San Diego Quick Assessment

FIRST WEEK OF
FIRST GRADE
Plans ♥ schedule
BY HALEY
O’CONNOR
TEACHER NOTE
Thank you so much for downloading this resource! I created
this free download to help teachers plan their first week of
first grade. I’ve included examples of my resources you might
want to use, but you could substitute them with other things!
Everything in this pack is from my First Days pack, except
for a few assessments and things included in this download. The
important thing is that you have a schedule planned with lots of
extra activities in case you need them! I’ve chosen to start
curriculum on day 3, because I like to spend the first two days
JUST on routines/procedures and classroom community. This
is a personal choice, and you could replace some of the
activities with curriculum if you wish!
I used my classroom schedule so you would just need to push it

back or start it earlier depending on your school day! It’s also
based on a 30 minute lunch and 30 minute recess. I did NOT
include a specials time (music, art, PE) because every school
does that so differently.
I’ve included a suggested list of read-alouds and extra activities

you might choose to include. I like to keep lots of read alouds
on hand in case I need a quick filler or if my students need a
transition! The other activities are low-prep so you can add
them in whenever it makes sense!
LIST OF BACK TO
SCHOOL READ-ALOUDS
Title and Author Theme/Lesson
Because Amelia Smiled by David Ezra Stein Kindness
Bella's Rules by Elissa Haden Guest Rules
Chrysanthemum by Kevin Henkes Acceptance, Uniqueness
Chu’s First Day of School by Neil Gaiman Nerves, Anxiety, School
David Goes to School by David Shannon Rules
Do Unto Otters by Laurie Keller Manners
Elephants Can’t Dance by Mo Willems Growth Mindset, Uniqueness
First Day Jitters by Julie Danneberg Anxiety, School
Giraffes Can’t Dance by Giles Andreae Growth Mindset
How Do Dinosaurs Go To School by Jane Yolen School, Rules, Manners

Growth Mindset, Launching
How Rocket Learned to Read by Tad Hills
Reading
How To Read a Story by Kate Messner Launching Reading
Miss Nelson is Missing by Harry Allard Rules
Monsters Love School by Mike Austin Rules, School
My Teacher is a Monster by Peter Brown Classroom Community, Humor
Pete the Cat, Rockin’ In My School Shoes by Eric Letwin School
Please Mr. Panda by Steve Antony Manners
Ralph Tells a Story by Abby Hanlon Growth Mindset, Launching Writing

Title and Author Theme/Lesson
School's First Day of School by Adam Rex Anxiety
Splat the Cat by Rob Scotton School
Stand Tall, Molly Lou Melon by Patty Lovell Acceptance, Diversity, Kindness
Stick and Stone by Beth Ferry Kindness, Friendship
The Book With No Pictures by B.J. Novak Humor, Classroom Community
The Crayon Box That Talked by Sharon Derolf Friendship, Uniqueness
The Dot by Peter H. Reynolds Growth Mindset
The Girl Who Never Made Mistakes by Mark Pett Growth Mindset
The Invisible Boy by Trudy Ludwig Kindness, Friendship
The Kissing Hand by Audrey Penn Missing Family, Fear, Growing Up
The Name Jar by Yangsook Choi Diversity, Acceptance, Uniqueness
The Recess Queen by Alexis O'Neill Bullying, Kindness
There Was An Old Lady Who Swallowed a Book by

School, Materials, Sequencing
Lucille Colandro
This School Year Will Be The Best by Kay Winters School
Wemberly Worried by Kevin Henkes Anxiety
What Do You Do With An Idea by Kobi Yamada Thinking, Growth Mindset
You’re Finally Here by Melanie Watt Classroom Community
School's First Day of School by Adam Rex Anxiety, School

DAY ONE PLANS
To Do:
• Have crayons already at student desks (you can use the ones they bring
later, but this way you don’t have to worry about getting them out
immediately)
• Label desks with student names (OR let students choose wherever they’d
like to sit. You can move them around once you get to know their
personalities.)
• Create a space for students to organize or drop off supplies (OR leave
them in their backpacks and you can call them up to give them to you)
• Decide on “Turn In” procedures and have the area set up
• Decide on ”Class Rules” you want to have and prepare chart
• Have scissors/glue for each table to use (or take individual supplies in
the morning and have them ready for the afternoon)
To Print/Copy
• “First Day of School” Coloring Page
• “Transportation” Sheet
• “First Day Feelings” Sheet
• “Leader at Lunchtime” Certificate
• “Summer Break” Craft (on colored paper)
To Prepare
• “First Day Feelings” Graph
• “Hallway Expectations” Chart
• ”Class Rules” Chart
Read Alouds
• School’s First Day of School
• Chrysanthemum
• Miss Nelson is Missing, How Dinosaurs Go To School, OR Officer Buckle
and Gloria
7:20-7:40
• Greet families at the door and make sure
you know how students are going home that
day
• Students find their seat and begin coloring
their coloring page
• Take attendance following school
procedures (many schools have you mark
students as no-shows for the first few
days)
7:40-7:50
• Introduce Attention Getter (Holy
Moly…Guacamole…Class, Class…Yes, Yes)
• Model “Coming to the Carpet” procedures
1. silently push chair in
2. stand up
3. walk calmly to the carpet (you may need
to assign seats after you get to know
personalities more)
• Have students practice it several times until
they can do it perfectly
7:50-8:20
• Read School’s First Day of School or other
first day of school book about
• Ask a few students to share how they are
feeling about their first day and show
“First Day Feelings” chart
• Pass out circles or post its for students to
draw their face (or write their name) and
add it to the class graph
© Haley O’Connor 2016
8:20-8:45
• Explain ”First Day Feelings” page (or model
how students should draw/write in a
notebook about their feelings on the first
day)
• Model ”Going To My Seat” procedures
1. Stand up
2. Walk calmly
3. Get started right away
• Students should work on drawing and
writing about their feelings
• Model “Turn In” procedures that you will use
all year long
• Have students read books at their table
when they’re finished
During this time, walk around and try to

