Long Range Plan

EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN
Candidate: Marquetta Strait Grade: Fourth School: Bethune-Bowman Elementary School Major: Elementary Education
Cooperating Teacher: Mrs. Jackson District: Orangeburg Consolidated District 5 Year: 2013-2014 Cognate(s): ELA/Social Studies
Section I: Student Information Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information Factors (e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Gender Description (of your findings in terms of your students) Sources/Contextual Factors (E.g. students, community resources, internet, records, school personnel, family, etc.)
There are 18 females and 23 males. This information was obtained from my In the first class, there are 7 girls and classroom observations and class rosters. 13 boys. In the second class, there are 11 girls and 10 boys. In the first class, there is one This information was obtained from my Caucasian student and nineteen classroom observations. African American students. In the second class, there are four Caucasian students, one Hispanic student, and sixteen African American students. Accelerated Reading ZPD: This information was obtained from the Fall Star Reading Summary Report that I received from my mentor teacher, Mrs. Jackson.
Ethnicity
Reading Level
Lowest: 0.8-1.8 Average: 2.4-3.4 Highest: 3.8-5.9 There are four students that have IEPs. There are two students in the first class and two students in the second class. There are also three students that are in a speech class.
Resource
This information was obtained from my mentor teacher, Mrs. Jackson. In addition to this, Mrs. Camp, the resource teacher and Mrs. Darby, the speech teacher provides accurate information on the
M. Strait 2 students.
Student Interests
The students are interested in dance, singing, sports, Beyblades (a spinning top that is used to battle other tops), video games, and music.
This information was obtained from my classroom observations, my conversations with students and the students writing on their favorite activity.
Reflect on the student Information: Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans? The abovementioned information is extremely important because it allows me to plan more effectively. It helps me to keep my students interested and engaged in the lesson. It also allows me to make special accommodations for students because of their lower reading levels. Hhowever, I must still challenge the gifted and talented students and have high expectations for all of my students. I intend to continue using this information to plan lessons to reach all of my students, such as incorporating arts to reach students hidden gifts and talents, having students to write on their interests, and presenting information that intrigues both females and males. Or, increase students chances of reading and public speaking skills by having Authors Chair on Fridays. Section II: Long Range Learning and/or Developmental Goals Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students. Subject: English Language Arts
Long Range Learning and/or Developmental Goals
The student will use word analysis and vocabulary strategies to read fluently. The student will create written work that has a clear focus, sufficient details, concise, organized, incorporates voice, has the correct use of subject-verb agreement, and other conventions of Standard American English. The student will write for a variety of audiences and purposes. The student will increase their public speaking skills. The student will score and perform exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams. The student will score and perform exemplary on the South Carolina State PASS test. Revised Fall 2013 ACEI/NAEYC 2010 Standards
M. Strait 3 The student will read and comprehend a variety of literary texts in print and non-print formats. The student will read and comprehend a variety of informational texts in print and non-print formats.
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why? Ideally, I would like for all of my students to grasp the concepts that I am teaching through my instruction. In correlation with my instruction and Mrs. Jacksons previous lessons, not only will my students do exceptionally well on the states PASS test they will also be able to apply these skills into other subjects and activities outside of school. Since the states PASS test plays such a pivotal role in students grade promotion, it is important for me to target all of these developmental goals and increase the effectiveness of my instruction. The most important learning and/or developmental goals are for students to increase their reading comprehension, create well written work, and increase their public speaking skills. I believe that these three goals will allow students to grow the most and strengthen those areas where they are weak. Together, they overlap and can make students stronger in all subjects. Subject: Mathematics
Long Range Learning and/or Developmental Goals Through the process standards students will demonstrate an understanding of decimal notation as an extension of the place value system, the relationship between fractions and decimals, fluency with multiplication, and a beginning understanding of division and a beginning understanding of addition and subtraction of decimals.
Through the process standards students will demonstrate an understanding of numeric and nonnumeric patterns, representing simple mathematical relationships, and applying procedures to find the value of an unknown. Through the process standards students will demonstrate an understanding of the impact of data collection methods, interpreting and organizing data, the appropriate graph for categorical and numerical data, and analyze possible outcomes of a simple event.
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why? Ideally, I would like for all of my students to grasp the concepts that I am teaching through my instruction. In correlation with my instruction and Mrs. Jeffords previous lessons, not only will my students do exceptionally well on the states PASS test they will also be able to apply these skills into other subjects and activities outside of school. Since the states PASS test plays such a pivotal role in students grade promotion, it is important for me to target all of these developmental goals and increase the effectiveness of my instruction. The most important learning and/or developmental goals are for students to increase their conceptual understanding of number sense, utilizing many strategies to solve problems and number sentences, and analyzing data that changes overtime. I believe that these three goals will allow students to grow the most and strengthen those areas where they are weak. Together, they overlap and can make students stronger in all subjects.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
M. Strait 4 Subject: Science
Long Range Learning and/or Developmental Goals The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science) The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science) The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science) The student will demonstrate an understanding of the properties of light and electricity. (Physical Science)
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why? Ideally, I would like for all of my students to grasp the concepts that I am teaching through my instruction. In correlation with my instruction and Mrs. Jeffords previous lessons, not only will my students do exceptionally well on the states PASS test they will also be able to apply these skills into other subjects and activities outside of school. Since the states PASS test plays such a pivotal role in students grade promotion, it is important for me to target all of these developmental goals and increase the effectiveness of my instruction. All of the abovementioned learning and/or developmental goals are essential to students comprehension of science which can steer students towards STEM careers. I believe that these goals will allow students to grow the most and strengthen those areas where they are weak. Together, they overlap and can make students stronger in all subjects. Subject: Social Studies
Long Range Learning and/or Developmental Goals
The student will demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government. The student will demonstrate an understanding of westward expansion of the United States and its impact on the institution of slavery. The student will demonstrate an understanding of the causes, the course, and the effects of the American Civil War. The student will be able to compare and contrast current events to historical events.
M. Strait 5 Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why? Ideally, I would like for all of my students to grasp the concepts that I am teaching through my instruction. In correlation with my instruction and Mrs. Jacksons previous lessons, not only will my students do exceptionally well on the states PASS test they will also be able to apply these skills into other subjects and activities outside of school. Since the states PASS test plays such a pivotal role in students grade promotion, it is important for me to target all of these developmental goals and increase the effectiveness of my instruction. All of the abovementioned learning and/or developmental goals are essential to students comprehension of history, the creation of the United States, and the battles that were fought for social justice. I believe that these goals will allow students to grow the most in civic education and strengthen those areas where they are weak. Together, they overlap and can make students stronger in all subjects and in their non-educational relationships. Section III: Instructional Units Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: English Language Arts Unit Length Unit Topic or Description Context Clues: 4-3.1: Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition). 4-3.2 Use base words and affixes to determine the meanings of words. 1 Week (i.e., approximate number of lessons
Authors Craft: 4-1.6 Analyze the effect of the authors craft (for example, word choice and sentence structure) on the meaning of a given literary text. 4-5.3 Create written descriptions using language that appeals to the readers senses. Narrative Writing: 4-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. 4-5 The student will write for a variety of purposes and audiences. Revised Fall 2013 ACEI/NAEYC 2010 Standards
2 Weeks
3 Weeks
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Figurative Language: 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 4-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 4-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition).
4 Weeks
Persuasive Writing: 4-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. 4-5 The student will write for a variety of purposes and audiences.
2 Weeks
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? The sequence of my instruction is guided by the South Carolina State Standards and the Orangeburg Consolidated School District 5s Pacing Guide. The South Carolina State Standards provide standards and indicators to target grade level requirements. Orangeburg Consolidated School District 5s Pacing Guide is an additional resource for teachers to align their instruction appropriately. It provides an anchor and a recommended time frame to use for scheduling instruction. In regard to both of these important documents, I intend to continue to spiral prior lessons into future lessons. This allows me to assess students and clear misconceptions. Describe ways in which you will integrate the arts, PE and Health in your unit. Throughout these units, the students will be able to display their creativity and learn more about other arts to stimulate learning. For example, for my unit on authors craft, the students will create a poster project on a book of choice. On their poster, they will discuss their author and authors work in great detail. They must also bring their book to life by incorporating features of the book on the board, in some way. For instance, if someone was doing a board on Snowy Day, they could place cotton balls on the board to represent snow. For PE, the students will get active in their writings by writing about their favorite outdoor activity. In health, the students will persuade someone to play their favorite sport.
M. Strait 7 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 Unit Topic or Description -- Key Element (i.e., approximate number of lessons
4. NF.3 Understand a fraction a/b with a > 1 as the sum of fractions 1/b. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions referring to the same hole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 4. NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
3 Weeks
4-6.1 Compare how data-collection methods impact survey results.
1 Week
4-6.2 Interpret data in tables, line graphs, bar graphs, and double bar graphs whose scale increments are greater than or equal to 1. 4-6.3 Organize data in tables, line graphs, and bar graphs whose scale increments are greater than or equal to 1.
2 Weeks
