Where to even begin? Day one was better than I could have ever imagined! The morning went so smoothly and so quickly. It all started with "Class Yes". From the smiles on my students' faces, I knew that they were hooked. Rule one was a lot of fun, especially when I tied it into the scoreboard. My favorite part of the morning, however, was the "3-peats". What a great management tool! If you are not familiar with them, this is how they work: First. make a list of all of your class transitions that you want to happen quickly and smoothly, and then come up with a code word/words for each one. Here is the list that I taught my students today:
Transition Code Word/s
Getting out pencils Pencils Out
Getting out a folder (insert folder's color) folder
Putting pencils away Pencils away
Standing behind desks Bodies and chairs
Lining up Line
Going to the meeting area Meeting area
Sitting down at desks Seats
Putting a folder away Folders away
Next, teach your students that when you say the code word, they repeat that word three times as they are following the procedures that you taught for the direction. It is amazing how quickly things happen! To speed things up even more, I added "Beat the Clock" to the bottom of my scoreboard for line and folders. Whenever I said the code word, I started counting. I then recorded on the bottom of the scoreboard the number of seconds it took for my students to accomplish the task. By the end of the day we were lined up in a straight quiet line in under six seconds. Wow! Let's all give a ten finger Wooh for 3-peats.
I saved the best part of the day for last. It was oral writing with the Brainies and red/green writing all tied together. I began with a question. I asked the students what the best part of their day was. I then had them put their heads down to think of an answer. To assist them I posted the following sentence frame on the board: The best part about today was ________________. When students could complete that sentence in their minds they gave me a thumbs up. I then had them share their sentence with their partners using "Teach Okay". It was at this time that I introduced "Tag Team Switch". (When one student finishes his sentence, he high fives his partner and says, "Tag team. The partner then shares his sentence.") I then called the class back together with "Class Yes" and introduced them to the following Brainies: capital and end mark. Next, I had students share their same sentences again using the techniques I just described, but they had to include the Brainies. After that, I taught students our procedures for sharing with the whole class. They absolutely loved saying "Class" and hearing the response "yes" when it was their turn to share. Most students remembered the Brainies when sharing, but for those who didn't, we just gave them a "Your still cool." Then they would try again, but this time using the Brainies. Next, I introduced the "Because Clapper". In my plans I had written that I would introduce "Adders", but I decided to wait on them. The "Because Clapper," just seemed to fit better. I used the same procedures as above, but this time the students had to add onto their sentences a reason why what they chose was the best part about today. Finally, I introduced them to red/green writing. (I give a detailed description of what this is in a previous post.) I asked the students to write the sentences that they had been sharing orally. I can honestly say that I have never had such great sentences from a class on the first day of school. Even though I was only marking for neatness, not one student in the class forgot his capital or period. Keep in mind that I am the inclusion room, so the majority my students have entered my room significantly below grade level. Here is something else I did as I was walking around. (This was not part of my red/green writing, but I couldn't resist.) When I saw that a student had capitalized a word incorrectly - as we know many students will - I would simply point to the word and say, "Did we use a capital Brainy on this word?" Most would say no and immediately make the letter lowercase. Others would say no and just look at me. I would then ask, "If we didn't use a capital Brainie, why did you capitalize the word?" They immediately made the correction. I seem to be using this word a lot today, but I will just say it again, "Amazing!"
In conclusion, (Wow, I just used another Brainie! I can't wait to teach this one to my students.) WBT rocks! Teaching has never been so much fun! I can't wait to go back tomorrow. Oh, I almost forgot. An added bonus is that this is the first time since I have been a classroom teacher that I have not had a raw throat on the first day of school. Another reason to not talk so much!
