Ashley Sanders

LongRange Plans

Kindergarten

2012-2013

  1. A description of the students being taught.

HomelandParkPrimary School is a Title I School.

White
Males / White Females / Black Males / Black Females /

Hispanic Males

/

Hispanic Females

/

Mixed Males

/

Mixed Females

Kaeden Brown / Tiffany Rodgers / Camarian Allen / ZeAndrea Merriweather / Jesus Hernandez / Kimberly Quezada Munoz / Dylan Dale / Ashlyn Lewis
Katelyn Butler / Zymire Bennett / Zykeria Clayton / Nathan Lopez / Kieren Martin
Madison Padgett / Ilekae Armstrong / Harmony Jackson
Bailee Albaugh / Jamyzae Gilliam / Onea Palmer
Kaylynn Wray
Abigail Wickham
Marisa Whitmire
Totals: 1 / 7 / 4 / 4 / 2 / 1 / 2 / 1

My kindergarten class is composed of 13 females (7 white, 4 black, 1 hispanic, and 1 mixed) and 9 males (1 white, 4 black, 2 hispanic, and 2 mixed) for a total of 21 students. The ages of my students are 5 and 6 years old. Some of my students attended the Head Start Program, South Fant, West Market, or other day care programs last year.

During the first two weeks of school each child was given the Informal Assessments for Letter Identification and Beginning of the year Math Skillsas well as the DIBELS screening. The DIBELS screening dealt with beginning sounds and letter identification. Through these assessments I could identify the students’ strengths and weaknesses.

  1. A statement of the learning and developmental goals for students.

Students will be expected to master the South Carolina kindergarten grade level standards in Language Arts, Math, Social Studies, Science, and Health. I will see that students with developmental problems receive the assistance needed. This is the year for my students to find out what the academic and social world is like. I plan for this year to be a solid and firm foundation, which will serve them for the rest of their lives.

  1. The units of instruction that will be taught during the school year.

See Timeline for Units of Instruction in Curriculum Notebook.

  1. The sequence for which units will be taught.

See Timeline for Units of Instruction in Curriculum Notebook.

  1. The timeline for covering the units of instruction.

See Timeline for Units of Instruction in Curriculum Notebook.

  1. A plan for ordering and obtaining key materials and resources.

The following materials and resources will be used throughout the school year:

crayons sentence strips dry erase board

pencils prizes tables / chairs

glue stickers hanging file folders

scissors poster board file folders

markers flash cards pens

paint paint brushes chalkboard

construction paper cups pictures

writing paper napkins pushpins

notebook paper paper plates mixing bowls

overhead projector plastic spoons index cards

transparencies record player small jars

overhead markers records rubber bands

dry erase markers file folder games cotton balls

chalk paper and plastic money Q - Tips

eraser overhead letters pipe cleaners

books overhead chips wiggle eyes

posters sequins glitter glue

pocket charts baskets snacks

charts trays drinks

paper clips storage containers stapler

clothes pins table caddies staples

playdo/playdo cut-outs calendar set yarn

housekeeping center items weather set velcro

block center items rulers cereal

manipulative center items magazines beans

reading center items newspapers seeds

computer center items Ziploc bags easels

puzzles envelopes TV / VCR

puppet center items Smartboard Elmo

*Teachers are allowed to spend $250 for classroom supplies (when the money is available). The school also provides some of the needed materials. Students are asked to bring necessary items for classroom use. We ask parents/guardians to contribute classroom materials throughout the year.

7 & 8. An overall plan for assessing and evaluating students’ progress. A description of the record keeping system, including grading procedures, the teacher will use to maintain student assessment results.

At the beginning of the school year, I use Informal Assessments and DIBELS screening as a guide to obtain the knowledge level that my children are beginning the year with. Another district assessment will be given at the end of each nine weeks to track their progress. The students will also take MAP test three times during the school year. A report card will be used in the fall and conference with parents to show their child’s progress or lack of progress. The report cards for the rest of the year will also be sent home at the end of each nine weeks. Report cards will be placed in the student’s permanent record folder at the end of the school year. Portfolios on each student will be kept with examples of the student’s work. Other conferences will be held as necessary.

9. A description of the rules and procedures for managing student behavior.

Classroom rules and procedures are given out and explained to parents at Open House. The parents must read, sign, and return a copy of the rules and procedures. School rules and procedures are listed in the Homeland Park Parent/Student Handbook. Classroom rules are posted and read to students everyday during the first two weeks of school. The rules are reviewed with the students as necessary.

CLASS RULES

* Our class rules were developed by a committee last school year to improve student behavior and reduce student discipline referrals.

*Come to school prepared and ready to learn

*Follow Directions

*Bekind to others
*Keep our classroom and school neat and clean
*Always do your best

CONSEQUENCES

*In Mrs. Sanders’ class we pull sticks for not following classroom rules.
0-1 sticks-Green- Brilliant Day
2 sticks- Blue- Warning- Try harder tomorrow
3 sticks- Yellow –lose 5 minutes of recess
4 sticks- Orange- lose 10 minutes of recess

5 sticks- Red- lose all recess/sent to office

POSITIVE REINFORCEMENTS

*Whole class: A compliment chain will be used for good behavior, following directions, and outside compliments. When the chain reaches a certain length the students will earn rewards provided by the teacher.
*Individual: Rewardswill be used for good behavior, following directions, and active participation
during lesson activities.

* SEVERE DISRUPTIONS WILL RESULT IN AN IMMEDIATE REFERRAL TO THE OFFICE.

Students who remain on a green all week will be rewarded with a visit to the treasure box on Friday.

10. A description of the procedures for carrying out non-instructional

activities in the classroom.

