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Homeland Park Primary School
Long-Range Planning
2015 - 2016
Teacher: Ashley Sanders
Grade/Subject: First Grade
List demographic totals for all class periods:
_11__ Males (2 White, 9 other)
__10_ Females (2 white, 8 other)
_1 Speech
__2_ Resource
____ 504
__4__ ESOL ___1 (asthma)_Medical
____ Gifted ___ Accelerated ___4____Reading
Recovery __21__ General Class __3__ Other (please explain):. I team process for behavior issues
List other information you have collected to help you better understand and instruct your students:
The ages of my students are 6 and 7 years old. Most of my students attended Kindergarten at Homeland Park
or another school setting. Four of my students attend Reading Recovery. Four of my students attend ESOL
once a week. One of my students will receive speech once a week.
The results of the final DRA testing from the end of Kindergarten will help me to identify where to place students
in reading groups according to individual abilities.
My students are eager to learn new concepts. They enjoy being read to and participating in our class
activities. Some of their interest enjoyed by this class are drawing, playing with small toys, riding bikes, and
playing their game systems.
Why do you think that this student information is of primary importance?
This information is important to help me know which students have had kindergarten experience, students
who are receiving additional services to plan for accommodations in the classroom, and to understand
interests and strengths to plan activities that are engaging and geared toward student interests.
How did and will you use this information to guide the development of your long and short term plans?
This information will guide my instruction long and short term in the fact that it will help me monitor and
adjust lessons to meet the needs of all students in the classroom, whether they need additional assistance or
more challenging or engaging activities.
Using the Anderson District Five Approved Curriculum or South Carolina State Standards, list the major
learning/developmental goals for the various groups of students you teach.
Developmental Goals for Students:
Students will acquire and practice gross and fine motor skills.
Students will show an increased responsibility level.
Students will become increasingly more independent learners.
Students will develop listening and speaking skills.
Students will work and play in a cooperative manner.
Students will show empathy and consideration for others.
Students will model being a good citizen.
Learning Goals for Students:
Students will consistently apply reading decoding and comprehension strategies in order to become more fluent and independent
readers. The goal by the end of the year will be a Reading Recovery Level 18.
Students will be exposed to a variety of literature (fiction and non-fiction).
Students will write legibly.
Students will follow the writing process to create stories.
Students will build a writing vocabulary of basic sight words (World Wall Words).
Students will consistently form letters correctly.
Students will use correct spacing between words.
Students will communicate their thoughts and ideas so that others can understand them.
Students will use complete sentences.
Students will use correct punctuation and capitalization.
Students will gain an understanding of the writing rubric.
Students will apply spelling patterns to form new words.
Students will use their spelling words when writing independently.
Students will understand and apply basic numeration concepts.
Students will recognize and create patterns.
Students will become proficient at computational skills in addition and subtraction.
Students will be able to identify simple fractions.
Students will be able to apply problem-solving strategies.
Students will become proficient at using units of measurement in time, length, and volume.
Students will recognize three dimensional shapes.
Students will understand and use the Mathematical vocabulary.
Students will use the Scientific Process.
Students will use process skills such as observation, classification, measurement, and communication.
Students will explore motion, habitats, solids, plants, soil, sand, water, rocks, the sun and moon.
Social Studies:
Students will be able to recognize the differences between themselves and others.
Students will be able to distinguish things they can do now that they couldn’t do as babies.
Students will recognize the traits of a good citizen.
Students will recognize rules and consequences.
Students will be able to tell the difference between needs and wants.
Students will understand basic American history, symbols, customs, economics, government (voting and taxes), holidays, and heroes.
Students will learn differences and similarities in various cultures.
Computer Technology:
Students will develop primary skills of computer literacy.
Students will use appropriate software.
Check the appropriate selections.
__X__ The Instructional Units taught and the Sequence of Instruction will follow the Anderson School District
five Approved Curriculum and Pacing Guide.
____ Exceptions / Additional Information (Include Unit Topic, Description, and Length):
Identify any special activities, projects, or programs you are planning to provide for your students.
_X___ Lessons Integrating Technology:
Guest Speakers:
Open House / Classroom Visitation:
__X__ Performances:
Identify your methods for identifying and obtaining needed supplies and materials for your instructional
Key materials and resources will be obtained by the following:
Textbooks and consumable workbook for mathematics will be requested from the Assistant Principal.
Leveled texts for reading will be requested from the Instructional Specialist. All leveled texts are located
in the leveled text room of the library.
Classroom supplies such as handwriting paper, drawing paper, construction paper, sentence strips,
pocket charts, etc. will be bought with money given to the teachers by the State of SC ($250)and Title I money.
These monies are used for additional supplies as well as manipulatives for the classroom.
Describe the following:
1. Major course assessments.
Initially, first graders’ reading abilities are based on a DRA and OS assessment. Students are placed in
leveled reading groups based on this information. Students who qualify will also be placed in Reading
Recovery at this time as well.