Showing posts with label First Day of School. Show all posts
Showing posts with label First Day of School. Show all posts
Monday, August 25, 2014
Wednesday, August 13, 2014
First Day of School Plans
I am very detailed oriented, so when I am learning something new, I appreciate as many details about what I am learning as possible. With this in mind and figuring that there are others like me, I decided that instead of just giving you an outline of what I would be doing on the first day of school, I would post my actual day one lesson plans, copied directly from Curriculum Engine (our computer based lesson plan program). I realize that some of it will not be applicable, but I hope that you will find it as helpful.
9:00-10:45 (Stop to pick up breakfast and eat when called down to the lunchroom.)
*Class Yes
Please look at me. My name is Miss Ray, and I am so happy that you are here. When I say class, you say yes, fold your hands in a listening position, and look at me with laser eyes. Practice.
*Introduce and practice rule one
Rule one is follow directions quickly. When I say rule one, you say follow directions quickly. Let's try that again, but be fast. Give rule one commands: Look up. Look down. Raise one hand. (Faster.) Raise both hands. We have rule one so that we will have a fun organized classroom.
*Introduce the Scoreboard
We are going to play a very fun game called Scoreboard, and all you have to do to win is keep the scorekeeper happy. I am the scorekeeper. When I put a mark under the smiley face, that means that you are following a rule and making the scorekeeper, me, happy. When you see me making the mark, you will clap your hands together quickly and say Oh yea. Let's practice. Practice. When you are doing something that makes me, the scorekeeper, unhappy, you will receive a mark under the frownie face. When you see me making the mark, you will quickly shrug your shoulders and groan. Practice. Next practice rule one using the scoreboard. Stand Up. Too slow. Groan. Sit down. Still to slow. Groan. Look at your partner. Oh yeah! etc.
*Play the Name Game
1. Emphasize how quickly everyone must respond.
2. When I point at you, quickly say your name.
3. No matter how the child responds, say, "Louder please."
4. If a child is shy, skip him/her.
5. After pointing to a few kids, say to the class, "Repeat after me." Point to these students one at a time. Say each name and have the class repeat the name. If you forget a name, simply say to the class, "Who is this?" They will tell you.
6. Continue this pattern with the remainder of the class.One minute fun burst: Practice Rule one using different voices. Teacher leads.
*Heavy Duty Practice of Rule One Using 3-peats:
10:55-11:10 Introduce "Silent Mirror" and "Mirror Off" by having students copy teacher's movements using big gestures and stopping when the teacher says, "Mirrors Off". One minute fun burst: Students take turns mirroring each other. Peanut butters begin. (Students will learn who peanut butters are and who jellies are.) Then use "Silent Mirror" to introduce procedures for bathroom, water, and tissue.
11:10-11:20 Prepare for lunch
11:120-11:50 Lunch
11:50-12:35 Intro. "Teach Okay" to review rule one and introduce rules two and three.
Step One: "When I clap twice, you clap twice;" Do.
"When I clap twice and say teach, you clap twice and say okay." Do.
*Repeat until all students follow smoothly and quickly. Use scoreboard.
Step Two: Repeat above, but add full body turn. Practice until all students follow smoothly and quickly. Use scoreboard.
Step Three: "I want you when you turn to your neighbor to use big gestures and repeat rule one over and over, until I call you back with class.
* Do this step over and over until all students follow smoothly, use a full body turn, and big gestures.
Intro. rule two using non-examples: Ask a student to blurt out while you are talking. Congratulate him! Great blurting! Then say, “Class, let’s do that again. But this time when Jack interrupts me, I’ll say Rule 2 and you exclaim, making the hand motion, ‘Raise your hand for permission to speak!”
Students practice rule two using "Teach Okay".
Intro. rule three using non examples: Ask a student to leave his seat without permission. Great job of breaking the rule. Jack leaves his seat again, you call out Rule 3, and the kids exclaim, “Raise your hand for permission to leave your seat!’
Students practice rule three using "Teach Okay".
One minute fun burst: Students practice rules one, two, and three with partner using silly voices.
12:35-1:25 Specials: Art (While students are at specials, teacher will assign student numbers.)
