Color Code
🔴 Only you — cannot be skipped🟢 Can happen simultaneously🟡 Get ahead — do on prep
Day at a Glance
🌅
Morning Work
Journal at seats
🔴
Phonics
M2 L1
🔵
Math
U2 L1
🟣
Writing
Unit 2
🟢
Read Aloud
After lunch · Every day
⚡
Snap Word
as
📋 Prep Box
🔴 Before Students Arrive
- Journal at seats ready at every seat before first student walks in
- Sheep timer set and counting down
- Phonics Module 2 Lesson 1 slides open on smartboard
- Math manipulatives staged for hook
- Math manipulatives for the lesson hook staged and ready
🟢 Another Adult Handles
- Circulate during morning work — quiet redirects only
- Prepare math center materials
- Restock supplies and morning tubs
- Pull materials for SS afternoon block
🟡 On Prep Today
- Log guided reading observations — who needs a pull tomorrow?
- Update I&RS documentation if applicable
- Check parent messages — respond to any unanswered
- Preview tomorrow's lesson before leaving today
🌅
Arrival · Monday · Journal at seats
9:20 · Work already at seats · Sheep timer counting down · Students begin immediately
9:20–9:40
Stand at the classroom door. Greet every student by name. Eye contact. Their name. Every student. Every day.
SAY to each student: "Good morning [name]! Journal at seats is at your seat — go ahead and get started."
⭐ SHEEP TIMER: Already counting down when students arrive. When it goes off — students should be at bumblebee spots already. Not walking there. Already there. If they are not — walk to your spot and begin without them. Students who miss it will not miss it again.
Another adult circulates — quiet check-ins — redirects off-task students without interrupting teacher greeting.
🔴
Morning Meeting + Phonics · Module 2 Lesson 1
Consonant s — /s/ sound · Module 2 begins · snake-sun-sock-sit-sap · slides only · slides
~50 min
RF.K.2aRF.K.2bRF.K.3SL.K.1
Phonics Focus
Consonant s — /s/ sound · Module 2 begins · snake-sun-sock-sit-sap · slides onlySheep timer → bumblebee spots → Monday greeting → Activity 1 → Activity 2 → sing to smartboard spots → morning message → letter sound cards → phonics lesson → brain break → math.
⭐ ORDER — ALWAYS: Sheep timer → bumblebee spots → greeting → PA Activity 1 → PA Activity 2 → sing to smartboard spots → morning message → letter sound cards → phonics lesson → brain break → math. Same every day. Students knowing what comes next IS the behavior management.
Activity 1 on bumblebee spots — phonological awareness — 2 minutes.
SAY: "I am going to say a word. Tell me only the first sound. Just the first sound — not the whole word. Ready? [Say 6-8 words — mostly words starting with today's target sound, 2 distractors.] Thumbs up if you hear the /c/ sound at the beginning. Thumbs down if you don't."
Activity 2 on bumblebee spots — blending and segmenting — 2 minutes.
SAY: "Now I say the sounds separately — you blend them into a word. Ready? [Give 4-5 CVC words in separate phonemes.] Now reverse — I say the word, you tap the sounds on your fingers and tell me how many."
Sing to smartboard spots → morning message → letter sound cards → phonics lesson.
🎵 SING: "Smartboard spots, smartboard spots, find your smartboard spot!" Song is the signal — not your voice. Never your voice.
MORNING MESSAGE: "Today is Monday. We will use our phonics slides today. Our snap word is [as]. Look at our schedule." [Point to every block on the posted schedule. Name each one out loud.]
Letter sound cards — 3 minutes — every card — every single day — non-negotiable. Hold up each card. Students call out the sound. No exceptions. Not even on test days. Not even on Halloween.
Phonics Lesson — Consonant s — /s/ sound · Module 2 begins · snake-sun-sock-sit-sap · slides only
Alphablocks →
SAY: "Today we are working on consonant s — /s/ sound. Watch me first — then you try. I will show you the whole thing before you start." [Model explicitly. Show the letter, say the sound, build a word, read the word. One complete example before students try anything.]
