Scripted Plans: First Grade, Day 1

Today I sit on my couch and say goodbye to summer, though it feels nothing like the start of a new year. I may be in a little bit of denial but the air feels too humid and still to announce the smell of sharpened pencils, and freshly waxed floors. While trying to wrap my head around a new school year, I had a realization. I have completely forgotten how to teach. Though my classroom is flowing with new crayons, crisp folders, and clean pillows – I do not remember anything about teaching. I do not remember my teacher language, I have forgotten where I placed my positivity, and I have not yet gotten it through my head that I can’t say words like, “crap” or “butt”. So I thought it would be helpful for me, and for my kids, to go back through my plans for day 1, and script them out for myself.

  • 9:00 Entry
    • Hands at sides
    • Eyes on me
    • Mouths closed
  • Stairs
    • One hand on the railing
    • Tip toe feet
    • Mouths closed
  • 9:00 – 9:10 Breakfast
    • Send in 4 students at a time – on all of the desks your names are written.
      • Go in the room and find your name on your desk
      • Find your desk, hang your backpack over your chair, then sit down and start eating, no talking
    • Call students by colored tables to hang up their backpack – if students have supplies, they can put them in the box at this time
  • 9:10 teach hand clap
    • Wow! So many of you remembered our hand clap!
    • Remember, I clap, and then you clap back. Then freeze with hands together.
    • Lets try it again! Notice students doing it correctly
  • Clean up breakfast
  • 9:10 move to rug
    • I want everyone to look on the top of their desk, and find the little colored piece of paper that is taped down. When you find it, point to it.
    • That is your table color.
    • When I call your table color, you are going to stand up, push in your chair, and walk to the rug and sit down without talking.  Teacher model.
    • Can someone show us what it will look like when we stand up, push in our chair and walk to the rug without talking?
  • Teach Listening position
    • When we sit on the rug we always sit in listening position
      • Crisscross legs, hands on lap, eyes on me, mouths closed
      • Notice students doing it correctly
  • 9:15 Greeting game – pass around ball, have student say their name and their favorite ice cream flavor.
    • Write name on chart as students say name
  • 9:25 Read morning message and poem

Stretch – warm up?

