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EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN TEMPLATE

Candidate: Sharicka Taylor Cooperating Teacher: Mrs. Jennifer Turner Grade: Kindergarten District: OCSD 5 School: Marshall Elementary School Year: Spring 2013 Major: Early Childhood Education Cognate(s): English Section I: Student Information (Key Element 1.A)
Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information (Key Element 1.A) Factors (e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Gender Description (of your findings in terms of your students) Boys: 13 Girls:11 African American: 20 Caucasian: 2 Hispanic: 2 Free Lunch: 21 Reduced Lunch: 2 Full Lunch: 1 Two students have been referred for resource services. Teacher plans to refer 3 more. 2 students are English Language Learners. The children's ages range between 5 and 7. Students at this age cannot think abstractly, therefore their learning must be concrete using manipulatives. Students are curious and are constantly asking "why" questions. The students have short attention spans and cannot sit still for long periods of time. Low Achieving: 7 Median:9 High Achieving: 8 Retainees: 2 Pre-Kindergarten: 24 Enjoy dancing, music. Enjoy videos/clips and games. Favor visual aids and hands-on activities Sources/Contextual Factors (e.g. students, community resources, internet, records, school personnel, family, etc.) Observations, teacher, classroom roster Observations, classroom teacher

Ethnicity

Breakfast roster, teacher Classroom teacher and ESOL teacher Deena Fogle Observations, classroom teacher, and internet

SES Resource

Developmental Level

Academic Levels

Classroom teacher, placement test results Classroom teacher, records Observations, classroom teacher, teacher's aide

Prior Education Students' interests

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Reflect on the student Information (Key Element 1.A): Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans? This information is important when planning instruction. Because of the students' varying abilities, differentiated instruction is needed. Knowing the students' interests will help me plan lessons and activities that will engage them and help them to grasp the concepts quickly. Instead of lecturing for every lesson I can allow them to watch a video on the topic and play a game to practice what they have learned. Being aware of the students prior education will also let me know if there are some things I will have to re-teach, review, or move on. Because of the ethnic cultures, I have to make sure all students can relate to the lessons and find them meaningful. When doing the read a-louds, I can use multicultural books. Because the students cannot think abstractly at this age, I will make sure to incorporate manipulatives and other concrete materials. To accommodate the English Language Learners I can make sure to incorporate adequate amounts of visual aids, graphic organizers, modeling and vocabulary. Also, I can give them extended time to answer questions and turn in assignments. For The low achieving students I can provide practice activities that are appropriate for their level. For certain assignments I have them draw pictures to tell a story or orally present something instead of writing. This can help ELLs as well. To help all the students, we can have daily reviews.

Section II: Long Range Learning and/or Developmental Goals (Key Element 1.B)
Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students. Subject: English Language Arts

Long Range Learning and/or Developmental Goals -- Key Element 1.B

Students will demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; capitalize the first word in a sentence and the pronoun I; recognize and name end punctuation; print many upper- and lowercase letters; use frequently occurring nouns and verbs; form regular plural nouns orally by adding /s/ or /es/ ; understand and use question words (interrogatives) (e.g., who, what, where, when, why, how); use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with); produce and expand complete sentences in shared language activities.

Students will participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Students will be able to, with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. The students will be able to, with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text; describe the connection between two individuals, events,

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ideas, pieces of information in a text; identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures); compare and contrast the adventures and experiences of characters in familiar stories Winter Break Students will be able to demonstrate understanding of spoken words, syllables, and sounds; recognize and produce rhyming words; add or substitute individual sounds (phonemes) simple, one-syllable words to make new words; isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonant-vowel-consonant, or CVC) words; distinguish between similarly spelled words by identifying the sounds of the letters that differ.

The students will be actively engage in group reading activities with purpose and understanding The students will be able to recognize common types of texts.

The students will read emergent-reader texts with purpose and understanding.

The students will ask and answer questions about unknown words in a text.

