Long Range Plan

EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN EARLY CHILDHOOD & ELEMENTARY

Candidate: Courtney Frasier
Grade: 2nd
Cooperating Teacher: Dr. Jamison
District: Orangeburg Consolidated School District 5

Year: Fall 2016
School: Whittaker Elementary
Major: Early Childhood
Cognate(s): Science
Section I: Student Information

Factors
Gender
SES
Reading Levels
Description
12 females and 8 males
I would need to create a
classroom environment that
makes all the students feel
equal with no gender being
left out.
All 20 students receive free
lunch.
This lets me know that the
students come from a low
socioeconomic status.
1 student is reading on a 3rd
grade level. 2 students are
reading on the 2nd grade level.
17 students are reading on a
1st grade level but some are
not far from the 2nd grade
level.
Since 3 students are on track
with their reading, I would
have to find ways to
accommodate the other
students. As the teacher, I can
provide more reading
Source/Contextual Factors
Observation of the class and
class roster
Classroom teacher and

cafeteria manager
Classroom teacher and

student files
Time Restraints
Resource
Ethnicity
Disabilities
strategies during the lessons.

The schools main focus is on
the subject ELA and
mathematics, so there is less
time for Science and Social
Studies. Some days the
subjects are not taught.
1 student gets pulled out for
resource. 1 student gets
pulled out for speech. 1
student gets pulled out for
counselor. 1 student gets
pulled out for ESOL.
I would make sure to
accommodate all these
students in the lessons and
activities.
19 students are African
American. 1 student is
Hispanic.
Class Schedule
Observation and classroom

teacher
Classroom observations
I would make sure that I treat

all the students fairly. Since
the class is predominantly
African American with the
exception of one student, I
would make sure that they are
included in the lessons and
activities by providing
examples of their culture.
1 student has sickle cell. 1
Conversation with classroom
student has epilepsy.
teacher
The student who has sickle
cell may miss days from
school so I would have to
make sure that they are
caught up in their work and
on track with students in the
class. On days that they are
present, I may have to pull

them aside and have one on
one time. The student who
has epilepsy will have
moments in class where they
may fall asleep. Without
making a big scene, I would
make sure that they are up
and alert during lessons.
This information is of primary importance because as their teacher I need to know all of my
students in the classroom. I need to know their strengths, weaknesses, and learning styles when it
comes to planning the instruction. I need to provide strategies that will incorporate all learners. I
will use this information to provide my students with a safe and positive environment to help
them succeed.
Section II: Long Range Learning and/or Developmental Goals

Subject: English Language Arts
Long Range Learning and/or Developmental Goals
MC.6.1 Retell the central ideas and key details from multi-paragraph texts; summarize the text
by stating the topic of each paragraph heard, read, or viewed.
P. 1.1 Recognize the distinguishing features of a sentence.
MC.7.1 Retell the sequence of major events using key details; determine the theme in a text
heard or read.
MC.8.1 Read or listen closely to (a) compare and contrast characters actions, feelings, and
responses to major events or challenges.
P 2.2 Orally produce single-syllable words by blending sounds, including consonant blends in
spoken words.
The goals that are most important for all students to achieve are retelling the central and key
details from a text and recognizing the distinguishing features of a sentence. Retelling the central
and key ideas help students with their reading comprehension skills. Students are able to
understand what they are reading or heard and eliminate unwanted information. Distinguishing
the features of a sentence lets students know the elements to making a correct sentence
(capitalization, punctuation mark).
Subject: Mathematics
2.NSBT.1b Understand place value through 999 by demonstrating that the hundreds digit in a
three-digit number represents the number of hundreds, the ten digit represents the number of
tens, and the ones digit represents the number of ones.
2.NBST.4 Compare two numbers with up to three digits using words and symbols (i.e., >, =, or
<).
2.NBST. 2 Count by tens and hundreds to 1,000 starting with any numbers.
2.ATO.2 Demonstrate fluency with addition and related subtraction facts through 20.
I believe each of these goals to be equally important because the pacing guides main focus is on
place value and addition and subtraction. These are concepts that students should understand at a
young age because it can be related to real life situations such as dealing with money. They will
handle money and need to be able to count it, add, subtract, and determine the value.
Subject: Science
2.P.3A.1 Analyze and interpret data from observation and measurements to describe the
properties used to classify matter as a solid or a liquid.
2.E.2A.1 Analyze and interpret data from observations and measurements to describe local
weather conditions (including temperature, wind, and forms of precipitation).
2-3.3 Illustrate the weather conditions of different seasons.
2.E.2A.4 Obtain and communicate information about severe weather conditions to explain
why certain safety precautions are necessary.
The goal that is most important for students to achieve is knowing about severe weather
conditions and why certain safety precautions are necessary. With everything happening in the
world for the last two years it is important so that students are aware, know what to look for, and
ways to stay safe when disasters occur.
Subject: Social Studies
2-3.5 Explain the effects of supply and demand on the prices of goods and services.
2-1.3 Recognize the features of urban, suburban, and rural areas of the local region.
2-1.2 Recognize characteristics of local region, including its geographic features and natural
resources.
2-2.4 Explain the role of elected leaders, including mayor, governor, and president.
I feel that all of the goals is important for students to learn. To align with events happening in the
world this year, I would say that 2-2.4 Explain the role of elected leaders, including mayor,
governor, and president is important for students. They are able to know the importance of each
of these leaders and their contributions. Even though they are nowhere near the age to vote, it is
still important for them to see and know about the future president of the United States.
Section III: Instructional Units