  • Beginning of the Day: Students eat breakfast in the lunchroom. Students use the restrooms across from library after eating breakfast (restroom break is taken as a class). As the students enter the classroom, they place their blue folder, money, papers, notes, and /or “Take Home Books” in the green basket located on the teacher’s table. Students place their book bags on their hook, make their lunch choice, and then begin completing their morning work.
  • Lunch Money: Parents send lunch money in envelopes marked with the child’s name. Lunch money is taken any day of the week. The assistant will place lunch money in small brown envelopes provided by the lunch clerk. The small brown envelopes will then be placed in a large brown envelope marked with the teacher’s name. The assistant will turn in any lunch money to the lunch assistant manager.
  • Other Money: Any money turned in must be in an envelope marked with the child’s name and what the money is for.
  • Attendance: Each morning, attendance is taken in the computer by the teacher.
  • Take Home Books: Students will receive a Take Home Book and a reading bag. Students are to read the book and/or have the book read to them each night. Take Home Books are to be placed in the students’ cubby each morning.
  • Homework: Students will be provided a homework folder to turn homework in and to receive new assignments. Homework assignments are listed on the Weekly Newsletter that is sent home each Monday.
  • Restroom: The students will use hall restrooms after eating breakfast and after related arts. The students are allowed to use the class restroom during center time (they do not need to ask for permission during this time) and other times as necessary.
  • Helpers: One helper is chosen daily to assist the teacher with morning group time. The helper is the line leader for the day, the milk helper at lunch, and holds the door for classmates. The helper also aids the teacher for various jobs/assignments as needed.
  • Group Time: Students are to sit on their assigned colored square. Students are to sit quietly with their legs folded and hands in laps.
  • Seatwork: Students are to sit in their assigned seats at the tables. Students work quietly while at the tables. Materials are in the center of the table; pencils, crayons, erasers, and glue are located in the containers on each table. Children share containers. Scissors are located in the caddy located on each table.
  • Finishing Early: After the teacher has checked student’s work, students are to quietly read a book from the book basket on their table. The teacher may give different directions for early finishers (ex: write word wall words on the back of the paper).
  • Centers: Center Time pocket chart lets children know what centers they are to complete each day. While the students are at their centers, the teacher and the assistant will work with a group of students at their table for acceleration or enrichment. Center time schedules are posted throughout the classroom.

Center Rules and Procedures:

  • Students are to complete two literacy centers before working in developmental centers.
  • Maximum of four students per center
  • Students must keep center materials at designated centers only.
  • Students are to whisper while in a center
  • Students are to clean up center/their area when they are finished

*Students who do not follow center rules will have time-out the remainder of center time.

  • Line Up / Travel: The helper of the day lines up first and is the line leader. Students are called by rows or called individually to line up at the door. The quietest row or individual is allowed to line up first, followed by the other rows or individuals as they are “ready” to line up. Students must have their“fish bubble” and their hands behind their back (their duck tail) and are to be quiet before traveling. In the halls, students must have their “fish bubble” and “duck tail” up and remain quiet in line.
  • Recess: Recess is scheduled at the end of the day. Students are called individually or by rows to line up at the back door for recess. Students are taken to the playground and supervised by the teacher and/ or the assistant. Students must remain quiet and walk until they get to the end of the building (because of other classes) and remain in line until they arrive at the playground. Playground safety rules are to be followed. When a signal is given, a raised hand or whistle is blown, the students line up to return to the classroom. Students enter the classroom and begin dismissal.
  • Drills – Fire, Tornado, and Earthquake:

Fire: Students will follow the procedures indicated in the emergency evacuation kit. Students will use the front classroom door to exit the building through the lobby and will walk in a quiet and orderly single-file line. Roll is taken outside to account for all students.

Tornado: Students will follow the procedures indicated in the emergency evacuation kit. Students will walk in a quiet, single-file line into the hallway. Students will kneel down with their hands covering their heads in the designated space along the wall outside the classroom.

Earthquake: Students will follow the procedures indicated in the emergency evacuation kit. Students will be placed under the tables in the classroom and will remain until the principal informs everyone over the loud-speaker that the area is clear for building evacuation. The students will evacuate the building through the back door and follow the same procedures as a fire drill.

  • Dismissal: All bus riders are lined up by bus number. The assistant will walk bus riders to the buses at 2:00. Car riders and walkers will be lined up together after bus riders have been dismissed. Car riders and walkers will be walked to the gym at 2:05. Students quietly sit at the tables located in the cafeteria. Students’ names are called as their rides are available. Walkers will leave when “Walkers” are called during dismissal.

11.A description of the procedures for routinely communicating with

parents.

  • Parents’ Meeting: Kindergarten teachers have a parents’ meeting (orientation) before the first day of school to inform parents about classroom rules and procedures and to address kindergarten information. Other kindergarten meetings (kindergarten workshops) are held periodically throughout the year to inform parents of classroom learning and ways the parent can help their child succeed.
  • Weekly Newsletters: Every Monday the teacher sends home a newsletter informing parents of the letter of the week, the theme of the week, the dates of important events, and of notes and reminders.
  • Weekly Homework: Homework assignments go home each Monday. The assignments for the week are located on the Weekly Newsletter. Homework allows parents to see what we are doing in class because it reflects what we study during the week.
  • Parent Conferences: Fall conferences are held to inform parents of their child’s progress in school. Other conferences are held if the teacher sees a need or if the parent requests a conference.
  • Other Methods of Communication: Phone calls or notes are used to contact parents as the need arises. The teacher also writes small messages on students’ work letting the parent know if the child hurried through the work, needs improvement, or completed the assignment to the teacher’s satisfaction.

12.A plan to evaluate and adjust the LRP as necessary.

These long-range plans may be evaluated and adjusted as necessary

depending on the ability levels of students and unforeseen events.