The students will be able to know and apply grade-level phonics and word analysis skills in decoding words; associate the long and short sounds with common spellings (graphemes) for the five major vowels; read common high-frequency words by sight.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

These goals/ standards are located in the OCSD 5 kindergarten pacing guide and are Common Core standards. Though all are important, I think the most important goals are 1) The students will be able to know and apply grade-level phonics and word analysis skills in decoding words; associate the long and short sounds with common spellings (graphemes) for the five major vowels; read common high-frequency words by sight; 2) Students will demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; 3) Students will be able to demonstrate understanding of spoken words, syllables, and sounds. I found these standards to be most important because students need to learn how to read and write. Those are considered survival skills as well. They need to have alphabet knowledge, phonological and phonemic awareness, and know how to decode words and recognize high frequency words. Though they don't have to take the PASS test right now, knowing these skills will help them to pass the test. Learning the basics on reading and writing at this level provides a foundation for more advanced reading and writing in the upper grade levels. Subject: Mathematics

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Long Range Learning and/or Developmental Goals -- Key Element 1.B Students will solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem Students will fluently add and subtract within 5. Students will compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones. Students will compose simple shapes to form larger shapes. Students will be able to identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Students will be able to analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., having sides and vertices/corners) and other attributes (e.g., having sides of equal length). Students will be able to model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Students will count forward beginning from a given number within the known sequence. Students will represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Students will, for any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

I think all of the goals are equally important because students need to be able to solve addition and subtraction equations. They also need to be able to count on without always starting from 1. Number sense and one to one correspondence is important at this level. Students need to know there are different ways to show numbers and equations, so using manipulatives, objects, and drawings/pictures are helpful in accomplishing this goal. Shapes are all around us (clock, box, roof, etc) so students need to be aware of the different types of shapes, how to make them,etc. Shapes come in different sizes and orientation but students need to know that that does not change the type of shape. Knowing these math concepts provides a foundation for other math concepts such as division and multiplication, algebra, etc. Students will also need to know this information for the standardized tests.

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Subject: Science

Long Range Learning and/or Developmental Goals -- Key Element 1.B Students will classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water. Students will compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. Students will recognize what organisms need to stay alive (including air, water, food and shelter). Students will match parents with their offspring to show that plants and animals closely resemble their parents Students will recognize that all organisms go through stages of growth and change called life cycles. Students will identify examples of organisms and nonliving. Students will compare individual examples of a particular type of plant or animal to determine that there are differences among individuals.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

I believe all the standards are equally important. Students need to be able to sort and classify objects. Students need to know that all living things have needs and that living things are not just humans. All living things go through life cycles. Importantly, I feel students need to know the difference between living and nonliving things. Also, Just as we sometimes resemble our parents, students need to know that those traits exist among other species. Though students do not take major assessments for science at this grade level, they will still need to know this information for future test and have a foundation to build upon. Subject: Social Studies

Long Range Learning and/or Developmental Goals -- Key Element 1.B

Students will identify the reason for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents day, Memorial Day, and Independence Day. Students will describe the actions of important figures that reflect the values of American democracy, including George Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.

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Students will recognize the significance of symbols of the United States that represent its democratic values, including the American flag, the bald eagle, the Statue of Liberty, the Pledge of Allegiance, and The Star-Spangled Banner. Students will identify the location of his or her home, school, neighborhood, and city or town on a map. Students will identify purpose and characteristics of maps, globes, and graphs
Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

I found all of the goals to be equally important .Because holidays are a part of our American culture and ethnic cultures, learning about the meaning behind them and their significance makes learning relevant and meaningful. There may be some holidays that the students have never heard of, so learning about them , exposes the students to new information. Learning about key figures in America gives students insight into our democracy and will hopefully make them better citizens. At major events, patriotic songs are sung and every morning the students say the Pledge of Allegiance. Knowing why and what they symbolizes lets students know the purpose behind what they are doing. Students also need to be aware of their surroundings and know how to use maps and graphs to locate places and represent data. Social Development/Work Habits Long Range Learning and/or Developmental Goals -- Key Element 1.B Students will respect authority. Students will take turns, share, and practice courtesy. Students will follow school and classroom rules. Students will show self-confidence and self control. Students will solve conflicts appropriately. Students will complete tasks independently and in a timely manner.

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


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

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Unit Topic or Description -- Key Element 1.C K.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation . K-4.1 Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures). K-6.2 Recognize that information can be found in print sources (for example, books, pictures, simple graphs, and charts) and non-print sources (for example, videos, television, films, radio, and the Internet).

