.5 Outline the structure of state government, including the branches of government (legislative, executive, and judicial), the representative bodies of each branch (general assembly, governor, and supreme court), and the basic powers of each branch. 3-4.1 Compare the economic conditions for various classes of people in South Carolina, including the elite, the middle class, the lower class, the independent farmers, and the enslaved and free African Americans. 3-4.2 Summarize the development of slavery in antebellum South Carolina, including the invention of the cotton gin and the subsequent expansion of and economic dependence on slavery. 3-4.3 Explain the reasons for South Carolinas secession from the Union, including the abolitionist movement and the concept of states rights. 3-4.4 Summarize the course of the Civil War in South Carolina, including the Secession Convention, the firing on Fort Sumter, the Union blockade of Charleston, the significance of the Hunley submarine; the exploits of Robert Smalls; and General William T. Shermans march through the state. 3-4.6 Summarize the positive and negative effects of Reconstruction in South Carolina, including the development of public education; the establishment of sharecropping; racial advancements and tensions; and the attempts to rebuild towns, factories, and farms. 3-5.1 Summarize the social and economic impact of developments in agriculture, industry and technology, including the creation of Jim Crow laws, the rise and fall of textile markets, and the expansion of the railroad. 3-5.2 Explain the causes and impact of emigration from South Carolina and internal migration from rural areas to the cities, including discrimination and unemployment; poor sanitation and transportation services; and the lack of electricity and other modern conveniences in rural locations. 3-5.3 Explain the effects of the Great Depression on daily life in South Carolina, including the widespread poverty and unemployment and the efforts of the federal government to create jobs through a variety of New

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Deal programs. 3-5.4 Summarize the social and economic impact of World War II and the Cold War on South Carolina, including the end of the Great Depression, improvements in modern conveniences, increased opportunities for women and African Americans, and the significance of the opening and eventual closing of military. 3-5.5 Summarize the development of economic, political, and social opportunities of African Americans in South Carolina, including the end of Jim Crow laws; the desegregation of schools (Briggs v. Elliott) and other public facilities; and efforts of African Americans to achieve the right to vote.

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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The sequence of my instruction is guided by the South Carolina State Standards and Orangeburg County School District 5 pacing guide. The South Carolina State Standards gives the standards and indicators that teachers should refer to and align their lessons. However, the OCSD 5 pacing guides allows teachers to know exactly what content should be taught (standards and indicators), when the content should be taught, and how much time is recommended or should be spent for each standard and indicator. Although these documents are here for me to follow, I will spiral teach and I may have to spend a little more time on various areas and information to make sure that my students are understanding and grasping the content.
Describe ways in which you will integrate the arts, PE and Music in your unit.

I will integrate art by allowing my students to make their very own Native American headdresses. Students will be able to draw, design, and add feathers to their Native American head wear. Music will be incorporated because students will get the opportunity to listen to appropriate chants and black history songs. Not only will this relate to black history month in February, but it will also relate to how Dr. King and others chanted and sung songs as they marched to end segregation and discrimination. Students will also sing a song to help them remember the six regions of South Carolina which is one of the indicators. Health and physical education will be incorporated in February as we walk (cardio) and conduct a freedom march around the playground. This well not only get the students up and moving, but it will provide relevance to the students as we discuss a little bit of black history and show how African Americans had to fight for their rights in regards to the Jim Crow laws.

Section IIIB: 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 Power Points SMART Board Lumens Lamp AIMS Book

Student Materials South Carolina Pass Coach Workbooks (ELA, Math, Science, Social Studies) South Carolina Coach Practice Test Workbooks (ELA, Math, Science, Social Studies) South Carolina Buckle Down Workbooks (ELA, Math, Science, Social Studies) Study Island Website Program (Username and Password)

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Agenda Red Pen Glue Scissors Rulers Dry Erase Markers Dry Erase Board Paper Base Ten Blocks Staple Machine (staples) Computers

Crayons 4 Composition Notebooks Pencils Scissors Rulers Index Cards Erasers Glue Makers Pencil Sharpeners

Section IV: Assessment of Student Performance (Key Element 1.D)

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).

Assessments (Indicate whether formative or summative) Formative (Teacher Made)

Evaluative Criteria

Formative (Authentic)

A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60

Student Progress/Achievement Reporting Method(s) Grade book, Power Teacher, Weekly Average Display

Matching Standard

3-2.8 Analyze informational texts to identify cause-and-effect relationships.

Grade book, Power Teacher, Weekly Average Display

3-5.6: Use analog and digital clocks to tell time to the nearest minute.

Summative (Covers 2 indicators) (Teacher Made)

Grade book, Power Teacher, Weekly Average Display (when administered)

3-5.1 Summarize the social and economic impact of developments in agriculture, industry and technology, including the creation of Jim Crow laws, the rise and fall of textile markets, and the expansion of the railroad. 3-5.2 Summarize the effects of the state and local laws that are commonly known as Jim Crow laws on African Americans in particular and on South Carolinians as a whole.

Reflect on student performance (Key Element 1.D): (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 determine if my assessments are reliable and valid by making sure that students will be assessed on the content that I have taught in the classroom. Evaluating student progress and achievement will also be determined by the South Carolina State Standards and indicators. The South Carolina State Standards and indicators coincide and are aligned with the OCSD 5 pacing guide to prepare and assist students with the PASS and Benchmark test. I will not

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teach my students certain content and test them on another. I do not think that it is fair and I believe that it is unacceptable. I will help my parents and students understand by communicating with them at the beginning of the year and throughout the year. I will also assist students and parents to understand the evaluation criteria by providing feedback and reviewing the grading scale. As I will state in the parent communication section, parents will be informed every Friday. Students will take a folder home that will contain all of the graded papers from the previous week. However, if for some reason that myself or the parent have any questions or concerns I will be willing to schedule conferences. I will report student progress by recording all grades in the grade book and Power Teacher. I will also give incentives every Friday to five students who score the highest on assessments. Also, students who produce As and Bs on various assessments will be granted the option and opportunity for their work to be displayed on the bulletin boards in the classroom and hallway.

Section IV B: Assessment of Student Performance Record Keeping (Key Element 1.D)

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: Each student will complete many activities throughout the day. All assignments will not be graded. However, I plan to record students grades every day in my grade book and I will record grades in Power Teacher every Sunday. The grade books are divided into subject areas and in each subject there will be a list of students names along with their grades. The assessments will be dated and labeled. Students who are absent will have an opportunity to make up any missed work.

B.

Procedures for aggregating and displaying data: I will aggregate data by using the computer system that is provided. For example, I will use AR Enterprise to aggregate reading scores and data in reference to each child in the classroom, as well as the classroom as a whole. Data has been displayed every nine weeks for each particular subject. I plan to continue this method of displaying data. Data will be displayed on the wall next to the door. How will you use the data to make instructional decisions? I will use this data to reflect and see how my students performed on various assessments. This data will let me know if I should move on to the next lesson or whether I reteach lessons. If data shows that my students performed well on various assessments, then I will proceed to the next lesson. However, if data shows that students performed poorly, I will reflect and most definitely reteach whatever lesson or content that my students are struggling on.

C.

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Section V: Classroom Management (Key Element 1.E)

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

During instruction, students are to sit quietly and listen to instruction. Students are to actively participate in instruction by raising their hands to speak and move from their seats. Rules 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. Consequences 1.)Verbal Warning 2.) Student/Teacher Conference 3.)Rule Reflection Corner 4.)Parental Contact Incentives 1.)Verbal Praise from Teacher 2.) Cheers and Chants 3.) Positive Notes to Parents 4.) Lunch with Friends 5.) Lunch with the Principal 6.) Sock Hop (as scheduled) 7.) Stickers and Stamps 8.) Homework Pass 9.) Healthy Snacks 10.) Fun Fridays 11.) Computer Time 12.) R.O.A.R. Bucks

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EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

Attendance and Tardiness: Attendance is taken in the morning at approximately 8:00 am. Attendance is kept on the computer program called Power Teacher. If adjustments need to be made, the office secretary will make the necessary adjustments. Parents must sign in any student in the office who arrives at school after the bell rings. Breakfast: Each student is to go straight to the cafeteria when he/she arrives. If the student is tardy due to a late bus or other reasons, the student may still be allowed to eat breakfast. Homework: Homework is normally given every day of the week. However, homework is assigned at the discretion of the teacher. Pencil Sharpening: Students are to sharpen their pencils every morning when they first enter the classroom. If the lead is breaks, students will need to raise their hand to receive permission. Throwing Away Trash: Students will dispose their trash during transition times such as lining up for activity, lunch, and restroom break. Cubbies: Students do not have cubbies. However, they keep all of their belonging inside of their backpacks or underneath their desk. Early Finishers: Students who finish early will choose an AR Book to read and test. Drills: Students will line up in an orderly fashion to exist the classroom. Lining Up: I will call students to line up according to their conduct grade. Collecting Work: Students will be told what to do with their work when finish. Sometimes students will place their work under their desk and sometimes students work will be picked up by other students. Make-up Work: Any student who is absent will have an opportunity to make up the work. Conduct in Halls: In order to keep from disturbing other classes, students should walk quietly in a straight line with their hands to themselves. AR Reading: Students are allowed to go to the library and the bookshelf in the classroom to get AR books in the morning when they first enter the classroom and whey are finished with their work. They can take AR test on the computer at these times as well.
RULES AND CONSEQUENCES

Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important? The most important considerations in managing the classroom to maximize instructional time are making sure the students are aware of the rules, consequences, and expectations. Students should be aware of their rules, consequences, and expectations on day one of their arrival. I believe that having students be aware of their rules, consequences, and expectations are important because students will know what is and what is not acceptable, they will know what will happen if rules are not followed, and they will know what is expected of them. Maximizing

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instructional time is important. Instructional time should be used wisely because it is important that students learn as much as they possibly can. Moreover, time should not be wasted.

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

At the beginning of the year, I will provide initial information about my goals and expectations for student learning, plan for instruction and assessment, rules for student behavior, and overall recommendations for involving my students parents. I will provide a welcome letter and parents will also be invited to attend the schools open house. The welcome letter that I will provide for my students and parents will contain a small synopsis about myself, goals and expectations for students learning, and plans for instruction and assessment. Both parents and students will have to sign this letter to confirm that they have read it carefully and will adhere to my expectations. Open house will be another form in which I will provide initial information for parents. At the schools open house, parents and students will get the opportunity to meet me and fill out vital forms. The vital forms will contain information such as the student information sheet, emergency contact information, likes and dislikes, and means of transportation. These are the procedures in which I will provide initial information. However, I plan to periodically inform my parents about their childs learning and behavioral progress by sending home weekly folders that will contain newsletters and progress reports. These weekly newsletters and progress reports will be sent home every Friday. The newsletters will inform parents about various events and content that will be discussed for the next week. The newsletters will also consist of beneficial information such as strategies and questions that parents can use to enhance learning and provide practice for students while at home. This will also assist in getting parents involved and concerned about their childs education. The progress reports will consist of students conduct grade, accelerated reader report, and graded papers to show students progress. Each parent is required to sign the folder to let the teacher know that they reviewed and received the information that was given.

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Procedures for involving parents with the learning at home Section VII: Reflecting and Revision Procedures I will communicate with parents in a variety of ways to inform them about goals and
expectations for student learning, plans for instruction and assessment, and rules for student behavior. Parents will receive a progress report folder that consist of students conduct grade, accelerated reader report, and graded papers every Friday to show students progress. Each parent is required to sign the folder to let the teacher know that they reviewed and received the information that was given. Parents can also feel free to comment. Newsletters will also be sent home to inform parents about various events and content that will be discussed for the next week. These newsletters will also consist of beneficial information such as strategies and questions that parents can use to enhance learning and provide practice for students while at home. This will also assist in getting parents involved and concerned about their childs education. If parents need to be contacted before Friday, I will simply call at my discretion. I will provide homework for parents to assist students. Strategies and sample questions will also be included in the weekly newsletter that will be given every Friday for parents to actively practice with their child at home. Useful websites are also given for assistance.

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: I think that my strengths may be using my long range plan and students data to prepare interesting lessons for my students. After collecting important and useful information about my students, I will be able to reflect on my long range plan and better prepare for the type of methods, learning strategies, and educational atmosphere that my students will enjoy while learning. Weaknesses: I do not think that I will be able to keep up with the time schedule and the amount of time that is expected to spend on each standard and indicator. I really think that there is limited time for content. If I do fall behind in timing, I will have to adapt and continue to cover as much as possible in a timely, but appropriate and effective manner. Time line for evaluating long range plan components. I plan to use and evaluate my long range plan monthly. However, if there are any speculations about staying on task, I will evaluate my long range plan weekly. I may have to modify the amount of time that I have projected to cover each standard and unit. I do realize that every student is different and it is impossible for all students to learn at the same pace or rate. I may have to stay on certain standards and depending on my students progress, I may be able to move through some standards swiftly or in a timely manner. List modifications and adaptations that you think might be needed to improve the procedures. 1.) Time Adjustments for particular standards and indicators 2.) Less testing time and more instructional time 3.) Data Modifications Plan for reflecting on your teaching practices. I plan to use my reflective lesson plan to reflect upon my teaching practices. I will also use the weekly conference evaluations to reflect upon the strengths and weaknesses that my cooperating teacher may detect while teaching. I plan to reflect on my lessons every Sunday night so that I can accurately prepare for the following week of lessons. I will also reflect on the performances of my students and their assessments. If 85% of my students do not score average or do well on various assessments, then I will reteach previous lessons.

B.

C.

D.

E.

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