compliment each student. Even if they are
already challenging you, find SOMETHING to
compliment them about! ☺
8:45-8:55
• Review “Coming to the Carpet” procedures
and have students come to the carpet
• Go Over “Hallway Expectations” Anchor
Chart (have students model as you are gluing
expectations to the chart).
• Have several students model appropriate and
inappropriate hallway behavior
• Practice lining up several times (however you
want students to do it…in number order,
randomly, etc.)
8:55-9:10
• Practice hallway expectations and
compliment students doing a great job (you
could hand out stickers or stamps
• Walk to the bathroom and have students sit
against the wall (or wherever it makes
senses)
• Discuss bathroom expectations (I’ve listed
some examples but all schools handle this a
bit differently)
• No looking under the stalls
• Silent
• 2 pumps of soap
• Have students use the restroom or get a
drink of water
• Review hallway expectations and reward
model students as you walk back to the
classroom
9:10-9:30
• Review “Come to the Carpet” procedures and
have students meet you at the carpet
• Read Chrysanthemum (if you don’t have a
copy, there are several on YouTube and
there is a video version of it on Bookflix
• During reading, ask questions like:
• How do you think she is feeling right
now? How do you know that?
• Are they being kind friends to her?
• What does this remind you of?
• Does she like school? How do you know?
9:30-10:15
• Pass out manila paper
• Discuss listening and introduce Directed
Drawings (teacher models it for you step by
step and you follow along)
• Complete Chrysanthemum Directed Drawing
for our outside bulletin board
(bit.ly/ChrysDirDraw)
• Have students color their drawing when
we’re finished and follow Turn In
Procedures (I like to pass out sharpies and
have them outline their drawings)
• Fast finishers can read from a box of books
on their tables
10:15-10:45
• Review Hallway Procedures
• Walk to cafeteria and show where they pick
up lunch, where they sit, etc.
• Go to Playground and Discuss Safety Rules
and Procedures for Lining Up
10:45-11:15
• Review “Come to the Carpet” procedures

• Complete Silly/Smart Lunch Choices Sort
• Students go back to their table and

11:15-12:15
• Lunch/Recess
• Monitor students and remind them about
safe choices and lunch expectations
12:15-12:30
• Review Bathroom Expectations
• Class Bathroom/Water Break
12:30-1:00
• Award “Leader at Lunchtime” award for an
example student
• Read Miss Nelson is Missing, How Do
Dinosaurs Go To School , or Officer Buckle
and Gloria
• Work with students to come up with Class
Rules (even though you have already
decided, make it seem like they are choosing
the rules)
• Create class anchor chart
1:00-1:10
• Introduce Brain Breaks and describe

expectations. Some examples include:
• Stay in your area (even if you’re dancing
or running in place)
• Use an inside voice (NO screaming…if the
video gets loud, do a silent yell)
• BRAIN BREAK! (Use GoNoodle, or YouTube)
1:10-2:00
• Model putting “My Summer Break” craft and
using scissors and glue correctly (or a
different Back to School craft)
• Students should cut out the pieces and put it
together like a sun. On the inside lined paper
they should write about their summer break.
The sun gets stapled on top so that it flaps
up.
• Model appropriate clean up (does one
student bring the trash around? Do students
take it themselves?)
2:00-2:20
It is INCREDIBLY important that your students
know where and how they will be dismissed.
Take this time to show where students should
go (bus, daycare, walkers, etc.) Explain to them
if they should sit, stand, wait for a teacher, etc.
Your #1 job on the first day is to make sure
everyone gets home safely! Making sure you
have plenty of time to show everyone where
they’re going will help make this happen!
2:20-2:40
• Discuss “Dismissal Procedures” and make an
anchor chart with your kids telling them the
steps they should follow. Simply draw a
simple doodle for each step and write it.
2:40-2:50
• Students should follow the ”Dismissal
Procedures” and prepare to go home
• Make sure students can tell you exactly how
they are going home and where they should
go
• Have everyone meet at the back at the
carpet
2:50-2:55
• Share how much you loved your first day of
school with them and that you can’t wait to
see them tomorrow!
• Allow a few students to share their favorite
part of the day
• SEND THEM HOME!!!
AFTER SCHOOL
• Organize Supplies
• Make 4-5 positive phone calls home (If you
do a few each day, by the end of the week
you’ll have already made a great first
impression with every parent in your class!)
• Prepare for Day 2
GO HOME & RELAX!