(i.e., approximate number of lessons 2 weeks

2 weeks

2 weeks K-3.19 Use prior knowledge and life experiences to construct meaning from texts. K.6-2.1 Analyze central ideas within and across informational texts. K-4.6 Understand that a persons name is a proper noun. K-2.9 Read independently to gain information K-3.9 Create rhyming words in response to an oral prompt K-3.12 Match consonant and short-vowel sounds to the appropriate letters. K-3.8 Use beginning sounds, ending sounds, and onsets and rimes to generate words orally. K-6-2.1 Analyze central ideas within and across informational texts. K3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text. K-1.11 Read independently for pleasure. K-3.1 Use pictures and context to construct the meaning of unfamiliar words in texts read aloud. K-6.1 Generate how and why questions about a topic of interest. 1 week K-3.12 Match consonant and short-vowel sounds to the appropriate letter K-3.17 Begin to spell high-frequency words 1 week 2 weeks

1 week

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

The instructional sequence and the amount of time spent on each standard was predetermined in the OCSD 5 ELA pacing guide for Kindergarten. Because of the varying abilities of my students, I

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will monitor and adjust according to their needs. If they grasp the concepts quickly, I won't spend as much time on it. If they are having difficulties, I will spend more time on it. If they do not pass the assessments, I will re teach the standards while still trying to adhere to the pacing guide. To do that I will use the spiral method and review.

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

Kindergarten uses the Read Well curriculum in conjunction with the Common Core Standards. With this curriculum, students sing an alphabet song every morning as well as a letter sound song( MGK-1.2: Speak, chant, sing, and move to demonstrate awareness of beat; MGK-1.3: Sing from memory age appropriate songs). After the read aloud every day, students dance and exercise to an aerobic music CD (K-3: The student will participate regularly in daily activity). Students will create artwork based on the books read during the ELA lessons (VAK-1.3: Use all art materials and tools in a safe and responsible manner) .

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 4 weeks

Unit Topic or Description -- Key Element 1.C

K2.4 Represents simple joining and separating situations through 10. K.OA.5 Fluently add and subtract within 5 K.G.6 Compose simple shapes to form larger shapes K2.7 Represent the place value of each digit in a two-digit whole number. K.G.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). K4.2 Represent two-dimensional geometric shapes. K2.1 Recall numbers counting forward through 99 and backward from 10.

1 week 1 week 1 week

1 week

1 week 1 week

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

The instructional sequence and time recommended for each standard was predetermined in the Math pacing guide for Kindergarten. Because of the varying abilities of my students, I will monitor and adjust according to their needs. If they grasp the concepts quickly, I won't spend as much time on it. If they are having difficulties, I will spend more time on it. If they do not pass the assessments, I will re teach the standards while still trying to adhere to the pacing guide. To do that I will use the spiral method and review.

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

Students will use small objects (macaroni noodles, beans, beads, etc) to create the numbers (VAK-1.1: Use his or her own ideas in the creation of works of visual arts). Students are going to create drawings to represent equations (VAK-6.1:Identify connections between the visual arts and content areas across the curriculum). Students will use clay or play dough to make two dimensional shapes. Students will use clay or play dough and sticks (Wikki sticks, pretzels sticks, straws, toothpicks, craft sticks) to make three dimensional shapes. Students will make a two dimensional shape book. Students will listen to and sing songs about math concepts (MGK-6.4: Integrate subject matter of non-arts classes into music class by singing songs that reinforce language arts and math curricula). Students will count while exercising and listen to the songs to see how many times they are to do a certain type of movement or exercise.

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 4 weeks

Unit Topic or Description -- Key Element 1.C

K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water K- 5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. 1 week K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). K-2.3 Match parents with their offspring. K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.er K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). K-2.2 Identify examples of organisms and nonliving. K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. K-2.5 Recognize that all organisms go through stages of growth and change called life cycles 3 weeks

2 weeks

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

The instructional sequence and the time recommended to spend on each standard is predetermined in the Science pacing guide for Kindergarten. Because of the varying abilities of my students, I will monitor and adjust according to their needs. If they grasp the concepts quickly, I won't spend as much time on it. If they are having difficulties, I will spend more time on it. If they do not pass the assessments, I will re teach the standards while still trying to adhere to the pacing guide. To do that I will use the spiral method and review.

