Long Range Plan Edited

EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN
Candidate: Jasmine N. Jackson

Cooperating Teacher: Dr. Maxine Rice
District: Orangeburg Consolidated School District 5 Schools: Rivelon Elementary School
Year: Spring 2015
Major: Early Childhood Education
Grade: First Grade

Cognate(s): English
Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Important Student Information
Factors
(e.g. gender, SES, reading levels,
disabilities, ethnicity, student
interests, and other relevant
factors, etc.)
Gender: 10 boys and 8 girls
Socio Economic Status(SES): 17

students reduce and 1 student pays
for lunch
Description
(of your findings in terms of your
students)
Sources/Contextual Factors
(e.g. students, community resources, internet,
records, school personnel, family, etc.)
Since I have more boys and fewer

girls in the classroom, I have to
create a learning environment that
promotes equity between both
genders. For equity to be most
effective, I must use different
strategies continuously and integrate
those strategies into my daily
instruction to fit both gender types. I
must also observe the students
behaviors to see what best fits their
testing formats so that they are
prosperous in future assessments.
I retrieved this information based on the classroom

roster and classroom observations.
By retrieving information that 17

students has reduce lunch and 1
pays shows that more than half of
the students comes from a low
socioeconomic status. With this
being the case, I can make an
assumption based on statistics that
the students academic skills may
come to them slowly than others in a
higher SES group. With the students
coming from a low SES literacy
environment can cause stress and
affect the childs pre academic skills.
With this being the case, I would
place my students in groups so that
their peers may help them if they
tend to struggle. Students may have
a low amount of supplies. I would
certainly supply students with
materials if in need to promote
learning if this may be a situation
that occurs.
I received this information from the school website,

cafeteria staff member, and assistance from
cooperating teacher
Females interest: playing with

siblings and playing with the XBOX
Females favorite books: My Little
Pony, Frozen Series, Girls Club,
Monster High
Females types of books: story
books, fairy tales, fiction, geography,
comics
Males interest: playing with their
pet dog, riding on their dirt bike,
playing with the XBOK, playing with
the tablet,
Males favorite books: Spiderman,
SpongeBob, Power Rangers
Disabilities- 1 student goes out to

resource, 1 student goes out to
speech , 2 students that take
medication for ADHD
Based on the student interest survey,

I see that both female and male
students both enjoy playing with the
electronic device the XBOX 360.
Therefore, I would incorporate a lot
of technology where they have to
demonstrate their understanding of
certain concepts by using the smart
board. This would get both genders
interested because they see that
technology is fun and exciting. I also
see that both enjoyed books that
were animated and fancy. Therefore,
during my reading lesson providing
fancy books that would grasp their
attention and also bring out their
ideas. I would also provide other
genres so that they are able to see
other versions of books rather than
everything fantasy related. As an end
result, I would try to bring all their
ideas together so that all of their
interests are met and they see
education as being exciting but
fundamental to learn.
Since I have students that go out to
resource, speech, and have ADHD, I
clearly see that these students
require special attention. These are
the students that I have to make
additional accommodations for to
ensure that they are learning.
Therefore, I would see where the
resource and speech student
weakness lies and focus on those
particular point s for them. For the
speech student I would have things
labeled throughout the classroom for
them to see a visual of how the
words are spelled. I would also
provide the pronunciation of the word
underneath the word itself so that
they can practice saying the word as
they go along the classroom. In the
classroom, I would ensure that there
are a variety of books so that both
students are able to read a variety of
genres. For the ADHD student, I
realize that this student would
require a lot of attention. Therefore,
when making my assessments I
would ensure that there are fewer
questions for him/her so that they
wont get too confuse and their
attention would wonder. I would
provide lots of charts, pictures, color
coding so that they have a visual of
everything that I am teaching. I
would also ensure that I repeat
instructions as many times as
This information came directly from the students in

my class. I passed out a student interest survey to
every student in the classroom. I gave them fifteen
minutes to get their thoughts together and write
their answers with the assistance of myself. I
received the results the same day.
I gathered this information from the students IEP

found in their personal binders in the classroom.
Ethnicity: All 18 students are

African- American.
Reading Levels: 16 students are

beginner readers and 2 students are
reading on reading level
necessary to ensure student

understanding and attention.
Since I have all African-American
students in the classroom, I can
assume that they all are familiar and
practice the same culture. Therefore,
I would try to take a proactive
approach and incorporate diversity
into my lesson. Being that this is a
low area where resources are
scarce; some student s may not
have been exposed to certain things.
Therefore, it is my job to give them a
virtual walk not only what is found in
their surroundings but what great
ventures are in the outside world.
Those students that are considered
beginner readers are very low and
have not developed literacy skills.
Those students who are reading on
level are either reading on first grade
level or beyond. Since this is the
case, I would ensure I would
constantly enforce reading in my
class. Reading is a fundamental tool
everyone should have. For my weak
students, during instruction I would
have those students to come up and
read simple things such as the
directions for certain assignments or
when doing a read-aloud having
them to read a page. This would get
the students into the practice of
reading so it wouldnt be hard for
them to do when they actually start. I
would also send words home to build
upon their vocabulary so when
reading some of the words it would
look familiar. For the two students
who are on level or reading above, I
would challenge them and have
those two students to read chapter
books. This would help them to read
more and be exposed to other
genres.
This information came from daily observations in

