Cooperating Teacher:
M. Rice
English
Socioeconomic Status
Ethnicity
Disabilities
Reading levels
Description
(of your findings in terms of
your students)
Sources/Contextual Factors
(e.g. students, community resources,
internet, records, school personnel,
family, etc.)
Observation
Student records
Observation
Teacher conference
Student Records
Reflect on the student Information: Why do you feel that this student information is of primary
importance, and (2) how did and will you use this student information to guide the development of
your long and short range plans?
I believe that this information is of primary importance because it will help determine instruction for the
remainder of the school year. Each factor of a students life whether at school or at home is going to effect that
student and how he/she learns in the classroom setting.
There are a total of 33 students in Dr. Rices first grade class at Rivelon Elementary. The gender of the
students will effect student learning because male and female students learn differently and are interested in
different things. This will guide planning because during short range planning I will have to determine which
strategies work better with the girls and the boys, and it will ultimately effect and make changes to my long
range plans. Also in his class it is clear that these students do not come from the most lavish of lifestyles.
Student records showed that even though all students receive free lunch because of the grant that Rivelon
receives, only one student is not eligible for it already. This is also apparent in the things the students wear and
their poor personal hygiene. This can effect planning because a lot of these students have low attendance
rates and when students tend to miss a lot of school they begin to fall behind, this will effect long and short
range planning because adjustments will have to be made to the planning schedule when students do fall
behind.
All of the students in the class are African American, along with 99% of the school population. At this
point I do not see how the students ethnicity will have a positive or negative effect on long range or short range
planning. There are a few minor disabilities in this class that will determine different things in my planning. 4
students have an IEP, which means while planning I will have to consider those four students and what their
IEPs consist of that may or may not change my short and long range plans for the class. Also two students
receive counseling and one leave class with a resource teacher daily. The last factor that will effect
development of my short and long range plan is the students reading levels, while the majority of the students
read on a first grade level a handful of students are above that and a handful are below. This will help develop
planning both short term and long term because it will help determine differentiated instruction for certain ELA
and reading lessons.
Standard 2 Writing: Articulate ideas, claims, and perspectives in a logical sequence using information,
findings, and credible evidence from sources.
Standard 5 Language: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Standard 2 Reading: Demonstrate understanding of spoken words, syllables, and sounds
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or
developmental goals you have established, which goals do you believe are the most important for all
students to achieve, and why?
All of these goals that are established for ELA are equally important. In my short time at Rivelon I have
already noticed that the students need to focus and improve on all those areas listed above. If the students can
understand the basic features of print, and sequencing idea, claims, and perspectives it will help them with
reading comprehension not just in ELA but in all content areas. The students in my class also need to focus on
their punctuation and spelling when writing, this will also help them in other subject areas.
Subject: Mathematics
Subject: Science
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?
Once again all of these science goals that I have established hold importance, but I believe the learning goal
that is most important for all students to know are the two goals on how to interpret data from observations in
order to compare properties of earths materials and describe changes in the environment. These two are most
important because they are building a foundation for students for when they have to interpret and analyze
more intricate data when they get to the higher grades.
1-1 The student will demonstrate an understanding of how families interact with their environment both locally
and globally
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or
developmental goals you have established, which goals do you believe are the most important for all
students to achieve, and why?
Out of these long range learning goals listed above I believe the most important to all students is for them to
understand the different elements of community life, including typical jobs, and the interdependence of family
school and the community. This is of most importance because every student should have a clear
understanding of the community they live in and the contributions that are being made in the society around
them.
Unit Length
(i.e., approximate number of lessons
Reflect on the instructional units: How did you determine your instructional sequence and the amount
of time to be spent on each unit of instruction?
Standard 1 Reading and Standard 5 Language is incorporated into every lesson. These two topics:
Demonstrating an understanding of basic print, and the command of Standard English capitalization,
punctuation, and spelling when writing is important in every area of ELA, I try to focus and incorporate these
goals in every lesson so that it will stay fresh on the students mind. I believe doing this will help the students
reading and writing skills. Standard 2 writing about sequencing only lasted two weeks by the end of the second
week all of the students grasped the concept and passed a unit assessment that is when we moved from that
subject. The last standard, Standard 2 Reading was visited for 4 weeks. Also every week with spelling words
we practice breaking words down into syllables and sounds.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit
Topics
1
ARTS
PE
HEALTH
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
1.MDA.3 Use analog and digital clocks to tell and record time to
the hour and half hour.
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?
In mathematics we spend two weeks on each new concept to make sure the students are comfortable
before we move on. If it seems like the students are not grasping the topic after two weeks then we will do a reteaching lesson on that following Monday.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit
Topics
1
ARTS
PE
HEALTH
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
1 week
1 week
1 week
1 week
Reflect on the instructional units: How did you determine your instructional sequence and the amount
of time to be spent on each unit of instruction?