1:25-1:55 Introduce students to Super Speed Math.
One minute fun burst: Use "Teach Okay" to practice the first three rules with your partner, using the silliest voices that you can.
1:55-2:55 Show Oral Writing posters (Question, Answer, Adders, Concluder). Question: What was the best part of today? Students use "Teach Okay" and "Tag Team Switch" to answer. Emphasize that questions must be answered in complete sentences. Intro. gesture for complete sentences, along with the capital and period Brainies, and model what this would look like using the following posted sentence frame: The best part about today was ______________________. Students use "Teach Okay" and "Tag Team Switch" to answer. Ask a couple of students to share introducing at this time the procedure for sharing: Call on student and gesture toward him/her. Other students gesture towards student and does 3-peat of students name. Selected student stands and says, "class." The class answers, "yes." The selected student then shares his/her sentence and sits down. Teacher leads class in a "ten finger wooh" for the student. Students take out writing notebooks. Students write their sentence in their notebooks with a focus on neatness. (Point out the writing board where the label neatness is displayed.) Teacher walks around and does red/green writing, focusing only on neatness. Teacher introduces adders. Use the same procedures for adders that were just used with the answer. When students share their adders, teacher models walking fingers down arm. If an adder is off topic, teacher falls off mountain and says, "Off topic." Note: If time is short, students will only share adders orally, but will not record in notebooks. f students do a good job with their oral writing, draw one line of the Wacky Star Fun Button, but do not explain it.
One minute fun burst: Using magic mirrors teacher calls out a gesture or Brainie learned today, and students must show that gesture/Brainie. (Mirror, Tag Team Switch, capital, period, complete sentence please, adder, rules one-three)
2:55-3:16 End of day procedures: Introduce "Circle Walk" for students to pick up their backpacks. Collect any supplies at that time that students have in backpacks. Explain green folders (anything inside green folders goes home). Teach procedure for stacking chairs. Assign students their permanent number. When they line up to go home, they are to line up in number order. Explain to students that from now on, they will always line up in this order.
Day One Lesson Plan
9:00-10:45 (Stop to pick up breakfast and eat when called down to the lunchroom.)
*Class Yes
Please look at me. My name is Miss Ray, and I am so happy that you are here. When I say class, you say yes, fold your hands in a listening position, and look at me with laser eyes. Practice.
*Introduce and practice rule one
Rule one is follow directions quickly. When I say rule one, you say follow directions quickly. Let's try that again, but be fast. Give rule one commands: Look up. Look down. Raise one hand. (Faster.) Raise both hands. We have rule one so that we will have a fun organized classroom.
*Introduce the Scoreboard
We are going to play a very fun game called Scoreboard, and all you have to do to win is keep the scorekeeper happy. I am the scorekeeper. When I put a mark under the smiley face, that means that you are following a rule and making the scorekeeper, me, happy. When you see me making the mark, you will clap your hands together quickly and say Oh yea. Let's practice. Practice. When you are doing something that makes me, the scorekeeper, unhappy, you will receive a mark under the frownie face. When you see me making the mark, you will quickly shrug your shoulders and groan. Practice. Next practice rule one using the scoreboard. Stand Up. Too slow. Groan. Sit down. Still to slow. Groan. Look at your partner. Oh yeah! etc.
*Play the Name Game
1. Emphasize how quickly everyone must respond.
2. When I point at you, quickly say your name.
3. No matter how the child responds, say, "Louder please."
4. If a child is shy, skip him/her.
5. After pointing to a few kids, say to the class, "Repeat after me." Point to these students one at a time. Say each name and have the class repeat the name. If you forget a name, simply say to the class, "Who is this?" They will tell you.
6. Continue this pattern with the remainder of the class.One minute fun burst: Practice Rule one using different voices. Teacher leads.