the classroom.
I received this information from the MAPS

(Measure of Academic Process) testing of English
Language Arts class report for Common Core. This
information is found in the classroom in everyones
individual binder.
Reflect on the student Information: Why do you feel that this student information is of primary importance, and (2) how did
and will you use this student information to guide the development of your long and short range plans?
I feel that the information provided above is a primary importance because I have to know each and every one of my students
individually. I have to realize that it is not about just learning my students names and trying to memorize them, but learning them as an
individual so that I am able to know their strengths and weaknesses to plan my instruction. Getting to know my parents, as well as my
students, would enhance the classroom experience. To become a reflective practioner and leader to my students, I have to make sure I
use different strategies and techniques so that they are engaging in a variety of methods to figure out certain concepts. To be a good
teacher, you have to embrace the students cultures to see where they are as an individual so that you can make accommodations to
better enhance their learning. Therefore, I would use this information to plan, not only short term, but long term so that I would provide
an equal and safe learning environment for my students.
Section II: Long Range Learning and/or Developmental Goals
Describe the long range learning/developmental goals (standards) that you have established for your students in each of the
four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and
diversity for students.
Subject: English Language Arts
Long Range Learning and/or Developmental Goals

1.
Students should be able to recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending
punctuation).
2.
Students should be able to orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
3.
Students should be able to segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
Students should be reading grade level words and stories.
4.
5.
Students should be able to use context to confirm or self -correct word recognition and understanding, rereading as
necessary.
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?
Of all the goals that are listed above, the most essential goal that is most imperative for first graders is to use context to
confirm or self-correct word recognition and understanding, rereading as necessary. This standard is essential for students to know
because it shows students to reread a text and to go back to reread for understanding. As younger children, the least thing most of
them like to do is read. Statistics say that girls like to read more than boys, and the boys are more into mathematics, which causes
them to fall behind in literacy to them disliking to read. With the student rereading, gives them a chance to decode a word if they may
seem to be confused by a meaning, and also they are able to use the context clues around the word for better understanding of the
text. The more the student rereads, the more they are able to gain. I find that when rereading there is always something new to learn
because you may find something you missed the first time that you recognize the second time. Therefore, I feel this is an important
strategy that at a young age a first grader should learn doing.
Subject: Mathematics
1.
2.
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together.
Count to 120, starting at any number less than 120.
3.
Understand that the two digits of a two-digit number represent amounts of tens and ones.
4.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count, explain the reasoning
used.
Of all the goals listed above, the most essential goal that is most imperative for first graders to understand is that the two digits
of a two-digit number represent amounts of tens and ones. This standard is essential for students to know because it is one of the most
fundamental concepts imbedded for students to understand at a young age. Place value allows the student to break the number into
parts to see its worth and why that particular number is what it is. The concept of place value also teaches students the concept of the
ordering of numbers. This concept students can relate to more because they can use this concept in real life situations dealing with
money. Students have to know how to count money and if they make a purchase how much change they should give or even how
much they should be getting back. Counting plays a big role in everyday life. Therefore, place value is essential in the learning process.
Subject: Science
1.
Students will demonstrate an understanding of what animals do when the season changes,
2.
Students will identify ways of changes that can be seen in nature.
3.
Students will identify the various changes that occur in a garden.
4.
Students will cite ways of learning about animals as they grow and change.
Of all the goals listed above, the most essential goal that is most imperative for first graders is students will identify ways of
changes that can be seen in nature. This standard is essential for students to know because it is important for students to understand
the changes in nature in their environment. This topic also helps teachers to integrate other subjects such as: energy, environment,
geography, politics, chemistry, biology, and economics. Students will also be able to understand certain reasons as to why certain
disasters occur and ways to take precautions when these disasters occur. This is important for students so that they are aware of their
surroundings and what factors to look for when these changes take place. Therefore, changes seen in nature are essential in the
learning process.
Subject: Social Studies
1.
Students will be able to describe ways in which neighbors has changed. (Pass, Present)
2.
Students will demonstrate knowledge of what we learn as we grow and change over time.
3.
Students will describe ways in which places change overtime.
4.
Students will demonstrate knowledge and understanding of communities.
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you
Of all the goals listed above, the most essential goal that is most imperative for first graders is students demonstrating
knowledge and understanding of communities. With students learning about communities, they would be able to identify in ways of
how things function, the types of professions found within their community, the importance of every individual job, and simply the
importance of taking care of your community. I felt this was an important standard because students need to know what is going on
within their surroundings and various things he/she can do within their community to maintain a safe environment. Explaining to
students the importance of their community would help them to understand that it fosters partnerships among their schools, family,
community groups that can also help them to gain more resources around them. Therefore, I believe students demonstrating
knowledge and understanding of communities is essential for student learning.
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
A Place to Play- The story is a realistic fiction about a child exploring

and observing different things such as: paintings, jobs, activities within
his community.
Ruby in Her Own Time- The story is about a little duckling that is the
littlest of her siblings. Everything she does takes her the longest to
catch up with her siblings. Throughout the story, Ruby struggles to gain
her independence and flourishes in her own time.
1 week
1 week
The Class Pet- This story is about a student describing the types of
pets that his/her teacher brings in class on a daily basis.
1 week
Mamas Birthday Present- The story is a realistic story about a little
boy wanting to find the perfect gift for his mother.
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?
I determined my instructional sequence and the amount of time spent on each English unit, by following
the Orangeburg Consolidated School District 5 pacing guide. Orangeburg Consolidated School District 5
pacing guide states the English standard, the various strategies and activities that are shared within that
lesson, and what is recommended for students learning. These standards are based on the South Carolina
State Department of Education Standards. Even though the required unit time is 1 week, some of the students
arent able to retain all of what needs to be taught. Therefore, if there is misunderstanding in some of the
concepts, it would be reviewed in the next lesson that is picked up the next week. While they are learning a
new concept, they are also being refreshed and revised on what was taught from the last week to gain
understanding.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit Topics
1
ARTS
Students can illustrate different
elements of community life. Students
can draw their school, jobs within the
community; or the interdependence of
PE
After reading the story, students will
go on a nature walk and visualize
what their community would look like
if certain things werent in their
HEALTH
Teachers will have students to take a
walk around their school. Once the
students, have taken a walk the
teacher will have them to write a
family, school, and the community.
Students can illustrate a picture of a

