EDUC 450: PROFESSIONAL CLINICAL PRACTICELONG RANGE PLAN -- EARLY CHILDHOOD/ELEMENTARY EDUCATIONCandidate: Rashad Paige Cooperating Teacher: Mrs. Farmer Grade: 5th District: Orangeburg 5 School: Mellichamp Elementary Year: Spring 2014Major: Elementary Education Cognate(s): English/Math

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.)Description(of your findings in terms of your students)Sources/Contextual Factors(e.g. students, community resources, internet, records, school personnel, family, etc.)

Gender16 Girls15 Boys

This information was obtained from observations, voyger learning roster, and the classroom roster.

Ethnicity

Eighty-two percent of students are African American. Twelve percent of students are Hispanic American. This information was collected from classroom observations.

Reading Level

Students reading level range -from 3.5 to an 8.9 reading level.This information was collected from Ms. Car the computer teacher who administers all the schools benchmark tests. Information was also collected from the reading level assessment taken at the beginning, middle, and end of the year.

Resource

There are nine students out of the class tested and qualified for an IEP. The students see the school resource teacher daily for extended periods of time.

This information was collected from my collaborating teacher, Mrs. Farmer, as well as the school resource teacher, Mr. Wright.

Social Economic Status

100% of the students in my class are on free or reduced lunch.

This information was collected from the collaborating teacher Mrs. Farmer and cafeteria staff.

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?

The student information above is key to helping all students in the class succeed. Through the gathering of this information, I know students backgrounds and the level of diversity the students in my class possess. This information will allow me to plan short and long-range plans during my time in the classroom that will raise the students interest as well as reach maximum learning within the class. The use of this information allows me to gauge the students interest within each content area. I plan to teach interesting lessons to capture students attentions as well as appropriate teaching methods for diverse learners in the classroom.

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

Students will use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words

Students will interpret the meaning of idioms and euphemisms encountered in text.

Students will analyze the details that support the expression of the main idea in a given literary text.

.Students will read independently for extended periods of time for pleasure.

Students will create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

Students will score and perform exemplary on all Benchmark Exams and South Carolina State PASS tests

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?The most important long range goal I have is for my students to score and perform exemplary on all Benchmark Exams, as well as the South Carolina State PASS tests. I believe this is the most important of all my learning goals because scoring exemplary on Benchmark Exams and on the PASS Test demonstrates a complete mastery of all the learning goals. Subject: Mathematics

Long Range Learning and/or Developmental Goals

Use equivalencies to convert units of measurement within the metric system: converting length in millimeters, centimeters, meters, and kilometers; liquid volume into milliliters, centiliters, liters, and kiloliters; converting mass in milligrams, centigrams, grams, and kilograms.

Apply strategies and formulas to determine the volume of rectangular prisms.

Apply the relationships of quadrilaterals to make logical arguments about their properties.

Compare the whole number, decimals, and fractions by using the symbols , and =.

Students will score and perform exemplary on all Benchmark Exams and South Carolina State PASS tests.

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?

The most important long range goal I have is for my students to score and perform exemplary on all Benchmark Exams as well as the South Carolina State PASS tests. I believe this is the most important of all my learning goals because scoring exemplary on Benchmark Exams and on the PASS Test demonstrates a complete mastery of all the learning 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: Science

Long Range Learning and/or Developmental Goals

Explain how the mixing and dissolving of foreign substances is related to the pollution of the water, air, and soil.

Students will score and perform exemplary on all Benchmark Exams and South Carolina State PASS tests

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?

The most important long range goal I have is for my students to score and perform exemplary on all Benchmark Exams as well as the South Carolina State PASS tests. I believe this is the most important of all my learning goals because scoring exemplary on Benchmark Exams and on the PASS Test demonstrates a complete mastery of all the learning goals.

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Explain the advancement of the modern Civil Rights Movement; including the desegregation of the armed forces, Brown v. Board of Education, the roles of Rosa Parks, Martin Luther King Jr., Malcolm X, the Civil Rights acts, and the Voting Rights Act.

Students will score and perform exemplary on all Benchmark Exams and South Carolina State PASS tests

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?

The most important long range goal I have is for my students to score and perform exemplary on all Benchmark Exams as well as the South Carolina State PASS tests. I believe this is the most important of all my learning goals because scoring exemplary on Benchmark Exams and on the PASS Test demonstrates a complete mastery of all the learning goals.

Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.