While most of the grading in first grade is determined by teacher observation, achievement will also be
determined by class work pages, practice skills pages, skills tests (teacher-made, textbook produced, and
Curriculum Notebook produced), Word Wall Word spelling tests, and oral reading. These factors are
considered equally to determine the appropriate grade as stated on the Anderson District Five’s First Grade
Report Card.
Students will also be assessed using a national norms test, MAP, three times a year. Students will be assessed
on standards taught each quarter using a benchmark test.
2. Evaluation criteria for the course.
First Grade Grading Scale
DRA (Reading Level) Grading Scale
Midterm 1st Nine Weeks
First Nine Weeks
Midterm 2nd 9 Weeks
Second Nine Weeks
10 &
11 &
Midterm 3rd Nine Weeks
Third Nine Weeks
12 &
15 &
Midterm 4th Nine Weeks
4th Nine Weeks
16 &
18 &
10 & 
3. Ways in which you will report overall student progress and achievement.
The method of assessing grades is described in my Long Range Plans, Assessing and Evaluating. Report cards
will be issued each nine weeks. Midterm grades will also be issued at the half way point of each nine weeks.
4. System for maintaining records of student progress and achievement.
Grades for each subject are kept in the teacher’s PowerTeacher grade book. The grade book is labeled by
subject areas. Each grade is recorded and labeled. Teacher observation and checklists are kept in a
Students’ behavior calendars and parent signatures on behavior calendars are kept in the students’ test files at
the teacher’s desk. Homework completion records are kept in the students’ test files at the teacher’s desk.
Major graded tests will sent home on Tuesdays to be signed by parents and then returned to the teacher for
future reference. Weekly papers that have been graded will be sent home. Writing samples will also be
maintained in a writing file by the teacher.
Indicate how you will communicate throughout the year with parents.
__X__ Class Website
__X__ Newsletter
__X__ Conferences
__X___ E-mail
__X___ Telephone
__X__ Progress Reports
_X (Behavior Calendar) Agenda
__X__ Report Cards
__X__ Notes & Letters
Weekly Newsletters: Every Monday the teacher sends home a newsletter informing parents of the letter of
the week, the theme of the week, the dates of important events, and of notes and reminders.
Weekly Homework: Homework assignments go home each Monday. The assignments for the week are
located on the Weekly Newsletter. Homework allows parents to see what we are doing in class because it
reflects what we study during the week.
Parent Conferences: Fall conferences are held to inform parents of their child’s progress in school. Other
conferences are held if the teacher sees a need or if the parent requests a conference.
Other Methods of Communication: Phone calls or notes are used to contact parents as the need arises.
The teacher also writes small messages on students’ work letting the parent know if the child hurried through
the work, needs improvement, or completed the assignment to the teacher’s satisfaction.
Describe your expectations for student behavior during instruction and during non-instructional routines.
You may attach a copy of the letter sent to parents explaining your rules and consequences.
Rules and Consequences:
Classroom rules and procedures are given out and explained to parents at Open House. The parents must
read, sign, and return a copy of the rules and procedures. School rules and procedures are listed in the
Homeland Park Parent/Student Handbook. Classroom rules are posted and read to students’ every day
during the first two weeks of school. The rules are reviewed with the students as necessary.
* Our class rules were developed by a committee last school year to improve student behavior and reduce
student discipline referrals.
*Come to school prepared and ready to learn
*Follow Directions
*Be kind to others
*Keep our classroom and school neat and clean
*Always do your best
Rules and Procedures for Managing Student Behavior
Behavior Clip Chart
The teacher will use a colored “clip chart” to monitor behavior and choices. The students will have a clip that
they will physically move up or down the chart, depending on their choices. The chart below explains how the
clip chart works.
Behavior Clip Chart Explanation
If you move to Outstanding, you’ll get a Tiger Ticket and take a happy
note home!
Great Job
As you continue to make good choices, you’ll advance to “Great Job!”.
Good Day
Making a good choice will help you move up to the yellow section of our
Ready to Learn
You will get to start out each day on “Ready to Learn”. You will move your
clip up or down depending on your choices each day.
Think About It
If you receive a warning, you will move your clip down to help you
remember to think about your choices.
Teacher’s Choice
If you continue to make poor choices, you will move to “Teacher’s
Choice”. You will receive a consequence of the consequence menu.
Parent Contact
If you still choose to make bad decisions, you will move to “Parent
contact”. You will receive a consequence of the consequence menu
and complete a “Behavior Reflection” for mom or dad to sign.
Consequence Menu:
 Time Out
 Apology Slip
 Better Choices Sheet
 Loss of privilege
Positive Behavior Plan
 Students who are on green, yellow, orange, or red all week will be able to choose a classroom coupon on
Friday. These coupons may be used any day within the classroom.
 Students who earn a yellow or orange during the week will earn a tiger ticket. Students who earn a red
during the week will earn two tiger tickets.