Subject: English Language Arts
Unit Topic or Description

MC.6.1 Retell the central ideas and key
details from multi-paragraph texts; summarize
the text by stating the topic of each paragraph
heard, read, or viewed
P. 1.1 Recognize the distinguishing features of
a sentence.
MC.7.1 Retell the sequence of major events
using key details; determine the theme in a
text heard or read.
MC.8.1 Read or listen closely to (a) compare
and contrast characters actions, feelings, and
responses to major events or challenges.
P 2.2 Orally produce single-syllable words by
blending sounds, including consonant blends
in spoken words.
Unit Length
2 weeks
4 weeks
2 weeks
3 weeks
2 weeks
I determined the amount of the instructional sequence and the amount of time on each unit of
instruction by following the Orangeburg Consolidated School District 5 pacing guide for English
Language Arts. The pacing guide lists the standards, which comes from the South Carolina State
Standards, and instructional strategies that is used for the lessons. Even though the pacing guide
determines the amount of time, I know that I will have to extend some units to better
accommodate my students with grasping the content.
ARTS
PE
Students will complete a Listen-Sketch-Draft worksheet. Students will listen to

teacher orally read a paragraph aloud. Students will get about 1-2 minutes to sketch
what they think the main idea is. Then students will formulate 1 sentence to write in
their draft section. The process will be repeated for the other two paragraphs. When
complete, students will try to come up with a 1 sentence summary of the entire
passage.
The teacher will

orally read a
paragraph about a
sport or a sport
related topic. Then
the students will
HEALTH
cs
Teacher wil
orally read
passage fro
the students
Health book
Then the
complete a ListenSketch-Draft
worksheet.
Students will receive a worksheet filled with sentences that are missing their
punctuation mark. The students will have to cut out the punctuation marks and glue
them in the correct spot.
After reading a story, students will act out events from a story in sequence.
The students will listen to an audio of a story called Cinder Edna. Then they are to
compare and contrast two main characters from the story.
Students will view the th, sh, & wh video on jr.brainpop.com. After the video,
students wi
complete a
Listen-Sket
Draft
worksheet.
Students will write The teacher
two sentences
will take
about their
several
favorite sport.
sentences fr
When they are
the students
done, they will
Health
trade papers with a textbook an
partner. Their
write them
partner will check the board. I
the sentences for
their ELA
capitalization and journals, th
punctuation.
students wi
make
corrections
needed or w
the word
correct if
nothing is
wrong with
sentence.
Students will
Students ca
come up with a
sequence th
game or use an
order of the
existing game and getting read
write the
brush their
directions in
teeth.
sequential order.
The students will
Students wi
read the passage
compare an
about mom and
contrast how
dad dancing and
healthy foo
compare and
and noncontrast the two.
healthy foo
affect their
body.
Students will go
Teacher wil
the teacher and students will engage in a discussion and complete the talk about
section on website. The students will come up with words that use the th, sh,
and wh blend.
https://jr.brainpop.com/readingandwriting/phonics/thshandwh/
around the room

finding objects
that have a
consonant blend in
its spelling.
Subject: Mathematics
Unit Length
2.NSBT.1b Understand place value through