4-6.6 Predict on the basis of data whether events are likely, unlikely, certain, impossible, or equally likely to occur. 4-6.7 Analyze possible outcomes for a simple event. 4. OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the patterns that were not explicit in the rule itself. . For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Revised Fall 2013 ACEI/NAEYC 2010 Standards
3 Weeks
4 Weeks
M. Strait 8
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? The sequence of my instruction is guided by the South Carolina State Standards and the Orangeburg Consolidated School District 5s Pacing Guide. The South Carolina State Standards provide standards and indicators to target grade level requirements. Orangeburg Consolidated School District 5s Pacing Guide is an additional resource for teachers to align their instruction appropriately. It provides an anchor and a recommended time frame to use for scheduling instruction. In regard to both of these important documents, I intend to continue to spiral prior lessons into future lessons. This allows me to assess students and clear misconceptions. Describe ways in which you will integrate the arts, PE and Health in your unit. For art, I will have the students draw a pattern and allow for the other students to guess the patterns answer. For PE and health, I will have the students do a mini cardio in a rhythmic pattern. 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 Unit Topic or Description (i.e., approximate number of lessons
Organisms: 4-2.4 Distinguish between the characteristics of an organism that are inherited and those that are acquired over time. 4-2.3 Explain how humans and other animals use their senses and sensory organs to detect signals from the environment and how their behaviors are influenced by these signals. Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests, deserts and the polar regions) influence the variety of organisms in each. Explain how an organisms patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment).
4.5 Weeks
4-2.2
4-2.5
4-2.6 Explain how organisms cause changes in their environment. Revised Fall 2013 ACEI/NAEYC 2010 Standards
M. Strait 9 Earth: 4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun. Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon. Explain how the Sun affects Earth. Explain how the tilt of Earths axis and the revolution around the Sun results in the seasons of the year. Explain how the rotation of Earth results in day and night. 6 Weeks
4-3.2
4-3.3 4-3.4
4-3.5
Moon Phases: 4-3.6 Illustrate the phases of the Moon and the Moons effect on ocean tides. Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky. Recognize the purpose of telescopes.
4-3.7
4-3.8
Weather: 4-4 The student will demonstrate an understanding of weather patterns 1.5 Weeks and phenomena. (Earth Science) 1.5 Weeks
Light and Electricity: 4-5 The student will demonstrate an understanding of the properties of light and electricity. (Physical Science)
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? The sequence of my instruction is guided by the South Carolina State Standards and the Orangeburg Consolidated School District 5s Pacing Guide. The South Carolina State Standards provide standards and indicators to target grade level requirements. Orangeburg Consolidated School District 5s Pacing Guide is an additional resource for teachers to align their instruction appropriately. It provides an anchor and a recommended time frame to use for scheduling instruction. In regard to both of these important documents, I intend to continue to spiral prior lessons into future lessons. This allows me to assess students and clear misconceptions.
M. Strait 10 Describe ways in which you will integrate the arts, PE and Health in your unit. For PE and health, the students will demonstrate how the Earth rotates around the sun, and how the moon rotates around the Earth. Students will be grouped with other classmates. Each student will take turns being the sun, moon, and the Earth. For art, the students will draw the moon phases on a chart. 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 Unit Topic or Description (i.e., approximate number of lessons
Articles of Confederation vs. U.S. Constitution 4-4.1: Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how powers are now shared between states and national government and how individuals and states are represented in Congress. Three Branches of Government: 4-4.2: Explain the structure and function of the legislative, executive, and judicial branches of the federal government. Bill of Rights: 4-4.3: Explain how the United States Constitution and the Bill of Rights placed an importance on the active involvement of citizens in government and protected the rights of white male property owners but not those of the slaves, women, and Native Americans. 2 Weeks 1.5 Weeks
2 Weeks
4-4.4: Compare the roles and accomplishments of early leaders in the development of the new nation, including, George Washington, John Adams, Thomas Jefferson, Alexander Hamilton, John Marshall, and James Madison. 4-4.5: Compare the social and economic policies of the two political parties that were formed in American in the 1790s. Western Expansion: 4-5.1: Summarize the major expeditions that played a role in westward expansions including those of Daniel Boone, Lewis and Clark, and Revised Fall 2013 ACEI/NAEYC 2010 Standards
2 Weeks
2 Weeks
M. Strait 11 Zebulon Pike. 4-5.2: Explain the motivations and methods of migrants and immigrants, who moved West, including economic opportunities, the availability of rich land, and the countrys belief in Manifest Destiny. 4-5.3: Explain the purpose, location, and impact of key United States acquisitions in the first half of the nineteenth century, including the Louisiana Purchase, the Florida Purchase, the Oregon Treaty, the annexation of Texas, and the Mexican Cession. 4-5.3: Explain the purpose, location, and impact of key United States acquisitions in the first half of the nineteenth century, including the Louisiana Purchase, the Florida Purchase, the Oregon Treaty, the annexation of Texas, and the Mexican Cession. 4-5.4: Summarize how territorial expansion, related land policies, and specific legislation that affected Native Americans, including the Northwest Ordinance of 1787 and the Indian Removal Act. 4-5.5: Explain how the Missouri Compromise, the fugitive slave laws, the annexations of Texas, the Compromise of 1850, the KansasNebraska Act, and the Dred Scott decision affected the institution of slavery in the United States and its territories. Civil War: 4-6.1: Explain the significant economic and geographic differences between the North and South. 4-6.2: Explain the contributions of abolitionists to the mounting tensions between the North and South over slavery, including William Lloyd Garrison, Sojourner Truth, Fredrick Douglas, Harriet Tubman, Harriet Beecher Stowe, and John Brown. 4-6.3: Explain the specific events and issues that led to the Civil War, including sectionalism, slavery in the territories, states rights, the presidential election of 1860, and secession. 4-6.4: Summarize the significant battles, strategies, and turning points of the Civil War, including the battles of Fort Sumter and Gettysburg, the Emancipation Proclamation, the role of African Americans in the war, the surrender at Appomattox, and the assassination of President Lincoln. 1 Week 1.5 Weeks
1.5 Weeks
2 Weeks
1.5 Weeks
1.5 Weeks
2.5 Weeks
1.5 Weeks
M. Strait 12 Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? The sequence of my instruction is guided by the South Carolina State Standards and the Orangeburg Consolidated School District 5s Pacing Guide. The South Carolina State Standards provide standards and indicators to target grade level requirements. Orangeburg Consolidated School District 5s Pacing Guide is an additional resource for teachers to align their instruction appropriately. It provides an anchor and a recommended time frame to use for scheduling instruction. In regard to both of these important documents, I intend to continue to spiral prior lessons into future lessons. This allows me to assess students and clear misconceptions. Describe ways in which you will integrate the arts, PE and Health in your unit. For art, the students will create political cartoons to focus on the Articles of the Confederation and the U.S. Constitution. The students work will be collected and placed together to form a coll age. One class will focus on the Articles of Confederation. The second class will focus on the U.S. Constitution. For physical education and health, the students will conduct a class election. Their goal is to vote for an individual that provides the best speech on how students can exercise and become healthy. Trees will be drawn to show the three branches of government and their duties. The following is a Civil War rap that will be included in the unit: Civil War Rap By: Josh Lesser Yo, the Civil War North vs. south Brother vs. brother Too many bodies to count The south wanted more control in the union After Abe was elected and they didnt choose him Seceding is what they did And no, I do not kid Even though thats what Abraham Lincoln forbid The Confederate States is the nation that they began And Jefferson Davis was the one who ran He led the states who called themselves the Confederacy Who seceded in order to finally be free The south wanted slaves but the north did not And thats when the war started to get quite hot Gunshots rang through the bloody battlefields Interrupting happy families eating their meals The draft started too, taking young men from their homes And then they had to go to battle, risking all their bones The south drafted first but then the north took their turn Because winning this war was their only concern But then funk master Abe put out a document Emancipation proclamation, I give it 100% It freed the slaves in all states that had seceded And to end the Civil War, this was all that was needed Then came amendment number thirteen Revised Fall 2013 ACEI/NAEYC 2010 Standards
M. Strait 13 It outlawed slavery everywhere that could be seen The slaves were free, the war was done Now the US could finally start having some fun CIVIL WAR Section III B: Materials and Resources Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.
Teacher Materials Power Points
Commentary (To avoid technical issues with my flash drive, I email my presentations to myself. I also have created a Weebly website that is dedicated to my educational resources. This enables me to play any YouTube videos that can be connected to the lesson.) (To avoid technical issues with my flash drive or technology, I am prepared to present my instruction with worksheets.) (To avoid technical issues with my flash drive or technology, I am prepared to present my instruction with worksheets.) All
Subject
Student Materials 4 Composition Journals
Lumens Lamp
All
South Carolina PASS Coach Workbooks (ELA, Social Studies, Mathematics, and Science)
Star Board
All
Pencils
Red Pens Black Pens Blue Pens Markers Highlighters Pencils
All All All All
Notebook Paper Glue sticks Study Island Index Cards Rulers
All
M. Strait 14
Erasers Dry Erase Markers Eraser Glue sticks Dry Erase Paddles Dry Erase Board Staples Staple Machine Copy Paper 2 Composition Journals Sticky Notes Ticket Out the Door Board Scissors Rulers South Carolina PASS Coach Workbooks (ELA, Social Studies, Mathematics, and Science) Pacing Guide Computers Computer Speakers Half Sheets of Poster Board Study Island Membership 2 Large Bags of Starbursts Candy Deck of Cards Oreos Plastic Spoons Paper Plates All All All All All All All All All All All All All All All
All All All All All Math Activity on probability
Math Science
Activity on probability Activity on the moon phases Activity on the moon phases Activity on the moon phases
M. Strait 15 Section IV: Assessment of Student Performance Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments (or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).
Assessments (Indicate whether formative or summative)
Evaluative Criteria
Student Progress/Achievement Reporting Method(s)
Matching Standard
A= 100-93 B=92-85 Formative (Commercially Available) C=84-77 D=76-70 F=69-0
Grade book, Power Teacher, Data Wall, progress report, and school report card
ELA: Standard 4-1 The student will read and comprehend a variety of literary texts in print and non-print formats.
Social Studies: Standard 4-1: The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World. Standard 4-4: The student will demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government.
Standard 4-5: The student will demonstrate an understanding of westward expansion of the United States and its impact on the institution of slavery.
Mathematics: Standard 4-2: Through the process standards students will demonstrate an understanding of decimal notation as an extension of the place value system, the relationship between fractions and decimals, fluency with multiplication, and a Revised Fall 2013 ACEI/NAEYC 2010 Standards
