Morning Meeting Planning Chart

Room: 206
Month/Week/Day: Entire school calendar year (Tuesdays, Wednesdays,
Fridays)
Academic Area: Math, Science, Reading, ELA
Maryland Curriculum Connection:
SL.K.1
1. Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger
groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under discussion).
Classroom Curriculum:
Syracuse CurriculumTime Management Skill Cluster IIUsing picture
symbol schedules
Syracuse CurriculumTime Management Skill Cluster IIIUsing clocks and
watches to tell time
Academic Focus/Target Skills:
The students will check their schedules at the end of each group task and/or
locate the materials for the next group task.
Students IEP Objectives:
EJ:Hehascurrentlymasteredthisparticularobjective.However,itisusedthroughoutanygiven
dayasmaintenance.Givenaverbalgreetingbyanadultorpeer,______willindependently
respondbysayingWhatsup,hi,etc.usinghisdevice,for4outof5trials,foroneterm.
Whenshownanitemusedineverydayroutinesandgiventheverbalcue,Whatisit?,_____
willlabeltheitemusinghisdevice,for10items,for3consecutivetrialsforeachitem,forone
term.
RL:Givenherdailyscheduleandamarker,_______willindependentlycheckherdaily
scheduleasdemonstratedbycheckingoffatask/activityatthecompletionofthetask/activity,on
3consecutivetrials,acrossoneterm.
CH:(NoIEPObjective)Buthewillworkoncheckinghisscheduleattheendofeachgrouptask.
AC:AtthistermAChasachievedmasterycriteriaforcleaningupduringboththebreakfastand
MorningMeetingroutine.However,itwillbeaddressedasmaintenance.Givenavisualcueand
theverbalcue,Cleanup,_______willcleanuphisareabyputtingawaymaterialsand
throwingawaytrashonceavocationaltaskiscomplete,withnomorethan1gesturalprompt,for
3outof5trials,acrossoneterm.
CM:Givenhisdailyscheduleandamarker,______willindependentlycheckhisdailyschedule

Morning Meeting Planning Chart

asdemonstratedbycheckingoffatask/activityatthecompletionofthetask/activity,on3
consecutivetrials,acrossoneterm.

GF:(NoIEPObjective)Buthewillworkoncheckinghisscheduleattheendofeachgrouptask.
Materials:
1:1 Binders (with morning meeting schedule; stretching schedule; weather
template; attendance sheet; calendar)
Board (under Morning Mx: with group rules; mini schedule; X-ray game;
attendance, calendar weather and stretches template, )
Dabbers
Dry erase marker
Dry eraser
Time Card
EJ device
Token Boards
CM glasses
GF device
Instructional Procedure/Activities:
XRayGame(Usedasafilleractivityifwaitingforotherstudentstojointhegroup):CHwill
readthepresentedquestionontheboard,askingaboutthemissingitemsonthebeach.Students
willcometotheboardtakingturnstofindtheitemshiddeninthesandusingtheXRaytoolon
Easiteach.Onceastudentfindsanitemallthestudentsstatewhattheitemis(usingguided
practice,orindependentlyidentifyingorallyorusingadevice),practicingitemidentification/
recognitionofvariousitemsandobjectstheymayencounterinaweeklybasis.
WarmUp:
Theinstructorwillreviewthegrouprulesattheboardbyreadingtheeachrulefollowinga
guidedpracticetechnique.Instructorwillreadtherule,askthestudentstoreadit(CH),repeatit
(AC,RL,CM)oridentifywhattheinstructorsaidviasigningorpracticinglistenerresponseby
usingtheircommunicationdevices(EJ&GF).
Aftereachruleisdiscussedareviewoftheminischeduleforthegroupwillbepresentedatthe
boardwhilethestudentshavetheirbindersopentotheirindividualminischedules.The
instructorwillsay,Iwantyoutopracticecheckingyourscheduleattheendofeachtask.
Theinstructorwillproceedtodirectthestudentstothefirsttaskontheschedulestretches.The
instructorwillholdastopsignupandsaywhatisitaskingstudenttostudentmakingsurethe