999 by demonstrating that the hundreds digit
in a three-digit number represents the number
of hundreds, the ten digit represents the
number of tens, and the ones digit represent
the number of ones.
2.NBST.4 Compare two numbers with up to
three digits using words and symbols (i.e., >,
=, or<).
2.NBST.2 Count by tens and hundreds to
1,000 starting with any number.
2.ATO.2 Demonstrate fluency with addition
and related subtraction facts through 20.
4 weeks
2 weeks
2 weeks
3 weeks
instruction by following the Orangeburg Consolidated School District 5 pacing guide for
Mathematics. The pacing guide lists the standards, which comes from the South Carolina State
Unit Topics
1
ARTS
PE
HEALTH
Students will play

Place Value Bingo.
First, they must make
their own bingo cards
using one, two, or three
Students will participate

in a bean bag number
toss. They will be give
1, 2, or 3 bean bags to
throw at different
Students will analyze

numbers on the healthy
items and write them
down. Then they will
determine what number is
have a pictu
of several
healthy foo
items. Stud
must find th
consonant
blend.
digit numbers and then

exchange cards with
other students. The
teach will call out
different numbers or
clues. The first person
to bingo wins.
The teacher will

provide the students
with 3-5 sample
problems on the board.
They will illustrate the
problems in their math
journal.
Students will be given

a 100 chart. Using one
color, they will color
only the numbers that
end in 0 (counting by
tens). Then color the
numbers that end in 5
using a different color
numbers to create a
number. For example, if
a student throws a bag
on the number 3 and 4
they will form the
number 34. The number
will be written on the
board and the students
will say the number and
determine which
number is in the
hundred, ten, and ones
place.
Students and teacher
will go on a number
hunt around school. The
students will look for
one, two, three digit
numbers and record the
numbers they see. When
we return to the
classroom we will
discuss each number.
Teacher will ask how
many ones, tens, or
hundreds are in the
number? What is the
largest number you can
find? What is the
smallest number you
can find? Compare them
using the appropriate
symbols.
The teacher will create 4
number stations around
the classrooms students
must find the secret
number using clues. For
example, the number is
more than 40 but less
than 50 and has a five in
in the hundred, ten, and

ones place.
The teacher will take the

students vote on their
favorite fruit and
vegetable. Then the
students will compare the
two numbers using the
correct symbol.
The teacher can have a

discussion with students
about what grade they will
be in in 2, 5, & 10 years
from now. They can also
have a discussion about
their age.
(counting by fives).
Finally color the even
numbers using a
different color
(counting by twos).
Gather students in a
group. Teacher will
write addition and
subtraction problems
on the board and have
students to model it.
They will be used as
counters to solve the
problem. For example,
to model 3+2, have 3
students stand in a
group and have 2 more
join them. Then have
everyone count the
students to find the
sum.
the ones place. The

students will move
around to each station
only when they solve
the previous station.
Teacher will make a
number line on the floor.
Then write different
story problems or
number sentences on the
board. For example, the
number sentence 10-4,
the student will stand on
the number 10 and then
step backwards 4 times.
Continue to switch
roles.
Students will use healthy