M. Strait 16 beginning understanding of division and a beginning understanding of addition and subtraction of decimals. Science: Standard 4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science) Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science) A= 100-93 Formative (Authentic) B=92-85 C=84-77 D=76-70 F=69-0 A= 100-93 Summative B=92-85 C=84-77 D=76-70 F=69-0 Grade book, Power Teacher, Data Wall, progress report, and school report card Social Studies: Standard 4-1: The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World. Standard 4-4: The student will demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government. Grade book, Power Teacher, Data Wall, progress report, and school report card ELA: Standard 4-1 The student will read and comprehend a variety of literary texts in print and non-print formats.
Standard 4-5: The student will demonstrate an understanding of westward expansion of the United States and its impact on the institution of slavery.
Mathematics: Standard 4-2: Through the process standards students will demonstrate an understanding of decimal notation as an extension of the place value system, the relationship between fractions Revised Fall 2013 ACEI/NAEYC 2010 Standards
M. Strait 17 and decimals, fluency with multiplication, and a beginning understanding of division and a beginning understanding of addition and subtraction of decimals. Science: Standard 4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science) Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)
Reflect on student performance: (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and achievement in the class/subject? I will determine if my assessments are reliable by assessing my students throughout my unit. One way to ensure that the students are grasping the concept and being provided accurate information is for me to create the assessment first. This will allow my instruction to stay focused and place emphasis on essential information. I will make it clear to parents and students that I intend to test my students on the information that is taught. If there are any projects or writing assignments, rubrics will be distributed and used to assess the students work. The rubric will also allow students and parents to see what and how they will be graded. It is important for me to communicate grades to parents, so I plan to send home tests for parents signatures. If parents raise questions or have any concerns, I welcome them to a conference to discuss their child. In addition to discussing their childs prior results, I plant to provide recommendations in an effort to improve the childs progress in the class. For students that receive 80% or higher on assessments, they will receive a sticker, by their name, on the data wall. Students work will also be displayed in the hallway.
M. Strait 18
Study Island 4-1.6 Authors Craft Test
Name: __________________________________________ Date: _____________________________
1. The eyes have been called windows on the world. Through the ages, people have tried to correct or improve their vision. The first eyeglasses were made late in the 13th century. They were two magnifying glasses glued together that hung over the nose. Since then, many changes have been made in eyeglasses. Today, we have much better and more modern lenses and frames. The materials and styles of eyeglasses have also changed. Why did the author write that our eyes have been called "windows on the world"? A. He wanted to show how important the eyes are. B. The first eyeglasses looked a lot like windows. C. Eyeglass lenses have to be washed just like windows. D. People have to look through glasses to see the world.
2. We thought we could manage the rapids about a mile downstream, but our canoe tipped over. We floated away from the rocks and crawled ashore. As hard as we tried, we could not get our canoe free from the shoals. The bow rope was caught in the rocks on the bottom of the river, and the canoe rocked and rolled wildly in the rapids. The two of us stood on the limestone bank and tried to reach the canoe to pull it loose, but we could not free it. Why did the author use the words, "rocked and rolled wildly in the rapids"? A. He wants to show how hard the two work to climb onto the shore. B. He wants to show that there is a sense of danger and seriousness. C. He wants to show that the canoe looks funny going back and forth. D. He wants to show how easy a canoe can get caught in the rapids.
3. Researchers are studying the reasons why older people fall. They especially want to know why senior citizens fall. Also, researchers want to know how they can reduce the number of injuries from falling. In a test, they watched a man walk on a track. They watched his gait, or step, and the way he used his muscles. The track had soapy water on it, and the man fell, but that was a part of the test. The scientists had protected the man with a safety harness so he did not get hurt. They watched the way the man used his arms and legs when he tried to keep from falling. Many older Americans are not as lucky as the man. They fall often and break bones. The researchers hope the study will help older people stay upright.
M. Strait 19 The author calls people who fall "older people," "senior citizens," and "older Americans" in the paragraph. Why did he use these words instead of saying "old people?" A. The people he wrote about are not old enough to be called "old people." B. The words "old people" mean someone who is at least 100 years old. C. The people in the study were too old to be called "senior citizens." D. The words that he uses seem more respectful than "old people."
The Barefoot Boy by c.safos
I watch him run and jump and play. He stubs his toe. The nail turns gray. He pays it no mind, shakes loose a hive and dances through its buzzing with a slide. The snakes in the grass see him, and they run. He picks ants with his teeth and pokes bears for fun. The barefoot boy lacks a world's single care. He lives for blood that pumps from a dare. I watched while he sat by the river's brook. As he plunged his feet in, he gasped and shook. In a second's blink, his eyes grew like plants as the river's cool breeze crept up his pants. As if he had been stung by a giant wasp, he stood and then ran to shake off the frost. The river's cool touch had turned his feet blue and longing for warmth from a well-made shoe.
4. Why did the writer choose the words "gasped and shook" to describe what happened when the boy plunged his feet into the river? A. The writer wanted to show how deep the river's water was.
M. Strait 20 B. The writer was showing the boy lost his shoes in the water. C. The writer wanted to show that the river's water was cold. D. The writer was trying to show that the boy could not swim.
5. Why did the writer choose the phrase "He picks ants with his teeth and pokes bears for fun" to describe the boy? A. to show that the boy needs shoes to run outside B. to show that the boy is scared of bugs by the river C. to show how the boy likes to do dangerous things D. to show how the boy lives near a forest with bears
6.
To practice for writing a paper, Antoines teacher puts this picture on the board and asks all of the students to write a paragraph about the cat using the most vivid, descriptive words they can think of. The best paragraph gets a prize. Which of the following paragraphs is the most vivid? A. The cat was big and fat. He had a large tail and alert ears. Its eyes were bright and its feet up in the air. This cat looked sort of cute. The orange cat was fat, with a thick tail and pointy ears. Its eyes were a bright shade of yellow. The cat relaxed in its owners arms. The fluffy orange cat was huge. He had a thick tail and pointy, alert ears. Its eyes were a bright shade of gold. The big animal relaxed, lying back in its tired owners arms.
B.
C.
D. The cat was big and fat, with a big tail. Its eyes were yellow. He looked pretty heavy.
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CHARACTERS: BETTY, age 7 SUSAN, age 8, BETTY's friend MARIA, age 6 COACH JOHN, soccer coach Stage Set: Soccer practice after school one day. MARIA is sitting off to one side. She is wearing a winter hat. BETTY and SUSAN enter, talking excitedly. SUSAN: (pulling on a sweatshirt) This wind makes me feel like an icicle! BETTY: (pointing to MARIA) Someone thinks we live at the North Pole! (She whispers something in SUSAN's ear.) (The girls laugh. Suddenly, they stop and look at MARIA, who is looking at them.) SUSAN: Who are you? BETTY: That . . . is MARIA. (giggles) MARIA: (gets up and says, slowly) I am new to the team. SUSAN: (looks her up and down) You are pretty small. (turns away) Come on, BETTY, let us kick the ball around. (MARIA sits back down and sighs.) (COACH JOHN enters.) COACH JOHN: Hey, girls! Have you met MARIA? She is new to our team. How about you get to know her? (The girls shake hands, looking down.) COACH JOHN: All right. Let us start practice. MARIA, you be in the middle. BETTY and SUSAN, keep the ball away from her . . . (under his breath) if you can!
M. Strait 22 (BETTY takes the ball and starts to make a pass. Suddenly, MARIA is right there and takes the ball, spinning away from her.) COACH JOHN: (to BETTY) What? You were not ready? OK. Here, SUSAN, you try. (SUSAN takes the ball with a smirk. Again, MARIA gets the ball from SUSAN.) COACH JOHN: Well, girls. This is MARIA. She is younger than you both. She is smaller. And, as you see, she is faster. She comes to us from Brazil. Her father was on the Brazilian national team. I am honored that he chose our team for his daughter. (Now, BETTY and SUSAN shake hands with MARIA, looking at her in wonder.) MARIA: (smiling) Pleased to meet you. I am happy to be on your team. (takes off her hat and wipes her forehead) Whew! My head feels like it is on fire. You both made me work hard! SUSAN: You have to teach me that move you did! BETTY: Me, too! We are going to be the best team this year!
7. Why does MARIA say, "My head feels like it is on fire"? A. to show that MARIA is tired B. to show that MARIA is chilly C. to show that MARIA is hot D. to show that MARIA is itchy
BeanBoozled by Audge Podge
Blake and Hayden were in the front yard playing when they saw their neighbors, Hannah and Beth. "Where have you two been?" asked Blake. "Why?" Hannah asked as she gave Blake a big smile. "Did you miss me, Blake?" "Uh, well . . . I . . . I uh, just wondered, that's all," answered Blake. "If you must know, we visited our grandparents in Oregon. On the way home, our parents took us to the Jelly Belly factory in Fairfield, California," said Hannah. Revised Fall 2013 ACEI/NAEYC 2010 Standards
M. Strait 23 Beth added, "Here are some jellybeans we bought for you two. They are called 'BeanBoozled.' There are ten gross flavors, and each of them has a matching yummy flavor. Like, if you get a green one, it could either be pear or booger flavored." "Thanks," Hayden said as he opened his box. "I think I found a popcorn jellybean. No, its rotten egg." Beth tried one and said, "This one is licorice, so the other black one is skunk spray. Do you think your dog will eat the skunk bean?" Murphy sniffed the jellybean and ate it. "Hell eat anything!" said Hayden. "I think I got caramel corn," said Hannah. Beth spit one out and said, "That one was moldy cheese. Oh, gross! Murphys eating it." At that moment, Blakes sister Tracy came out the front door and said, "Hey, Blake, I dont mean to interrupt you and your girlfriend, but Mom wants you to set the table." Blake quickly thought of a way to get back at Tracy for embarrassing him and Hannah. "Hey, Murphy, go give Tracy a kiss. Sick her, boy!" Murphy jumped on Tracy, knocked her to the ground, and started licking her face. "Ugh, gross! His breath smells worse than usual!" Tracy complained. 8. At the end of the story, Tracy would least likely say, A. "You are going to get it, Blake Richardson!" B. "Murphy, get off of me right this second!" C. "What have you been feeding this dog?" D. "May I have a box of BeanBoozled beans?"
9. Who would most likely say, "Murphy even eats our dad's cooking"? A. Hannah B. Blake C. Beth D. Hayden
10. Which statement is made by Hayden? A. "That one was moldy cheese." B. "I think I found a popcorn jellybean."
M. Strait 24 C. "I think I got caramel corn." D. "The other black one is skunk spray."
Answers 1. A 2. B 3. D 4. C 5. C 6. C 7. C 8. D 9. D 10. B
M. Strait 25 ITS TIME TO ADVERTISE!! Directions: Using the example provided, you are to create an advertisement that will include at least three forms of figurative language. Below, is a rubric that will be used to grade your project.
Please be creative! Advertisement Rubric: Goals: 1.Needs improvement 2-Lets work on it 3-Average 4-Good 5-Awesome
1. Has a name for the product. 2. Has a well-designed logo. 3. Has a good slogan design. 4. Used 5 elements of figurative language. 5. Has identified the type of figurative language used in conjunction with product and advertisement element.
Total: __________ out of Max. Total is 25 points. Teachers Commentary:
M. Strait 26 Example of finished product:
Product Name: The Undertaker Slogan: I will be gone while you are still here. Logo: South Carolina State Bulldog Mascot Figures of Speech Used: 1. Simile- This car is fast as an air plane. 2. Metaphor- This motorcycle is an air plane. 3. Personification- Im so cool, I never get tired.
Im so cool, I never get tired.
The motorcycle is fast as an air plane.
This motorcycle is an air plane.
I will be gone while you are still here!!