Subject: English Language Arts

Unit Topic or Description

Unit Length(i.e., approximate number of lessons

5-3.1CS Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words. 1 week

5-1.3CS Interpret the meaning of idioms and euphemisms encountered in text.2 weeks

.5-1.4KID Analyze the details that support the expression of the main idea in a given literary text.2 week

5-1.1KID Read independently for extended periods of time for pleasure. 2 week

5-4.3TTP Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.2 weeks

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 the sequence of my instruction with the help of three resources. First, I consulted with my cooperating teacher on what standards she feels would fit the needs of the students in the class. Second, I used the Orangeburg County School District 5 pacing guide. The pacing guide that the district provides tells teachers exactly what they should be teaching week to week and the recommended time to teach it. I used the pacing guide to measure how much time I should spend on a set standard. Finally, I used the Common Core State Standards as another resource for my instruction.

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

I will integrate Art in my unit by allowing the students to draw pictures to go along with the multiple-paragraph composition they create. Physical Education and Health will be incorporated into my unit by allowing students to recite their compositions they have created. Students will be able to incorporate Music by reciting their compositions over a slow beat to add rhythm and flow to their reading.

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 Topic or Description -- Key Element

Unit Length(i.e., approximate number of lessons

5-5.3MD Use equivalencies to convert units of measurement within the metric system: converting length in millimeters, centimeters, meters, and kilometers; liquid volume into milliliters, centiliters, liters, and kiloliters; converting mass in milligrams, centigrams, grams, and kilograms.

2 weeks

5-5.5MD Apply strategies and formulas to determine the volume of rectangular prisms.

1 weeks

5-4.1G Apply the relationships of quadrilaterals to make logical arguments about their properties.

1 week

5-2.4NBT Compare the whole number, decimals, and fractions by using the symbols , and =.2 weeks

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 the sequence of my instruction with the help of three resources. First, I consulted with my cooperating teacher on what standards she feels would fit the needs of the students in the class. Second, I used the Orangeburg County School District 5 pacing guide. The pacing guide that the district provides tells teachers exactly what they should be teaching week to week and the recommended time to teach it. I used the pacing guide to measure how much time I should spend on a set standard. Finally, I used the Common Core State Standards as another resource for my instruction.

Describe ways in which you will integrate the arts, PE and Music in your unit.I will integrate Art within my unit by allowing my students to draw pictures to create their own math problems. For example, when using the formula `to determine the volume of rectangular prism students will draw a picture of a rectangular prism. I will incorporate PE into my lessons by having students walk around the classroom and determine the volume of items in the classroom. I will incorporate Music into my lessons by playing a song which covers various formulas in Math.

Section III B: Materials and Resources

Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher MaterialsStudent Materials

Smart BoardSouth Carolina PASS Coach Workbooks (Math)

Lumens LampSouth Carolina PASS Coach Workbooks (ELA)

Power Points Study Island Web Program ( Username and Password)

TapeBuckledown CCSD (Math)

Red PensComposition Notebooks(ELA&Math)

Dry Erase Board MarkersDry Erase Board

Dry Erase BoardPencils

StaplerPaper

RulersErasers

Copy PaperAgenda Notebook

PrinterScissors

ComputersTape

Scissors

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).

Assessments (Indicate whether formative or summative)Evaluative CriteriaStudent Progress/Achievement Reporting Method(s)Matching Standard

Tests, quizzes, and projects. : Formative

A= 93-100B= 92-85C= 84-77D= 76-70F=69-0

Power Teacher Grade Book, Progress Reports, and Weekly Checklists. 5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

Homework: Formative

A= 93-100B= 92-85C= 84-77D= 76-70F=69-0

Weekly Checklist.5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

Reflect on student performance: (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and achievement in the class/subject?

I determined that my major assessments were appropriate for my students with the help of my mentor teacher. She demonstrated to me how she has assessed the students in the past and how effective it was for her, as the teacher, the students, and the parents. For their homework, worksheets were taken from the same format as the tests they would be receiving. I will help my students and their parents understand the evaluation criteria by clearly communicating my expectations during the school year. Parents will be updated on their students progress every two weeks through the administration of bi-weekly checklist being sent home signed and returned by the student and parent to verify their acknowledgement of seeing the graded activities that were completed. This will be in addition to interim reports as well as report cards.

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 will complete packets every week. Activities will be assigned and graded throughout the week and will be in conjunction with a short quiz at the end of the week before the weekly assessments. Grades will be inputted into Power Teacher weekly as well. Students who have missing work will be given the chance to complete them during related arts period.