role model that they admire and have
students to tell why that particular
person motivates him/her.
Teacher will have students to draw a

picture of their pets at home. After
drawing the picture of their pet,
students will describe the attributes of
their pet at the bottom of the picture.
Students can illustrate a picture of

their favorite gift they received for
their birthday. At the bottom of their
drawing, students will tell why that
was considered their favorite gift.
Students are to share with the class
at the end.
community. For example: if the

houses werent found in the
neighborhood, or the church being
across the street, etc.
Have students to compete in different
mini physical activities (jump roping,
running, and basketball) to test their
strengths and weaknesses. This
shows their independence of good
sportsmanship. The teacher will
encourage them to keep going even if
they do not seem to win.
Teacher can have students pick out

their favorite animal, and describe the
types of exercises those animals may
need. Teacher can have students to
portray those exercises that are
appropriate to show how those
animals exercise.
Teacher can discuss what type of
music is played in certain cultures for
peoples birthdays. Teacher will have
students to look u certain cultures
and the types of things they do for
their birthday celebration. As students
come back to class with their findings,
teacher will have students to bring a
piece of music from that culture.
Students are to do certain exercises
while the music plays.
paper about some changes they think

should be made around their school
to make it a healthier a safe place for
him/her.
Teacher can teach students about
taking on different task at home and
also at school to show initiative and
self independency. Therefore, teacher
will have students to go home and fill
out a log sheet about various tasks
they take on each day. By the end of
the week, the teacher will have
students to share with their
classmates what is expected of them
at home.
Students can discuss what things
animals need in order to survive.
Teacher can have students to talk
about their favorite animal and as a
mini assignment list healthy things
their animals should have in order to
survive.
Teacher can have students to
compare the daily life of families
across the world- including the roles
of men, women, and children; typical
food, clothes, and styles of home.
Students can then talk to the class
about his/her culture and the things
they do within their culture.
Subject: Mathematics
Unit Topic or Description -- Key Element
Unit Length
1 week
Unit: Topic 11 Subtracting with Tens and Ones

1 week
Unit: Topic 12 Length
2 weeks
Unit: Topic 13 Time
2 weeks
Step Up to Second Grade- Building 1,000 counting hundreds, tens, ones
I determined my instructional sequence and the amount of time spent on each Math unit, by following
the Orangeburg Consolidated School District 5 pacing guide. Orangeburg Consolidated School District 5
pacing guide states the Math standard, the various strategies and activities that are shared within that lesson,
and what is recommended for students learning. These standards are based on the South Carolina State
Department of Education Standards. Even though the required unit time is 1 & 2 weeks, some of the students
arent able to retain all of what needs to be taught. Therefore, if there is misunderstanding in some of the
concepts, it would be reviewed in the next lesson that is picked up the next week. While they are learning a
understanding.
Unit Topics
1
ARTS
Students can make the Pick that
Fruit. In this activity, the student will
draw three trees. In between the first
two trees, students will add an
addition or subtraction symbol in the
middle and an equal side behind the
second tree. Using some mini pompoms the students will add whatever
number of pom-p oms in each tree. At
the bottom of the trees, the student
will come up with a subtraction
problem based on the amount of
pom-poms in the tree. By counting,
they would be able to retrieve their
solution to the problem.
For measurements, teacher can have

students to use a 12 x 18
white/manila sheet of construction
paper. Teacher would put a list of
things on the board that the students
should draw on the paper using their
rulers. Some examples includes:
draw a 4 square, draw a triangle with
two 3sides, draw a rectangle with 2
sides by 5, etc. Students are to
decorate each shape in some way
once they are done.
Teacher will have students to

construct their own manual clocks.
This will help students to practice
learning their time at home.
Students can make a collage of 1000.

They may use different colors and
materials to illustrate 1000.
PE
Students will engage in the game
entitled Subtraction Race. In the
game, Students will be divided into
two teams. Each team will make a
line facing their box (placed a
reasonable distance away). The first
student in each line will place their
attention on the teacher. The teacher
will read a subtraction problem to the
students who, upon hearing the
question, must run down to their box,
locate the index card with the correct
answer on it, and return to the
teacher in the quickest amount of
time. The first student back, with the
correct answer, scores one point for
their team. The team with the most
points at the end of the game
receives a big round of applause
Students can demonstrate
measurement in mini activities in PE.
Teacher will have students to move
the furniture out of the way. The
teacher will line up four students
behind a line on the floor. The teacher
will have each student going through
a task. For example: the teacher will
have them to first take one jump as
far as they can. Students would
measure how far they jumped from
the line. Another activity would have
students get down on their knees and
roll matchbox cars. Each student
would measure how far each of the
cars rolled.
HEALTH
Teacher will have students to write
down the amount of calories they
may drink for every meal while they
are home. Students are to bring their
results back to school and compare
their results with their classmates.
The students are to use the amount
of calories they have drinked and
make up subtraction problems with
those numbers.
Teacher will have students to do