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Study Island Converting Decimals to Fractions Quiz
Name: __________________________________________ Date: _____________________________
1.
0.50 A. B. C. D.
2. 0.400 ?
A. B. 3.
C. D.
0.600 A. B. C. D.
4.
0.80 A. B. C. D.
5.
0.60 A. B. C. D.
Answers 1. A 2. D 3. A 4. A 5. B
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Study Island Converting Decimals to Fractions Test
Name: __________________________________________ 1.
Date: _____________________________
0.800 A. B. C. D.
2.
0.60
A. B. 3.
C. D.
0.40 A. B. C. D.
M. Strait 32 4.
0.600 A. B. C. D.
5.
0.200 A. B.
M. Strait 33 C. D.
6.
0.700 A.
B.
C.
D.
7.
M. Strait 34 0.80 A. B. C. D. ?
8.
0.50 A. B. C. D.
M. Strait 35 9.
0.400 A. B. C. D.
10.
0.20 A.
M. Strait 36 B. C. D.
Answers 1. D 2. C 3. D 4. A 5. D 6. C 7. D 8. D 9. B 10. A
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M. Strait 39 4-2.4 Classifying Organisms Pre-Test Name: __________________________________________ Date:________________ 1. Scientists place organisms into one of six groups. What are these groups called? a) b) c) d) kingdoms classes orders traits
2. Which of the following is NOT one of the smaller groups in a kingdom? a) b) c) d) phylum class order trait
3. What is a trait? a) b) c) d) Smallest one-celled organism Characteristic used to classify and identify a living thing The East A harmful effect of some microorganism
M. Strait 40 Study Island 4-2.4 Classifying Organisms Test
Name: __________________________________________ Date:________________
1. If a new animal was discovered that spent half of its life underwater breathing with gills and half of its life on land breathing with lungs, which group of animals would it most likely fit into? A. insect B. amphibian C. mammal D. fish
2. What group would all humans be found in based on humans' characteristics? A. amphibian B. reptile C. mammal D. arachnid
3. Which pair of animal groups below includes only warm-blooded creatures? A. arachnids and reptiles B. mammals and birds C. amphibians and mammals D. insects and amphibians
M. Strait 41 4. The native people in a rain forest use a specific group of plants to build the roofs on their huts to keep out the rain. Which plant physical characteristic would they most likely look for in the plant group used for roofs? A. red stems B. broad leaves C. deep roots D. small seeds
5. If a member of each of the seven animal groups fell into water, which groups would have the highest chance of survival? A. fish and amphibian B. fish and mammal C. fish and reptile D. fish and bird
6. A farmer has several acres of different types of trees that he planted twenty years ago and has used to produce a food crop every year. What common feature of the trees would the farmer most likely have looked for when choosing the trees? A. color of the trees B. style of stem C. ability to bear fruit D. type of roots
7. Which of the following animals is a reptile? A. spider B. turtle C. penguin D. frog
M. Strait 42 8. Which of the following features would be least likely to help you figure out which group an animal belongs? A. if the animal has a backbone B. if the animal is warm or cold blooded C. if the animal can move on its own from one place to another place D. if the animal can fly
9. A fruit tree is an example of a _______ plant. A. cone producing B. nonflowering C. non seed-producing D. flowering
10. Angela is walking to school. She sees a large tree with cones. What type of plant does Angela see? A. It is a nonflowering plant. B. It is a flowering plant. C. It is a fruit plant. D. It is not a plant. Answers 1. B 2. C 3. B 4. B 5. A 6. C 7. B 8. C 9. D 10. A Revised Fall 2013 ACEI/NAEYC 2010 Standards
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M. Strait 46 Phases of the Moon Pre/Post-test Name: __________________________________________ Date:________________ 1. Which gives the correct order of the moons phases? a. full->first quarter->new->third quarter b. first quarter->new->full->third quarter c. new->first quarter->full->third quarter d. first quarter->third quarter->full->new 2. How much of the moon is always reflecting light from the sun? a. Half of the moon is reflecting sunlight only during the new moon phase. b. Half of the moon is reflecting sunlight only during the full moon phase. c. The entire moon is reflecting sunlight at all times. d. Half of the moon is reflecting sunlight at all times. 3. Which pattern of changes takes about a month to complete? a. day and night b. the seasons c. the moons phases d. occurrence of eclipses 4. David looks into the sky and sees a new moon. Which phase of the moon will he see in about two weeks? a. crescent moon b. first quarter moon c. full moon d. new moon 5. As the moon revolves around Earth, the moon a. always keeps the same side facing Earth b. does not rotate on its axis c. turns its entire surface toward Earth d. does not reflect light Use the drawing to answer question 6. 6. Which describes the moon phase in the drawing? a. crescent moon b. new moon c. full moon d. first quarter moon
M. Strait 47 Use the drawing below to help answer questions 7, 8, and 9. The gray circles show the Moon at different positions in its orbit around the Earth.
7. At which position in the moons orbit can all of the moons lighted side be seen from Earth? a. Position A b. Position B c. Position C d. Position D 8. Which position shows the relative positions of Earth, the moon and the sun during a solar eclipse? a. Position A b. Position B c. Position C d. Position D 9. Which position shows the relative positions of Earth, the moon and the sun during a lunar eclipse? a. Position A b. Position B c. Position C d. Position D
10. Which Moon phase causes the highest high tide and lowest low tide? a. b. c. d. Waxing crescent First quarter Waxing gibbous New moon
M. Strait 48 Open-Response Question Phases of the Moon Jane photographed the Moon for several nights this month. Clouds kept her from taking pictures a few nights. Her results are below with the oldest picture on the left. The images are numbered 1 through 4.
a. Name and identify by number three of the Moon shapes Jane photographed.
b. How many nights separate the first picture on the left with the last picture on the right. Explain your answer.
c. What phase(s) will Jane photograph the next 3 days after the last picture on the right? Explain your answer.
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Study Island Weather Pre/Post-test Name: __________________________________________ Date:________________
1. Clouds are formed when water vapor A. rises and cools down. B. falls and cools down. C. rises and heats up. D. falls and heats up.
2. The table below shows a forecast of weather conditions for the next week. Use the table to answer the question. Weather Forecast
On which day will the wind blow in the same direction as on Tuesday? A. Friday B. Monday C. Wednesday
M. Strait 50 D. Thursday
3. Hurricanes can A. damage beaches and coastal areas. B. cause flooding with heavy rain. C. blow over trees, power lines, and buildings. D. all of these
4. Suppose a mass of very cold air hits a mass of air that is very warm and wet. What will most likely happen? A. It will be cloudy for several days, but it will not rain. B. The weather will be clear and sunny. C. There will be a thunderstorm. D. It will drizzle for several days.
5. What is the substance that usually forms clouds and fog? A. tiny droplets of water B. large ice crystals C. dry dust from eroded top soil D. liquid nitrogen
6. During a tornado it is important to A. get to the highest location you can. B. stay indoors and away from windows. C. sit outside to watch the storm.
M. Strait 51 D. stay inside of a car.
7. The summer solstice is the longest day of the year. Which is true about the temperature at that time? A. The hottest weather is about one month before the summer solstice. B. The summer solstice is always the coldest day of the year. C. The hottest weather is about one month after the summer solstice. D. The summer solstice is always the hottest day of the year.
8. A tornado is a funnel-shaped cloud that can come from storm clouds. It causes very strong winds that move in a spinning pattern. A tornado can have many effects, such as A. damaging objects in its path. B. causing harm to people. C. tearing buildings apart. D. all of these
9. In _____, the number of daylight hours is decreasing. The days can be warm, and the nights are cool. The leaves of many trees, like the ones below, turn from green to yellow, orange, or red.
M. Strait 52 A. spring B. summer C. autumn D. winter
10. What type of clouds are in the picture below?
A. stratus B. none of these C. cumulus D. cirrus
Answers 1. A 2. A 3. D 4. C 5. A 6. B 7. C 8. D 9. C 10. C
M. Strait 53 Study Island Properties of Light Pre/Post-test Name: __________________________________________ Date:________________
1. At night, the Moon appears bright. Which of the following explains this? A. The light from the Earth is reflected by the Moon. B. The Moon produces its own light. C. The Moon releases the light it absorbed during the day. D. The Moon reflects the light produced by the Sun.
2.
The picture shows cars traveling on a road at night with their headlights on. Which car's headlights will seem brightest to the people in car 1? A. car 5's headlights B. car 4's headlights C. car 3's headlights D. car 2's headlights
3. Lily is reading in her room at night. Which of the following light sources is she most likely using to see the book?
M. Strait 54 A. the Sun B. a distant star C. a light bulb D. lightning
4. Light is a form of _______. A. space B. liquid C. time D. energy
5. Each color of light represents a different amount of _______. A. matter B. gravity C. energy D. sound
Answers 1. D 2. C 3. C 4. D 5. C
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Articles of Confederation Quiz
Name: _______________________________________
Date _____________________
Directions: Match the description of the plan for government to the name. Write the letter of the description in the box. Not all boxes will be filled. Articles of Confederation U.S. Constitution
A. no common currency laws B. congress given no power to collect taxes
F. states had their own separate money and trade
G. national and state governments share power C. established a legislature with 2 houses H. system of checks and balances D. no executive or judicial branch (no leader and no I. led to Shays rebellion E. gave the national government the power to collect J. provided a weak national government
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4-4.1 Articles of Confederation Quiz Name:_______________________________ Date:________________