B. Procedures for aggregating and displaying data:The process of aggregating data will take place daily. The data will consist of the students knowledge of what we are covering. Grades will be put into the system and based on the results, students who pass with 80% or greater will receive stickers that will be displayed on the bulletin boards.Valent

C. How will you use the data to make instructional decisions?I will use this data to know if my students truly grasped the concept being taught during the previous week. The data will inform me well enough to where I will be able to reflect and make appropriate changes to my instruction to ensure the learning of my students. If I see from the data collected that my students understanding is high, I will know that I I can advance on to the next concept.Section V: Classroom ManagementDescribe 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

Rules1. Students must always listen to directions that are given to them the first time.2. Keep hands, feet, objects and negative comments to yourself.3. Have all classroom materials and supplies with you before entering the classroom.Consequences1. Students will face a verbal warning.2. A student/ teacher conference will be conducted and the students grade will move to Needs Improvement.3. A phone call to the students parent will follow if the behavior continues. 4. Students will have to reflect on the rule(s) that were broken and write why they broke the rule, why it was wrong to do so, as well as ways to prevent the event to happen again. The students conduct grade will be changed to Unsatisfactory.5. A parent conference will be set up with the students parents.Incentives1. Verbal Praise from the teacher2. Stickers and stamps3. Student will receive snack from the snack bucket

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCESReflect on classroom management: What are the most important considerations in managing the classroom 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?

Im learning that the most important consideration in managing the classroom is to maximize instructional time. If the class knows the desired behavior the teacher requires from them it helps with instructional time. Students knowing the required behavior they are to abide by creates the desired environment and outcomes I want within my classroom during instruction time. Staying on schedule in the classroom helps me have my daily plans run smoothly. In a sense, this helps me with not having any down time for my students where learning is not occurring. As the leader of the classroom I want to create as much additional instructional time as I can for the students.

Procedures1. School Supplies: Students are to bring all necessary supplies to school daily.2. Preparing for the instructional day: After entering the classroom in the morning, students are to place all bookbags and coats on the hooks. Following this, students are to look on the whiteboard to start daily oral problems.3. Sharpening Pencils: The teacher will sharpen students pencils at necessary times of the day4. Announcements: When announcements are being made at any time during the day, students must remain silent.5. Recognition: Students who wish to be recognized to speak during instruction or class work must raise their hands and wait to be recognized by the teacher before speaking.6. Missed Assignments: Any student who is absent will have the opportunity to make up their work during their activity or recess time.

Section VI: Parent Communications

Describe your procedures for providing initial information about your goals and expectations for student learning, plans for instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your parents with learning at home. How do you plan to periodically inform your parents about their childs learning and behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities.

Procedures for providing initial information

At the beginning of the school year, I will provide initial information about my goals and expectations for student learning, plans for instruction and assessment, rules for student behavior and an invitation for parental involvement. I will provide students with a welcome letter for their parents to read. The letter will contain goals and expectations for the students in my classroom and a bio about my background and training. I will provide information pertaining to my plans for instruction, assessment, and the grading scale. Students and their parents will be required to sign and return this letter to confirm that they agree and are willing to comply with my expectations. Every two weeks, students will receive checklists that will contain homework records as well as copies of graded assignments, and notes on students behavior. Students will receive interim reports and report cards throughout the quarter as well.

Procedures for involving parents with the learning at home

Students are assigned homework every night, before leaving each day students are to write their assignments down in their agenda notebooks. Parents are expected to check students agenda to check, assist, and go over the assignments with their child. Throughout the quarter notices are sent home to parents that will contain updated information on various events that are going on in our class and school. This will help ensure that parents are aware of what is going on and hopefully increase parent involvement. To help parents I will include concept handouts that will help them practice with their child the same concepts that are either being taught in our class or that are on the upcoming PASS test. Websites with additional resources will also be provided.

Section VII: Reflecting and Revision Procedures

Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices.

A. Strengths: I believe my strengths are using my long-range plan in addition with weekly lesson plans to confirm I stay on task with my student learning goals. In addition, this long-range plan, to help gather my students data to reflect whether I am covering all of my students needs.

B. Weaknesses: I believe my weakness are time management weaknesses, I find myself rambling during a certain point during the lesson. I often get distractions in my classroom as well, the class often has taken benchmark tests which interrupt my instruction time. This is an adjustment I am still trying to make during my instructional time.

C. Time line for evaluating long range plan components. My cooperating teacher and I will look at my long range lesson plan bi-weekly to determine my progress and instructional practices.

D. List modifications and adaptations that you think might be needed to improve the procedures.

After consulting with my cooperating teacher we have determined that these three components might be needed improvements. 1. Assessment modifications2. Additional resources for resource students3. Time modifications

E. Plan for reflecting on your teaching practices: My two resources for reflection will be the reflective lesson plans and my cooperating teacher. The reflective lesson plan gives me the opportunity to look back at how my lesson went and if it was effective. In addition, I will use my cooperating teacher as a resource in my reflection practice. My cooperating teacher provides me with a consistent feedback from a veteran teacher.