snacks such as carrots,
whole-grain cereal, and
raisins as counters to
solve addition and
subtraction problems.
Subject: Science
2.P.3A.1 Analyze and interpret data from
observations and measurements to describe
the properties used to classify matter as a
solid or a liquid.
2.E.2A.1 Analyze and interpret data from
observations and measurements to describe
local weather conditions (including
temperature, wind, and forms of
precipitation).
2-3.3 Illustrate the weather conditions of
different seasons
2. E.2A.4 Obtain and communicate
information about severe weather conditions
to explain why certain safety precautions are
necessary.
Unit Length
2 weeks
2 weeks
2 weeks
2 weeks
instruction by following the Orangeburg Consolidated School District 5 pacing guide for
Science. The pacing guide lists the standards, which comes from the South Carolina State
Unit Topics
ARTS
PE
HEALTH
After learning about

solid and liquids, the
student will identify
and illustrate solids
and liquids in their
science journal.
The students will

walk around the class
and identify objects
as solid or liquid and
record their findings
in their science
journal. Then
describe the
properties used to
classify them.
The students will

watch the local news
forecast and record
the data on their
Weather Data sheet.
Students will
Teacher will place a

thermometer, rain
gauge, and pin
wheels outside before
the start of the lesson
(Friday before the
week of lesson).
After the opening and
discussion of the
lesson, students will
go outside and read
the thermometer to
record the
temperature, check
the rain gauge for any
precipitation, observe
the pinwheels as they
blow in the wind.
Students will
After discussing how
The teacher and

students will have a
discussion about
liquids they can find
in their home (Ex:
water, milk, juice,
glue). The teacher
will ask question
such what is the
color, which one is
thick or thin, which
one is healthy etc.
Teacher will ask
students how they
can use a
thermometer on
people and have a
discussion.
complete a 4 seasons
foldable. Each season
must contain 3-4
characteristics and an
illustration of the
season.
Students will
complete a Weather
Safety Booklet. They
must include the
weather conditions,
description, and
illustrate a picture.
participate in a relay
game identifying
various seasonal
characteristics. The
first person in line
takes a card from the
basket and runs to the
corresponding hula
hoop, which will be
marked with a season
label. They must
place the card in the
correct hoop in order
to for the next person
to go. Once they
correctly place the
card, they must run
back to line and tag
the hand of the next
person. Once all
cards are out of the
basket and each team
member is behind the
line wins the game.
Students will practice
the safety precautions
for the weather
conditions.
animals adapt to their

environment in each
season, the teacher
will explain how our
bodies act differently
in each season and
that we must take
steps to stay healthy.
The students will
make a list of ways to
stay healthy during
each season with the
help of the teacher.
Teachers and students

will have a discussion
on the affects that
weather conditions
can have on people in
their health.
Subject: Social Studies

2-3.5 Explain the effects of supply and
demand on the prices of goods and services.
2-1.3 Recognize the features of urban,
suburban, and rural areas of the local region.
2-1.2 Recognize characteristics of local
Unit Length
2 weeks
2 weeks
2 weeks
region, including its geographic features and

natural resources.
2-2.4 Explain the role of elected leaders,
including mayor, governor, and president.
1 weeks
instruction by following the Orangeburg Consolidated School District 5 pacing guide for Social
Studies. The pacing guide lists the standards, which comes from the South Carolina State
Unit Topic
1
ARTS
The teacher will distribute
beans to students and
offer different items for
auction. The teacher will
offer items that would be
exciting to students (high
demand) and items that
have less perceived value
(low demand). Students
will then bid on items
using their beans.
Following the auction,
there will be a discussion
followed with questions.
Students will illustrate the
features of each area
(urban, suburban, &
rural).
Students will recognize

the characteristic of their
local region by going on a
virtual walk of their
PE
HEALTH
The teacher can have

students complete an
auction on various
physical activity items
(football, basketball,
jump rope, hula-hoop)
to see which items
would high or low in
demand.
The teacher can have

students complete an
auction on fruits and
vegetables to see which
items would be high or
low in demand.
Teacher and students

will talk a walk to the
front of the school and
observe the community
there. After returning to
the classroom, they will
discuss what they saw
and decide what kind
of community is
Orangeburg.
The teacher will have
several stations set up
where students can
learn about their local
Teacher will ask

students which area can
provide them with
fruits and vegetables
and discuss how.
Teacher and students