DAY TWO PLANS
To Do:
• Have play-doh prepared for the morning activity (or
something else to substitute)
• Prepare math manipulatives so that small groups of
students (ideally table groups) can rotate them and
explore
To Print/Copy
• “First Graders” Flipbook
• “Good Friends” Writing Page
• “Friendship Snapshots”
• “All About Me” Book
• “Dear Teacher” Letter
• “Buddy Bingo”
To Prepare
• “First Graders” Chart
• “A Good Teacher” Chart
• “Good Friends” Chart
Read Alouds
• The Recess Queen
• My Teacher is a Monster
7:20-7:40
day
• Students find their seat and begin working
with play-do (free choice time)
days)
7:40-7:50
• Review Attention Getter (Holy
• Model “Coming to the Carpet” procedures
1. silently push chair in
2. stand up
3. walk calmly to the carpet (you may need
to assign seats after you get to know
personalities more)
• Have students practice it several times until
they can do it perfectly
7:50-8:20
• Welcome students back to first grade!
• Introduce “Turn and Talk” procedures
• Show students the “First Graders” chart
and have them think of some things they
could add and share with their neighbor
• Add student responses to the chart by
writing on it or using post its
• Discuss things like “first graders can work
hard, first graders are kind,”
8:20-8:45
• Explain ”First Graders” flipbook (or model how
students should draw/write their own
examples in a notebook.) MODEL HOW TO
MAKE IT. It can be challenging for some
students.
• Depending on your student abilities, you could
create a word bank for them to use inside
the flipbook. I try NOT to and have them
draw and label it the best they can! :) If you
know you have struggling learners, this is a
great time to compliment their drawing and
if they try to label the beginning sound or
whatever they are able to do independently.
• Model ”Going To My Seat” procedures
1. Stand up
2. Walk calmly
3. Get started right away
During this time, walk around and try to

compliment each student. Even if they are
already challenging you, find SOMETHING to
compliment them about! ☺
8:45-9:00
• Review ”Hallway Expectations” anchor chart
from yesterday as well as bathroom
expectations
• Take a class bathroom break. Even if you
don’t plan on taking breaks, it’s important to
go as a class the first few times to practice
expectations.
9:00-9:40
• Model “Come to the Carpet” procedures
• Show students math manipulatives and ask
how they used them in kindergarten.
• Explain “These are TOOLS to help us with our
math thinking and we will start that very
soon! BUT…before we use them as tools, I’m
going to give you some time to play with
them. That way, when it’s time to use them
as math tools, you’ll be done playing with
them and we can use them appropriately! As
you’re playing, think about how you might use
them to help your math thinking.”
• Set a timer and let table groups (or small
groups of students free explore the math
manipulatives. Each 10 minutes, rotate them
around the room so that they all get to
participate. (or whatever time works for
your set up.)
9:40-10:00
• Review “Come to the Carpet” procedures and
have students meet you at the carpet
• Read The Recess Queen or another book
about being kind, friendly, and a good friend.
• During the read-aloud, stop to discuss what
is kind and what is NOT kind. Ask questions
like:
• Do the other kids like Jean? Why or why
not? How should we play at recess?
What would you do differently?
10:00-10:15
• After reading, explain that we are a
classroom family and we will treat each
like friends. Say “If we want to have lots
of friends, we need to be a good friend!
What makes a good friend?”
• Have students share responses with
their neighbor and add them to the
chart.
10:15-10:45
• Show ”Good Friends” graphic organizer
(OR “Good Friends” sort.) Explain how to
complete it and have students complete
it on their own. When they’re finished,
they will draw and label someone being
a good friend on the “Friendship
Snapshots” page.
10:45-10:50
• Review “Brain Break Expectations”
• Do a quick Brain Break
10:50-11:15
• Review “Lunch Choices” sort and “Recess
Expectations.”
• Allow a few students to model
appropriate and innapropriate behavior
at lunch and recess
11:15-12:15
• Lunch/Recess
• Monitor students and remind them about
safe choices and lunch expectations
12:15-12:30
• Review Bathroom Expectations
• Class Bathroom/Water Break
• Compliment students who are doing a
great job and notice students who are
struggling…ask them tomorrow if they’d
like to model appropriate behavior
12:30-1:00
• Award “Leader at Lunchtime” award for
an example student
• Show “All About Me” book and go
through the pages with students. Turn
on soft music (or whatever your
independent work routine will be) and let
students work on their book.
• Walk around and compliment students.
Do a quick informal assessment on
their reading and writing so you get to
know them a bit.
1:00-1:20
• Review ”Brain Break” expectations
• Do a quick Brain Break (Go Noodle,
Youtube, Just Dance Kids)
1:20-1:45
• Read My Teacher is a Monster and
complete the “A Good Teacher” chart
• Explain that you want to know what
THEY need from you. Say things like ”I
want to be the best teacher I can for
you! How can I help you? What can I do
to help you enjoy school? How can I
help you learn?”
This is a great opportunity to introduce
Growth Mindset and the fact that we are
all learners! Explain that you want to learn
and get better as a teacher everyday!
1:45-2:15
• Pass out the ”Dear Teacher” writing
page and have students draw and write
to you. Tell them to explain what they
need from you, and what makes them
happy at school. Set expectations for
how things should be colored, neat
handwriting, etc.
2:15-2:40
• Model for students how to introduce
self and ask questions politely. Pass
out “Buddy Bingo” and show students
how to play. (They should walk around
and find friends for each box. The
first person to get a Bingo! wins)
2:40-2:50
• Students should follow the ”Dismissal
Procedures” and prepare to go home
• Make sure students can tell you exactly
how they are going home and where
they should go
• Have everyone meet at the back at the
carpet
2:50-2:55
• Share how much you loved your first
day of school with them and that you
can’t wait to see them tomorrow!
• Allow a few students to share their
favorite part of the day
• SEND THEM HOME!!!
AFTER SCHOOL
• Organize Supplies
• Make 4-5 positive phone calls home (If
you do a few each day, by the end of
the week you’ll have already made a
great first impression with every
parent in your class!)
GO HOME & RELAX!

