My grade level partner and I sat down this week and hashed out our first few weeks of school. It was a little difficult because we do not know what our exact schedule will be; we do not know our lunch schedule, prep schedule, or bathroom times. So we did what we could with what we know.
We used basically the same “First 2 Week” structure that we had used when teaching kindergarten. Since we already know our kids this time around, we will not need to focus as much time building our classroom culture and climate. We will still have daily Guided Discoveries and review of classroom rules, but we can also incorporate things like Choice Time into our First 2 Weeks because our students have had previous exposure to it.
This year we will be starting the Daily 5 on day 1, and we will spend about the first month building stamina through our Daily 5 routines. We had found an article online titled The Daily 5 For Dummies, and we will be using a lot of what we found in that article to help us with specific “Daily 5” language when we are going through the process of introducing it. You will see this below in my plans. Things that I want to make sure I say are in italics.
First Grade First Two Weeks of School
- All day routines being learned- Habits of discussion –complete sentence training
- Send in 4 at a time, hang up backpack, find name and sit down and eat – no talking
- coloring name tag or picture with a few crayons out
- remind/ teach attention clap, position 1, move to carpet – several students model – direct students to square
- Review listening position – who can show me listening position?
- Morning Meeting: Message on chart paper, Greeting game, abc’s/ Heggerty, poem ( School Chant), active movement game (later add spelling practice w/ words for week) (25 min.)
- Writing – Launching workshop (30 min) – LEVEL 0
- 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
- Model writing and drawing a story- label picture by stretching out sounds and recording the letters that represent sounds
- Model thinking of sentence, counting words, and writing
- Read aloud- Oh! The Places You’ll Go by Dr. Seuss or beginning of year book
- How to line up- HALL chart (Hands at side All eyes forward Lips zipped Legs walking safely)
- Launch Read to Self (20 min.)
- 3 Ways to read a book (1st 2- read words, read pictures)
- Model 2 ways and discuss- use a King Street book
- I Chart for Read to Self
- Model- Practice- Check-in- Practice (3 Minutes per practice)
“Today we are going to begin our very first day of the Daily Five. 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. Let’s begin by making an I-chart, with our ideas of why it is so important that we read to ourselves.”
Top of chart – Read to Self, Independence
Under heading write – Why: to become a better reader
“That is why we will begin Daily Five with Read to Self. Why else do we read to ourselves?”
Write responses on chart – Add an I, we stands for Independence. Write “students” on the top left and “teacher” on the top right. Brainstorm appropriate Read-to-self behaviors.
“If our class were to do Read to Self independently, which means all by yourselves, what do you think it might look, sound, or feel like?”
(Record response. Be sure “reading the whole time” is included.
“These are all such good ideas. You already know a lot about how Read to Self looks, feels, and sounds. What about the teacher? What would the teacher be doing?”
Add “teacher” to the I-chart and add: read with groups of children, read with children one at a time, listen to children read, and help them with their reading strategies.
“Now that we have talked about what Read to Self might look like, sound like, and feel like, is there anyone who would like to model, or show the class?”
choose student to model
“Let’s look at Patrick as he models for us. Wow, he is certainly staying in one spot.”
Point to I-chart while observing each behavior. Applause
“Who can tell us what you saw Patrick doing as he was practicing Read to Self?”
Choose a few other models.
“Is there anyone who would like to model Read to Self the inappropriate way?”
“Okay, let’s watch Benjamin as he models Read to Self the inappropriate way.”
“Oh my, let’s look at our chart.”
“Okay, Benjamin, now please show us the appropriate way to Read to Self.”
PRACTICING READ TO SELF- THE THREE MINUTE START
“The reason we are practicing for just three minutes is that we are working to help you build your stamina and to train your bodies and brains to do Read to Self the appropriate way, the ways we brainstormed on the chart and the way you saw some of your friends model. Building your stamina each day will help you all year long as we work toward becoming better readers who love to read.”
- Handwriting (Introduce pencils, grip, practice strokes, using caddies, what to do when you need a sharp pencil)
- Guided Discovery of caddies with only pencils in them
- Rules- Read How Do Dinosaurs Go to School? Or David Goes to School – Make chart of ideas for rules, teach behavior stick
- Have kids brainstorm rule ideas, write on chart paper, circle ones we like best and add those to Rule Chart
- Introduce behavior stick
- Draw yourself following the rules
- Math- Calendar
- Guided Discovery of Pattern Blocks and play time
- Guided Discovery of folders – How to take care of them, put them in backpack, etc.
- Closing Circle/ End of day meeting – sing chant from the morning, talk about day – what went well, what will you work on tomorrow, etc.