can discuss which
region and
geographical feature
community looking for

geographical features
using google maps.
After discussing the role

of elected leaders,
students will have an
election. They will be
running for class
president. They must
write a short speech and
present it to the class.
region, its geographic

features, and natural
resources. The students
will move around to
each station. After
visiting each station,
they will write what
they learned in their
Social Studies journal.
After presenting their
speech, the teacher will
choose the best 3.
Those three will still be
in the running for class
president. The class
will be set up like a
polling place and the
rest of the students will
go around the room and
cast their vote.
can crops grow.
The teacher can discuss

with the students ways
in which elected
leaders deal with health
issues.
Section III B: Materials and Resources

Teacher Materials
Student Materials
Smartboard
Document Camera
Pencil
Journals (ELA, Math, Science, Social
Studies)
Markers/Crayons/Colored Pencils
Venn Diagrams
Laptop
Printer
Dry Erase Markers
Section IV: Assessment of Student Performance

English Language Arts
Assessments
(indicate whether
formative or
summative)
Evaluative Criteria
Student
Progress/Achievemen
t
Reporting Method(s)
Matching Goal
Unit 1:
Classwork
Weekly Quiz
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
End of Unit Test

(multiple choice)
Unit 2:
Classwork
Weekly Quiz
Progress will be
reported to parents on
progress reports and
quarterly report card.
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
End of Unit Test

(multiple choice, fill
in the bank)
Unit 3:
Classwork
End of Unit Test
All progress on the

assessments will be
recorded to students
immediately (within 2
days).
Grades recorded in
Power School.
All progress on the
assessments will be
days).
Goal 2: P. 1.1
Recognize the
distinguishing
features of a
sentence.
Progress will be
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Grades recorded in
Power School.
All progress on the
assessments will be
days).
Progress will be
Unit 4:
Goal 1: MC.6.1
Retell the central
ideas and key details
from multi-paragraph
texts; summarize the
text by stating the
topic of each
paragraph heard,
read, or viewed
A=100-90
B=89-80
Grades recorded in
Power School.
All progress on the
assessments will be
Goal 3: MC.8.1 Read

or listen closely to (a)
compare and contrast
characters actions,
feelings, and
responses to major
events or challenges.
Goal 4: P 2.2 Orally

produce single-
Classwork
Weekly Quiz
C=79-70
D=69-60
F=59 and below
days).
End of Unit Test

in bank)
Unit 5:
Classwork
End of Unit Test
Progress will be
Grades recorded in
Power School.
All progress on the
assessments will be
days).
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Progress will be
syllable words by
blending sounds,
including consonant
blends in spoken
words.
Goal 5: MCC.1.2
Plan, revise, and edit,
focusing on topic
while building on
personal ideas and
the ideas of others to
strengthen writing.
Grades recorded in
Power School.
Mathematics
Assessments
(indicate whether
formative or
summative)
Unit 1:
Homework
Weekly Quiz
End of Unit Test
in the bank)
Evaluative Criteria
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Student
Progress/Achievemen
t
Reporting Method(s)
All progress on the
assessments will be
days).
Progress will be
Matching Goal
Goal 1: 2.NSBT.1b
Understand place
value through 999 by
demonstrating that
the hundreds digit in
a three-digit number
represents the
number of hundreds,
the ten digit
represents the
Grades recorded in
Power School.
Unit 2:
Homework
Weekly Quiz
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
End of Unit Test

in the bank)
Unit 3:
Homework
Weekly Quiz
Progress will be
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
End of Unit Test

in the bank)
Unit 4:
Homework
Weekly Quiz
End of Unit Test
in the bank)
All progress on the