DAY THREE PLANS
To Do:
• Decide on Reader’s Workshop, Daily 5, etc. and what
expectations you’ll put in place
• Have math notebooks ready to pass out
To Print/Copy
• “My Heart Map” Page
• “My 1st Grade Goals” Page
• “Math About Me” Notebook Page
To Prepare
• “My Heart Map” Teacher Example
• “Our Goals” Chart
• “Reader’s Workshop” Chart (just the title)
• Cut small squares in many different colors for name
craft
• Name Craft Teacher Example (use the colored squares
to create your name on black paper. Glue the squares
into the shapes of the letters in your name.)
• “A Good Student” Chart
Read Alouds
• Giraffe’s Can’t Dance
• David Goes to School
7:20-7:40
day
• Students find their seat and begin word
search
days)
7:40-8:00
• Review Attention Getter (Holy
• Review “Come to the Carpet” procedures
• Show “My Heart Map” teacher example
• Students complete their own “My Heart Map”
and work for the entire time at their seats
(we will introduce Writer’s Workshop
tomorrow)
8:00-8:30
• Read Giraffe’s Can’t Dance and
discuss:
• What was Gerald’s goal? (to learn
to dance)
• How did Gerald meet his goal?
(practicing)
• What are some goals you have?
• How can you reach them?
• Have students share their goals and
add it to the class “Our Goals” chart
8:30-9:00
• Show students the “My First Grade Goals”
page and have students draw and write
about goals they have for the year.
9:00-9:30
• Call students to the carpet
• Read How Rocket Learned to Read and
discuss it as you’re reading. (Is reading easy
for Rocket? How do you know? How does
Rocket get better at reading?)
• Tell them “We will be reading every single day
in first grade! Sometimes you will read to
them, sometimes they will read to each
other, and sometimes they will read to
themselves.”
9:30-10:00
• Depending on the structure you will be
using, introduce Reader’s Workshop, Daily
Five, etc.
• Show blank anchor chart titled “Reader’s
Workshop.” Add expectations including:
• Stay in One Spot.
• Whisper Read or Silent Read.
• Read the Words.
• Read the Pictures.
• Add small pictures as reminders.
• Allow students to choose a few books
from the classroom library, or give each
table a set of books to choose from.
10:00-10:15
• Call students back to the carpet
• Compliment them on their reading, and great
things you saw during this time
• Allow students to share what books they
read and their thoughts about them
10:15-10:45
• Show students Chrysanthemum and have a
few students review what happened and
what people teased her about (her name
• Introduce The Name Jar and explain that
the main character is worried about her
name in this book too
• Read The Name Jar
• Discuss that we are all special and our
names are important! We will write our name
on every paper, and it’s how people know
who we are!
• Show teacher example of your name craft
and discuss Glue expectations (dot, dot, not a
lot)
• Show “Glue Poem” and read it aloud
10:30-11:00
• Give students a black sheet of construction
paper and lots of construction paper
squares
• Students should create their name using the
small squares and practice using the right
amount of glue without making a huge mess
☺
• Review “clean up” procedures
11:00-11:15
• Have several students model appropriate
and inappropriate lunch and recess
behavior
• Review expectations and remind students
you’ll be awarding a “Leader at Lunchtime”
award
11:15-12:15
• Lunch/Recess
12:15-12:25
• Review hallway/bathroom expectations
• Class bathroom break
12:25-12:45
• Show “Math About Me” page and pass out
math notebooks
• Explain that you will be using math
notebooks to show your math thinking all
year long, and we want to get them ready!
• Students should complete their “Math About
Me” page and glue it on the first page of
their notebook
12:45-1:15
• Review how they explored math
manipulatives yesterday.
• Explain that they get one more chance to
use their math tools as toys this year.
• Pass out math tools to small groups and set
a timer for 10 minutes and do rotations
1:15-1:30
• Pass out students “All About Me” books and
have them continue to work on them.
1:30-2:00
• Read David Goes to School
• Review “A Good Teacher” chart from
yesterday and introduce “A Good Student”
chart
• Have student share responses to add to
the chart about what makes a good
student
2:00-2:30
• Show “Good Student/Good Teacher” flipbook
and explain how to complete it and cut along
the dotted lines
• Send students back to their seats to work
on it independently
2:30-2:45
• Review “Dismissal” procedures and have
students model how to pack up
• Students should pack up and meet you at the
carpet
2:45-2:55
• Meet at the carpet and discuss what
students enjoyed about today, what you
worked on, etc.
2:55
• Dismissal
AFTER SCHOOL
• Organize Supplies, Parent Forms, etc.

DAY FOUR PLANS
To Do:
• Decide on Writer’s Workshop expectations
• Have projector ready for video
• Find “Scientific Method Song” by Have Fun Teaching on Youtube
To Print/Copy
• “Problem and Solution” Page
• “Our Class Rules” Page
• “Choices Sort” Page
• Math Assessments from Back to School Assessments Pack (or
other assessment pages)
• Counting to 50
• Counting Objects
• Shape Patterns
• Addition
To Prepare
• “Problem/Solution” chart with scenarios glued on
• “Writer’s Workshop” chart (blank chart paper titled: Writer’s
Workshop”
• “What Do Scientists Do” chart (blank or with a small scientist in the
corner for students to share responses)
• Manila/White paper for drawing
• Paper for Writer’s Workshop
Read Alouds
• Splat the Cat
• Ralph Tells A Story
• How To Read a Story

7:20-7:40
day
with play-do (free choice time)
days)
7:40-8:15
• Read Splat the Cat
• Ask students to think about how Cat School
is different and the same as their school
• Explain that in both schools, students have
problems to solve and we’re going to talk
about some problems you might have in the
classroom
• Show “Problem/Solution” Chart
• Have students share a few solutions to each
problem
• Explain that we are problem solvers in our
class, and I want you to try to solve
problems before you bring them to me! Say
“I’ll be looking for students who solve
problems today! I can’t wait to see how you
work together!”
8:15-8:45
• Show “Problem an Solution” page
• Students should complete it independently
8:45-9:15
• Read “Ralph Tells A Story”
• Introduce Writer’s Workshop Expectations
and Materials
• Create “Writer’s Workshop” anchor chart
with students that says:
• Write The Whole Time
• Write Words
• Draw Pictures
• Add to My Words and Pictures
• Add simple pictures to the chart so students
remember it
9:15-9:30
• Give students their writing materials
depending on what you will be using in your
classroom (different paper choices, writing
folders, etc.)
• Set a timer for 10-15 minutes and have
students write independently
9:30-9:45
• Call students down to the carpet
• Introduce “Share Time”
• Choose a few students to share what they
wrote today with the class
• Explain that in a few days, you will be
complimenting each other’s work. Today, you
are going to give compliments.
• Compliment student’s who share by saying
things like “I love how you stretched your
words!” or “Your picture has so much detail”
9:45-10:00
• Review Hallway/Bathroom expectations
• Class Bathroom break
10:00-10:20
• Read How to Read a Story
• Review “Reader’s Workshop” anchor chart
from yesterday the expectations
• Allow a few students to share what they
are going to do during Reader’s Workshop
today
10:20-10:40
• Set a timer for 10-15 minutes
• Students should read independently
• Walk around and listen to students read and
ask them questions. Support struggling
readers by reminding them to “read the
picture” if they are unable to read the books
they chose.
10:40-10:50
10:50-11:15
• Review “Class Rules” chart you created on
the first day
• Show “Our Class Rules” page and have
students draw and write about the rules in
their classroom. Then, they can complete the
Choices Sort page.
11:15-12:15
• Lunch/Recess
12:15-12:25
• Award “Leader at Lunchtime”
12:30-1:15
These pages are NOT included in my
First Week pack, and are from my
• Call students to the carpet Assessment Pack. You could also use
any other assessment that’s useful in
• Say “Now that we are starting math time, it’s your instruction. This is time set aside
important that I know what each of you is to see where your students are in
math.
great at, and what you need help with. We’re
going to do a few pages so I know what
you already know from kindergarten.
• Pass out the assessment pages and have
students work on them independently. During
this time, wander around and see how
students are dong. Encourage those that
are struggling.
1:15-1:30
• Watch “Scientific Method” by Have Fun
Teaching
• Show “What Do Scientists Do” chart and have
students share things that scientists do and
add them to the chart
1:30-2:00
• Give students a blank sheet of manila or
white paper
• Have students draw themselves being a
scientist and write 2-3 sentences about what
they are doing.
• As students work, encourage them to add
more detail to their work.
2:00-2:30
• Pair students up (or allow them to choose
their partners) and call them to the carpet
with their partners.
• Show “My New Friend” page and explain how
students should complete it together.
2:30-2:45
carpet
2:45-2:55
worked on, etc.
2:55
• Dismissal
AFTER SCHOOL

DAY FIVE PLANS
To Do:
• Get stickers for math (the small circle price tag
stickers work great, but you could use anything.)
• Decide if you want students to use crayons,
markers, paint, etc. for their “Dot” art
To Print/Copy
“My Self Portrait” Page
“Rocket Tells A Story” Page (included in this download)
“Dot” Paper (included in this download)
To Prepare
• “Good Illustrators” anchor chart (blank except for
title)
• Manila/writing paper for drawing
• Paper for Writer's Workshop
• “What We Learned From the Dot” chart
Read Alouds
• Rocket Tells A Story
• The Dot

7:20-7:40
day
on “My Self Portrait” page
7:40-8:00
• Call students down to the carpet for a class
meeting.
• Use this time to engage with your students
and encourage discussion. Ask questions like
• What are some things we’ve done this
week?
• What have you enjoyed this week?
• What part has been hard?
• Do you have any questions about our
class or me?
8:00-8:20
• Explain that they have done lots of drawing
and illustrating this week and you’re proud of
their hard work! Tell them that you want to
make sure their illustrations always teach the
person looking at it, so there are some
things that all good illustrators do.
• Work with students to complete “Good
Illustrators” anchor chart
8:20-8:50
• Give students a sheet of manila or white
paper and they can draw anything they
want as long as they are “Good Illustrators”
8:50-9:00
• Review “Brain Break” expectations
• Brain Break
9:00-9:20
• Read Rocket Tells A Story
• Review “Writer’s Workshop” anchor chart
and “Good Illustrators” chart
9:20-9:45
• Students should follow your Writer's
Workshop procedures
• Students should write and draw
independently during this time
9:45-10:00
• Call students to the carpet and explain that
good readers can tell about their favorite
part in a story. Review Rocket Tells A Story.
• Show students the “Rocket Tells A Story”
writing page and explain that they will be
drawing and writing about their favorite
part. They should be good illustrators, and
write as much as they can.
10:00-10:30
• Students complete their “Rocket Tells A Story”
page.
• Walk around and support struggling learners
and give compliments for hard work, great
illustrating, stretching words, etc.
Name: __________________
ROCKET TELLS A STORY Draw and write about your favorite part in the story.

10:30-10:35
• Review “Reader’s Workshop” Expectations
• Have students model appropriate and
inappropriate reading behaviors
10:30-10:50
• Students should read independently
• Walk around and listen to students read and
ask them questions. Support struggling
readers by reminding them to “read the
picture” if they are unable to read the books
they chose.
10:50-11:00
11:00-11:15
• Review Lunch/Recess Expectations
• Have several students model appropriate
and inappropriate lunch and recess
behaviors
11:15-12:15
Lunch/Recess
12:15-12:30
12:30:12:45
• Say “The first thing all mathematicians need
to be able to do is count! Even if counting is
hard for you, it will get easier with practice.”
• Show students how to count out 10 stickers.
(model precise counting, and touching each
sticker).
• Say “You’re each going to count 10 stickers
and use them today. You can use the 10
stickers to make any kind of picture that you
like. The important thing is that you label 10
stickers so I know you have all of them!”
• Model placing a sticker on a paper and
turning it into a picture.
12:45-1:20
• Give students a sheet of manila or white
paper and their stickers.
• Have students put the stickers on their page
and create a picture with them. Remind them
to be good illustrators.
• Then they should label each sticker 1-10.
1:20-1:30
• Review “Brain Break” expectations
• Brain Break
1:30-1:45
• Have students complete their “All About Me
Book” or other work throughout the week
that isn’t complete
1:45-2:00
• Read The Dot and show “What We Learned
From The Dot” chart.
• After reading, ask students what Vashti
learned.
• Then ask what THEY learned and add it to
the chart.
2:00-2:30
• Say “Now it’s your turn! Just like Vashti
created beautiful things with a dot, you can
too! All of you are artists, and I can’t wait to
see the amazing things you create.”
• Give students their “Dot” paper and let them
decorate it however they’d like. Some might
choose to cut it out, others might leave it, and
some might use the outside of the circle.
• You might choose to let students use special
materials for this project because it makes
an adorable bulletin board (watercolors,
markers, etc.)
2:30-2:45
carpet
2:45-2:55
worked on, etc.
• Ask “What are some important lessons
we’ve learned this week?” (encourage
students to talk about not giving up, being
kind, being a good friend, etc.)
2:55
• Dismissal
AFTER SCHOOL

Draw things you want to learn about in science this year. Then cut it out
and glue it in your science notebook.
_____________’s
Science notebook

Use math to tell all about yourself. Then cut it out and glue it in your math
notebook.
MATH
MY AGE MY BIRTHDAY
NUMBER OF PEOPLE IN MY MY FAVORITE NUMBER

FAMILY
NUMBER OF PETS I HAVE THE HIGHEST NUMBER I CAN

COUNT TO
ABOUT ME
BATHROOM
BREAKS
I typically don’t do class bathroom breaks after the
first few weeks of school. I found that my students still
needed to go at other times, and they were always
challenging to manage. But during the first few weeks,
you’ll want to go as a class. This way you know new
students (as well as special ed or ELLs) know where
the bathroom is. You can discuss bathroom procedures
(like waiting outside for an open stall), hand washing
procedures (only 2 squirts of soap and scrub for 10
seconds.)
I have found the most success when my grade level

team had the same expectations (or even the entire
school.) This way other teachers can remind students
of the expectations.
During the first few days, as students are adjusting to

being back in school, bathroom breaks are a nice way
to get them moving for a few minutes. ☺
PLAY-DOH
I’ve never met a student who didn’t enjoy playing with

play-doh for a few minutes! If you need a time filler or
“brain break,” pass some dough out to students! You can
let them “free” play, or give them tasks. The following
tasks would be perfect for the first week of school.
• Make Your Name

• Make Letters
• Make Numbers
• Make Sight Words
• Make 2D Shapes
• Make Yourself
• Make Your Favorite Animal
• Make Your Favorite Meal
Play-doh also makes for a perfect morning activity

during the first week until you have your routines in
place!
SCHOOL TOUR
If your class has several new students, I would
recommend taking a school tour. It’s a fun way to
walk around, find important places, and practice
walking in the hallways. As a class, make a list of
some places you might want to visit! Then practice
getting in line and review hallway procedures as
you tour the campus. Some places you might want
to visit (or simply walk by and point).
• Nurse’s Office
• Principal’s Office
• Counselor’s Office
• Library
• Computer Labs
• Art Room
• Music Room
• PE Gym
• Playground
• Dismissal Areas
• Cafeteria
• Buddy Classroom
PLAYGROUND
Before it’s time for recess, set some time aside
to go out on the playground. While you’re there,
show students where you will line up after
recess and how you will get their attention. I also
take time to discuss appropriate uses of the
playground equipment (like only going DOWN
the slide). I have seen teachers take recess time
to explain this, but I think our kiddos need recess
on the first day almost as much as teachers do!
If at all possible, try to give them their normal

recess time to PLAY and find a different time to
explain procedures and expectations. ☺
For several years, after this discussion, we came

back to the class and created an anchor chart
reminding us of playground expectations. We
would review it each day for at least a week,
and then review it periodically.
PREPARE FOR LUNCH
Earlier in this packet, I included a lunch time activity to discuss

behavior expectations at lunch time. Before your actual lunch
time, I recommend heading down to the cafeteria and showing
students where their table is, as well as where they will get
their lunch. This ensures there will be less chaos during lunch
time. ☺ After this, I’d return back to class and do the lunch
time discussion and activities.
Some Things You’ll Want to Discuss:

• Lunch Pick Up Location
• How They’ll Come In the Cafeteria
• Class Table
• Seating Assignments (If you don’t allow students to choose)
• Clean Up Procedures
• Where They Go After Clean Up
• Where Your Class Will Line Up After
MANIPULATIVE EXPLORATION
My students LOVE working with math manipulatives! Before we expect them to use
them in math, it is super helpful to give them time to play before. If we don’t build
“play” time in, they will probably do it anyway when they’re supposed to be using
them for math, ha!
For this activity, put your math manipulatives in tubs or even ziploc baggies and give
one set to a table or small group. Set a timer for about 10 minutes and let students
play with them. You might want to set a few rules like “don’t throw,” but allow students
to use them how they wish! When the timer goes off, switch the manipulatives with
another group. After 4 or 5 rotations, every students should have been able to use
every math tool.
I typically do this same procedure for 2-3 days. On the 4th day (or whenever you
decide) we sit down and talk about how we used the tools. Then we brainstorm ways
they could be used as tools and not toys. I explain that there might be times we get to
use them as toys (like during indoor recess) but they are used as tools in our learning.
To break up your day more, you could actually let each group do one or 2 rotations,
do something else (like a lesson from this packet) and then finish the rotations later in
the day. ☺

FREE READING TIME
Even though classrooms follow different reading structures (Daily Five,
Reader’s Workshop, etc), it’s important to get our students reading as
quickly as possible! Many teachers choose not to open the classroom
library until you’ve done a lesson on how we treat books, shopping for
books, and workshop expectations. However, on the first and second day,
you can pass book baskets out to each student or table group. Let them
choose a quiet spot to read for 10-15 minutes.
Disclaimer: You should absolutely do a lesson explaining the specific routine

you’ll follow. ☺ If you choose to launch your reading time on the first day, I
encourage you to introduce routines, stamina, etc as well. I chose not to
start our schedule and actual routines until the 3rd or 4th day of school so
that we had time for the extra activities I had planned.