various exercises to get them
pumped up. The exercises will
consist of (stretching, jumping,
skipping, etc.) While students are
engaging in these activities, the
teacher will have students to look at
the time for each activity. This will
allow them to practice how to
calculate the strategy time.
Teacher will have students to count
by tens to get to 1000 in an activity of
zumba. This will get the students
Students can use the concept of time

in health by writing down the time
they go to bed each night. Students
are to calculate the amount of sleep
they get every night. Based on their
data, students are to share with the
class whether they may think this is
healthy for them or not.
Teacher will pair up students and

have them to measure certain parts
of their bodies such as: arm, leg, and
feet. Teacher will have students to
make a chart, and to track each
others growth for two weeks to see
who has grown the most.
Teacher can discuss the amount of

calories in the types of food they eat.
Teacher will then add the calories of
engaged and going and adrenaline

pumping.
the students food and compare their

findings to healthy foods.
Subject: Science
Unit Length
1 week
Plants and Animal Life
1 week
Star, Sun, and Moon
1 week
Distinctive Environments
1 week
Different Types of Landforms
I determined my instructional sequence and the amount of time spent on each Science unit, by
following the Orangeburg Consolidated School District 5 pacing guide. Orangeburg Consolidated School
District 5 pacing guide states the Science standard, the various strategies and activities that are shared within
that lesson, and what is recommended for students learning. These standards are based on the South
Carolina State Department of Education Standards. Even though the required unit time is 1 week some of the
students arent able to retain all of what needs to be taught. Therefore, if there is misunderstanding in some of
the concepts, it would be reviewed in the next lesson that is picked up the next week. While they are learning a
understanding.
Unit Topics
ARTS
Students can draw themselves and
label their body parts as a tree. For
example, the legs would represent
the stem, the arms would be the
leaves, the head is the petal, etc.
Students would then compare the
difference between themselves and a
tree.
The students can draw a picture of
how the sun, stars. and moon look at
night when their home. Students may
write a short fictional story about if
they could stay on one of the three
which would they stay on and why.
Students would share at the end of
class.
PE
The teacher can use the activity
called Becoming a human tree.
Teacher would have students to turn
themselves into trees and pretend to
stretch like a tree. They can also ball
themselves to represent the root
system of the tree.
HEALTH
Students can discuss the types of
foods that plants should eat. Students
must determine the healthy things
individuals should do to protect the
environment for plants.

participate in the activity entitled
Dancing in the Moonlight. In this
activity students will act out certain
activities that the moon, sun, and
stars do so that they can have a
visual of how all these things works,
For example, the teacher will
arrange students in pairs The
teacher would identify one student
(partner A) as the Earth and the other
as the Moon (partner B).The student
as the Moon (partner B) will walk
The teacher will have students to talk

about why is it important for the sun,
moon, and stars to be in our world.
Teacher will have students to write an
essay about life without the sun,
moon, and the stars.
counterclockwise in a circular
pathway around the student as the
Earth (partner A). As the students are
doing this the teacher wouldsay:
(While students are demonstrating),
You are orbiting (revolving) around
your partner. After the students are
finish demonstrating, the teacher will
pick two more students to
demonstrate the sun and the stars.
This would keep going until all are
explained.
Students can draw a picture of the

things in their environment. They can
show students the things that are
important and relatable to them and
why.
Students can take a nature walk

around their school. Students will
identify certain attributes of the school
and what makes it stands out in their
neighborhood.
Students can choose a landform

discussed in the classroom. Once
they pick a landform, they must draw
a picture of that landform and write a
brief description about it.

demonstrate and model how the
landforms may feel or activities they
may portray. For example, if the
landform is rocky then they have to
demonstrate what movement
happens in a rocky plain.

describe what a safe environment
should look like. Teacher will have
students to list some healthy things
that should be done in their
environment and some suggestions
on how to make this happen within
their community. Teacher will have
students to share at the end of class.
Have teacher to discuss the different
foods that are found in each
landform. Students will then write a
short essay about the foods that are
found in their landform and how they
grow.
Subject: Social Studies
Unit Length
1 week
Unit 1: Time For School

Unit 2: In My Community
1 week
Unit 3: Work! Work! Work!
1 week
Unit 4: Our Earth, Our Resources.
1 week
I determined my instructional sequence and the amount of time spent on each Social Studies unit, by
following the Orangeburg Consolidated School District 5 pacing guide. Orangeburg Consolidated School
District 5 pacing guide states the English standard, the various strategies and activities that are shared within
that lesson, and what is recommended for students learning. These standards are based on the South
Carolina State Department of Education Standards. Even though the required unit time is 1 week some of the
students arent able to retain all of what needs to be taught. Therefore, if there is misunderstanding in some of
the concepts, it would be reviewed in the next lesson that is picked up the next week. While they are learning a
understanding.
Unit Topics
1
ARTS
picture of themselves. Around them,
students must write words of what is
expected of them when they come to
school. This is a self-reflection of their
duties at school.
PE
Teacher can have students to walk
around their school playground and
observe the things they see on the
playground that is wrong. Students
can talk about the ways to solve the
problem and actually solve it. For
example, if students see trash on the
ground picking it up to keep their
environment clean.
Teacher will have students to make a
Teacher will have a display of how the
map of their neighborhood. Students
community has changed in the past
will describe how they get from home
and how it looks in the future. Teacher
to school.
will have students to walk around the
gym to look at the displays. Teacher
will have students to discuss how a
community might change.
Teacher will have students to discuss
picture of what they want to be when
the types of jobs found in their
they grow up. At the bottom, students
community. Teacher will allow students
have to tell what important role that
to demonstrate the type if jobs found
job plays in the community and why
and why t hose jobs are important in o
they think so.
ur community.
The teacher will have students to
Teacher will have students to walk
draw a picture of the earth. Teacher
around the school. Teacher will have
will have students to write at least two students collect things that can be
sentences about how to keep the
recycled. As they finish collecting and
Earth clean.
return to the class, the teacher will
have students to construct a recycle
bin to hold their items. Teacher will
have a discussion on the importance
of recycling and how this activity
shows how we care for our earth and
school.
Section III B: Materials and Resources
HEALTH
Teacher will have students to come
up with some healthy tips they can
be incorporated in their food choices
at lunch. Teacher will have students
to construct a healthy menu on what
they think they should eat for lunch
to live a healthy lifestyle.