assessments will be
days).
number of tens, and

the ones digit
represent the number
of ones.
Goal 2: 2.NBST.4
Compare two
numbers with up to
three digits using
words and symbols
(i.e., >, =, or<).
Grades recorded in
Power School.
All progress on the
assessments will be
days).
Goal 3: 2.NBST.2
Count by tens and
hundreds to 1,000
starting with any
number.
Progress will be
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Grades recorded in
Power School.
All progress on the
assessments will be
days).
Progress will be
Goal 4: 2.ATO.2
Demonstrate fluency
with addition and
related subtraction
facts through 20.
Grades recorded in
Power School.
Science
Assessments
(indicate whether
formative or
summative)
Unit 1:
Homework
End of Unit Test
in the bank)
Unit 2:
Classwork
End of Unit Test
in the bank)
Unit 3:
Homework
Project
Evaluative Criteria
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Student
Progress/Achievemen
t
Reporting Method(s)
All progress on the
assessments will be
days).
Progress will be
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Grades recorded in
Power School.
All progress on the
assessments will be
days).
Progress will be
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Grades recorded in
Power School.
All progress on the
assessments will be
days).
Matching Goal
Goal 1: 2.P.3A.1
Analyze and interpret
data from
observations and
measurements to
describe the
properties used to
classify matter as a
solid or a liquid.
Goal 2: 2.E.2A.1
Analyze and interpret
data from
observations and
measurements to
describe local
weather conditions
(including
temperature, wind,
and forms of
precipitation).
Goal 3: 2-3.3
Illustrate the weather
conditions of
different seasons
End of Unit Test

in the bank)
Unit 4:
Classwork
End of Unit Test
in the bank.
Progress will be
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Grades recorded in
Power School.
All progress on the
assessments will be
days).
Progress will be
Goal 4: 2. E.2A.4
Obtain and
communicate
information about
severe weather
conditions to explain
why certain safety
precautions are
necessary.
Grades recorded in
Power School.
Social Studies
Assessments
(indicate whether
formative or
summative)
Unit 1:
Classwork
End of Unit Test
in the bank)
Unit 2:
Evaluative Criteria
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Student
Progress/Achievemen
t
Reporting Method(s)
All progress on the
assessments will be
days).
Matching Goal
Goal 1: 2-3.5 Explain

the effects of supply
and demand on the
prices of goods and
services.
Progress will be
A=100-90
Grades recorded in
Power School.
All progress on the
Goal 2: 2-1.3
Classwork
End of Unit Test
in the bank)
Unit 3:
Classwork
End of Unit Test
in the bank)
Unit 4:
Classwork
End of Unit Test
in the bank)
B=89-80
C=79-70
D=69-60
F=59 and below
assessments will be
days).
Recognize the
features of urban,
suburban, and rural
areas of the local
region.
Progress will be
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Grades recorded in
Power School.
All progress on the
assessments will be
days).
Progress will be
A=100-90
B=89-80
C=79-70
D=69-60
F=59 and below
Grades recorded in
Power School.
All progress on the
assessments will be
days).
Progress will be
Grades recorded in
Power School.
Goal 3: 2-1.2
Recognize
characteristics of
local region,
including its
geographic features
and natural resources.
Goal 4: 2-2.4 Explain

the role of elected
leaders, including
mayor, governor, and
president.
I determined that my major assessments are appropriate for evaluating student progress and
achievement by making sure that they corresponded with the standards provided in the
Orangeburg Consolidated School District 5 pacing guide for each content area. I also made sure
that the assessments only assess the materials that was taught in the class. To help my students
and their parents understand the evaluation criteria I have established for the class/subject is
making sure that parents and students are aware of the grading scale used. Also, a newsletter is
sent home every week. The newsletter tells what materials will covered during the next week.
The students overall progress and achievements are reported to parents on the students progress
reports and on their quarterly report card.
Section IV B: Assessment of Student Performance-Record Keeping

A. The students assignments are graded throughout the day. This will include classwork,
homework, quizzes, tests, and activities. Once the assignments are graded, the grades will
be placed in the school program Power School. Then, they are placed in the students
folder. The reason for this is to keep a record of the students work to have if parents stop
by to discuss their childs progress.
B. The students grades are aggregated by being placed in Power School. It is the modern
day grade book used to display the students achievements. The data is displayed on
bulletin boards. One of the boards is in the school hallway and it is shared by the 2nd
grade team. The other board is located in the classroom. Along with the students work
being on the board is a student data chart for ELA and Math. At the end of each week, the
students take a test in the above subjects and its displayed on the board with a green,
yellow, or red circle. Green means passed, yellow means average/barely passed and red
means failed.
C. I will use the data to make instructional decisions by analyzing it to see if the students
mastered the concept. If the concept is not mastered, I will reteach the concept with new
strategies to better assist my students. Once the concept is mastered, we will move on to
the next unit.
Section V: Classroom Management

