Color Code
π΄ Only you β cannot be skippedπ’ Can happen simultaneouslyπ‘ Get ahead β do on prep
Day at a Glance
π
Morning Work
Journal at seats
π΄
Phonics
M1 L15
π΅
Math
U1 L15
π£
Writing
Unit 1
π’
Read Aloud
After lunch Β· Every day
β‘
Snap Word
to
π Prep Box
π΄ Before Students Arrive
- Journal at seats ready at every seat
- Sheep timer set and counting down
- Phonics M1 L15 slides on smartboard
- Letter cards and manipulatives ready
π’ Another Adult Handles
- Circulate during morning work
- Prep math manipulatives
- Restock supplies
π‘ On Prep Today
- Log reading observations
- Check unanswered parent messages
- Preview Monday's lesson before you leave
π
Arrival Β· Monday Β· Journal at seats
9:20 Β· Work at seats Β· Sheep timer counting down
9:20β9:40
Stand at the door. Greet every student by name. Eye contact. Every single one.
SAY: "Good morning [name]! Journal at seats is at your seat β go get started."
β SHEEP TIMER: Already counting down. When it goes off students must already be at bumblebee spots β not walking there. Already there.
π΄
Morning Meeting + Phonics Β· Module 1 Lesson 15
Letter b β /b/ sound Β· bat-big-bus-bed-bug Β· slides only
~50 min
RF.K.2aRF.K.2bRF.K.3SL.K.1
Phonics Focus
Letter b β /b/ sound Β· bat-big-bus-bed-bug Β· slides onlySheep timer β bumblebee spots β Monday greeting β PA 1 β PA 2 β sing to smartboard β morning message β letter cards β phonics β brain break β math.
β SAME ORDER EVERY DAY: Predictability is the behavior plan. Students who know what comes next do not act out.
PA Activity 1 β bumblebee spots β 2 minutes.
SAY: "Clap syllables: BUTTERFLY (3), BAT (1), BUMBLEBEE (3), BASKET (2), BUS (1), BUBBLE (2). Students clap and hold up fingers."
PA Activity 2 β bumblebee spots β 2 minutes.
SAY: "Thumbs up for /b/ at start: bat β, cat β, big β, dig β, bus β, cup β, bed β, red β, bug β, mug β."
Sing to smartboard β morning message β letter sound cards.
π΅ SING: "Smartboard spots, smartboard spots, find your smartboard spot!"
MORNING MESSAGE: "Today is Monday. We will use our phonics slides. Our snap word is [to]. Let's check our schedule." [Point to every block on the posted schedule and name it out loud.]
Letter sound cards β every card β every day β 3 minutes β non-negotiable.
Phonics β Letter b β /b/ sound Β· bat-big-bus-bed-bug Β· slides only
Alphablocks β
SAY: "Hold up the letter B card. 'This is the letter B. It makes the /b/ sound. Put both lips together and then let them pop apart β /b/. Feel that quick pop? /b/. Not buh β just /b/. It is a fast sound. Say it: /b/. /b/. /b/.' Point to picture. 'The picture is a bat. Bat starts with B. First sound in BAT? /b/.'"
Today's words β tap sounds, then read:
BATBIGBUSBEDBUGBITBOBBUN
BATBIGBUSBEDBUGBITBOBBUN
SAY: "Hold up BAT. 'Tap the sounds with me β /b/ [tap] /Δ/ [tap] /t/ [tap]. Three sounds. Read it β BAT.' Hold up BIG. 'Your turn β tap before you read. Go.' Students tap /b/ /Δ/ /g/ then read BIG. Hold up BUS. Students tap and read independently. Then show word cards mixed with known letters β students sort: does this start with B or not? CAT β not B. BED β B. NAP β not B. CUP β not B. BUG β B."
π§° WAIT TIME: Ask the question. Count silently to 10. Then call on someone. 10 seconds. Every time.
Snap Word β "to" β T β O β introduce and add to the wall.
SAY: "Hold up TO. 'Snap word β TO. T-O. Just two letters. Spell it: T, O. I am going TO school. I want TO read. Write it in the air: T, O.' Add to wall. 'Seven snap words! I, SEE, A, THE, AND, WE, TO. Read them from the wall.'"
Snap words so far: I, see, a, the, and, we, to
Brain break β 2 minutes β before math.
SAY: "Freeze like you just heard very good news β your whole body shows it. Now freeze like you just heard sad news. Now like you are trying to make someone feel better. Show caring with your body."