For the science standards we only spend one week on the topic. If it was solely up to me the class
would spend 2 weeks on Standard 1.E.4A and 1.L.5B.3 each because both of those standards are helping the
students learn how to analyze and interpret data. Those concepts are extremely important and the students will
need to know how to do these things in order to be on task when they are doing science experiments in the
higher grades. I would also like to revisit the topics that the students are obviously having trouble on.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit
Topics
1
2
ARTS
PE
HEALTH
The students will tell why
water is healthy for them.
The students will determine
how a natural resource (water)
makes up most of their body
fluids.
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
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?
For social studies I spent 3 weeks on standard 1-3.3 in order to make sure I covered the majority of the
people mentioned in that standard and that the students had in their textbooks. Concerning the other topics I
spend two weeks on each one depending on if the students are grasping the topic. I will determine that by
evaluating the students with a pretest before each unit test.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit
Topics
ARTS
PE
HEALTH
Teacher Materials
SC Curriculum Standards to help determine
goals and guide the creation of the different
lesson plans
Lumens to display expectations for work
enhance direct instruction and guided practice
Acess to Kahoot- to create review test and
games for the students
Computer Paper- to print the different
worksheets
Line paper
Smart board with Laptop- to display videos
and assignments for the class during guided
practice and the anticipatory sets
Pacing Guides- to stay on the right track when
it comes to the instructional units.
Sentence Strips
Student Materials
Markers, Colored Pencils, and Glue Sticks to complete
projects
Social Studies Journals
Ipads for kahoot review, compass learning and
independent reading, AR testing
Subject Journals
Math book
Lined writing paper to write sentences in the morning
during the writing prompt
Social Studies and Math workbooks- to complete Subject
assignments
Index cards- to write their word cards with each week
during word block
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)
Standard 1: Weekly
Quiz (formative)
Evaluative Criteria
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Standard 2: Weekly
Quiz (formative)
End of Unit Test
(summative)
Student
Progress/Achievement
Reporting Method(s)
The students progress will
be documented the same
day that the assessment
is given.
Matching Goal
Standard 1 Reading:
Demonstrate
understanding and basic
features of print.
Standard 2 Writing:
Articulate ideas, claims,
and perspectives in a
logical sequence using
information, findings,
and credible evidence
from sources.
Standard 3: Weekly
Quiz (formative)
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Standard 4: Weekly
Quiz and End of Unit
Test
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Standard 5 Language:
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
Standard 2 Reading:
Demonstrate
understanding of spoken
words, syllables, and
sounds
Mathematics
Assessments (Indicate
whether formative or
summative)
Standard 1: Weekly
Evaluative Criteria
based on schools
grading chart: A= 93100
Student
Progress/Achievement
Reporting Method(s)
The students progress will
be documented the same
day that the assessment
Matching Goal
1.NBST.1a Count
forward by ones to 120
starting at any number.
Quiz (formative)
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Standard 2: Weekly
Quiz (formative)
Standard 3: Weekly
Quiz (formative)
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Standard 4
Weekly Quiz (formative)
End of Unit Project
is given.
based on schools
grading chart:
A= 93-100 B= 85-92 ;
C= 76-84 ; D = 70-75 ;
F =0-69
1.ATO.9a Create,
extend and explain
using pictures and
words for repeating
patterns and ABC type
patterns
1.MDA.4 collect,
organize, and represent
data with up to 3
categories
(summative)
Science
Assessments (Indicate
whether formative or
summative)
Standard 1: Weekly
Quiz (formative)
Evaluative Criteria
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Standard 2: Weekly
Quiz (formative)
End of Unit Test
(summative)
Student
Progress/Achievement
Reporting Method(s)
The students progress will
be documented the same
day that the assessment
is given.
After it is graded the
scores will be entered into
power school and the
students will receive the
grades in the biweekly
reports that go home
every other Thursday, and
parents have daily access
to power school to see
their grades.
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Matching Goal
Standard 3: Weekly
Quiz (formative)
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Standard 4
Weekly Quiz (formative)
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Social Studies
Assessments (Indicate
whether formative or
summative)
Standard 1: Weekly
Evaluative Criteria
based on schools
grading chart: A= 93100
Student
Progress/Achievement
Reporting Method(s)
The students progress will
be documented the same
day that the assessment
Matching Goal
Quiz (formative)
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Standard 2: Weekly
Quiz (formative)
Standard 3: Weekly
Quiz (formative)
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
Standard 4
Weekly Quiz (formative)
End of Unit Project
is given.
based on schools
grading chart: A= 93100
B= 85-92 ; C= 76-84 ;
D = 70-75 ; F =0-69
(summative)
Reflect on student performance: (1) How did you determine that your major assessments are
appropriate for evaluating student progress and achievement, and (2) What did or will you do to help
your students and their parents understand (a) the evaluation criteria you have established for this
class/subject as well as (b) the reports regarding the students overall progress and achievement in
the class/subject?