🧰 WAIT TIME: After asking a question — count silently to 10 before calling on anyone. 10 seconds feels endless. It is the difference between 3 students answering and 22 students thinking.
Snap Word — "as" — introduce and add to the snap word wall.
SAY: [Snap fingers] "Snap word! The word is AS. Spell it with me — AS. Write it on your paper in the air. Write it again. One more time. We now have these snap words: a, the, as. You know all of them in a snap."
Add to snap word wall. Count the words on the wall together.
Brain break — 2 minutes — before math.
Freeze like a community helper — don't say who you are. The class guesses what job you are doing from your frozen shape.
GoNoodle →
🔵
Math · Unit 2 Lesson 1 · Compare groups to 5 — more, fewer, same · Unit 2 begins
Hook bumblebee spots → mini lesson smartboard spots → seat work timer → 2 rotations × 20 min
~75 min
K.CC.C.6 K.CC.C.7
Objective
Compare groups to 5 — more, fewer, same · Unit 2 beginsHook on bumblebee spots — 3 minutes — spark curiosity — do NOT teach yet.
SAY: "Put 3 red cubes and 5 blue cubes in two separate piles on the rug. 'I have two groups of cubes. Before we go to smartboard spots — can you tell me which group has more just by looking? Don't count yet. Just look.'"
🎵 SING: "Smartboard spots, smartboard spots, find your smartboard spot!"
Mini lesson on smartboard spots — 8 minutes MAX — manipulatives — original script — no alien videos.
SAY: "'Now let's count and check. Red cubes: 1, 2, 3. Three red cubes. Blue cubes: 1, 2, 3, 4, 5. Five blue cubes. Which has more — 3 or 5? Five. We say the blue group has MORE than the red group. The red group has FEWER than the blue group. Say those words with me — more, fewer.' Write on chart. 'What if I had 3 red and 3 blue? Then we say they are THE SAME — equal. Three words we need: more, fewer, same.' Practice with 4 more pairs of groups up to 5."
🧰 8 MINUTE RULE: Hard cap on whole-group instruction. If more time is needed — take it at the teacher table during small groups. Extending whole group = more off-task behavior, not more learning.
Numberblocks →
Brain break (2 min) → seat work with visible timer (8 min) → groups.
SAY: "Timer starts now — 8 minutes. Finish your page. When you are done — flip it face down, both hands flat on the table. That tells me you are finished without a word."
⭐ TIMER CONSEQUENCE: Timer goes off. Student not finished. Quiet private conversation: "What happened? Were you focused?" Consistent every time. That is what makes it real.
⭐ Introduce MATH SHELF — COMPARE GROUPS — whole group demo before centers start — everyone watching.
⭐ CENTER INTRODUCTION — MATH SHELF — COMPARE GROUPS
SAY: Walk to the math shelf. 'Today I am introducing the math shelf for Unit 2. Open the bin that says COMPARE. Inside you will find two sets of picture cards — animals and objects. Your job is to sort them into two groups, count each group, and write which has more. You have a recording sheet to write your answers. When you finish — flip your recording sheet over and go to the When I'm Done chart. When the timer goes off — everything goes back in the bin exactly as you found it. Let me show you the wrong way first.' [Demo the wrong way — cards scattered, bin left open] 'Now the right way.' [Demo correctly] 'Any questions? This is the only time I explain this center. After today — you already know.'
2 rotations × 20 minutes — 4 groups of approximately 5-6 students.
Teacher table: Students bring seat work. Work through problems with manipulatives — linking cubes, counters, barrel of monkeys. "Show me with the cubes first — then write the answer."
Adult 2 table: Same worksheet, same manipulatives, same quality of instruction.
Math shelf: Independent game for current unit. Students already know the routine.
SuccessMaker: Log in. Headphones on. Independent.
🧰 NON-NEGOTIABLE: Math must finish before paraprofessional lunch — approximately 11:45. Cut seat work if needed. Math does not bleed into writing or shared reading time.
🧰 ASKING FOR HELP: "I don't understand how to ____." That is the only acceptable form. "I don't get it" gets redirected every single time.