describe the types of food in their
community. Students will have a
discussion whether these foods are
good to eat or whether they
shouldnt be eaten at all and why
they may have these opinions.
Teacher will have students to make
a chart about some foods they need
and want in their community.
Students have to describe who
makes these types of food and
whether their needs are really wants.
Teacher will have students to make
a chart of some of our natural
resources. The teacher will then
have students to describe how these
natural resources grow and how it
meets our needs.
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
Student Materials
Smart board/Starboard
Scissors
LUMENS lens
Pencils
Pencils
Markers
Paper
IPAD
Scissors
Manipulatives(cubes, tens and ones cubes, counters)
Computer
Scratch paper
Reading, Math, Science, Social Studies basal
Number Chart
Interactive PowerPoints
Ear plugs
Manipulatives(cubes, tens and ones cubes, counters)
Index Cards
Markers
Writing Journals
Cut Out Letters
Textbooks
Writing Journals
computer
Sentence Strips
Educational Websites
Folders
Need Help Sign
Index Cards
Crayons
Stapler
Library books
Printer
Ten frames
Flash Drive
Writing Folders
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: Weekly PreAssessment (Formative :
multiple choice, open-ended;:
assessments are both
commercial and teacher
made)
Weekly Post Assessment
(Summative: multiple choice,
open-ended;:assessments are
both commercial and teacher
made)
Quick Checks(Formative:
commercially made)
Daily Oral(Formative: open
ended;: assessments are
commercially made)
Evaluative Criteria
A Superior 100-93
B Above Average 92-85
C Average 84-77
D Below Average 76-70
F Not Passing 69 and Below
Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
to students immediately
(within 2 days).
Progress will be reported to
parents through the students
work. Parents are to sign and
make comments on students
progress.
Grades are entered through
the program Power School.
Students graph their own
progress after taking the
assessment on Friday on
chart paper.
Each student have their own
individual data book; inside
Matching Goal
Goal 1: Should be able to use

context to confirm or self
-correct word recognition and
understanding, rereading as
necessary

made)
made)
commercially made)
commercially made)
A Superior 100-93
C Average 84-77
are found their Accelerated

reading scores, weekly test
grades, math scores, etc.
All progress on the
(within 2 days).
progress.
Goal 2: Describe the
connection between two

individuals, events, ideas,
or pieces of information in a
text.

chart paper.

made)
made)
commercially made)
commercially made
A Superior 100-93
C Average 84-77
All progress on the

(within 2 days).
Goal 3: Ask and answer
questions to help determine

or clarify the meaning of
words and phrases in a text

progress.
chart paper.

made)
A Superior 100-93
C Average 84-77
All progress on the

(within 2 days).
Goal 4: Ask and answer
questions to help determine

or clarify the meaning of
words and phrases in a
text.

made)
commercially made)
commercially made

progress.
chart paper.
Mathematics
summative)
made)
made)
commercially made)
commercially made
made)
made)
commercially made)
commercially made
Evaluative Criteria
A Superior 100-93
C Average 84-77
Student
Reporting Method(s)
progress.
Matching Goal
Goal 1: Use addition and

subtraction within 20 to solve
word problems involving
situations of adding to, taking
from, putting together.

chart paper.
A Superior 100-93
C Average 84-77

progress.
chart paper.
Goal 2: Order three objects

by length; compare the
lengths of two objects
indirectly by using a third
object

made)
made)
commercially made)
commercially made
A Superior 100-93
C Average 84-77

made)
made)
commercially made)
commercially made
A Superior 100-93
C Average 84-77

progress.
Goal 3: Tell and write time in

hours and half-hours using
analog and digital clocks

chart paper.
progress.
Goal 4: Understand that the

two digits of a two-digit
number represent amounts of
tens and ones.

chart paper.
Science
Evaluative Criteria
Student
Matching Goal
summative)
made)
made)
commercially made)
commercially made
A Superior 100-93
C Average 84-77
Reporting Method(s)
progress.
chart paper.

made)
made)
commercially made)
commercially made)
A Superior 100-93
C Average 84-77

made)
made)
commercially made)
commercially made)
A Superior 100-93
C Average 84-77

A Superior 100-93
C Average 84-77

progress.
Goal 1: Obtain and

communicate information to
construct explanations for how
different plant structures
(including roots, stems,
leaves, flowers, fruits, and
seeds) help plants survive,
grow, and produce more
plants
Goal 2: Demonstrate an
understanding of the patterns
of the Sun and the Moon and
the Suns effect on Earth.

chart paper.
progress.
Goal: 3 Ask and answer

questions about the natural
world using explorations,
observations, or structured
investigations.

chart paper.
Goal 4: Develop and use

models (such as drawings or
maps) to describe patterns in
the distribution of land and

made)
made)
commercially made)
commercially made)
progress.
chart paper.
water on Earth and classify

bodies of water (including
oceans, rivers and streams,
lakes, and ponds).