9:30 Launching Writing Workshop – model on chart paper

  • We are going to become writers this year!  Each of you will write books like this- Eric Carle books and Dr. Seuss.  Each day we will meet here to learn what authors do.
  • Watch what I do when write:  First I think of an idea.  Hmmmm… what should I write about?  Something that happened to me was… oh I know, I’ll write about eating breakfast this morning. 
  • Let me draw my story.  I was standing in the kitchen with my bowl of oatmeal.  I took a bite and the oatmeal was HOT so I said ouch!
  • Now I need to write my words.  This is me so I’ll write me. Mmmm eeeeee.  Cont. labeling bowl. 
  • Write:  I ate oatmeal.  It was hot.
  • Did you notice what I did?  First I thought of something that happened to me.  Then I drew it.  Then I wrote words about it.  You can do this same thing!  You can think of something that happened to you and write about it. 
  • Ideas:  Maybe your baby brother was crying last night and woke you up. Maybe you were playing baseball with your friends.  Maybe you want to write about playing with your favorite toy.  Maybe you helped your mom cook dinner. 
  • Writers, close your eyes and think of something that you want to write about. 
  • Each child share what they will write about before I give them paper.  Go to seat. Level 0.  Write and draw.
    • Before turning students off to write- tell them we will always have the first 10 minutes of writing be silent and on our own.  After the “Quiet Ten” you may share with a table partner or raise your hand to talk to the teacher
  • 9:55 teach clap and clean up
  • 10:00 Bathroom
    • T. model lining up, S. model
    • Call tables to push in chair, and walk into line without talking
      • HALL CHART  – when we go into the hall, there is no talking
    • Students sit on floor for bathroom
      • Go to the bathroom and wash hands without talking
  • 10:15 Move students to rug – sit in listening position – read: The Night Before 1st grade
  • 10:30 – 11:10 Launch Read to Self
    • Today we are going to learn to ways to read a book. Who thinks they know 1 way that we can read a book?
      • Wow, that’s right! We can…
      • Is there another way that we can read a book?
      • Model both ways
      • What did you notice about when I read the pictures, and when I read the words?
    • Today we are going to begin the first day of the Daily 4. We know that the most important thing we can do to become better readers who love to read is to spend lots of time practicing reading.
      • Why is it important that we read everyday?
        • Add – why: to become a better reader
    • If our class were to do read to self independently , which means reading all by yourself, what do you think it might look like, sound like, and feel like in our classroom? What will you be doing when you read to self?
      • Read the whole time, stay in one spot, get started right away, read quietly
    • What will Ms. S be doing when you read to self?
      • Working with students
    • Is there someone who can show us the correct way to read to self?
      • Incorrect way?
    • Today we are going to practice read to self for just 3 minutes! We are going to train our brains and bodies to do read to self the right way. We need to get stronger at reading longer and longer!
      • Review chart one more time
      • Call students names on book boxes, move to desks and start read to self
    • After 3 minutes, ring bell, call students back to rug
    • Let’s look over our I-chart of Read to Self and reflect on how it went.  As we read through each of the items on the chart, think about your Read-to-Self behaviors.  Were you practicing what readers who Read-to-Self do?  Put your closed hand right next to your heart.  As we go through each Read-to-Self behavior on our chart, think about how you did today.  If you know in your heart that you were successful today, put your thumb up.  If in your heart you know that you can improve in that area, put your thumb sideways.  Keep it close to you, right next to your heart.”
      • Read over items on student side of I-chart, reflecting on each.
    • “Is there anyone who would like to share a celebration of what went well during our first practice?”
    • “Before we practice again, are there any changes you think we need to make?”
    • We are going to do another three-minute practice.  Let’s look one more time at our I-chart before we go.  Is there anything we need to add to this chart to help make our Read-to-Self time go even better?”
    • Call students by colored rug rows to go back to seat and practice read to self 1 more time.
    • Call students back to rug after 3 minutes
    • “Let’s talk about how that three-minute practice of Read to Self went.  Who would like to share something that went well?”
  • 11:10 – 11:25 Read Harold and the Purple Crayon
    • Introduce caddies, crayons, and pencils
      • Where do pencils go? Where do crayons go?
      • How do we take care of our caddies? Crayons? Pencils?
      • In 1st grade, we always write our first and last name in pencil first on our paper, then we color using at least 4 different colors. We are going to practice this now.
    • Pass out 1 box of crayons for each student. Lets students add crayons to caddies, then give a coloring sheet.
  • 11:25 call students by lunch card to line up for lunch. T model. S model
  • 11:35 Lunch
  • 12:00 recess or heads down in the room
  • 12:10 Bathroom
    • T. model lining up, S. model
    • Call tables to push in chair, and walk into line without talking
      • HALL CHART  – when we go into the hall, there is no talking
    • Students sit on floor for bathroom
      • Go to the bathroom and wash hands without talking
  • 12:20 Read How Do Dinosaurs Go to School – we are a team! We have to work together to learn and get smarter!
  • 12:30-12:50 Mr. Wood in room – students practice using caddies, crayons, and pencils
    • color Mandala sheets at tables
  • 12:50 rules
    • Review book
    • Golden Rule: What does it mean: treat others the way you want to be treated.
    • Make chart of ideas for rules
      • Raise hand to talk, keep hands and feet to self, do your best, take care of materials, listen when others are talking, etc.
    • Teach behavior stick
    • Color your hand and write your name on it. Put on rules tomorrow
  • 1:20 Line up for assembly
  • 1:30 Assembly
  • 1:50 Snack???
  • 2:00 read Leo the Late Bloomer
    • Create chart of goals for 1st grade – learn to read, make friends, learn to add and subtract, make good grades, have fun, read books, etc
    • Pick a goal – write it and draw yourself doing your goal
    • Make into class book
  • 2:20 Math – Calendar
  • 2:25 Guided Discovery Pattern blocks
    • What can we do with pattern blocks? How can we take care of pattern blocks? Where do we keep pattern blocks?
  • 2:35 Call students by colored rows on rug to get their backpack and hang it over their chair
    • T. model, S. model
  • End of day meeting  – what is your favorite thing about 1st grade?
    • Sing school chant again
  • 2:40 Guided Discovery of Folders
    • Show calendar and important letters, folder comes back to school everyday, how can we take good care of our folder? How should we put it in our backpack?
    • Pass out folders to students by name, have student put folder in backpack, and then line up without talking.
      • T. model, S. model
  • 2:50 Dismissal

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