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

1.

Students will create paper chains. They will make paper using newspaper, blender and mesh screen. Students will create paper bag puppets.. They will also create clay pots using air dry clay (VAK-1.1: Use his or her own ideas in the creation of works of visual arts; VAK-1.3: Use all art materials and tools in a safe and responsible manner) . Students will listen and sing songs about the plant parts from 101 Science Poems and Songs for Young Learners (MGK1.2: Speak, chant, sing, and move to demonstrate awareness of beat). Students will perform mini skits about plant life (TK-1.3: Create and demonstrate simple dialogue through classroom dramatizations and theatre activities).

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

Unit Topic or Description -- Key Element 1.C

K-3.2

Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day. Describe the actions of important figures that reflect the values of American democracy, including George Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr. Recognize the significance of symbols of the United States that represent its democratic values, including the American flag, the bald eagle, the Statue of Liberty, the Pledge of Allegiance, and The Star-Spangled Banner. 2 weeks Identify the location of his or her home, school, neighborhood, and city or town on a map. 3 weeks

K-3.3

1 week K-3.1

K-1.1

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

The instructional sequence and time recommended for each standard is predetermined in the OCSD 5 Social Studies pacing guide for Kindergarten. Because of the varying abilities of my students, I will monitor and adjust according to their needs. If they grasp the concepts quickly, I won't spend as much time on it. If they are having difficulties, I will spend more time on it. If they do not pass the assessments, I will reteach the standards while still trying to adhere to the pacing guide. To do that I will use the spiral method and review.

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

Students will listen to and sing American patriotic songs and identify events where they are sung (MGK-4.6: React to specific elements of musical works that evoke emotion and response; MGK6.2: Relate the use of music to celebrations and special events). Students will also create a mural of American symbols using pictures from magazines (VAK-1.1: Use his or her own ideas in the creation of works of visual arts). Students will also build their own houses using Small paper bags, newspaper for stuffing the bag, pre-cut "roof" from brown construction paper, crayons and glue (VAK-1.3: Use all art materials and tools in a safe and responsible manner) . They will be placed around the classroom in mini neighborhoods. Students will create a map of the playground and their bedroom.

Section IIIB: Materials and Resources


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

Teacher Materials Read Well Unit Books and Assessment Manual Social Studies Scott Foresman Unit 5, Lesson 1 is used to obtain the Social studies content that is aligned with the standards South Carolina Science Macmillan/McGraw-Hillp.26-59 Unit A lessons 1-5-used to obtain the Science content that is aligned with the standards Lumens lamp-show students how to complete certain worksheets Chart paper-to create graphic organizers for students to contribute to (i.e. webs, Venn diagram, T-charts) Computer-access to instructional videos and interactive games, and e-books Star Board-to display instructional videos, games, books, Smart lessons. Students are able to play interactive games using the S Board and participate in shared reading.

Student Materials Math journal Writing Journal Science journal manipulatives Writing/coloring utensils

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Smart Lessons-teach content. Students are able to participate in guided practice by answering the questions or math problems in the smart lessons.

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


Describe (1) the major course assessments( include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments ( or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

Assessments (Indicate whether formative or summative)

Evaluative Criteria

Student Progress/Achievement Reporting Method(s)

Matching Standard

Kindergarten ELA Assessment # 3 Formative and Summative (Pre- and PostAssessment

Excellent (I know this) 90-100 Satisfactory (Learned some) 70-89 Needs Improvement (Learned a little) 60-69 Unsatisfactory (Needs to learn) Below 60

The assessment data will be placed on the classroom data wall and the grade level data wall. Assessment results will also be reported on report card. Parents will be informed of assessment results.

K.RL2. With prompting and support, retell familiar stories, including key details.
K.RF. 2c. Demonstrate

Alphabet Chart Summative Assessment

P-Proficient (met independently) D-Developing (met with guidance) E-Emerging (not yet achieve) P-Proficient (met independently) D-Developing (met with guidance) E-Emerging (not yet achieve) A passing score is 6 out of 8 and better.

Using Elkonin Sound Boxes Formative Assessment

Hearing Syllables in Words Formative and Summative Assessment (pre- and postassessment) Recognizing Rhyme Formative and Summative Assessment

Results will be placed on grade level data wall and will be reported on report card. Parents will be inform of assessment results. Results will be placed on grade level data wall and on report card. Parents will be inform of assessment results. Results will be reported on grade level data. Parents will be inform of assessment results. The results will be reported on the grade level data wall and

understanding of spoken words, syllables, and sounds. Blend and segment onsets and rimes of single syllable spoken words. K.RF.2a. Recognize and produce rhyming words. K.Rf.3c. Know and apply gradelevel phonics and word analysis skills in decoding words. Read common high frequency words by sight. K-3.12. match consonant and short vowel sounds to the appropriate letters

K.RF.2d. Isolate and pronounce the initial, medial vowel, and final sounds in three phoneme (CVC) words. K.RF.2. Demonstrate understanding of spoken words, syllables and sounds.

A passing score is 6 out of 8 and better.

K.RF.2a. Recognize and produce rhyming words.

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(Pre- and Post Assessment) Decoding Assessment (Read Well) Summative Scoring Passing score for Subtest A: Sounds and Words: 6/6 Passing score for Subtest B: Smooth and Bumpy Blending: 4/4 Passing score for Subtest C: Finger Tracking: 4/4 If a student needs assistance, the item is wrong. Pass-The student meets the goals on all subtest and can proceed to next unit. No Pass- Student fails to meet the goal on 1 or more subtest. Teacher is to provide extra practice lessons and retest. Decoding Assessment (Read Well) Summative Passing score for Subtest A: Sounds: 5/6 or better Passing score for Subtest B: Smooth and Bumpy blending:2/2 Passing score for Subtest C: Smooth Blending: 3/4 and better Passing score for Subtest D: Tricky Words: 2/2 Passing Score for Subtest E: Sentences: 6/7 and better If a student needs assistance, the item is wrong. Pass-The student meets the goals on all subtest and can proceed to next unit.

report card. Parents will be inform of assessment results. The results will be posted on data wall, in interim reports. Scores will be placed in grade book on computer. Parents will be inform of assessment results

K.RF.3. Know and apply gradelevel phonics and word analysis skills in decoding words. K.RF. 2c. Blend and segment onsets and rimes of single syllable spoken words.

The results will be posted on data wall, in interim reports. Scores will be placed in grade book on computer. Parents will be informed of results

K.RF.3. Know and apply gradelevel phonics and word analysis skills in decoding words. K.RF. 2c. Blend and segment onsets and rimes of single syllable spoken words.

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No Pass- Student fails to meet the goal on 1 or more subtest. Teacher is to provide extra practice lessons and retest. Decoding Assessment (Read Well) Summative Passing score for Subtest A: Sounds: 6/7 and better Passing score for Subtest B: Smooth Blending: 4/5 and better Passing score for Subtest C: Tricky Words: 3/4 and better Subtest D: Sentences: 13/14 with a desired fluency of 30 seconds or less Scoring If a student needs assistance, the item is wrong Strong Pass- The student meets the goals on all subtest and has attained the desired fluency. Proceed to next unit. Week Pass-The student meets the goals on 3 out of 4 subtest and/ or fails to attain the desired fluency. Go to next unit but are provided extra practice lessons. No Pass-The student fails to meet the goals on 2 or more subtests. Provide Extra Practice lessons and retest. Strong Pass-The student scores no more than 2 errors on the first pass through of the passage and reads a minimum of 46 words correct per minute. Weak Pass- The student scores no more than 2 errors on the first pass through the passage and reads 36 to 45 words correct per minute. The results will be posted on data wall, in interim reports. Scores will be placed in grade book on computer. Parents will be informed of results K.RF.3. Know and apply gradelevel phonics and word analysis skills in decoding words. K.RF. 2c. Blend and segment onsets and rimes of single syllable spoken words. K.RF.2. Demonstrate understanding of spoken words, syllables and sounds.

Oral Reading Fluency Assessment (Read Well) Summative

The results will be posted on data wall, in interim reports. Scores will be placed in grade book on computer. Parents will be informed of results

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No pass- The student scores 3 or more errors on the first pass through the passage and/or reads 35 or fewer words correct per minute. Description of Math, Science, and Social Studies assessments are attached.

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

I made sure that the ELA assessments were valid by aligning the assessments with the standards on which the students will be tested on. Some of the tests served as pre- and post tests so that students make sure the test are reliable. The test questions were not too difficult and the tests were not too long. There were several questions for each standard to get a true picture of whether the students know the content or not. For Math, observations, oral responses, and mini math assignments are used for assessments. For Science and Social Studies, the assessments are observations and oral responses. Based on that, I will be able to see if they fully grasp the concepts, have some understanding, or need me to re-teach. With the math assessments, there are pictures that students can use to help them count and they can also use manipulatives. This is helpful because students at this age cannot think abstractly and need concrete materials and learning. The questions are aligned with the standards as well. I provide ample time for students to practice the concepts with guidance and independently before giving them an assessment on it. Parents will receive interim progress reports on students progress as well as report cards every 9wks. The report cards tell whether the child is Proficient, Developing, or Emerging in each content area and which standards were met. It lists the alphabets, sounds, and sight words that the child knows. Parents will be able to view the assessments themselves to see what their child has mastered or still needs to work on. I will conduct conferences as well to relay academic progress and achievement. Every day, a behavior log is sent home with the students to inform the parents of the child's behavior and what homework needs to be done for that night. Parents have to sign papers each night saying that they viewed the information. The graded work in their class work folder goes home every Friday so that students and parents can see how well they are doing. The assignments will either have a check (done independently) or a check and the words "with help" on it to let parents who that the child has not fully grasp the concepts. When students are constantly not doing well on classroom assignments and assessments, I will contact parents more regularly so we can collaborate on how to better help the child or to discuss interventions.

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


Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A.

System for maintaining records of student progress and achievement:

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Students checked work stays in their classroom folders until Friday. Their homework is checked daily as well. Assessment results are stored on Power Teacher and in folder. At the data team meetings, spread sheets are created showing the percentage of students who are Proficient, Close, Far to Go, and Need interventions based on the major assessment results.
B. Procedures for aggregating and displaying data:

Assessment results collected and displayed on the classroom data wall, grade level data wall, interim reports, and report cards. Students check assignments are placed in their class work folder and the papers are taken home every Friday. In Kindergarten, they don't get actual grades like the upper grade levels, but on their report cards they get P (Proficient, met independently), E (Emerging, not yet achieved), and D (Developing, met with guidance).
C. How will you use the data to make instructional decisions?

When analyzing the data, if a majority of the students had trouble with certain questions or with meeting certain standards, I will re-teach that concept or standard. If only a few students fail to meet a standard, I will provide small group instruction or keep them in for recess to review and practice. If 80% of students met the standards I will move on but will still review previous information to make sure the students retain the information. Students are also grouped based on abilities. So the data helps me regroup when necessary.

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


Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your description as you were explaining these expectations to your students and their parents.List the rules and consequences, and your procedures for non-instructional activities.

EXPECTATIONS DURING INSTRUCTION

During instruction, students are expected to be fully engage in the lesson/activities. If they are not asking or answering questions, they are expected to sit quietly and attentively. They are to raise their hands and wait to be called on when they have something to say. When sitting on the rug for instruction or activities, students are to sit with their legs crossed with their hands in their laps at all times. When leaving the rug to return to tables to complete assignments, they are to move quietly and do directly to their seats.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES Restroom: Students are allowed to use the bathroom during instruction. They have to have permission before they can use it. There is a chart on the bathroom door with student name cards. Each time a student goes to the restroom, he or she must move his or her name card to the top of the chart to let others know who is in the restroom. Sharpening Pencils: There is a basket with pencils, crayons, glue, and scissors at each table so that students don't have to get up sharpening pencils or getting art materials. At the end of each day, the teacher sharpens all pencils and put them back in the baskets for the next day. Hall Conduct: Students are to walk down the halls quietly and in a straight line. Their hands are in their pockets if it's cold and by their sides if it is warm. Going to Lunch: Based on behavior, the teacher chooses 4 students to be the line leader, door holder,

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hand sanitizer helper, and table cleaner. Those are the first 4 students in line. The rest of the students line up based on their groups or gender. Getting started in the morning: Students are to come in the classroom and put their homework folders in the basket and go to their seats until breakfast comes. Teacher takes attendance during breakfast. The students are to complete their morning warm up assignment. Dismissal: Teacher calls the walkers to line up first and get their homework folders, book bags, and coats, then carpool students, then bus students, and then daycare. Rotating between stations: When time is called, students are to clean up their area, put their work in their folders and the group members are to line up by their tables. When the teacher say go to the next station or group, the students move in a straight line and take a seat.