Social Studies
summative)
made)
made)
commercially made)
commercially made)
Evaluative Criteria
A Superior 100-93
C Average 84-77
Student
Reporting Method(s)
progress.
Matching Goal
Goal 1: Demonstrate
knowledge of what we learn
as we grow and change over
time.

chart paper.

made)
made)
commercially made)
commercially made)
A Superior 100-93
C Average 84-77
A Superior 100-93

progress.
Goal 2: Demonstrate
knowledge and understanding
of communities.

chart paper.
Goal 3: Identify the ways that

families and communities in

made)
made)
commercially made)
commercially made)
C Average 84-77

made)
made)
commercially made)
commercially made)
A Superior 100-93
C Average 84-77

progress.
chart paper.
progress.
America and around the world

cooperate and compromise
with one another in order to
obtain goods and services to
meet their needs and wants.
Goal 4: Identify various

natural resources (e.g., water,
animals, animals, plants,
minerals) around the world. .

chart paper.

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 determine the major assessments are appropriate for evaluating student progress and achievement by making teacher
made assessments for my students based on the standards. Along with the assessments, I am using the basal Pearson Learning for
reading. The Pearson Learning is a norm referenced program used to help students with reading. The system has been tested on
several students across the country. In order for my students and their parents to understand their childs progress a weekly letter is
sent home regarding what standards are being taught daily, what days their child is testing, homework, information on pre and post
assessments when they are being done, and their childs behavioral status day to day. I also use weekly newsletters to keep students
updated with the weekly events that are taking place within the school to help their child further succeed. Daily checks for the students
are done in the classroom for students to get a check up on what areas they need to study when they are home.
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:

Students activities are graded throughout the day. Their reading assignments, vocabulary, and quick checks during math are
graded daily for classwork and classroom participation. Once the assignments are graded, they are placed in the school program
Power School. Once the papers are graded, the students are able to take their work home for parents to see what they are doing within
that day. The worksheets are filed and placed in their individualized homework folders to take home. Parents are to sign and leave a
comment if they wish for any concerns they may have about their childs progress.
B.
Procedures for aggregating and displaying data:

We aggregate students data by placing it into the program Power School. This program is arranged to display students
grades for all their assessments. Once students progress is recorded, they are to take their work home for their parents to see. At
the end of the week for their post assessments, students gather all their test that was completed that day and record their data on
chart paper. Students are to write all their grades for each subject on the chart paper. After charting their grades, students are to
make a bar graph of their progress to show their highest to lowest assessments. Students shade each bar in a different color to
differentiate the subjects that they were tested on.
The term expectation refers to the knowledge, skills, attitudes, behaviors, and/or attributes set forth as
C. How will you use the data to make instructional decisions?
achievements learners are required to meet in order to successfully complete or advance in event, sequence block,
I use the data that is gathered to make instructional decisions to show me what concepts the students have
or program.
The
bar
forshows
my expectations
would be
set at
highpoints
for my
students
because
believe
are
mastered.
The
data
me what the students
strong
or aweak
within
that particular
unitI that
week.students
Therefore,
the
capable
good
both
inside
and
the classroom
therevisit
rulesa and
consequences
are well
dataofwill
allowbehavior
me to know
how
to plan
for outside
my next weeks
lesson. If Iwhen
have to
certain
concept, I will need
to revisit that
established.
In lesson
the morning,
students
are to line
in a straight
line
quietly
alongside
the window
of students
the classroom
in my next
before going
on to ensure
they up
understand.
It is my
duty
to ensure
that at least
85% of my
are
until awhere
teacher
ableto to
and certain
address
them. As students come into the classroom, they are to say good
theyis
need
become
in learning
concepts.
morning and to take out all their belongings such as: their homework folder, reading book, and any other materials
they may need for instruction that day. This is also the time for students to ensure that they have all their sharpen
pencils and erasers so that when instruction begins no one is able to get up for any reason. After taking out their
Section V: Classroom Management
belongings, they are to hang their jackets
and book bags on a hook underneath their names so that the classroom is
in order and organized for traffic to flow thoroughly throughout the day. After students place their book bag on a
Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your
hook, theasstudents
to returnthese
to their
seats andtoread
book they
out from
or one
they picked
description
you wereare
explaining
expectations
yourastudents
andchecked
their parents.
Listthe
the library
rules and
consequences,
from
the
selection
of
books
out
of
the
class
to
read
for
at
least
15mins.
When
the
announcements
come
on, they are
and your procedures for non-instructional activities.
to sit quietly so that I am able to hear what the announcements are. Once the announcements are finish, I will call
out the role. Once all the names are called,
the students
are toINSTRUCTION
sit quietly until further instruction is given.
EXPECTATIONS
DURING
While classroom instruction is taking place, students are to sit quietly with their mouths closed and hand
underneath their hips. When mouths are closed, students will be able to listen attentively to the lesson and those
DURING
NON-INSTRUCTIONAL
ROUTINES
around them will also be ableEXPECTATIONS
to listen. I will pull
Popsicle
sticks with students
names on it to avoid students from
saying me, me, me and to give everyone a fair opportunity to answering the questions. There are some activities
done in small groups with at least four students or students working in pairs. While students are working in small
group, students must understand that they must work as a team. While working with their peers, there is absolutely
no arguing, tattling, or fighting while working together. If students do not cooperate while working with each other,
then there will be consequences that would be taken in to place. When working on an assignment and those who
finish early, there may be times where they work on the iPad (on educational sights), they may pull out their spelling
words to study, or pull out a book to read. Students will understand that they are at their job and there is always work
to be done.
Rivelon Behavioral Expectations
1.
2.
3.
4.
5.
Listen and follow directions the first time.