🟣
Writing · Unit 2 · Labeling — create a labeled diagram · draw something from science or social studies and label every part
Mini lesson 5 min → independent practice 15 min
~20 min
W.K.1W.K.2L.K.1L.K.2
Objective
Labeling — create a labeled diagram · draw something from science or social studies and label every partModel the writing skill on chart paper — then students practice in writing folders.
SAY: "Writers — eyes on me. Watch me do this first." [Think aloud as you write. Narrate every decision: 'I am going to draw first, then add my label, I need to think about what sound I hear first in this word...'] "Did you see what I did? Open your writing folder. Try it. I will come around to talk to you about your writing. You have 15 minutes."
Conference with 3 students minimum. One question: "Tell me about your writing." One suggestion. Move on.
🍽️
Lunch
12:33 · Dismiss by ticket color · Hot lava line · Same every day
12:33–1:30
Dismiss by ticket color — same order — same words — every day.
SAY: "Red tickets — stand up, push in your chair, line up. Blue tickets — up, push in, line up. White tickets — up, push in, line up. Lunchboxes — up, push in, line up."
Hot lava line to cafeteria. Walk alongside the line — not in front.
🟢
Teacher's Read Aloud · After Lunch · Every Day · Non-Negotiable
1:30 · Bathroom train first → bumblebee spots → read · Joy only · No questions · No comprehension check
~10 min
Bathroom train immediately when students return. Every student goes before the book.
⭐ BATHROOM TRAIN: Line up. First person in, comes out, taps next person. No talking. No saving spots. Everyone goes. No interruptions during the read aloud.
Bumblebee spots. Read. No questions. No discussion. Just read.
SAY: "Sit on your spots. Get comfortable. I am going to read to you. All you have to do is listen."
Read the whole book. When it is over — take a breath. Move to guided reading. The book does not need discussion to have impact.
October read aloud suggestions:
Whose Hat Is This? → Helpers in My Community →
📖
Guided Reading / Centers / Flex Block
1:40–2:05 · Pull whoever needs it most · Centers run simultaneously
~25 min
Pull the students who need the most support based on today's phonics lesson.
AT THE TABLE: "When you get to a word you don't know — stop. Look at the first letter. What sound? Look at the picture. Try the word. Don't skip it."
🧰: You do not need to pull every group every day. Pull who needs you. 8 focused minutes at this table beats 25 minutes of whole-group review every time.
Centers run simultaneously — another adult supervises.
Library corner · Writing center · Math shelf · When I'm Done chart for early finishers.
Library corner · Writing center · Math shelf · When I'm Done chart for early finishers.
🏛️
SS · Community Helpers L1
3:20–3:30 · Back from specials · 10 minutes maximum
~10 min
Community Helpers L1 — what is a community? Who are the helpers in our community?
Quick and engaging. 10 minutes maximum. Discussion, picture walk, or quick activity. Goal is vocabulary and exposure.
🧰: This 10-minute block adds up to hours of vocabulary and knowledge building across the year. Protect it every single day.
🍎
Shutdown → Specials → Dismissal
2:05 snack + pack up · 2:25 specials · 3:30 dismiss by ticket · Use the list · Never guess
3:30
Snack → pack up → specials → afternoon block → dismiss by ticket.
SAY for pack up: "Pack up time. Open your zipper. Folder in. Close your zipper. Backpack on. Push your chair in. Line up at the door — hot lava line."
⭐ DISMISSAL IS NON-NEGOTIABLE: If any student's dismissal is unclear — flag it before 3:25. Call the office. Hold the student. Never guess. Never send a student out the wrong door.
📱
Class Dojo — Send Tonight
📱 Copy + Paste Tonight
"Hello families! We started Module 2 in phonics today — the letter S! Ask your child to make the /s/ sound and find 3 words that start with it. Our new snap word is AS — A-S. We also started Unit 2 in math — comparing groups. Ask: 'Which is more — 3 or 5?' In social studies we started our Community Helpers unit. Ask: 'Who is a community helper? What do they do?' 🐍"