EXPECTATIONS DURING INSTRUCTION
Each student should follow all rules in out and out the classroom. When students arrive to
school in the morning, they are to go straight to the cafeteria and wait until the bell rings. Once
the first bell ring, students are to go to the designated area and wait for the teacher. Upon
entering the classroom, students are to come in quietly and unpack. They need to take out their
homework, if any, and put it in its assigned spot, take out two pencils, put up their book bags,
and sit quietly. The students will be called up by sections to get their pencil sharpened. Upon
completion, students are to take their seats and get started on the DOL until further instruction.
During instruction students should pay attention at all times and raises their hand to
participate.
Rules
1. Listen and follow directions the first time.
2. Raise your hand and wait for permission to speak.
3. Keep hands, feet, objects, and negative comments to yourself.
4. Have your supplies and be on time.
5. Complete and submit all assignments on time with excellence.
Consequences
1. Verbal warning (reteach the behavioral Expectation).
2. Individual conference with the student (decrease conduct grade to Satisfactory).
3. Rule Reflection Corner (students explains in writing which rule(s) was broken and how
they will change their behavior. Decrease conduct grade to Needs Improvement).
4. Call parent (decrease conduct grade to Unsatisfactory).
Rewards and Incentives
Verbal praise from teacher
Cheers and chants
Positive notes to parents
Lunch with the principal
Lunch with friends
Sock hop (30 minutes) as schedules
Stickers and stamps
Homework pass
Healthy snacks
Fun Friday
Extra Computer time
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
RULES AND CONSEQUENCES
Restroom: Two times out of the day, students are taken to the restroom as a class. They go
after related arts and after lunch. If the student needs to use the restroom during instructional
time they are to raise their hand.
Cafeteria: Students are to enter the cafeteria quietly and wait in line to be served. Once they
are served, they are to sit down and each their lunch. While talking they are to use their inside
voices. Once the music starts playing, all talking should stop until the music cuts off.
Hallway: Students are to walk in a straight, quiet line. They should be at least two spaces from
the wall to avoid touching.

Early Finishers: Students can take out their library book(s) or get a book from the shelf and
read silently.
Sharpening Pencils: Pencils are sharpened two times out of the day using the teachers pencil
sharpener. When students first enter the classroom in the morning, they are to unpack and take
out two pencils and bring them up to the sharpener. The second time is after lunch right before
math. The teacher calls students up by their section to get their pencils sharpened. Any other
time, students must raise the hand for permission and wait to be called on.
Assembly: Students are to enter the assembly quietly and listen attentively to speaker.
Dismissal: The teacher will call on each student to receive their homework and/or paperwork
that needs to go home. After receiving the items, they are to get their book bags and wait until
the dismissal bell.
Rules
6. Listen and follow directions the first time.
7. Raise your hand and wait for permission to speak.
8. Keep hands, feet, objects, and negative comments to yourself.
9. Have your supplies and be on time.
10. Complete and submit all assignments on time with excellence.
Consequences
5. Verbal warning (reteach the behavioral Expectation).
6. Individual conference with the student (decrease conduct grade to Satisfactory).
7. Rule Reflection Corner (students explains in writing which rule(s) was broken and how
they will change their behavior. Decrease conduct grade to Needs Improvement).
8. Call parent (decrease conduct grade to Unsatisfactory).
Rewards and Incentives
Verbal praise from teacher
Cheers and chants
Positive notes to parents
Lunch with the principal
Lunch with friends
Sock hop (30 minutes) as schedules
Stickers and stamps
Homework pass
Healthy snacks
Fun Friday
Extra Computer time
The most important consideration in managing the classroom to maximize instructional time is
following all classroom rules and consequences. This creates structure in the classroom because
students know what is expected and that disruption or behavioral issues are not tolerated. This is
important because it will allow the teacher to get through the lesson without any interruptions
and the students will be focused at all times.
Section VI: Parent Communications