*Heavy Duty Practice of Rule One Using 3-peats:
- red folders
- folders away
- pencils out
- pencils up
- pencils away
- bodies and chairs
- seats
- line
10:55-11:10 Introduce "Silent Mirror" and "Mirror Off" by having students copy teacher's movements using big gestures and stopping when the teacher says, "Mirrors Off". One minute fun burst: Students take turns mirroring each other. Peanut butters begin. (Students will learn who peanut butters are and who jellies are.) Then use "Silent Mirror" to introduce procedures for bathroom, water, and tissue.
11:10-11:20 Prepare for lunch
11:120-11:50 Lunch
11:50-12:35 Intro. "Teach Okay" to review rule one and introduce rules two and three.
Step One: "When I clap twice, you clap twice;" Do.
"When I clap twice and say teach, you clap twice and say okay." Do.
*Repeat until all students follow smoothly and quickly. Use scoreboard.
Step Two: Repeat above, but add full body turn. Practice until all students follow smoothly and quickly. Use scoreboard.
Step Three: "I want you when you turn to your neighbor to use big gestures and repeat rule one over and over, until I call you back with class.
* Do this step over and over until all students follow smoothly, use a full body turn, and big gestures.
Intro. rule two using non-examples: Ask a student to blurt out while you are talking. Congratulate him! Great blurting! Then say, “Class, let’s do that again. But this time when Jack interrupts me, I’ll say Rule 2 and you exclaim, making the hand motion, ‘Raise your hand for permission to speak!”
Students practice rule two using "Teach Okay".
Intro. rule three using non examples: Ask a student to leave his seat without permission. Great job of breaking the rule. Jack leaves his seat again, you call out Rule 3, and the kids exclaim, “Raise your hand for permission to leave your seat!’
Students practice rule three using "Teach Okay".
One minute fun burst: Students practice rules one, two, and three with partner using silly voices.
12:35-1:25 Specials: Art (While students are at specials, teacher will assign student numbers.)
1:25-1:55 Introduce students to Super Speed Math.
One minute fun burst: Use "Teach Okay" to practice the first three rules with your partner, using the silliest voices that you can.
1:55-2:55 Show Oral Writing posters (Question, Answer, Adders, Concluder). Question: What was the best part of today? Students use "Teach Okay" and "Tag Team Switch" to answer. Emphasize that questions must be answered in complete sentences. Intro. gesture for complete sentences, along with the capital and period Brainies, and model what this would look like using the following posted sentence frame: The best part about today was ______________________. Students use "Teach Okay" and "Tag Team Switch" to answer. Ask a couple of students to share introducing at this time the procedure for sharing: Call on student and gesture toward him/her. Other students gesture towards student and does 3-peat of students name. Selected student stands and says, "class." The class answers, "yes." The selected student then shares his/her sentence and sits down. Teacher leads class in a "ten finger wooh" for the student. Students take out writing notebooks. Students write their sentence in their notebooks with a focus on neatness. (Point out the writing board where the label neatness is displayed.) Teacher walks around and does red/green writing, focusing only on neatness. Teacher introduces adders. Use the same procedures for adders that were just used with the answer. When students share their adders, teacher models walking fingers down arm. If an adder is off topic, teacher falls off mountain and says, "Off topic." Note: If time is short, students will only share adders orally, but will not record in notebooks. f students do a good job with their oral writing, draw one line of the Wacky Star Fun Button, but do not explain it.
One minute fun burst: Using magic mirrors teacher calls out a gesture or Brainie learned today, and students must show that gesture/Brainie. (Mirror, Tag Team Switch, capital, period, complete sentence please, adder, rules one-three)
2:55-3:16 End of day procedures: Introduce "Circle Walk" for students to pick up their backpacks. Collect any supplies at that time that students have in backpacks. Explain green folders (anything inside green folders goes home). Teach procedure for stacking chairs. Assign students their permanent number. When they line up to go home, they are to line up in number order. Explain to students that from now on, they will always line up in this order.
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