I determined that my major assessments are appropriate for evaluating students progress and achievement by
choosing assessments that aligned with the standards and where valid based on what was taught in each unit.
To help my students and parents understand, when the biweekly reports go home we also send a folder home
with all the graded work. That includes the students major formative and summative assessment so that they
will have something to look back at. I will also use parent conferences, classroom dojo, and parent newsletters
to explain the grading process and their childs overall progress and achievement.
On the wall there are the scores for the students MAPPS math and reading scores. Each child has a number,
and it shows the students scores for the first and second test, this helps display the students progress and
growth. Also I put in grades into power school as I do them, which is basically the online grade book and from
there I print out biweekly progress reports so their grades can be displayed and broken down before report
cards.
2ndFall
Loss
of privilege/TAP
referral
Revised
2013
ACEI/NAEYC
2010 Standards
Reflect on classroom management: What are the most important considerations in managing the
classroom to maximize instructional time, and why do you believe them to be important?
The most important considerations in managing the classroom to maximize instruction time is being to
implement and maintain classroom discipline in an effective manner. The class must have rules, and
expectations. You must also make students and parents aware of the rules and consequences. Lastly the
teacher must be firm and consistent. These things are the most important considerations in managing the
classroom because they set the foundation of the class. A classroom must have clear rules and expectations
so that the students know what is and what isnt acceptable. It is also important that both the students and the
parents are aware of the rules and the consequences if those rules are not followed. This will help establish
routine and understanding when it comes to classroom management. Finally the teacher must be consistent
and firm. If a teacher is not consistent it makes them seem as though the rules do not always have to be
followed and it will disturb classroom management which will in turn shorten instructional time.
To provide initial information about goals and expectations I have sent out an initial parent letter explaining who
I am, my goals and expectations for students and my plans for the rest of my time at Rivelon Elementary
School. I will also send out newsletters twice a month to keep the parents updated on what is going on in the
classroom since I have been there. Lastly I print of biweekly progress reports from power school that will be
sent home in the students homework folder along with behavior charts for the week.
Reflect on your long range plan and determine what might be, or what you think may be strengths and
weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often
you think you might need to reflect on your teaching practices.
A. Strengths:
One of the strengths of my long range plan is that it is a clear outline of my past and future experiences
so far at Rivelon Elementary. It helps me determine different instructional methods I should use and it
also helps me organize the amount of time I spend on each unit along with its assessments using a
time line. It provides a brief outline of every that I have covered and plan to cover which helps me to
stay on track and not fall behind or spend too much time on one subject because I know where I want
to be at the end of my time at Rivelon.
B.
Weaknesses
One weakness of my long rang plan is that it is always subject to change. Sometimes lessons do not go
as planned some are longer and some are shorter. The amount of time spent on a lesson may vary, this
could through off the entire time line. Also the assessments may have to be altered. Lastly the Long
Range plan does not account for a lot of differentiated instruction. Also I need to find ways to vary the
use of technology in the class, our classroom is one of few that have Apple TV and I think I should
maximize on this advantage.
D. List modifications and adaptations that you think might be needed to improve the procedures.
Modifications and adaptations may have to be made due to changes in the class size, administration, or
any certain policies.
ACEI/
NAEYC
Component
Major: ______________________
Target (3)
Acceptable (2)
Description of
Students
Contextual
Factors
3.1/3a
Learning and
Developmental
Goals
3.2/1c
Learning and
Developmental
Goals
Units of
Instruction
- English
Language Arts
1.0/1a
5.2/2c;
3b
2.1/5a
Date:
Unacceptable (1)
Does not include at least five
(5) types of descriptions;
displays minimal
understanding of addressing a
variety of student needs when
planning.
Used primarily secondary
source data (records) to obtain
data. No school or community
data included.
Includes standards, but lacks
appropriate depth of
knowledge of taxonomy, skills,
and dispositions relevant and
meaningful to specific age
groups.
Goals lack sensitivity to the
diversity of students.
The content area is
addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes, concepts and
of English language arts skills.
The content is not paced so
objectives are covered.
Sco
re
Units of
Instruction
- Science
Units of
Instruction
- Mathematics
2.4/5a
Units of
Instruction
Social Studies
2.5/5a
Instructional
Units
Visual and
Performing Arts
2.6/5a
Instructional
Units - Health
2.7/5a
Instructional
Units
Physical
Education
2.2/5a
2.3/5a
1.0/4c
Instructional
Materials &
Resources
3.5/4b
4.0/3b
4.0/3b
Instructional
Materials &
Resources
Assessment
Student Records
3.4/1c
Discipline Policy
3.4/1c
Procedures for
NonInstructional
Activities
5.2/2b
Parental
Communications
5.2/2b
5.1/4d
Parental
Communications
Reflections
OVERALL SCORE
Unacceptable/Developing (1)
Candidate demonstrates a limited
amount of the attributes of the
standard. Performance indicates that
few competencies have been
demonstrated.
Acceptable/Meets (2)
Target/Exceeds (3)