To provide initial information about my goals and expectations for student learning, I would
send out a parent letter to parents. In the letter, I would introduce myself giving a little
background information, explain my goals and expectations for the students, provide parents
with a way to contact me, and invite them to classroom. After reading the letter to the child
and for themselves, they and their child are to sign the letter and return it the next day. I can
periodically inform parents about their childs learning by sending out weekly newsletters. The
newsletter would include what we will be doing in the class for that week, spelling words for
the week, helpful websites, and a reminder section. I would provide several websites that
would be of assistance to students. In the reminder section, I would remind parents to read
with their child every day and provide important dates and events. I would inform parents
about their childs behavioral progress by sending home a behavior chart everyday marked
with the childs behavior in green(good), yellow(ok), and red(bad). I would also provide a
comment section on the chart for parents. I provided parents in home-based activities in the
newsletter by providing helpful educational websites that they can use with their child. I can
also provide them with extension activities to assist their child to apply the knowledge or skill
learned from the lessons and projects. For school based activities, I can send out an open
invitation inviting parents to events to have them involved.
A. Strengths: My strength of my long range plan was that I made sure to align my lessons
and activities to the standards provided in the Orangeburg Consolidated School District 5
pacing guide.
B. Weaknesses: My weaknesses of my long range plan were time management and
classroom management. I need to make sure that I am thoroughly completing my lessons
in a timely matter by not going over time frames. I have to understand that I cant teach
everything in one day and that it is alright to finish it the next day. With classroom
management, I need to enforce rules and consequences at all times and not let certain
behavioral problems slide.
C. I plan to evaluate my long range plan every two weeks to see if I am on track with
everything and if they are any adjustments to be made. I may have to adjust the length on
some standards because the students might need more time to be spent on it, so I would
have to reteach it with new strategies to better assist the students. Also, some standards
might not use its whole time if the students grasped the materials quickly.
D. 1. Time management
2.Classroom management
3. Integrating other areas in the subjects
E. I plan to reflect on my teaching practices everyday by listing my strengths and
weaknesses of my instructional techniques, strategies and classroom management. This

allows me to see what works and what will not work with the students. The weekly
conferences with my cooperating teaching will be reflected on as well. I will take the
information and use it to assist me so that I can better assist the students.

Long Range Plan

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Long Range Plan

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN EARLY CHILDHOOD & ELEMENTARY

Cooperating Teacher: Dr. Jamison

District: Orangeburg Consolidated School District 5

School: Whittaker Elementary

Major: Early Childhood

Section I: Student Information

Classroom teacher and

Classroom teacher and

strategies during the lessons.

Observation and classroom

I would make sure that I treat

present, I may have to pull

Section II: Long Range Learning and/or Developmental Goals

Section III: Instructional Units

Unit Topic or Description

Students will complete a Listen-Sketch-Draft worksheet. Students will listen to

The teacher will

around the room

2.NSBT.1b Understand place value through

Students will play

Students will participate

Students will analyze

digit numbers and then

The teacher will

Students will be given

in the hundred, ten, and

The teacher will take the

The teacher can have a

the ones place. The

Students will use healthy

After learning about

The students will

The students will

Teacher will place a

The teacher and

animals adapt to their

Teachers and students

Subject: Social Studies

region, including its geographic features and

Students will recognize

The teacher can have

The teacher can have

Teacher and students

Teacher will ask

Teacher and students

community looking for

After discussing the role

region, its geographic

can crops grow.

The teacher can discuss

Section III B: Materials and Resources

Section IV: Assessment of Student Performance

End of Unit Test

End of Unit Test

All progress on the

Goal 3: MC.8.1 Read

Goal 4: P 2.2 Orally

End of Unit Test

End of Unit Test

End of Unit Test

All progress on the

number of tens, and