1. _________________ headed the committee that wrote the Articles of Confederation. A. James Madison B. John Dickinson C. George Washington D. Daniel Shays 2. The Articles of Confederation empowered Congress to do all these things except _________________ A. hold sessions once a year. B. levy war and conclude peace. C. tax the states and the people. D. admit new states to the United States by a vote of nine states. 3. Under the Articles of Confederation, ______________________ had the most power. A. the executive B. the legislature C. the courts D. the states 4. What argument did James Madison make about taxes in his criticism of the Articles of Confederation? A. The national government should have the right to tax the states. B. The states could not be taxed without their own consent. C. Congress had the right to seize land for nonpayment of taxes. D. The amount of tax should be determined by the states, not the Congress. 5. Which of these helped lead directly to the economic depression of 1784? A. Britain flooded the colonies with low-priced imported goods. B. The Articles of Confederation were ratified. C. The Northwest Ordinance was passed. D. The British forced Americans into service on British warships.
M. Strait 57 6. Congress established that a new territory would become a state when ________________ A. its population reached 5,000. B. its population reached 60,000. C. its constitution received at least nine votes in Congress. D. it sent a nonvoting delegate to Congress. 7. Which best describes the governments of the individual states? A. a strong central executive and a weak legislature B. a weak central executive and a strong legislature C. an even balance of powers between the executive and the legislature D. a strong legislature with no executive 8. Individual states began to write new constitutions or revise royal charters _______________ A. immediately after the Declaration of Independence was ratified. B. immediately after the British surrendered at Yorktown. C. immediately after the Articles of Confederation were ratified. D. immediately after the Treaty of Paris was signed. 9. All of these are considered major weaknesses of the Articles of Confederation, except ___________________. A. they did not establish a strong national executive. B. they did not give Congress the power to raise taxes. C. they did not provide for the addition of new states to the nation. D. they did not provide Congress with any means to fund the U.S. army. 10. Which best describes the purpose of the Articles of Confederation? A. to apportion representation in the legislature according to each states population B. to fix the amount of the debt from the Revolutionary War C. to provide a strong central government for the United States D. to create a loose association of the individual states Answers 1. B 2. C 3. D 4. A 5. A 6. C 7. B 8. A 9. C 10. D Revised Fall 2013 ACEI/NAEYC 2010 Standards
M. Strait 58 4-4.1 Study Island The Three Branches of Government Quiz/Test Name:__________________________________________ Date:________________
1. Darcie's mom says she is planning to vote for Judge McMurty for the state Supreme Court. She knows this judge is fair and will make good decisions. Judge McMurty is part of which branch of state government? A. executive B. legislative C. judicial D. presidential
2. Lamar Alexander is a U.S. senator from Tennessee. He works with other senators in Congress to get important laws written and passed. Senator Alexander is part of which branch of the federal government? A. legislative B. Supreme Court C. judicial D. executive
3. Which of these is a responsibility of the legislative branch of state governments? A. to print money B. to elect the governor C. to carry out laws D. to make laws
M. Strait 59 4. Which of these is a responsibility of the executive branch of the federal government? A. trying court cases before a judge B. carrying out the laws C. writing and passing laws D. deciding what the laws mean
5. When a president is ready to sign a new law, he or she can decide to veto itthat means he or she decides not to sign it, and it does not become a law. When the president vetoes a bill, he or she is using his or her power as part of which branch of government? A. secretarial B. executive C. judicial D. legislative
6. The Supreme Court is part of which branch of the federal government? A. legislative B. judicial C. national D. executive
7. Which branch of state government is usually made up of two Housesthe Senate and the House of Representatives (sometimes called a General Assembly)? A. executive B. federal C. legislative
M. Strait 60 D. judicial
8. How does a person become a judge on the Supreme Court? A. The Congress chooses a candidate and then the president approves the person. B. The judge is elected by a vote of the people. C. The president chooses a candidate. D. The president chooses a candidate and then the Congress approves the person.
9. If the Supreme Court feels the president has not followed the law, it has the power to A. decide not to sign a bill into law. B. impeach the president and the Congress. C. call the Congress back into session. D. say his or her actions go against the Constitution.
M. Strait 61 10. Which of these is a way Congress can check (or limit) the power of the judicial branch? A. by firing the president if he or she is not doing his or her job B. by approving or disapproving the hiring of judges C. by deciding to call Congress back into session, if needed D. by declaring a law or action to be against the Constitution
Answers 1. C 2. A 3. D 4. B 5. B 6. B 7. C 8. D 9. D 10. B
M. Strait 62 4-5.1;4-5.2 Westward Expansion Pre-Test
Name: __________________________________________ Date: ________________
1. The Mexican War was fought over the issue of __________________ A. territorial control. B. slavery. C. Indians rights. D. religion. 2. What happened at the Alamo in 1836? A. The Mexican army defeated the Texan rebels. B. The Texan rebels gained independence for Texas. C. The U.S. army defeated the Mexican army. D. The Mexican army defeated the U.S. army. 3. The United States bought territory in _________________ in the Gadsden Purchase of 1853.
A. the Great Plains B. the Northwest C. the Southwest D. the Caribbean 4. Northerners agreed to pass the Fugitive Slave Act of 1850 in exchange for __________________
A. the purchase of the Mexican Cession. B. the establishment of the Underground Railroad. C. the Fort Laramie conference on the status of the Plains Indians. D. the admission of California as a free U.S. state. 5. As a result of the Fort Laramie conference, Indians vacated the area that later became the states of ______________ A. North and South Dakota. B. New Mexico and Arizona. C. Kansas and Nebraska. D. Texas and Oklahoma.
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6. As a result of the Mexican War, the United States gained all the following future states except ______________ A. California. B. Nevada. C. Oregon. D. Utah. 7. Americans were eager to settle Texas in the 1820s primarily because ____________________ A. Texas was a slaveholding state. B. Texas was an independent republic. C. they wanted Mexican citizenship. D. the land was inexpensive to buy. 8. The Fugitive Slave Act of 1850 made it legal to __________________ A. work on the Underground Railroad. B. help any slave escape to a free state. C. gain freedom by crossing the border into a free state. D. deny an accused slave the right to testify in his or her own defense. 9. What was the purpose of the Underground Railroad? A. to ease overcrowding on city streets B. to help slaves escape to freedom C. to encourage westward migration D. to make transport of goods more efficient 10. After the Compromise of 1850, many African Americans fled to ________________
A. California. B. Canada. C. Mexico. D. Texas. Answers: 1. A 2. A 3. C 4. D 5. C 6. C 7. D 8. D 9. B 10. B Revised Fall 2013 ACEI/NAEYC 2010 Standards
M. Strait 64 4-5.1;4-5.2 Study Island Westward Expansion Test
Name: __________________________________________ Date: _____________________________ In the 1830s, due to the efforts of President Andrew Jackson and others, Congress passed laws that allowed the government to force Native Americans off of their homeland. In 1838, General Winfield Scott and his troops marched onto Cherokee land and began to force the people to leave their homes. The soldiers then forced the Cherokee to march from their land in Georgia to Oklahoma. Although most of the Cherokee did not have shoes, coats, or blankets, the people were still forced to travel in the freezing weather. Along the journey, many people froze to death or died of hunger or sickness. By the time they reached Oklahoma, around 4,000 Cherokee had died. Back in Georgia, soldiers and settlers took or burned goods that the Cherokee left behind. Some people even dug in the Cherokee burial grounds in search of treasure. 1. The passage says that soldiers and settlers dug for treasure in the Cherokee burial grounds. This shows that they A. were interested in Indian art. B. had no respect for the Cherokees' traditions. C. wanted to learn about the Cherokees' traditions. D. had great respect for the Cherokee way of life.
2. Which historical event is described by the phrases in the box below? forced removal of the Cherokee Indians from their land in Georgia had minimal facilities, food, and protection 4,000 Cherokees died along the way A. Battle of Taliwa B. Battle of Bloody Marsh C. Cherokee War D. Trail of Tears
M. Strait 65 3. Missouri asked to become a state in 1818. However, there was a problem with that because A. Missouri wanted to be a slave state. B. the Union did not want any more states. C. Missouri wanted to be a free state. D. the president did not like Missouri.
4. The Seminole Wars began after the United States Army invaded which Spanish controlled territory? A. California B. Georgia C. Florida D. South Carolina
5. After the Land Ordinance of 1785 and the Northwest Ordinance of 1787, more land became settled by whites. What was the result of this settlement? A. the end of slavery in the United States B. a better relationship with Great Britain C. fighting over land with the French D. conflict with the Native Americans
6. Which of the following was responsible making slavery illegal in certain states north of the Ohio River and east of the Mississippi River? A. U.S. Constitution B. Northwest Ordinance C. Declaration of Independence D. Compromise of 1850
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7. When Texas became part of the United States, it was a A. free state. B. part of New Mexico. C. slave state. D. part of Spain.
8. The Kansas-Nebraska Act called for popular sovereignty in those territories. What did that mean? A. Both states had to be slave states if they wanted to be part of the U.S. B. The people of each state voted on whether slavery would be allowed. C. If Kansas wanted to be a free state, then Nebraska had to be a slave state. D. Since Kansas and Nebraska are in the West, they had to be free states.
9. As part of the Compromise of 1850, a new Fugitive Slave Act was created. This was a law that said A. if a slave ran away and made it to a free state, he or she could not be forced back. B. the northern states were allowed to help runaway slaves escape into Canada. C. slave owners had to agree to free their slaves after a certain amount of years of service. D. the government had to help track down runaway slaves and return them to their owners.