Raise your hand, and wait for permission to speak.
Keep hands, feet, objects, and negative comments to yourself.
Have your supplies, and be on time.
Complete and submit all assignments on time with excellence.
Classroom Behavioral Consequences

1. Verbal Warning (Reteach the behavioral Expectation)
2. Individual Conference with the student (Decrease conduct grade to Satisfactory)
3. Rule Reflection Corner (Student explains in writing which rule(s) was broken and how they will change their
behavior. Decrease conduct grade to Needs Improvement)
4. Call Parent (Decrease conduct grade to Unsatisfactory)
Rewards
1.
2.
3.
4.
5.
Verbal Praises
Stickers
Treats
Great Day Call to Parent
Extra Time on IPAD/Computer
Hallway- While walking through the hall way students are to place their finger over their lips
and hands beyond their backs. This causes students to keep their hands to themselves and not
having someone accuse them of touching the other person. Students are to walk in a single file
line one behind the other. S students walk they are not to touch on the walls, bulletin boards, or
touch the windows of the classroom disrupting the students that are inside.
Restroom- Restroom breaks are taken at the beginning of instruction (first thing in the
morning), before lunch, and after lunch. If students have to use the restroom between classes,
DURING
ROUTINES
students are to raise twoEXPECTATIONS
fingers and get
theNON-INSTRUCTIONAL
teachers attention
with gesture instead of calling
my name over and over again. No students should be outside of the classroom for any purposes
RULES AND CONSEQUENCES
unless instructed otherwise.
Playground-Students are to play cooperatively together and make safe choices. While outside,
the teacher will monitor students behavior where eye contact will be on them at all times.
Students are to respect their classmates and school property at all times. Students who horse
play, wrestle, or seem to destroy school property in any manner will be written up and sent to
administration immediately.
Cafeteria- While in the cafeteria, students are to stay in a straight line until being served.
Students are to get their milks and stand in a straight line until it is time to type their lunch
number in. At the table, students are to use inside voices at all times. Failure to use inside
voices will result in the whole table having silent lunch and 5mins off of recess.
Dismissal-Before the afternoon announcements, the teacher will call on each student to come
forth and pick up their folders to take home with their behavior marked in for the day.
Students will then get their book bags and quietly line up in the line in which they are
transporting home such as: bus, walking, car.
Rivelon Behavioral Expectations
1.
2.
3.
4.
5.
Listen and follow directions the first time.

Raise your hand, and wait for permission to speak.
Keep hands, feet, objects, and negative comments to yourself.
Have your supplies, and be on time.
Complete and submit all assignments on time with excellence.
Classroom Behavioral Consequences

1. Verbal Warning(Reteach the behavioral Expectation)
2. Individual Conference with the student(Decrease conduct grade to Satisfactory)
3. Rule Reflection Corner (Student explains in writing rule(s) was broken and how they will
change their behavior. Decrease conduct grade to Needs Improvement)
4. Call Parent (Decrease conduct grade to Unsatisfactory)
Rewards
1. Verbal Praises
2. Stickers
3. Treats
Reflect on classroom management: What are the most important considerations in managing the classroom to maximize
instructional time, and why do you believe them to be important?
The most important consideration in managing the classroom to maximize instructional time is sticking to the
procedures and routines in the classroom. This is most important because when managing a classroom, as a teacher
there has to be a since of structure in the classroom. Having proper classroom management provides a structure of how
to manage the classroom and how to keep the students focused. Teaching and reinforcing the procedures daily allows the
student to get in the habit of what is expected of him/her when entering the classroom and exiting the classroom. If
students see that the teacher isnt sticking to what is expected then this will cause chaos within the classroom. School is a
place for students to learn and gain a better education for themselves now and in the future. Therefore, it is their
responsibility to follow what is expected of them while they are there.
Section VI: Parent Communications
Describe your procedures for providing initial information about your goals and expectations for student learning, plans for
instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your
parents with learning at home. How do you plan to periodically inform your parents about their childs learning and
behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities.
Procedures for providing initial information
To provide initial information about goals and expectations for student learning, I would first send home a
parent newsletter. The newsletter will introduce myself as a teacher, my goals of what I what my students to
learn, and what is expected of students each day when arriving to school. I want my parents to see that my
biggest concern is for my students to learn and ensure they are striving to be the best that they can be.
Students are to take the letter home for their parents to read and have them to sign for understanding and if
they have any questions they may contact me. Another way to inform my parents of what is taken place in
the classroom is sending home a newsletter of what is done the whole week in class. The newsletter would
consist of the stories we are reading and how their child would be assessed on various concepts that are
taught in all subject areas daily. At the bottom, I would encourage parents to read to their children at least
15min every night to help children to build vocabulary knowledge. Students are to log their books that are
read at the bottom of the newsletter daily and have a parent to sign off on it. Those students who are
consistently reading will get an incentive at the week for their hard work. For students behavior progress,
there will be a spot on the newsletter that is sent home daily for students to report what color they are
placed on for behavior (green being great, yellow needs progress, blue not doing well, red danger
zone).There will be a comment section next to the color so that I am able to write comments on what took
place that day for their child to receive that color. Parents are to sign off after reviewing their childs
behavior. For any activities that should be done at home, I would also send a letter of extension activities
that the parents can work with their children at home to get other practices in whatever content we are
working within which they may be struggling. For school based activities, I will call and remind parents that
we are having activities at school for them to join us. For those students who show up, I would give them a
participation grade of a 100 to show my appreciation of them coming to support the school. I want my
parents to see that we work hard for their childs learning and we will strive for success.
Procedures for involving parents with the learning at home

Section VII: Reflecting and Revision Procedures
There are many ways that I will
involve my parents with their childs learning at home. I truly
believe that the parents play a big role inside of the students lives and as well as the
teachers. Therefore, I would send extension activities home on whatever concept that we are
working on in class. This would allow the parents to get involved in the lesson and to see
where their child may need help and assistance in any way possible. I would also have an
open door policy where my parents can feel welcome to speak with me at any time. I want
them to feel welcome and if they may have any problems they can feel free to talk to me at
any time. I would also talk to the principal to see whether a parent night once a month could
be hosted at the school. Within the parent night parents are to visit their childs classroom
and with the teacher go over different strategies that can be used both inside and outside the
classroom to help your child grow in all content areas. Also, a newsletter would be sent home
for the week discussing want is being taught that week. Therefore, the parent will be able to
be aware of what is being taught daily so that they can prepare their students for the
assessments that would be forth coming at the end of the week.
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: My strengths in my long range plan are ensuring that I had more than enough activities for my students to be
assessed on. I was able to differentiate my learning in three other content areas besides the ones that are used daily in the
classroom. My goals that were used, was for students to achieve high and beyond so that they are able to understand and use
the strategies taught in further grade levels. Providing high expectations for my students will allow them to grow and expand
their knowledge in many ways possible.
B.
Weaknesses: My weaknesses of my long range plan would definitely be time management and classroom management.
Time management because I tend to do a lot when it comes to explaining things. Therefore, providing the right amount of
information and staying on schedule will allow me to be better organized and to stay on the right instruction period. Doing what
you want to do and not following procedures will throw the whole day off and causes chaos in the classroom. Second
classroom management because I have to realize that I have different students that I would be working with. In my mind, I
have to realize that all students behave differently. I have to come up with an appropriate and organized way to manage my
students to run a productive and safe class.
C.
Time line for evaluating long range plan components. I would check my long range plan weekly to ensure that all the
components and goals are met for each unit that is taught. Anything that may come to mind to accommodate my students will
be added in case I may have a student in the same case the next year. Any new ideas that may come to mind will also be
added to the long range because a variety of ideas makes a lesson better.
D.
List modifications and adaptations that you think might be needed to improve the procedures.
Time Periods
More integrated arts activities
Non-Instructional adjustments
E. Plan for reflecting on your teaching practices. I plan on reflecting on my teaching practices every day after school. I plan on
giving myself a self-assessment to reflect on what things I could improve and what things that needed to be worked on. I would
have a journal with a check list every day of what I plan to accomplish within that day. I would check through my checklist to see if
everything that I had written down was accomplished at the end of the day. If I see that majority of everything is checked, then I
know I did what was expected. I would take the time to record myself teaching to see what exactly I look and sound like. While
evaluating myself, I can take note to see who around me needs more help and in what ways I need to change to help my students
to better understand. From evaluations that are done from my principal, administration, or any other higher authority would be
taken to consideration to make myself better as a teacher.

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN

Candidate: Jasmine N. Jackson

Grade: First Grade

Section I: Student Information

Gender: 10 boys and 8 girls

Socio Economic Status(SES): 17

Since I have more boys and fewer

I retrieved this information based on the classroom

By retrieving information that 17

I received this information from the school website,

Females interest: playing with

Disabilities- 1 student goes out to

Based on the student interest survey,

This information came directly from the students in

I gathered this information from the students IEP

Ethnicity: All 18 students are

Reading Levels: 16 students are

necessary to ensure student

This information came from daily observations in

I received this information from the MAPS

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

Long Range Learning and/or Developmental Goals

Long Range Learning and/or Developmental Goals

Students will identify ways of changes that can be seen in nature.

Students will identify the various changes that occur in a garden.

Long Range Learning and/or Developmental Goals

Students will describe ways in which places change overtime.

Students will demonstrate knowledge and understanding of communities.

Section III: Instructional Units

Subject: English Language Arts

Unit Topic or Description

A Place to Play- The story is a realistic fiction about a child exploring

family, school, and the community.

Students can illustrate a picture of a

Teacher will have students to draw a

Students can illustrate a picture of

community. For example: if the

Teacher can have students pick out

paper about some changes they think

Unit Topic or Description -- Key Element

Unit: Topic 11 Subtracting with Tens and Ones

For measurements, teacher can have

Teacher will have students to

Students can make a collage of 1000.

Teacher will have students to do

Students can use the concept of time

Teacher will pair up students and

Teacher can discuss the amount of

engaged and going and adrenaline

the students food and compare their

Unit Topic or Description

Teacher will have students to

The teacher will have students to talk

Students can draw a picture of the

Students can take a nature walk

Students can choose a landform

Teacher will have students to

Teacher will have students to

Unit Topic or Description

Unit 1: Time For School