RULES AND CONSEQUENCES Rules

Listen and follow directions the first time they are given Raise hand and wait for permission to speak Keep hands, feet, objects, negative comments to yourself Have your supplies and be on time Complete and submit all assignments on time with excellence

Consequences 1st offense- Verbal warning 2nd offense- Individual conference with student 3rd offense- Rule reflection corner 4th offense- Call parents Incentives Verbal praise from teacher Cheers and chants Bee bucks Happy notes to parents Lunch with principal Lunch with friends Stickers and stamps Homework pass Snacks

Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?

One of the most important considerations is the effectiveness of the rules and consequences that are in place. As the teacher, I would have to make sure I am consistent and adhere to the consequences. Another consideration is how well the students know the rules and have they have adequate time to learn and practice the rules. Students cannot adhere to something they are not fully aware of or haven't have time to practice. If students are engaging in off task and disruptive behavior, that can cause the teacher to

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have to stop the lesson to discipline students. As the teacher at the beginning of each day, I will remind students of the behavioral expectations, and if they misbehave, I will refer back to the consequences.

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 my student teaching, I sent an introductory letter to parents introducing myself and my role in the classroom. The goals and expectations have been established by the cooperating teacher and I explained to parents that I expected the students to continue to adhere to those as well. Parents received a copy of the rules, consequences, and expectations for student learning at the beginning of the year. Every day the students are sent home with a behavioral log to inform parents of their child's behavior for the day. The behavioral system is as follow: E (excellent), S (satisfactory), N (needs improvement), and U (unsatisfactory). When a student gets a N or U, the teacher explains on the log what occurred. On the behavior log is also the homework that is to be completed that night. Parents are to sign the log every night and return it with the student the next day. When the log comes back without a signature two days in a row, a call is sent to the parents. Every Friday, the students take home the work they completed that week.

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Procedures for involving parents with the learning at home


The teacher can send home books for the parents to read to children or for them to read together. The teacher can send home enrichment activities for them to do together. The teacher can give the parents some instructional strategies to use with the child when assisting with work or planning activities at home. Also, inform them of some of the games that were effective in the classroom so that the parents can use them at home as well. The parents can be informed of the events and activities that will take place so that they can volunteer to help out in the classroom and school. They can chaperone on field trips, donate items to the classroom, volunteer in the classroom, help come up with activities for the students to do in class. Parents will be sent home progress reports and report cards to report student progress. Also phone calls and conferences will be conducted to discuss such matters as well. I feel it is important to inform the parent of the good things that the child is doing as well. I can call the parents to let them know how good their child has been behaving or how the behavior has

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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:

One strength is being able to incorporate the students' interests in the lessons. That would help them to become more engaged. Also, being given mostly two weeks on each standard will more than likely give students enough time to be introduced to the concepts and given time to practice them.

B.

Weaknesses

One weakness of the long range planning could be not enough variety when it comes to instructional strategies.

C.

Time line for evaluating long range plan components.

Students will be given assessments (formal and informal) frequently. The results will be used to evaluate my long range component.

D.

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

It is possible that I may need to adjust the times recommended to spend on the standards. That will be determined once I actually start teaching and see how well and how fast they grasp the concepts. Because all students learn differently, I may need to incorporate more instructional strategies.

E.

Plan for reflecting on your teaching practices.

Because we have to do reflective lesson plans, I will use those to reflect on my teaching practices. Not only that, but I will reflect daily. Also I can have conferences with my cooperating teacher and university supervisor to see how I can improve. I will also use my assessment data to see if changes need to be made. I will re-teach if necessary.

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