10. What was the ruling in the Supreme Court Case, Dred Scott v. Sandford? A. African Americans were not free citizens of the U.S. B. African Americans could be free citizens if they paid their owners. C. Slaves in the western territories of the U.S. were all declared free. D. Slaves who escaped to free states never had to return to slavery.
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Answers 1. B 2. D 3. A 4. C 5. D 6. B 7. C 8. B 9. D 10. A
M. Strait 68 4-6.1 The Civil War Quiz Name: __________________________________________ Date:________________ 1. The first big battle of the Civil War took place at Fort Sumter. Which state is Fort Sumter in? a) b) c) d) North Carolina South Carolina New Hampshire New York
2. The soldiers who fought for the Union side were mostly from a) b) c) d) The North The south The east The west
3. The soldiers who fought for the Confederacy side were mostly from a) b) c) d) The North The south The East The West
4. Abraham Lincoln was the _____ president. a) b) c) d) 12th 14th 16th 18th
5. At the end of the war, ______ people died. a) b) c) d) 6,000 60,000 100,000 600,000
6. Most soldiers traveled by a) b) c) d) Foot Horseback Wagon Car
M. Strait 69 7. Whats the name of the gun most soldiers used? This gun only fired one shot at a time. It was called____ a) b) c) d) Musket Muddle Muskrat Mascot
8. Soldiers on the Union side wore the color _____ a) b) c) d) Gray Brown Black Blue
9. Soldiers on the Confederacy side wore the color _____ a) b) c) d) Gray Brown Black Blue
10. Which statement is the truest? a) b) c) d) Abraham Lincoln kept many slaves. Abraham Lincoln was for slavery. Abraham Lincoln was against slavery. Abraham Lincoln didnt care either way.
11. Which statement is the truest? a) b) c) d) General Lee surrendered to General Grant. General Grant surrendered to General Lee. General Lee surrendered to Abraham Lincoln. General Grant surrendered to Abraham Lincoln.
12. The Civil War lasted for ______ a) b) c) d) 1 year 4 years 10 years 100 years
M. Strait 70 Section IV B: Assessment of Student Performance Record Keeping
Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for 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: Throughout the day, the students will complete many activities. As they are collected or observed, I will jot down the students grades and my commentary. Our grade sheet is used as a temporary sheet to document students grades. After recording the students grades, the grades will be placed on Power Teacher. Any students that are absent or have left for Resource will receive an opportunity to complete their assessment during the Bell Ringer. B. Procedures for aggregating and displaying data: I will aggregate data by using Power Teacher to calculate students grade averages. After which, I will place stickers, by students names, on the data wall for students that receive at least 80% on the assessment. This information has been communicated with students and parents, so many students look forward to seeing their stickers accumulate. This in turn motivates students to continue or increase their work and self-efficacy. C. How will you use the data to make instructional decisions? I will use my data to reflect on students progress and my instruction. I plan to use a spiraling curriculum to reinforce pa st concepts into my new lessons. If majority of the class did not do well on the assessment, I plan to reteach and target those areas where they had the most challenges. My data will allow me to know if I should continue on to the next lesson, or if I should reteach.
M. Strait 71 Section V: Classroom Management 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 the instruction, students are expected to be attentive and sit quietly. Students are to be active participants in EXPECTATIONS the lesson by raising DURING their hands NON-INSTRUCTIONAL to speak or calling on ROUTINES a friend if they are unsure about their responses. Rules: 1. 2. 3. 4. 5. Listen and follow all directions the first time. Do not talk to your classmates if not told to do so. EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES Raise your hand and wait for permission to speak. Have your supplies and be prompt for class. AND CONSEQUENCES Complete and submit all RULES assignments on time in excellence.
Consequences: 1. 2. 3. 4. 5. Verbal Warning Student/Teacher Conference No school store No end of the week snack from Mrs. Jeffords Parental contact
Incentives: 1. 2. 3. 4. 5. 6. 7. 8. Love Flower (Dum Dum candy that was formed into a flower in a flowerpot) Cheers and chants School Store A snack from Mrs. Jeffords at the end of the week Positive notes or calls to parents Stickers Pencils Computer time
M. Strait 72 EXPECTATIONS DURING NON-INSTRUCTIONIONAL ROUTINES
Attendance and Tardiness: Attendance is recorded on Power Teacher. If any students are tardy, whether they have a valid excuse or not, they must go to the front office for a pass. Breakfast: Each student is expected to go straight to breakfast before 7:30 a.m. Those students that arrive after 7:0 0 a.m. are expected to place their belongings in the hallway, by their homeroom, and walk to the cafeteria. After returning from the cafeteria, they are expected to do self-selected reading. Homework: Homework is normally given Monday-Thursday. However, homework is assigned at the discretion of the teacher. Pencil Sharpening: The students are expected to form a line at the pencil sharpener, and the teacher will sharpen pencils. This will take place in the first ten minutes of class. Unpacking: When the students enter, they must unpack, take out all of their needed supplies, hang up their jackets and book bags in the back of the classroom, and go to their seats. Getting Up: Students are not allowed to get out of their seat, unless they have received permission from the teacher. Early Finishers: After completing the bell ringer, students are expected to work on their journal entries (daily reflections). After the class reviews the bell ringer, the teacher will call on students to read their journal entry. Lining Up: I will call on students, or rows, to line up for lunch, related arts, or dismissal. Make-Up Work: The teacher will provide students that were absent make-up work. Conduct in the Halls: In an effort to not disturb other class instruction, the students are to go down the halls quietly. The students also have stopping points in the hallway and listen to the teachers directions to continue. Library: The students are allowed to go to the library if they have finished their work. Restroom: Students have to ask for permission to go to the restroom.
Reflect on classroom management: What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important? Maximizing instructional time is essential to students success and should be maintained. To establish a well-organized learning community, the students are expected to follow the class rules. These rules allow for the class to go smoothly and it lessens distraction from learning. By having students aware of the rules, consequences, and incentives, the students will know what is or what is not acceptable behavior in the classroom is. In this regard, time is valuable, and it should not be wasted.
M. Strait 73 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 homebased and school-based activities. Procedures for providing initial information At the beginning of the school term, I intend to communicate with parents and students, through an introduction letter, my goals, expectations for students learning, plan for instruction, reward and consequence system, and an open door for parents to observe and assist the class. I will provide a welcome letter and look forward to meeting parents at the schools open house. Both parents and students will have to sign and return this letter, acknowledging that they have read our class system and expectations. At the schools open house, I will get a chance to meet parents, discuss some known challenges or concerns that the parents may have about the students, complete important sheets in case of an emergency, and create an inviting atmosphere for parents to enter and assist in the classroom.
Procedures for involving parents with the learning at home Section VII: Reflecting Revision It is important for me to communicate with parents, so and I plan to sendProcedures students graded assessments for parents signatures. This will allow for parents to stay aware of their childs progress in my class before the progress report or report card is distributed. I also plan to send home our class newsletter about upcoming events and instructional units, strategies for parents to work with their child, strategies for students to practice, and resources that can be used to extend learning. This will also serve as an invitation for parental involvement.
M. Strait 74 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: I believe that my long range will keep me anchored and focused on my expectations for my students throughout the school year. By incorporating those key factors (i.e. gender, resource, reading level, and students interest), it wil l allow for me to create engaging lessons and increase students comprehension of the concepts that will be taught. I plan to modify, if needed, any of my instruction in an effort to reach all learners in my class. B. Weaknesses I believe that I will not get the chance to spend as much time with each standard as I would like. For things that are out of my control, such as inclement weather, holidays, or school programs, it is important for me to plan appropriately. Due to these events, I may have to merge lessons together and risk the chance of students getting a deeper connection to concepts. By maximizing my instruction, hopefully, this will help in getting students to be knowledgeable of the concepts. C. Time line for evaluating long range plan components. I plan to evaluate my long range plan bi-weekly. This is in effort to stay focused on my goals and expectations for the students. Due to reassessing students, school programs, holidays, inclement weather, or other events, it is likely that I will have to modify my long range plan to meet the needs of my students. D. List modifications and adaptations that you think might be needed to improve the procedures. 1. Time adjustments for particular standards and indicators 2. More instructional time and less testing time E. Plan for reflecting on your teaching practices.
I plan to use my reflective lesson plans to reflect on my instruction. I also plan to use my reflective lesson plan to see if there are any variances between the first class and the second class. My goal is to get all students to make at least 80% on the assessments. I intend to reflect on my students assessments to determine whether I should reteach or continue on to the next lesson.