Morning Meeting Planning Chart

childreadsthesigncorrectly.Thentheinstructorwillmention,nowwewillstop,andwatch
Mr.Chaddothestretchandmodelastretch.Next,thesamewordrecognitionteachingwillbe
taughtbyflippingthestopsignaroundtoshowthegosign.Oncethestudentsreadand
recognizethegosign,thentheotherteacherswillstartthestretchwiththeirassignedstudents
andthestudentswillbeencouragedtofinishthelastfewrepetitionsofthestretchontheirown.
Thisinstructionalapproachwillbeusedforallstretches.
Attheendofthetask,thestudentsshouldchecktheirschedulesasdemonstratedbymarkingoff
thecompletedtask(Stretches).GFandACwilluseadabber,theotherstudentswillusea
marker.Ifastudentdoesnotcheckhis/herscheduleindependently,staffshouldrefertothe
instructionalproceduresforteachingthisskill(WorkBehaviorDataSheetMorningMeeting).
InstructionalProcedure:
Attendance:Theinstructorwilldirectthestudentstostatewhatisnextontheminischedule
(usingguidedpracticeprimarilyforRL,CMandAC).Aftermodelingsuccessfullyturningthe
pagetheinstructorwillproceedwiththelistofstudentsfortheattendance.Theinstructorwill
modellookingatthepictureofthefirststudentontheboard,thenfindingthemintheclassroom
andfinallymovingtheirpicturetothecorrectcolumnaftertheyrespondhi,wave,here,good
morningetc.whichmeanstheirhereandnothereiftheyarenotpresent.Thisparticular
instructionwillbemodeledforeachstudentontheattendancelistontheboard.Theteacherswill
startdabbing/markingthecorrectcolumnwiththestudentstheyareworkingwithandfinishthe
finalrowsoftheattendancesheetwhileencouragingthestudenttocompletethemonhis/her
own.
Attheendofthetask,thestudentsshouldchecktheirschedulesasdemonstratedbymarkingoff
thecompletedtask(Attendance).GFandACwilluseadabber,theotherstudentswillusea
marker.Ifastudentdoesnotcheckhis/herscheduleindependently,staffshouldrefertothe
instructionalproceduresforteachingthisskill(WorkBehaviorDataSheetMorningMeeting).
CalendarReview:Theinstructorwilldirectthestudentstostatewhatisnextonthemini
schedule(usingguidedpracticeprimarilyforRL,CMandAC).Aftermodelingsuccessfully
turningthepagetheinstructorwillproceedwiththecalendarreview.Themonthwillbe
modeledbytheinstructorwhowillpointtoit,sayitandunderlinethemonth.CHwillbeasked
toreadthestatementontheboard.Astudentwillcometotheboardandwritedownthemonth.
Aftertheywritethemonthdown,theinstructorwillreadthestatementagainandthestudents
willrespond.
Followingthenameofthemonth,theinstructorwillpointtothedayoftheweek,sayitand
underlineit.Theteachersassignedtotheirstudentwilladministerthesamestepstotheir

Morning Meeting Planning Chart

studentsandencouragethemtofinishthelaststeponhis/herown.
Next,theinstructorwillhavethreecardsstatingeachdayoftheweekpertainingtoYesterday
Was,TodayIsandTomorrowWillBe.Theinstructorwillholdthecardoutandreviewthename
oftheweekandwhereitshouldgoontheVelcroboard.Astudentwillbeaskedtofollowthe
modeledprocedurestostandup,takethecardandplaceitinitsdesignatedplaceontheboard.
Attheendofthetask,thestudentsshouldchecktheirschedulesasdemonstratedbymarkingoff
thecompletedtask(CalendarReview).GFandACwilluseadabber,theotherstudentswilluse
amarker.Ifastudentdoesnotcheckhis/herscheduleindependently,staffshouldrefertothe
instructionalproceduresforteachingthisskill(WorkBehaviorDataSheetMorningMeeting).
TodaysWeather:Theinstructorwilldirectthestudentstostatewhatisnextonthemini
schedule(usingguidedpracticeprimarilyforRL,CMandAC).Aftermodelingsuccessfully
turningthepagetheinstructorwillproceedwithTodaysWeather.Afterreadingthefirst
sentencetheinstructorwillmodelmovingthecorrectpicturetothedesignatedarea.Theneach
teacherworkingwithhis/herstudentwillmodelcirclingordabbingthecorrectresponseintheir
binders.Thentheinstructorwillcallastudenttocometotheboardandmovethecorrectpicture
tothedesignatedarea.Aftercompletingthefirstsentence,theinstructorwillfollowthesame
procedurestocompletethesecondsentence.
Attheendofthetask,thestudentsshouldchecktheirschedulesasdemonstratedbymarkingoff
thecompletedtask(TodaysWeather).GFandACwilluseadabber,theotherstudentswilluse
amarker.Ifastudentdoesnotcheckhis/herscheduleindependently,staffshouldrefertothe
instructionalproceduresforteachingthisskill(WorkBehaviorDataSheetMorningMeeting).
ClockInForWork:Theinstructorwillmodeltakinghistimecardoutofabinder.Theneach
teacherassignedtoaparticularstudentwillstarttheinitialstepofreachingforthetimecardin
theirbinderandencouragingthestudentstotakeitout(CMhashisdownontheboardsohecan
distinguishbetweenhisownname)andthenheadtothetimeclocktopunchinforwork.Upon
return,thestudentswillstopattheirlockerstotakeouttheirworkshirtsandputontheirwork
shirtovertheirexistingshirt.
Closing/Review:
Attheendofthetask,thestudentsshouldtakeaseatbackintheirchairsandchecktheir
schedulesasdemonstratedbymarkingoffthecompletedtask(ClockingInForWork).GFand
ACwilluseadabber,theotherstudentswilluseamarker.Ifastudentdoesnotcheckhis/her
scheduleindependently,staffshouldrefertotheinstructionalproceduresforteachingthisskill
(WorkBehaviorDataSheetMorningMeeting).

Morning Meeting Planning Chart

Oncetheycompletedmarkingtheirscheduletheinstructorwillhandeachstudenttheirown
(differentiatedinstructed)takehomesheet.Theteachersworkingwiththeirassignedstudents
willmodelbywriting/stampingthestudentsnameandwriting/stampingthedate(whetherthey
writethewholedateoutorstampthedayoftheweek).Oncetheycompletedtheirsheettheywill
placeitinabinnearthewindow.
Evaluation Procedure:
Refer to data sheet (Work Behavior Data SheetMorning Meeting).
Progress on individual IEP objectives will be monitored using student-specific
data sheets.
Future Programming/Anticipated Target Skills:
To have each student successfully check their schedule outside of Morning
Meeting upon completion.
A future Morning Breakfast could be implemented, but depends on the
students arrival time. Possibly have a later breakfast?