Educ 450 Long Range Plan Elementary BSD

EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY
Candidate: Naja Argrow

District: Orangeburg District 5
Major: Elementary Education
Cooperating Teacher: Mary Robinson

School: Whittaker Elementary
Cognate(s): Math
Grade: Fourth
Year: 2016
Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Important Student Information
Factors
(e.g. gender, SES, reading levels,
disabilities, ethnicity, student
interests, and other relevant
factors, etc.)
Gender
Reading Levels
Race
Special Needs
Learning Styles
Description
(of your findings in terms of your
students)
There are 77 students in the

fourth grade. Out of these
77 students, 38 are females.
The remaining 39 students
are males.
Although many of the
students are in the fourth
grade, many of them are not
on grade level. Students
who have IEPs and/or go to
resource have the lowest
reading levels ranging from
kindergarten to second
grade reading levels.
Out of 77 students, 72 of
them are African-American,
3 of them are Hispanic, and
2 of them are Caucasian.
Seven of the students I
teach go to Speech and/or
Resource.
Most of the students are
kinesthetic learners or
visual learners.
Sources/Contextual Factors
(e.g. students, community resources, internet,
records, school personnel, family, etc.)
Observation
Accelerated Reading Tests offered by

the School
Observation
Student Records
Student Interest Inventory
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?
Gender: Gender was considered an important factor because there are almost an equal number of boys
and girls in my classroom. I want to make sure that both genders are given equal attention, are called
upon equally, and given the opportunity to participate. I will use this information to make sure when my
lessons are planned that I take into account the interests of both genders. For example, in English
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Language Arts, I will be sure to either find gender neutral material or material that both genders would be
likely to be interested in.
Reading Levels: Knowing my students reading levels was a very important part of my instruction. From
their reading levels, I could determine what would be appropriate to give them as far as classwork,
homework, etc. My students have varying reading levels, which would mean that their assignments that
have readings on them should be varied as well.
Race: In two of my classes, there is more than one race represented. In order to make sure no one is left
out, I will make sure that in all of their reading assignments, each race should be depicted. I will use this
information to make sure that I research everyones race beforehand so that there will not be any
misconceptions, stereotypical behaviors, or prejudicial behaviors.
Special Needs: This information is of primary importance because my students with special needs have
IEPs that have certain requirements. As a result of these certain requirements, accommodations should
be made to these students. I will use this as a guide for the development of my long and short range
plans to make sure there is time allotted for their accommodations to be met.
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

Reading Literary Text: Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring,
drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
Students will be able to construct meaning out of literary text by making inferences, stating evidence, and drawing conclusions with
80% passing their given assessment.
Writing: Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short
and extended time frames.
Students will be able to write essays for a variety of purposes with any given time to demonstrate their ability to write independently
with 80%.
Communication: Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings,
and credible evidence from sources.
Students will be able to effectively articulate their own ideas and perspectives in teacher-led classroom discussions. In order for all
students to participate, group debates will be held. Students will then write their ideas in an essay and pass with 80%.
Reading Informational Text: Standard 10: Apply a range of strategies to determine and deepen the meaning of known,
unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific
vocabulary.
Students will be able to determine the meanings of words that have multiple meanings through the different content areas by using a
variety of strategies. They will be able to find and use the correct domain-specific vocabulary in an assessment with 80% accuracy.
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 of the long range learning goals, I believe all of these goals are important, however, if I had to rate the most
important, I would choose Standard 5: Determine meaning and develop logical interpretations by making predictions,
inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. And
Standard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning
words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. I believe these standards
are the most important because these standards are included in all grade levels standards, so they are something that the
students will not only use in this grade, but as they progress to other grades as well. The new South Carolina standards
require students to go beyond simple recall, and the standards I have chosen require the students to think critically.
Subject: Mathematics

Number Sense and Base Ten: 4.NSBT.2 Recognize math periods and number patterns within each period to read and write in
standard form large numbers through 999,999,999.
Students will be able to write numbers in standard form as well as recognize patterns in place value. Students will successfully pass
the assessment with at least 80% accuracy.
Algebraic Thinking and Operations: 4.ATO.3 Solve multi-step, real-world problems using the four operations. Represent the
problem using an equation with a variable as the unknown quantity.
Students will be able to solve word problems that have multiple steps while using all of the four operations. Students should be able to
use a variable to represent what is unknown in their word problems. Students will complete 10 word problems and answer at least 8
correctly (all students with 80% accuracy).
Geometry: 4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular
lines. Identify these in two-dimensional figures.
Students will be able to construct points, lines, and angles and be able to identify them in 2D figures with 90% accuracy.
Measurement and Data Analysis: 4.MDA.2 Solve real-world problems involving distance/length, intervals of time within 12
hours, liquid volume, mass, and money using the four operations.
Students will be able to recall conversions and solve measurement word problems that involve any of the four operations. 80% of the
students will pass their assessment with at least 80% accuracy.
I believe all of the long range goals are the most important for all students to achieve, but I believe if I had to choose, I
would say Measurement and Data Analysis 4.MDA.2 Solve real-world problems involving distance/length, intervals of time
within 12 hours, liquid volume, mass, and money using the four operations is the most important. This goal explains to
students the significance of what theyre learning in math to apply in real life. This standard requires them to know all four
of their operations, conversions, and when to use which. These are functions that are required to function in everyday life.
The next goal I believe is the most important is Algebraic Thinking and Operations: 4.ATO.3 Solve multi-step, real-world
problems using the four operations. Represent the problem using an equation with a variable as the unknown quantity.
This goal introduces students to algebra, which they will use throughout their time in math classes in school. This standard
also reinforces knowing their addition, subtraction, multiplication, and division facts.
Subject: Science