M. Strait 75 Long Range Plan Scoring Rubric ACEI/ NAEY C Component Target (3) Acceptable (2) Unacceptable (1) Does not include at least five (5) types of descriptions; displays minimal understanding of addressing a variety of student needs when planning. Used primarily secondary source data (records) to obtain data. No school or community data included. Includes standards, but lacks appropriate depth of knowledge of taxonomy, skills, and dispositions relevant and meaningful to specific age groups. Score
1.0/1a
Description of Students
Describes students in-depth according to ability, learning styles, ethnic group, gender and special needs, etc.; suggests several ways to plan lessons to accommodate differences. Data is collected from multiple sources, including IEPs, test scores, school records, student interest surveys, school personnel, students, etc. Candidate reflects an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community. Includes at least four (4) or more standards which exhibit evidence of objective taxonomy, skills, and dispositions that support elementary students development, learning, and motivation to learn. Goals clearly reflect sensitivity to the diversity of students in their development and learning styles, as well as race, ethnicity, culture and exceptional needs.
Describes students according to their differences, but is unclear about ways to accommodate differences when planning. Data is collected from at least three types of sources and the candidate shows some understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community. Includes at least three (3) standards which exhibit knowledge of objective taxonomy, skills, and dispositions relevant and meaningful to specific age groups. Goals reflect an understanding of the diversity of students in their development and learning styles and reflect at least two of the following: race, ethnicity, culture or exceptional needs. The content area has 90% of the key elements covered, reflecting knowledge of key themes, concepts and of English language arts skills. The content is paced so objectives are covered.
5.2/2c; 3b
Contextual Factors
3.1/3a
Learning and Developmental Goals
3.2/1c
Learning and Developmental Goals
Goals lack sensitivity to the diversity of students.
2.1/5a
Units of Instruction - English Language Arts
The content area related to reading, writing, speaking, viewing, listening, and thinking skills is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, of concepts, and of English language arts skills. The content is paced so objectives are covered.
The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts and of English language arts skills. The content is not paced so objectives are covered.
M. Strait 76 The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of science skills. The content is not paced so objectives are covered. The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of mathematics skills. The content is not paced so objectives are covered. The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of social studies skills. The content is not paced so objectives are covered. Visual and performing arts key elements are not included in each unit.
2.2/5a
Units of Instruction - Science
The content area related to concepts of physical, life, and earth science is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content Is paced so objectives are covered. The content area related to concepts of number and operations, algebra, geometry, measurement, and data analysis and probability is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered. The content area related to concepts of history, geography, and the social sciences is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered. Clear integration of visual and performing arts (dance, music, theater and the visual arts) is indicated multiple times throughout the units. Clear integration of health is indicated multiple times throughout the units. PE is clearly integrated several times in each of the units.
The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content is paced so objectives are covered.
2.3/5a
Units of Instruction - Mathematics
The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered. The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered. Visual and performing key elements are integrated at least twice within each unit outline.
2.4/5a
Units of Instruction Social Studies
2.5/5a
Instructional Units Visual and Performing Arts Instructional Units - Health Instructional Units Physical Education
2.6/5a
Health key elements are integrated Health key elements are not at least twice within each unit included in each unit. outline. PE key elements are integrated at least twice within each unit outline. Physical Education key elements are not included in each unit.
2.7/5a
M. Strait 77 Materials list is inadequate and tends to represent traditionally supplied materials. Materials are general and do not directly support or enrich curriculum units. Student needs and characteristics do not appear to drive the choices of materials and resources. No community resources are used. Technology listed includes only the teachers use of technology for instructional presentations.
1.0/4c
Instructional Materials & Resources
Uses a variety of instructional materials and resources that directly align and support units; materials/resources clearly support curriculum enhancement and successful learning experiences to support and enrich student development, characteristics, acquisition of knowledge, and motivation to learn. Evidence of the use of community resources is provided.
Materials list is adequate to support units. List represents variety. Materials list tends to be general in nature and does not focus comprehensively on student characteristics, enrichment, enhancement, and students needs. No evidence of the use of community resources. Technology listed includes the teachers and students uses of tools to reflect an understanding of its use as a communication tool. Formative and summative assessments match learning goals and the content to be covered, but the majority are traditional paper and pencil types. Criteria for evaluating results are clear. Assessments reflect an emphasis on knowledge and application. Procedures for maintaining recorded data are clear, with some strategies for developing, aggregating and displaying data for decision making. Some information is given for using data to make decisions and to promote the relationship between data collection and reflective decisionmaking.
3.5/4b
Instructional Materials & Resources
Technology, to include hardware, software and assisted support is listed and reflects the use of such tools to foster inquiry, collaboration and interaction. Formative and summative assessments, use direct and indirect methods, match learning goals, instructional activities, and represent a variety of assessment strategies. The strategies are appropriate for the content to be covered and the students ability and developmental levels. Criteria for the weighting process and evaluating results are clear, concise and promote intellectual, social, emotional, and the physical development of students. Higher level thinking and student reflection are promoted. Procedures for recording, aggregating and displaying data indicate that records are organized, well maintained and easy to interpret; procedures are easy to follow to plan, to evaluate, strengthen instruction, make content knowledge decisions, and make individual progress decisions. Use of data for differentiated instruction is clear.
4.0/3b
Assessment
Assessments given do not match the learning goals, or no explanations, descriptions, or assessments are attached.
4.0/3b
Student Records
Procedures for maintaining recorded data are somewhat clear, but little to no plan is developed for aggregating and displaying data for decision making. Plan for using data to make decisions is unclear. No relationship between data collection and reflective decision-making.
M. Strait 78 States explicit expectations of students and consequences for misbehavior. Rules and consequences are limited to 5 or less, are age appropriate, focus on behaviors rather than students, and support a positive learning environment. Instructional procedures represent essential routines for promoting efficiency and minimal loss of time for learning. Offers detailed directions for such activities as restroom break, emergency drills, school assemblies, field trips, and other movement in the classroom and halls. Clear, consistent evidence exists that the candidate plans to provide the family appropriate, culturally sensitive, reader friendly information concerning goals, instruction, rules and assessment on an initial and periodic basis; reflects on decisions and involves students, families, and the learning community to enhance learning. Plans indicate evidence of collaboration with the learning community to foster and support communication; a variety of ways to communicate and ways that families can be involved at the school and home are given to promote the growth and well-being of children. Plans specifically indicate opportunities for reflecting on teaching practices to improve the teaching and learning process. Rules and consequences are age appropriate, represent support for a positive learning environment, and are limited to 5 or less. Instructional procedures cover most of the areas that promote minimal loss of instructional time. Provides adequate directions for non-instructional activities. Adequate evidence exists that the candidate plans to establish an open line of communication on an initial and periodic basis, regarding pertinent information involving students, families, and the learning community to enhance learning; sensitivity to diversity is clear. Adequate collaboration regarding communication with the learning community is evident. Some evidence of opportunities to reflect on teaching practices to improve the teaching and learning process.
3.4/1c
Discipline Policy
Rules and consequences are negative in nature and are not aligned with age appropriate practices. More than 5 rules are given. Rules allow for a loss of instructional time.
3.4/1c
Procedures for Non-Instructional Activities
No procedures for noninstructional were given. Uses minimal, to no attempts to involve the family in learning goals at the home or at school. Fails to provide specific examples of periodic communication methods. Sensitivity to diversity is unclear.
5.2/2b
Parental Communications
5.2/2b
Parental Communications
No procedures for continuous communication involving the learning community. The candidate does not provide reflections or suggest recommendations for improving the process of teaching and learning. OVERALL SCORE
5.1/4d
Reflections
Unacceptable/Developing (1)
Acceptable/Meets (2)
Target/Exceeds (3)
M. Strait 79 Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated. Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment. Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

