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

1st Grade Day 1 Outline

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

 Day 1

  • 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.

Modeling

 “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.

Incorrect Model

 “Is there anyone who would like to model Read to Self the inappropriate way?”

 Choose student

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.

Kindergarten Writing: Year in Preview

Kindergarten Year in Preview in Writing

For use with: Lucy Calkins and Teaching Writing in Kindergarten

August (Themes/Ideas: School, Myself)

  • Name writing
  • Launching Writer’s Workshop
  • Thinking of a topic, drawing and labeling

September (Themes/Ideas: Emotions, faces, bodies, Rules)

  • Explicit drawing lessons (representing ideas in pictures)
  • Guided Writing of short, simple sentences
  • Writing word wall words in sentences

October (Themes/Ideas: Bats, Witches, Halloween, Pumpkins)

  • Explicit labeling
  • Guided Writing of longer sentences

November/December (Themes/Ideas: Snow, Winter, Turkeys, Holidays)

  • Guided picture, independent writing
    • Prompt for lower writers
  • Writer’s Celebration

January (Themes/Ideas: Revisit previous topics)

  • Topics
  • Independent writing

February

  • Small moments
  • Publishing books

March

  • How tos
  • Publishing books

April

  • Writing for readers
  • Conventions
  • Publishing

May

  • Poetry
  • Publishing

June

  • Memory books

Lesson Plans for Day 1 of Kindergarten

The first weeks of school, I survived mostly on adrenaline. Working 12-15 hour days, eating lunch standing up (if I got to eat lunch at all), and I’m pretty sure that I never used the bathroom. Oh, and who could forget the lack of air conditioning! Apparently, 110 degrees in your classroom does not give you an excuse to let your students put their heads down, or take extra water breaks.

My 2nd year teaching Kindergarten, I had 29 students. Throughout the school year I lost 8 kids, and got 10 more. I had one student who didn’t talk, and one who was schizophrenic. Only about 10 of my students had gone to pre-school, so that left the majority who had never stepped foot into a school before. That first week of school, I had a handful of students who cried all day, everyday. I had one student who came to school each morning and threw up in my classroom. Needless to say, it was not the easiest thing I’ve ever done.

I survived those first few weeks by following The First Six Weeks of School by Paula Denton and Roxann Kriete to a tee.

I also spent weeks scripting out my first few weeks of school so that I would remember exactly what I wanted to say, and how I wanted to say it. Here is what my “Day 1” looked like:

Day 1:

 9:00  Entry

  • Students find table by color on card, sit down, put backpack on chair, eat breakfast LEVEL 0- This means no talking
  • Call table names to hang up backpack, model, s. model, table group models

 9:10 Breakfast Cleanup

  • Teach CLAP.  Practice a couple of times narrate positive
  • “Everyday after breakfast we have to clean up so our room stays nice.  We clean up one table at a time.  Model how to hold trash bag, have s. hold. 
  • To clean up, put your food back inside your bag.  LEAVE your milk out.  Watch what I do:  Narrate and model how to throw trash in bag and walk back to sit.  LEVEL 0. 
  • Call on s. to model and then call each table. Excellent work being careful with cleanup friends!  I know you will each take good care of our classroom this year.

 9:15  Teach quiet signal and position 1- The clap- practice 2 or 3 times (hands folded, mouths closed, eyes on me)

            Call students by table names:

  • Purple table sits on a purple square
  • Blue table sits on blue square
  • Green table sits on green square
  • Yellow table sits on orange square
  • Pink table sits on red square

 When students get to rug teach “listening position”:

  •          criss cross applesauce
  •           hands in lap
  •           eyes on me
  •           mouths closed

 Introduce students and favorite color: My name is miss S and my fav color is blue. Pass around ball.

  •           Watch and notice students who are doing a good job sitting

As students say names, write name on chart paper.

 9:30-9:45 Sing “Peanut Butter, Grape Jelly” – written out on chart paper

 Move students to rug squares.

 Read morning message: Good Morning! Today is Monday, August 9, 2010. We will learn names today. Love Ms. S

  • continue to reinforce students who are sitting correctly

 Teacher led Calendar. Continue to reinforce students. Date and number line.

 9:45-10:00 Practice lining up at door.

  •           feet together on top of feet
  •           arms at side
  •           eyes on door
  •           mouth closed

 Practice bathroom routine in hallway

10:00 Bathroom

Get back in square spots. Practice listening position. Reinforce behavior expectations.

Song and movement – “Tony Chestnut”

 10:10-10:35: Guided discovery: Crayons:

Guided Discovery of Crayons

  1. Gather students on carpet (in circle if not too many children)
  2. Show the wrapped box of crayons.
    1. What do you think I have in here? (Let a couple of children hold the package)
    2. Open the package to reveal the new box of crayons
    3. Now, what do you see?  Crayons!
  3. What do you know about crayons? 
    1. How have you used them before?
  4. Students share and introduce vocab- crayon point, different colors
  5. Ask open ended questions about crayons
    1. What do you notice about the crayons?
    2. What are they made of?
    3. What shapes and colors do you see?
  6. Using crayons discussion
    1. How might we use crayons in our classroom?
    2. How might we use crayons to help us learn?

                                                               i.      Will you show us how you might use them? (S. volunteer)

                                                             ii.      What did you notice he/she did with the crayons?

  1. Caring for Crayons
    1. We want to take care of our crayons so we can use them all year long.  What are some ways we can take care of our crayons when we use them?

                                                               i.      Chart up ideas

    1. We keep our crayons in these green caddies.  Who can show us a safe and careful way to take out and use a crayon?
    2. What did she do to be careful with the crayons?  Chart up.
  1. Practice with crayons at desks.
    1. Now we will all practice using crayons at our desks.  Try out one of our ideas!

After 15 or so minutes:  Hand Clap and position 1

            It is time to clean up our crayons.  Remember to carefully place them back in the caddy so they don’t get broken.  I’ll be watching to see what a good job you do.

10:35-11:00 Practice lining up, walk to lunch

  • girls sit at table 1, boys at table 2

11:00-11:20: Remind students how to enter classroom and sit on rug. Continue to reinforce expectations.

SUPERSTAR NAMES Lesson 1

  • Come to carpet, practice listening position. 
  • We want to get to know each other better in our class.  We will each get a turn being SUPERSTAR of the Day.  When it’s your turn to be the star, we’ll ask you questions so we get to know more about you.  Everyone will get a turn, so don’t worry if today isn’t your day.  Tomorrow might be your day.  Today, I’ll be the first Star of the Day, and you’ll learn about me.
  • Use chart paper with interview questions
  • Read interview together.  Display chart for 5 days and then send home.  Read 4 charts a day.
  • NAME WORK:  Chant the name and say each letter as it is clapped.  Clap syllables.  Count the letters.  Cut the letters apart and put back together, name the 1st and last letter.  Discuss capital and lowercase letters.  Any of the same letters?
  • Add name to work wall and pass out name template for children to complete.  Collect on first day.

11:20-11:45 Writing Workshop Day 1

  • 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.

 11:45-12:15 Read Miss Bindergarten Get Ready for kindergarten – continue to reinforce behavior expectations, students draw how they got ready for kindergarten

 12:15-12:45: Reading Workshop: Model taking a picture walk. Read The Gingerbread Man. Then retell using only pictures.

 Independent practice: There are baskets of books on your tables with fairy tales and folktales. Choose a book and take a picture walk, just like we practiced.

  •  Have students repeat directions
  •  discuss expectations for working at tables – continue to reinforce expectations
  •  whisper voices (model)
  •  stay in seat
  •  do your work

 12:45-1:15: Guided Discovery scissors:

Guided Discovery of Scissors

  1. Gather students on carpet (in circle if not too many children)
  2. Show the wrapped scissors.
    1. What do you think I have in here? (Let a couple of children hold the package)
    2. Open the package to reveal the new scissors
    3. Now, what do you see?  Scissors!
  3. What do you know about scissors? 
    1. How have you used them before?
  4. Students share and introduce vocab
  5. Ask open ended questions about scissors
    1. What do you notice about the scissors?
    2. What are they made of?
    3. What shapes and colors do you see?
  6. Using scissors discussion
    1. How might we use scissors in our classroom?
    2. How might we use scissors to help us learn?

                                                               i.      Will you show us how you might use them? (S. volunteer)

                                                             ii.      What did you notice he/she did with the scissors?

    1. Model how to hold scissors
  1. Caring for Scissors
    1. We want to take care of our scissors so we can use them all year long.  What are some ways we can take care of our scissors when we use them?

                                                               i.      Chart up ideas

    1. We keep our scissors in these green caddies.  Who can show us a safe and careful way to take out and use a scissors?
    2. What did she do to be careful with the scissors?  Chart up.
  1. Practice with scissors at desks.
    1. Now we will all practice using scissors at our desks. Model using cutting practice paper.

After 15 or so minutes:  Hand Clap and position 1

         It is time to clean up our scissors and scraps.  Remember to carefully place them back in the caddy so they don’t get broken.  I’ll be watching to see what a good job you do.

Practice position 1, then practice sitting on carpet. Continue to reinforce correct behaviors.

 1:15-1:30 Practice clap and position 1.

Practice Lining up:

  •   feet together
  •   arms at sides
  •   eyes on door
  •  mouths closed

1:30-1:45 Bathroom Break – practice lining up and bathroom routine

1:45-2:15: Model math pattern necklaces on the ELMO. Remind students of behavior expectations while working at tables.

  •  practice whisper voices

Take pictures of students while they work at tables.

Practice position 1.

2:15-3:00: Dismissal procedures: Students move back to carpet. Remind students of behavior expectations.

Call students by colored rows. Show students how to stand, turn, and get backpack. Then hang backpack over chair and come back to carpet and sit in square.

  • Teacher Model
  • Student model

 Read “How do dinosaurs go to school” – tomorrow we’ll learn about our classroom rules.

Pass out folders an Line up for dismissal.

Students must give teacher a hug or handshake before they leave.