GoNoodle β
π΅
Math Β· Unit 1 Lesson 15 Β· Compare groups β which has more, fewer, same? Β· numbers to 10
Hook β mini lesson β seat work β 2 rotations Γ 20 min
~75 min
K.CC.C.6 K.CC.C.7
Objective
Compare groups β which has more, fewer, same? Β· numbers to 10Hook on bumblebee spots β 3 min β spark curiosity β do NOT teach yet.
SAY: "Put two groups on the rug β 6 cubes and 9 cubes. 'Two groups. Before counting β just look. Which do you think has more? Which has fewer? Take a guess before you count at smartboard spots.'"
π΅ SING: "Smartboard spots, smartboard spots, find your smartboard spot!"
Mini lesson β smartboard spots β 8 minutes MAX β word for word.
SAY: "'We are comparing two groups. More means the bigger amount. Fewer means the smaller amount. Same means they are equal β the same number.' Count both groups together: '6 cubes. 9 cubes. Which has more β 6 or 9?' Students answer. '9 has MORE. 6 has FEWER. Write on your paper: the [blue] group has more. The [red] group has fewer.' Do 3 more comparisons with groups up to 10. Students draw two groups on recording sheet, count each, and circle the group that has more."
π§° 8 MINUTE RULE: Hard cap. Everything else happens at small group table. Extended whole group = more behavior problems.
Numberblocks β
Brain break β seat work with visible timer (8 min) β 2 rotations Γ 20 min.
SAY: "Timer starts now β 8 minutes. When you finish β flip your paper face down, both hands flat on the table."
Teacher table Β· Adult 2 table Β· Math shelf Β· SuccessMaker
π£
Writing Β· Unit 1 Β· Drawing to tell a story β wrap up Β· what makes a story complete?
Mini lesson 5 min β independent 15 min
~20 min
W.K.2W.K.3L.K.1L.K.2
Objective
Drawing to tell a story β wrap up Β· what makes a story complete?Model on chart paper first. Then students write in folders.
SAY: "'We have been drawing stories all month. Before we start our next unit, I want to look at what makes a great story drawing.' [Display 3 student examples β with permission] 'This one has a character, a setting, and something happening β that is a complete story. This one has details and labels β I know exactly what is going on. What do you notice that makes these great?' Students share observations. 'Today β make sure your story has a character doing something. Not just a drawing of a thing β a story. Something happens. Draw that.'"
Conference with 3 students minimum. One question: "Tell me about your writing." One suggestion. Move on.
π½οΈ
Lunch Β· 12:33 Β· Ticket color dismissal Β· Hot lava line
12:33β1:30
SAY: "Red tickets β stand up, push in chair, line up. Blue tickets β up, push in, line up. White tickets β up, push in, line up. Lunchboxes β up, push in, line up."
π’
Teacher's Read Aloud Β· After Lunch Β· Non-Negotiable Β· Every Day
1:30 Β· Bathroom train β bumblebee spots β read Β· Joy only Β· No questions
~10 min
Bathroom train first. Every student. Before the book. Every day.
β BATHROOM TRAIN: Line up. First person in, comes out, taps next. No talking. No saving spots. Everyone goes. No interruptions during read aloud.
SAY: "Sit on your spots. Get comfortable. All you have to do is listen."
September suggestions:Strictly No Elephants β The Giving Tree β
π
Guided Reading / Centers / Flex Block
1:40β2:05 Β· Pull whoever needs it most
~25 min
Pull the students who need the most support today.
AT THE TABLE: "Look at the first letter. What sound? Look at the picture. Try the word. Don't skip it."
Centers simultaneously β another adult supervises. Library Β· Drawing center Β· Puzzles Β· When I'm Done chart.
π©·
SEL Β· Empathy L1
3:20β3:30 Β· 10 minutes maximum
~10 min
Empathy L1 β what does it mean to care about someone?
Quick and engaging. GROW lesson on Fridays only.π
Shutdown β Specials β Dismissal
2:05 pack up Β· 2:25 specials Β· 3:30 dismiss by ticket Β· Never guess dismissal
3:30
SAY: "Pack up. Open zipper. Folder in. Close zipper. Backpack on. Push your chair in. Hot lava line at the door."
β DISMISSAL: Any unclear dismissal β flag before 3:25 β call the office β hold the student β never guess.
π±
Class Dojo β Send Tonight
π± Copy + Paste Tonight
"Hello families! Week 4 β we are learning the letter B this week. Ask your child to make the /b/ sound β it is a quick pop of both lips, not 'buh.' Our new snap word is TO β now they know 7 words! In math we started comparing groups β which has MORE and which has FEWER. Ask: 'I have 4 grapes and 7 raisins β which is more? Which is fewer?' π
±οΈ"