 Students will earn “Tiger Tickets” from me and other teachers in the school for displaying PAWS behavior
from the “Paws-itive” Behavior Expectations on p. 18 of the student handbook. The students may trade
these Tiger Tickets in for a prize from the principal.
Students will earn Tiger Paws from other teachers as a class for displaying great behavior in the halls,
lunchroom, restrooms, and related arts. The classes will earn class rewards for different amounts of Tiger
Paws earned.
Students color a Behavior Calendar daily so that parents will know student’s behavior for the day. Parents must
initial their child’s behavior calendar daily.
Non-Instructional Procedures and Routines:
Beginning of the Day: Students eat breakfast in the lunchroom. As the students enter the classroom, they
place their blue folder, money, papers, notes in the red basket located on the teacher’s table. Students
place their book bags on their chairs, make their lunch choice, and then begin completing their morning
Lunch Money: Parents send lunch money in envelopes marked with the child’s name. Lunch money is
taken any day of the week. The assistant will place lunch money in small brown envelopes provided by the
lunch clerk. The small brown envelopes will then be placed in a large brown envelope marked with the
teacher’s name. The assistant will turn in any lunch money to the lunch assistant manager.
Other Money: Any money turned in must be in an envelope marked with the child’s name and what the
money is for.
Attendance: Each morning, attendance is taken in the computer by the teacher.
Take Home Books: Students will receive a Take Home Book and a reading bag. Students are to read the
book and/or have the book read to them each night. Take Home Books are to be placed in the students’
cubby each morning.
Homework: Students will be provided a homework folder to turn homework in and to receive new
assignments. Homework assignments are listed on the Weekly Newsletter that is sent home each Monday.
Restroom: The students will use hall restrooms after math block (9:30) and after lunch. The students are
allowed to use the hall restroom during emergencies only.
Helpers: Helpers chosen weekly to assist the teacher with tasks throughout the day. Group Time: Students
are to sit on their assigned colored square. Students are to sit quietly with their legs folded and hands in
Seatwork: Students are to sit in their assigned seats. Students work quietly while at the tables. Materials are
in pencil boxes located in the child’s desk; pencils, crayons, erasers, and glue are in the pencil box.
Finishing Early: After the teacher has checked student’s work, students are to quietly read a book from the
book basket on their table. The teacher may give different directions for early finishers (ex: write word wall
words on the back of the paper).
Centers: Center Time pocket chart lets children know what centers they are to complete each day. While
the students are at their centers, the teacher will work with a group of students at their table for
acceleration or enrichment. Center time schedules are posted throughout the classroom.
Center Rules and Procedures:
 Students are to complete three literacy centers (daily 5)
 Students must keep center materials at designated centers only.
 Students are to whisper while in a center
 Students are to clean up center/their area when they are finished
*Students who do not follow center rules will have time-out the remainder of center time.
Line Up / Travel: The helper of the day lines up first and is the line leader. Students are called by rows or
called individually to line up at the door. The quietest row or individual is allowed to line up first, followed by
the other rows or individuals as they are “ready” to line up. Students must have their “fish bubble” and their
hands behind their back (their duck tail) and are to be quiet before traveling. In the halls, students must
have their “fish bubble” and “duck tail” up and remain quiet in line.
Recess: Recess is scheduled before lunch. Students are called individually or by rows to line up at the back
door for recess. Students are taken to the playground and supervised by the teacher. Students must
remain quiet and walk until they get to the end of the building (because of other classes) and remain in line
until they arrive at the playground. Playground safety rules are to be followed. When a signal is given, a
raised hand or whistle is blown; the students line up to return to the classroom. Students enter the classroom
for interactive read aloud before we go to lunch.
Drills – Fire, Tornado, and Earthquake:
Fire: Students will follow the procedures indicated in the emergency evacuation kit. Students will use the
front classroom door to exit the building through the hall way out the side door located at the end of the
hall and will walk in a quiet and orderly single-file line. Roll is taken outside to account for all students.
Tornado: Students will follow the procedures indicated in the emergency evacuation kit. Students will walk
in a quiet, single-file line into the hallway. Students will kneel down with their hands covering their heads in
the designated space along the wall outside the classroom.
Earthquake: Students will follow the procedures indicated in the emergency evacuation kit. Students will
be placed under the tables in the classroom and will remain until the principal informs everyone over the
loud-speaker that the area is clear for building evacuation. The students will evacuate the building through
the back door and follow the same procedures as a fire drill.
Dismissal: All students remain in the classroom with their homeroom teacher and starting with car riders
they will be dismissed from the homeroom. After car riders and walkers have been dismissed, buses will be
called to at a time for loading.
How do you or will you assist students who are struggling in your classroom?
Students who are struggling in my classroom participate in small group lesson activities with the teacher for a
more one on one approach to meet their needs. Also, accommodations have been made for those students
struggling with taking tests or other assessments. The work load has been reduced for those students