NOTEBOOK SET UP
One of my students’ favorite activities is when they get to
decorate their notebooks. In my class, we have a math,
science, and language arts notebook. We put reading
response, journal, and some writing activities in our
language arts journal.
For our language arts notebook, I pass stickers out to each

table group. They are allowed to use stickers to decorate
the front and back of their notebooks, and they LOVE it.
Many of them like to use letter stickers to write their
names, or just put stickers that they like to look at! ☺
For science and math (or any other notebook), instead of

using the printable pages I included, you could also allow
students to “brain dump” and draw/write anything that
they think of for science/math.
No matter which activity you choose, make a BIG deal about

how exciting it is to have a notebook. Explain that even the
President, doctors, and artists use notebooks to stay
organized .You can show examples from the internet of
notebooks grown ups keep or even show your own! We
want our students to think it’s so neat they get to keep
track of their learning so they can always look back on it!
COUNTING CONTEST
Another fun activity (and assessment) is to allow
students to count as high as they can and write it. It’s
a great formative assessment to see where your kids
are, and you can make it very fun by how you
introduce it!
Explain that over the summer, their brains grew and

changed, and they are in a brand new grade!
Before you get started with math, you want to see
what they remember from last year! Tell them to
count as high as they can…when they can’t go
anymore, they can draw a picture.
Have students take their math notebook, a sheet of

blank paper, or calculator tape, and count as high as
they can on their own. For some students, they may
not get past 15 or 20…others may be able to count
farther than they have room for. I recommend
setting a timer for 5 minutes so that it doesn’t go on
forever. ☺ Make sure you look at them when they
are finished…it will help you know how to begin
your math instruction.
THANK YOU!
Thank you so much for downloading this product! I hope you
absolutely loved it! Be sure to follow my store to get updates on
new products!
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TERMS OF USE
Thank you to these amazing clipart and font artists!
This product is for single classroom

use only. It may not be placed on
any public or shared database or
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San Diego Quick Assessment

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FIRST WEEK OF

I used my classroom schedule so you would just need to push it

I’ve included a suggested list of read-alouds and extra activities

Bella's Rules by Elissa Haden Guest Rules

Chrysanthemum by Kevin Henkes Acceptance, Uniqueness

Chu’s First Day of School by Neil Gaiman Nerves, Anxiety, School

David Goes to School by David Shannon Rules

Do Unto Otters by Laurie Keller Manners

Elephants Can’t Dance by Mo Willems Growth Mindset, Uniqueness

First Day Jitters by Julie Danneberg Anxiety, School

Giraffes Can’t Dance by Giles Andreae Growth Mindset

How Do Dinosaurs Go To School by Jane Yolen School, Rules, Manners

Miss Nelson is Missing by Harry Allard Rules

Monsters Love School by Mike Austin Rules, School

My Teacher is a Monster by Peter Brown Classroom Community, Humor

Pete the Cat, Rockin’ In My School Shoes by Eric Letwin School

Please Mr. Panda by Steve Antony Manners

Ralph Tells a Story by Abby Hanlon Growth Mindset, Launching Writing

Splat the Cat by Rob Scotton School

Stick and Stone by Beth Ferry Kindness, Friendship

The Book With No Pictures by B.J. Novak Humor, Classroom Community

The Crayon Box That Talked by Sharon Derolf Friendship, Uniqueness

The Dot by Peter H. Reynolds Growth Mindset

The Invisible Boy by Trudy Ludwig Kindness, Friendship

The Kissing Hand by Audrey Penn Missing Family, Fear, Growing Up

The Name Jar by Yangsook Choi Diversity, Acceptance, Uniqueness

The Recess Queen by Alexis O'Neill Bullying, Kindness

There Was An Old Lady Who Swallowed a Book by

This School Year Will Be The Best by Kay Winters School

Wemberly Worried by Kevin Henkes Anxiety

What Do You Do With An Idea by Kobi Yamada Thinking, Growth Mindset

You’re Finally Here by Melanie Watt Classroom Community

School's First Day of School by Adam Rex Anxiety, School

During this time, walk around and try to

• Review “Come to the Carpet” procedures

© Haley O’Connor 2016

• Introduce Brain Breaks and describe

GO HOME & RELAX!

During this time, walk around and try to

GO HOME & RELAX!

© Haley O’Connor 2016

© Haley O’Connor 2016

© Haley O’Connor 2016

© Haley O’Connor 2016

© Haley O’Connor 2016

© Haley O’Connor 2016

© Haley O’Connor 2016

NUMBER OF PEOPLE IN MY MY FAVORITE NUMBER

NUMBER OF PETS I HAVE THE HIGHEST NUMBER I CAN

I have found the most success when my grade level

During the first few days, as students are adjusting to

I’ve never met a student who didn’t enjoy playing with

• Make Your Name

Play-doh also makes for a perfect morning activity

If at all possible, try to give them their normal

For several years, after this discussion, we came

Earlier in this packet, I included a lunch time activity to discuss

Some Things You’ll Want to Discuss:

© Haley O’Connor 2016

Disclaimer: You should absolutely do a lesson explaining the specific routine

© Haley O’Connor 2016

For our language arts notebook, I pass stickers out to each

For science and math (or any other notebook), instead of

No matter which activity you choose, make a BIG deal about