Scientific Inquiry: Standard 4-1: The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Students will be able to explain their understanding of inquiry in science using skills, and mathematical processes for simple scientific
investigations. Students will pass their assessment with 80% accuracy.
Physical Science: Standard 4-5: The student will demonstrate an understanding of the properties of light and electricity.
Students will be able to explain the properties and functions of light and electricity. They will be able to demonstrate their
understanding by passing with at least 80% on their assessment.
Life Science: Standard 4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior
that allow organisms to survive in their own distinct environments.
Students will be able to classify different organisms by their characteristics and environments. Students will also be able to describe
how these organisms survive in their environments due to their behaviors. The students will be able to pass their assessment with
80% accuracy.
Astronomy: Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of
objects in the solar system. (Earth Science)
Students will be able to understand the locations of the objects in the Solar System (planets and the Sun) and distinguish between
them with 80% accuracy.

Of the long range learning goals I have established, I believe that it is most important for students to achieve is Standard
4-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical
thinking necessary to conduct a simple scientific investigation. Science is a heavily inquiry-based subject. Students should
be able to know the different skills that they need to conduct a scientific investigation. Students will need these skills in
every grade, because they conduct science experiments in class and for their science fair projects. This standard will
connect to everything they are learning in class because they should be learning by inquiring about things.
Subject: Social Studies

Standard 4-2: The student will demonstrate an understanding of how the settlement of North America was influenced by the
interactions of Native Americans, Europeans, and Africans.
Students will be able to explain how North America was settled and how the interactions between these three groups of people heavily
influenced its settlement. Students will be able to pass their given assessment with 85% accuracy.
Standard 4-3: The student will demonstrate an understanding of the conflict between the American colonies and England.
Students will be able to explain the conflict between the American colonists and the government in England. Students will be able to
pass their given assessment with 85% accuracy.
Standard 4-4: The student will demonstrate an understanding of the beginnings of America as a nation and the
establishment of the new government.
Students will be able to explain how America was formed and how its forming established a new government. Students will be able to
pass their given assessment with 85% accuracy.
Standard 4-5: The student will demonstrate an understanding of westward expansion of the United States and its impact on
the institution of slavery.
Students will be able to explain the United States expansion west and how it impacted slavery. Students will be able to pass their
given assessment with 85% accuracy.
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you
The learning goals that I believe are the most important for all students to achieve are Standard 4-2: Standard 4-2: The
student will demonstrate an understanding of how the settlement of North America was influenced by the interactions of
Native Americans, Europeans, and Africans and Standard 4-4: The student will demonstrate an understanding of the
beginnings of America as a nation and the establishment of the new government. In these standards, there is a whole lot
of content that must be taught by me and learned by the students. These standards require the students to compare and
contrast, identify, and describe different things. I believe that if the students can learn these two goals, all of the other
standards will be easier and will fall in place.
*****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
Standards
Reading Literary Text: Standard 5: Determine meaning and develop logical
interpretations by making predictions, inferring, drawing conclusions,
analyzing, synthesizing, providing evidence, and investigating multiple
interpretations.
Unit Topic:
Unit Length
(i.e., approximate number of lessons/weeks)
10 lessons
Writing: Standard 6: Write independently, legibly, and routinely for a

variety of tasks, purposes, and audiences over short and extended time
frames.
10 lessons
Communication: Standard 2: Articulate ideas, claims, and perspectives in

a logical sequence using information, findings, and credible evidence
from sources.
10 lessons
Reading Informational Text: Standard 10: Apply a range of strategies to

determine and deepen the meaning of known, unknown, and multiplemeaning words, phrases, and jargon; acquire and use general academic
and domain-specific vocabulary.
10 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?
The instructional sequences were determined by how they appear on the districts pacing guide. The amount of time to be
spent is the amount of days I have to evenly teach the subject for the amount of time I am student teaching.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standards
1
ARTS
Students can create pictures of
their conclusions of what they
have read in the text.
Students can write an expository

essay explaining why their favorite
song is their favorite song.
Students will find evidence from

credible sources on their favorite
artist or singer.
Students will find jargons used in

music vs what they mean in
everyday life or other subjects.
PE
Students will walk around the
classroom and find a partner who
found the same conclusion. Once
they have found that partner, they
will work in pairs and explain how
they came to their conclusion.
Students will go around the
classroom and critique their
classmates essays.

classroom and find a partner that
has a different viewpoint as them.
They will then discuss their
viewpoints.
Students will walk to the
SMARTboard and choose the
correct meaning of a word based
on their context clues.
HEALTH
Students can infer what would
happen to their bodies over time if
they continue eating junk food or
discontinue eating it and live a
healthier life.
Students can write expository
essays about why they should take
care of their bodies, or persuasive
essays to their teacher about why
the need PE or Recess.
Students can hold a class debate
in which one side will agree on
why they need healthier items
during lunch or why not.
Students can find the meanings of
many health-related jargons that
they do not know the meaning of
and apply many strategies to find
them out.
Subject: Mathematics
Standards
Number Sense and Base Ten: 4.NSBT.2 Recognize math periods and
number patterns within each period to read and write in standard form
large numbers through 999,999,999.
Algebraic Thinking and Operations: 4.ATO.3 Solve multi-step, real-world
problems using the four operations. Represent the problem using an
equation with a variable as the unknown quantity.
Geometry: 4.G.1 Draw points, lines, line segments, rays, angles (i.e., right,
acute, obtuse), and parallel and perpendicular lines. Identify these in two-
Unit Topic:
Unit Length
(i.e., approximate number of lessons/weeks
10 lessons
10 lessons
10 lessons
dimensional figures.
Measurement and Data Analysis: 4.MDA.2 Solve real-world problems
involving distance/length, intervals of time within 12 hours, liquid volume,
mass, and money using the four operations.
10 lessons
Standards
1
ARTS
Art: Students will draw base 20
blocks to assist them in grasping
the concept.
Music: Students can create a song

or mnemonic device to help them
remember common words for
different operations.
Art: Students will color a
symmetrical coloring worksheet
and make sure that it remains
symmetrical. They will also draw
lines of symmetry on this figure.
Students will draw figures to help
them solve real-world problems.
PE
Students will play fly swatter as
teams. The teacher will call out a
number and the students will have
to run to the board and hit the
correct the number before the
other team.
Students will go around the
classroom and critique their
classmates essays.
The students will go up to the
board and show how many lines of
symmetry something has. Also,
students will walk around the
classroom and find objects that
have lines of symmetry in them.
HEALTH
healthier life.
Students can hold a class debate
in which one side will agree on
why they need healthier items
during lunch or why not.
Students will find symmetry in
faces and bodies.
Students can find the meanings of

many health-related jargons that
they do not know the meaning of
and apply many strategies to find
them out.
Subject: Science
Standards
Scientific Inquiry: Standard 4-1: The student will demonstrate an
understanding of scientific inquiry, including the processes, skills, and
mathematical thinking necessary to conduct a simple scientific
investigation.
Physical Science: Standard 4-5: The student will demonstrate an
understanding of the properties of light and electricity.
Life Science: Standard 4-2: The student will demonstrate an
understanding of the characteristics and patterns of behavior that allow
organisms to survive in their own distinct environments.
Unit Topic:
Unit Length
10 lessons
10 lessons
10 lessons
Earth Science: Standard 4-3: The student will demonstrate an

understanding of weather patterns and phenomena.
10 lessons
Standards
ARTS
Art: Students will draw base 20
blocks to assist them in grasping
the concept.
Music: Students will memorize a

rap about inherited traits vs
acquired traits and recite it in
class.
Art: Students will color a

symmetrical coloring worksheet
and make sure that it remains
symmetrical. They will also draw
lines of symmetry on this figure.
Art: The students can use art
materials to design their own
model of the solar system on their
tables.
Music: Students will recite the
mnemonic device for remembering
the order of the planet and recite it
in class.
PE
other team.
other team.
Students will sort acquired traits
and flashcards inherited traits into
a stack.
HEALTH
An obstacle course game can be

set up around the classroom and
the students have to start at the
Sun and make it through the solar
system in order of the location of
the planets until they reach the
end.
Students can write whether or not

they would be able to live on other
planets besides Earth.

healthier life.
Students will infer what they would
be like if they inherited different
traits and didnt learn certain
things.
Subject: Social Studies
Standards
Standard 4-2: The student will demonstrate an understanding of how the
settlement of North America was influenced by the interactions of Native
Americans, Europeans, and Africans.
Unit Topic:
Unit Length
10 lessons
Standard 4-3: The student will demonstrate an understanding of the

conflict between the American colonies and England.
10 lessons
Standard 4-4: The student will demonstrate an understanding of the

beginnings of America as a nation and the establishment of the new
government.
10 lessons
Standard 4-5: The student will demonstrate an understanding of westward

expansion of the United States and its impact on the institution of slavery.
10 lessons
Standards
1
ARTS
Students will color a symmetrical
coloring worksheet and make sure
that it remains symmetrical. They
will also draw lines of symmetry on
this figure.
Students will memorize a rap about

inherited traits vs acquired traits
and recite it in class.
Drama: The students will hold a

debate about the founding fathers
characteristics and views on how
the country should be ran.
Art: The students will draw graphic
organizers to compare and
contrast the founding fathers.
Drama: Students will act out the
causes of the Civil War, with one
side playing the North and the
other playing the South.
Art: Students will draw a story map
sequencing the causes of the Civil
War and draw pictures with it.
PE
An obstacle course game can be
set up around the classroom and
the students have to start at the
Sun and make it through the solar
system in order of the location of
the planets until they reach the
end.
classroom and find a partner who
found the same conclusion. Once
they have found that partner, they
will work in pairs and explain how
they came to their conclusion.
Students will complete the game
Name that Founding Father on
the SMARTboard.
HEALTH
healthier life.
Students can play Fly Swatter to

review. Causes will be placed on
the board and students will be
placed in groups/teams.
Students will compare the lives

people had during the 1860s such
as life expectancy and compare it
to the present.
Students will sort acquired traits

and flashcards inherited traits into
a stack.

healthier life.
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.
List by subject area.
Teacher Materials
English Language Arts
Mathematics
Science
Social Studies
Student Materials
Student: iPads, ELA Binder, pencils, eraser, highlighters, books
Teacher: Workbooks, laptop, Smartboard, Pens, MasteryConnect
program, usb drive, timer, ELA posters, powerpoints
Student: Scissors, crayons/markers, iPad, Math journal, paper,
pencil, calculators
Teacher: USB drive, timer, workbooks, MasteryConnect,
Smartboard & dry erase board, lumens camera, math posters,
mathematical figures
Student: Science binder, pencils, paper, iPad, crayons/markers,
Teacher: Science posters, science inquiry tools, usb drive, laptop,
Smartboard, pens, timer, powerpoints
Student: iPads, Social Studies Binder, pencils, eraser,
highlighters, bookbags, books
Teacher: Workbooks, laptop, Smartboard, Pens, MasteryConnect
program, usb drive, timer, Social Studies posters, powerpoints
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)
Example:
Unit 1: Weekly Quiz
Pop Quiz
Project
End of Unit Test
Standard 1:
Daily Homework (formative)
KWL Chart (formative)
Anticipation Guide
(formative)
Weekly Quiz (formative)
End of Unit Test
(summative)
Standard 2:
KWL Chart (formative)
Anticipation Guide
(formative)
End of Unit Test
(summative)
Standard 3:
Anticipation Guide
Evaluative Criteria
Pop Quiz 5 Questions = 5

bonus points
Weekly Quiz, End of Unit Test
based on schools grading
chart: A=
B= ; C= ; D = ; F =
Project Scoring Rubric

Maximum Points 50
Homework, Weekly Quiz, End
of Unit Test based on
schools grading chart: A=93100; B=92-85; C=84-77;
D=76-70; F =69 and below
Homework-Usually no more
than 10 questions, maximum
points 100

points 100

Student
Progress/Achievement
Reporting Method(s)
All progress on the
assessments will be reported
to students immediately
(within 2 days).
Matching Goal/Standard
Goal 1: Determine central

ideas on themes of a text and
analyze their development.
Progress will be reported to

parents on the bi-weekly
progress reports and quarterly
report card.
All progress on the
(within 2 days). Grades will be
put into the gradebook once
all students complete redos.
parents on bi-weekly Tuesday
folders, in which all graded
work for a two-week time
period is sent home, and
quarterly report card.
All progress on the
All progress on the
Reading Literary Text:

Standard 5: Determine
meaning and develop
logical interpretations by
making predictions,
inferring, drawing
conclusions, analyzing,
synthesizing, providing
evidence, and investigating
multiple interpretations.
Writing: Standard 6: Write

independently, legibly, and
routinely for a variety of
tasks, purposes, and
audiences over short and
extended time frames.
Communication: Standard
2: Articulate ideas, claims,
and perspectives in a logical
sequence using information,
findings, and credible
evidence from sources.
(formative)
End of Unit Test
(summative)
Standard 4:
Anticipation Guide
(formative)
End of Unit Test
(summative)
points 100

points 100

All progress on the
Reading Informational Text:

Standard 10: Apply a range
of strategies to determine
and deepen the meaning of
known, unknown, and
multiple-meaning words,
phrases, and jargon;
acquire and use general
academic and domainspecific vocabulary.
Mathematics
summative)
Standard 1:
Anticipation Guide
(formative)
Kahoot (formative)
End of Unit Test
(summative)
Standard 2:
Kahoot (formative)
End of Unit Test
(summative)
Standard 3:
Anticipation Guide
Evaluative Criteria

points 100; 80% means
mastery

points 100;80% means
mastery

Student
Reporting Method(s)
All progress on the
All progress on the
All progress on the
Number Sense and Base

Ten: 4.NSBT.2 Recognize
math periods and number
patterns within each period
to read and write in
standard form large
numbers through
999,999,999.
Algebraic Thinking and

Operations: 4.ATO.3 Solve
multi-step, real-world
problems using the four
operations. Represent the
problem using an equation
with a variable as the
unknown quantity.
Geometry: 4.G.1 Draw

points, lines, line segments,
rays, angles (i.e., right,
acute, obtuse), and parallel
and perpendicular lines.
Identify these in two-
(formative)
Project (summative)
End of Unit Test
(summative)
mastery.
Summative:
Standard 4:
End of Unit Test
(summative)

mastery

dimensional figures.
All progress on the

Measurement and Data

Analysis: 4.MDA.2 Solve
real-world problems
involving distance/length,
intervals of time within 12
hours, liquid volume, mass,
and money using the four
operations.
Science
summative)
Standard 1:
Benchmark Test (formative)
Ticket out the Door
(formative)
End of Unit Test
(summative)
Standard 2:
Benchmark test (formative)
End of Unit Test
(summative)
Evaluative Criteria

bonus points
Weekly Quiz, End of Unit Test
based on schools grading
chart: A=
B= ; C= ; D = ; F =
Project Scoring Rubric

Maximum Points 50

Student
Reporting Method(s)
All progress on the
All progress on the

Scientific Inquiry: Standard

4-1: The student will
demonstrate an
understanding of scientific
inquiry, including the
processes, skills, and
mathematical thinking
necessary to conduct a
simple scientific
investigation.
Physical Science: Standard

4-5: The student will
demonstrate an
understanding of the
properties of light and
electricity.
Standard 3:
End of Unit Test
(summative)
Standard 4:
End of Unit Test
(summative)


All progress on the

All progress on the
Life Science: Standard 4-2:

The student will
demonstrate an
characteristics and patterns
of behavior that allow
organisms to survive in
their own distinct
environments.
Earth Science: Standard 4-3:

The student will
demonstrate an
understanding of weather
patterns and phenomena.
Social Studies
summative)
Standard 1:
Agree/Disagree Matrix
(formative)
Anticipation Guide
(formative)
Think Pair Share (formative)
End of Unit Test
(summative)
Standard 2:
Evaluative Criteria

bonus points

Student
Reporting Method(s)
All progress on the
quarterly report card.Grades
will be put into the gradebook
once all students complete
redos.
All progress on the
Standard 4-2: The student

will demonstrate an
understanding of how the
settlement of North America
was influenced by the
interactions of Native
Americans, Europeans, and
Africans.

will demonstrate an
conflict between the
American colonies and

End of Unit Test
(summative)
Standard 3:
End of Unit Test
(summative)
Standard 4:
End of Unit Test
(summative)



All progress on the
All progress on the
England.

will demonstrate an
beginnings of America as a
nation and the
establishment of the new
government.

will demonstrate an
understanding of westward
expansion of the United
States and its impact on the
institution of slavery.
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 chose very goal specific assessments in determining if assessments are appropriate for evaluating student progress. The
way I did this was look up the standard on google, and see what options it offered me from different places. If it needed to be
modified to match my goal, I did that. In order to help students and parents understand the evaluation criteria, notes will be
put in PowerSchool on how it was graded, also major assignments and assessments a rubric will be sent home. In order to
help parents understand the reports with students overall progress, folders have been sent home on every other Tuesdays
since the beginning of the school year. If parents have any questions about their childs achievement or progress, they can
send notes on Class Dojo or call the schools line directly.
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 disaggregating 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:

The system used for maintaining records of student progress and achievement are PowerSchool and MasteryConnect.
With these systems, all students grades are shown over the course of the school year in a particular teachers class. In
Powerschool, you have to manually put in all students grades. With MasteryConnect, it automatically grades this
students work. The teacher puts in the score that qualifies for not mastered, mastered, and near mastery.
B. Procedures for disaggregating and displaying data:
In order to display the data, a mastery chart is placed in the classroom. It features all of the classes with the subjects
Reading and Science. PowerSchool is opened to average the classes grades for the weekly assessment. Once the scores
are averaged, they are placed on the chart to see if the students are progressing and what standards may need to be
retaught.
C. How will you use the data to make instructional decisions?
The data is used to make instructional decisions to see what has to be retaught. If a standard needs to be retaught, it is
retaught with the next lesson, and also some factors of it where the students messed up are put into the next assessment
as 2 or 3 questions.
Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional routines. Write your
description as if 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
S.L.A.N.T is the acronym rule used during instruction. It stands for: Sit up
straight, Listen to the teacher and/or speaker, Ask questions if you dont
understand, No talking
while the
teacher
is talking, andROUTINES
Take notes
EXPECTATIONS
DURING
NON-INSTRUCTIONAL
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCES
Non-Instructional Rules
During non-instructional routines, students are expected to be called upon by group names (ie
Monday go in the Circle and pack up your things)
Students only go to the restroom as a group when school begins and right after lunch.
Pencils are sharpened by one person in the corresponding day of the weeks group (ie on Monday,
one person from the group Monday) at the beginning of the school day. Should your pencil lead
break, you are to ask to trade your pencil with a pencil from the trade jar.
The only times you are to go to cubbies are the beginning and end of class, or by teacher
permission.
During emergency drills, students are to remain quiet and wait for further directions from the
teacher. Once directions have been given, students are to follow them quietly.
Consequences
1st warning: Verbal warning

2nd warning: Class dojo points taken and note written on misbehavior
3rd warning: Conference with students
4th warning: Call to Parents
5th warning: Referral to Office
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 are that the students should stay in the classroom in order for
learning to occur. Sending a student to administrators or the Principals office not only takes instructional time away from
them, but it also makes them (the student and the superior) think that you have no control over your class. Only major
incidents such as fighting, and immediate disrespectful behavior such as cursing are what I believe should send students to
the office or administrators.
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 how you would involve your parents in home-based and school-based
activities.
Procedures for providing initial information
To provide initial information about my goals and expectations for student learning, I sent home a student
teacher letter to the parents. After reading it, the parents and students were to sign it. In order to
periodically inform students parents about their learning and behavioral progress in class, Class Dojo
has a feature which allows the teacher and parent to message one another. They are allowed to see when
children have received points or when points have been deducted for behaviors. Most parents look at this
daily because every day the childs learning and behavioral progress is different. In home and schoolbased activities, papers are sent home by the students. Activities such as Math night, Carnivals, and
Saturday Academy are sent home on flyers, distributed to the students and given to parents.
Procedures for involving parents with the learning at home

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.
B.
Strengths:
I believe that the strengths of this plan are the rules, consequences, and non-instructional routines. I believe that
these are some of the same routines I will include in my classroom. Another strength is the materials. All of these
materials will help both the teacher and the students maximize learning.
Weaknesses
I think the weakness of my long range plan is that it isnt specific enough. I believe that I used very
general items for everything instead of very specific, which you have to be in this field. My goals seem to
be very general like the standards, instead of specific like the indicators.
C.
Time line for evaluating long range plan components.

I plan to evaluate my long range plan components weekly.
D.
List modifications and adaptations that you think might be needed to improve the procedures.
Modifications and adaptations that may be needed are to the goals. All of these goals may not be
reached, or have already been reached by the time I begin student teaching.
E.
Plan for reflecting on your teaching practices.
I plan to reflect on my teaching practices every day. I often ask myself how did the day go, how did I teach the content
for the day, and how can I be better the next day. I also ask my cooperating teacher how she believes the day went for
both the students, and for me as the teacher.
Long Range Plan Scoring Rubric

Name: _______________________________
_________________________
ACEI/
NAEYC
Component
Major: ______________________
Target (3)
Acceptable (2)
Description of
Students
Describes students in-depth according to

ability, learning styles, ethnic group, gender
and special needs, etc.; suggests several ways
to plan lessons to accommodate differences.
Describes students according to

their differences, but is unclear
about ways to accommodate
differences when planning.
Contextual
Factors
Data is collected from multiple sources,

including IEPs, test scores, school records,
student interest surveys, school personnel,
students, etc. Candidate reflects an
understanding of the importance of
collaborative relationships with families, school
colleagues and agencies in the community.
3.1/3a
Learning and
Developmental
Goals
Includes at least four (4) or more standards

which exhibit evidence of objective taxonomy,
skills, and dispositions that support elementary
students development, learning, and
motivation to learn.
3.2/1c
Learning and
Developmental
Goals
Goals clearly reflect sensitivity to the diversity

of students in their development and learning
styles, as well as race, ethnicity, culture and
exceptional needs.
Data is collected from at least

three types of sources and the
candidate shows some
understanding of the importance
of collaborative relationships with
families, school colleagues and
agencies in the community.
Includes at least three (3)
standards which exhibit
knowledge of objective
taxonomy, skills, and dispositions
relevant and meaningful to
specific age groups.
Goals reflect an understanding of
the diversity of students in their
development and learning styles
and reflect at least two of the
following: race, ethnicity, culture
or exceptional needs.
Units of
Instruction
- English
Language Arts
The content area related to reading, writing,

speaking, viewing, listening, and thinking skills
is comprehensively covered. The timeline of
instructional units reflects knowledge of key
themes, of concepts, and of English language
arts skills. The content is paced so objectives
are covered.
1.0/1a
5.2/2c;
3b
2.1/5a
The content area has 90% of the

key elements covered, reflecting
knowledge of key themes,
concepts and of English language
arts skills. The content is paced
so objectives are covered.
Date:
Unacceptable (1)
Does not include at least five
(5) types of descriptions;
displays minimal
understanding of addressing a
variety of student needs when
planning.
Used primarily secondary
source data (records) to obtain
data. No school or community
data included.
Includes standards, but lacks
appropriate depth of
knowledge of taxonomy, skills,
and dispositions relevant and
meaningful to specific age
groups.
Goals lack sensitivity to the
diversity of students.
The content area is
addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes, concepts and
of English language arts skills.
The content is not paced so
objectives are covered.
Sco
re
Units of
Instruction
- Science
The content area related to concepts of

physical, life, and earth science is
comprehensively covered. The timeline of
instructional units reflects knowledge of key
themes, concepts and of skills necessary to
plan appropriate science lessons. The content
Is paced so objectives are covered.
The content area has at least

90% of the key elements
covered, reflecting knowledge of
key themes, concepts and of
skills necessary to plan
appropriate science lessons. The
content is paced so objectives
are covered.
The content area is

of key themes, concepts, and
of science skills. The content
is not paced so objectives are
covered.
Units of
Instruction
- Mathematics

number and operations, algebra, geometry,
measurement, and data analysis and
probability is comprehensively covered. The
timeline of instructional units reflect
knowledge of key themes, concepts and of
skills necessary to plan appropriate
mathematics lessons. The content Is paced so

appropriate mathematics
lessons. The content Is paced so
The content area is addressed;

however, little evidence
supports the direct alignment
with the knowledge of key
themes, concepts, and of
mathematics skills. The
content is not paced so
2.4/5a
Units of
Instruction
Social Studies

history, geography, and the social sciences is
comprehensively covered. The timeline of
instructional units reflect knowledge of key
themes, concepts and of skills necessary to
plan appropriate social studies lessons. The
content Is paced so objectives are covered.

appropriate social studies
lessons. The content Is paced so
The content area is

of key themes, concepts, and
of social studies skills. The
content is not paced so
2.5/5a
Instructional
Units
Visual and
Performing Arts
Clear integration of visual and performing arts

(dance, music, theater and the visual arts) is
indicated multiple times throughout the units.
Visual and performing key

elements are integrated at least
twice within each unit outline.
Visual and performing arts key

elements are not included in
each unit.
2.6/5a
Instructional
Units - Health
Clear integration of health is indicated multiple

times throughout the units.
Health key elements are

integrated at least twice within
each unit outline.
Health key elements are not

included in each unit.
2.7/5a
Instructional
Units
Physical
Education
PE is clearly integrated several times in each

of the units.
PE key elements are integrated

at least twice within each unit
outline.
Physical Education key

elements are not included in
each unit.
Materials list is adequate to

support units. List represents
variety. Materials list tends to be
general in nature and does not
focus comprehensively on
student characteristics,
enrichment, enhancement, and
students needs. No evidence of
the use of community resources.
Materials list is inadequate

and tends to represent
traditionally supplied
materials. Materials are
general and do not directly
support or enrich curriculum
units. Student needs and
characteristics do not appear
to drive the choices of
materials and resources. No
community resources are
used.
2.2/5a
2.3/5a
1.0/4c
Instructional
Materials &
Resources
Uses a variety of instructional materials and

resources that directly align and support units;
materials/resources clearly support curriculum
enhancement and successful learning
experiences to support and enrich student
development, characteristics, acquisition of
knowledge, and motivation to learn. Evidence
of the use of community resources is provided.
3.5/4b
4.0/3b
4.0/3b
Instructional
Materials &
Resources
Assessment
Student Records
3.4/1c
Discipline Policy
3.4/1c
Procedures for
NonInstructional
Activities
5.2/2b
Parental
Communications
Technology, to include hardware, software and

assisted support is listed and reflects the use
of such tools to foster inquiry, collaboration
and interaction.
Technology listed includes the

teachers and students uses of
tools to reflect an understanding
of its use as a communication
tool.
Technology listed includes only

the teachers use of
technology for instructional
presentations.
Formative and summative assessments, use

direct and indirect methods, match learning
goals, instructional activities, and represent a
variety of assessment strategies. The
strategies are appropriate for the content to be
covered and the students ability and
developmental levels. Criteria for the
weighting process and evaluating results are
clear, concise and promote intellectual, social,
emotional, and the physical development of
students. Higher level thinking and student
reflection are promoted.
Formative and summative

assessments match learning
goals and the content to be
covered, but the majority are
traditional paper and pencil
types. Criteria for evaluating
results are clear. Assessments
reflect an emphasis on
knowledge and application.
Assessments given do not

match the learning goals, or
no explanations, descriptions,
or assessments are attached.
Procedures for recording, aggregating and

displaying data indicate that records are
organized, well maintained and easy to
interpret; procedures are easy to follow to
plan, to evaluate, strengthen instruction, make
content knowledge decisions, and make
individual progress decisions. Use of data for
differentiated instruction is clear.
Procedures for maintaining

recorded data are clear, with
some strategies for developing,
aggregating and displaying data
for decision making. Some
information is given for using
data to make decisions and to
promote the relationship
between data collection and
reflective decision-making.
Procedures for maintaining

recorded data are somewhat
clear, but little to no plan is
developed for aggregating and
displaying data for decision
making. Plan for using data to
make decisions is unclear. No
relationship between data
collection and reflective
decision-making.
Rules and consequences are age

appropriate, represent support
for a positive learning
environment, and are limited to
5 or less. Instructional
procedures cover most of the
areas that promote minimal loss
of instructional time.
Rules and consequences are

negative in nature and are not
aligned with age appropriate
practices. More than 5 rules
are given. Rules allow for a
loss of instructional time.
Provides adequate directions for

non-instructional activities.
No procedures for noninstructional were given.
Adequate evidence exists that

the candidate plans to establish
an open line of communication
on an initial and periodic basis,
regarding pertinent information
involving students, families, and
the learning community to
enhance learning; sensitivity to
diversity is clear.
Uses minimal, to no attempts

to involve the family in
learning goals at the home or
at school. Fails to provide
specific examples of periodic
communication methods.
Sensitivity to diversity is
unclear.
States explicit expectations of students and

consequences for misbehavior. Rules and
consequences are limited to 5 or less, are age
appropriate, focus on behaviors rather than
students, and support a positive learning
environment. Instructional procedures
represent essential routines for promoting
efficiency and minimal loss of time for
learning.
Offers detailed directions for such activities as
restroom break, emergency drills, school
assemblies, field trips, and other movement in
the classroom and halls.
Clear, consistent evidence exists that the
candidate plans to provide the family
appropriate, culturally sensitive, reader
friendly information concerning goals,
instruction, rules and assessment on an initial
and periodic basis; reflects on decisions and
involves students, families, and the learning
community to enhance learning.
5.2/2b
5.1/4d
Parental
Communications
Reflections
Plans indicate evidence of collaboration with

the learning community to foster and support
communication; a variety of ways to
communicate and ways that families can be
involved at the school and home are given to
promote the growth and well-being of children.
Plans specifically indicate opportunities for
reflecting on teaching practices to improve the
teaching and learning process.
Adequate collaboration regarding

communication with the learning
community is evident.
No procedures for continuous

communication involving the
learning community.
Some evidence of opportunities

to reflect on teaching practices to
improve the teaching and
learning process.
The candidate does not

provide reflections or suggest
recommendations for
improving the process of
teaching and learning.
OVERALL SCORE
Unacceptable/Developing (1)
Candidate demonstrates a limited
amount of the attributes of the
standard. Performance indicates that
few competencies have been
demonstrated.
Acceptable/Meets (2)
Target/Exceeds (3)
Candidate demonstrates most of the

attributes of the standard. Performance
indicates that the competency has been
demonstrated including examples, extension,
or enrichment.
Candidate demonstrates all of the attributes of

the standard. Performance clearly indicates
that the competency has been mastered,
including examples, extension, and
enrichment.

Educ 450 Long Range Plan Elementary BSD

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Educ 450 Long Range Plan Elementary BSD

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Candidate: Naja Argrow

Cooperating Teacher: Mary Robinson

Section I: Student Information

There are 77 students in the

Accelerated Reading Tests offered by

Student Interest Inventory

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section II: Long Range Learning and/or Developmental Goals

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Long Range Learning and/or Developmental Goals

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

them with 80% accuracy.

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Writing: Standard 6: Write independently, legibly, and routinely for a

Communication: Standard 2: Articulate ideas, claims, and perspectives in

Reading Informational Text: Standard 10: Apply a range of strategies to

Students can write an expository

Students will find evidence from

Students will find jargons used in

Students will walk around the

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Music: Students can create a song

Students can find the meanings of

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Earth Science: Standard 4-3: The student will demonstrate an

Music: Students will memorize a

Art: Students will color a

An obstacle course game can be

Students can write whether or not

Students can infer what would

Standard 4-3: The student will demonstrate an understanding of the

Standard 4-4: The student will demonstrate an understanding of the

Standard 4-5: The student will demonstrate an understanding of westward

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will memorize a rap about

Drama: The students will hold a

Students can play Fly Swatter to

Students will compare the lives

Students will sort acquired traits

Students can infer what would

Section III B: Materials and Resources

Revised Fall 2013 ACEI/NAEYC 2010 Standards

program, usb drive, timer, Social Studies posters, powerpoints

Section IV: Assessment of Student Performance

Pop Quiz 5 Questions = 5

Project Scoring Rubric

Homework, Weekly Quiz, End

Homework, Weekly Quiz, End

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Goal 1: Determine central

Progress will be reported to

Reading Literary Text:

Writing: Standard 6: Write

Homework, Weekly Quiz, End

Progress will be reported to

Reading Informational Text:

Homework, Weekly Quiz, End