M. Strait 4 Subject: Science

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

4-6.1 Compare how data-collection methods impact survey results.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Teacher Materials Power Points

Student Materials 4 Composition Journals

Red Pens Black Pens Blue Pens Markers Highlighters Pencils

All All All All

Notebook Paper Glue sticks Study Island Index Cards Rulers

Revised Fall 2013 ACEI/NAEYC 2010 Standards

All All All All All Math Activity on probability

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Assessments (Indicate whether formative or summative)

Student Progress/Achievement Reporting Method(s)

A= 100-93 B=92-85 Formative (Commercially Available) C=84-77 D=76-70 F=69-0

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Study Island 4-1.6 Authors Craft Test

Name: __________________________________________ Date: _____________________________

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The Barefoot Boy by c.safos

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

BeanBoozled by Audge Podge

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Total: __________ out of Max. Total is 25 points. Teachers Commentary:

Revised Fall 2013 ACEI/NAEYC 2010 Standards

M. Strait 26 Example of finished product:

Im so cool, I never get tired.

The motorcycle is fast as an air plane.

This motorcycle is an air plane.

I will be gone while you are still here!!

Study Island Converting Decimals to Fractions Quiz

Name: __________________________________________ Date: _____________________________

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Study Island Converting Decimals to Fractions Test

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

M. Strait 40 Study Island 4-2.4 Classifying Organisms Test

Name: __________________________________________ Date:________________

Revised Fall 2013 ACEI/NAEYC 2010 Standards

7. Which of the following animals is a reptile? A. spider B. turtle C. penguin D. frog

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Study Island Weather Pre/Post-test Name: __________________________________________ Date:________________

Name: ______________ Date: _

Name: ______________ Date: _

Name: __________________________ Date:

Study Island Weather Pre/Post-test Name: __________________________ Date:

M. Strait 53 Study Island Properties of Light Pre/Post-test Name: __________________________ Date:

4-4.1 Articles of Confederation Quiz Name:_______________ Date:

Name: __________________________ Date: