My Wish List for the TPT Cyber Monday Sale!

Hi everyone,

Of course I'm new to the primary world, so I don't have lots to offer by way of the TPT sale.  But I like to think what little I do have is quality!  I make items that I have not found elsewhere to purchase, and they work well in my classroom.  So with that I decided it's time to "get social" and link up with Jivey for the "What's on your wishlist?" linky.  So here are my top 2 wishlisted items (which is mildly amusing if you've been following along with how many items I currently have available for purchase).

The first item I have available, on sale for TPT's Cyber Monday (and Tuesday) sale is my fact families file folder centers.  Simply slide them into a sheet protector and staple into a file folder.  Cut out the cards and staple an envelope to hold them in the same file folder.  The children use the visuals on the page to help them write 4 related number sentences.  There is also an optional page that includes number bonds, since our school uses Math in Focus, but this is an add on to the activity; you don't have to be teaching number bonds for your students to access this skill.

The next item I have for sale is my file folder tabs.  This organizational system is one that I swear by.  Fifteen years ago I was using binders and lugged them home each night.  In the process I've damaged my shoulder and I've been putting off surgery to correct it (the pain is still manageable 90% of the time).  Having file folders is so much easier, but I wanted to keep them color coded and nicely labeled.  The result are these file folder tabs and monthly hanging file cover sheets.

I have SO many items on my wishlist.  I'm happy to share more than just one.

My strategy for this sale was to bring home my science and social studies files for January through the end of the year to sort them.  In August I did the same thing with my files from September through December, because I was confident there would be another TPT sale at some point.  I also focus on the content areas because our school/district has no "official" resources for us.  After looking at our curriculum map, I found there were several topics that were lacking in resources.  So here are a few that I plan on grabbing:


I might get both of these packets about matter!  I'll take a closer look tomorrow.

 http://www.teacherspayteachers.com/Product/States-of-Matter-The-Creative-Classroom-334213

http://www.teacherspayteachers.com/Product/States-of-Matter-Science-Activities-325335

I have a few arctic animals packets on my list, but I think this one is the winner.  I like the variety of animals as well as the research format.  http://www.teacherspayteachers.com/Product/Arctic-Animals-Research-Reading-477273

 I found it shocking, but there didn't seem to be ANY materials for folk tales, so this one went on my list. 
 http://www.teacherspayteachers.com/Product/Traditional-Literature-Fables-Fairy-Tales-Folk-Tales-Primary-Grades-1217913


We were a little lacking in the MLK department, and I thought a craftivity would be just the thing to supplement the biographies I already own:
http://www.teacherspayteachers.com/Product/Martin-Luther-King-Jr-1047806




We didn't really have anything "scientific" when it came to spring.  Just because something has raindrops and flowers on it, doesn't mean it's teaching a scientific concept!  This product seems to be just what I need.  http://www.teacherspayteachers.com/Product/Create-a-Book-About-Spring-Holidays-Weather-Animals-Nature-1163493






Again, I have several day and night units on my list, but I like the sorting activity in this one.  http://www.teacherspayteachers.com/Product/Day-and-Night-948192

The flap book looks like a great "product" to show what the kids have learned, so I think I need this one too!  http://www.teacherspayteachers.com/Product/Day-and-Night-Sky-Flip-Flap-Book-1522449

I also wanted sight words using QR codes because I found a FREE tablet on Black Friday!  I researched a lot of these codes, and in the end I think I'm going to go with this one:
http://www.teacherspayteachers.com/Product/Audio-QR-Codes-Task-Cards-for-First-100-Fry-Words-1034810

I might get a second one for another word list.  This one looked like it has more activities than I need, but maybe next year I'll feel ready to implement more:
http://www.teacherspayteachers.com/Product/QR-Scan-Learn-Interactive-Sight-Word-Book-FIRST-GRADE-1448829
That should cover most of what I need for the rest of the year!  I found lots of great freebies in my search to supplement the rest of the gaps in the files I "inherited."  I'll blog about those in weeks to come.

What's on your wish list for the upcoming sale?

My Teachers Pay Teachers Store
My Pinterest

New Blog Name! Say Hello to LMNOpond!

Hi everyone,

I hope you like the name change!  I've known for some time that I didn't want to go by "Casey Adam's Class" forever.  But I didn't know who I was as a first grade teacher yet.  As a former fourth grade teacher who was moved (unwillingly) to first, I knew that I needed to find my groove first, then come up with a name that felt right later.  Well, after a few months of figuring out what first graders are like and how I'm going to go about teaching them, I was also able to think of a name that feels right.

I knew I wanted a pond theme, but I needed it to stand out.  I didn't want "frogs" because I feel like:
1. There are a handful of other primary grades with frogs and ponds
2. They just aren't my favorite animal.  I like them and all, but I didn't want to JUST be associated with frogs.

I love the alliteration that goes with primary and pond, but someone else has that already too.

I was hesitant to use pond at all for a while because a very popular graphic artist (who specializes in classroom clip art) has "pond" in her name.  But after some time I decided that avoiding pond altogether is a little too extreme.  There had to be a way to make it work without sounding like someone else.

I tried alliterative names and I tried rhyming names, but nothing really jumped out at me.  I wanted to merge the word "pond" with something that said, "I teach primary students."

Then one day I was reading "The Seems."  Yes, I love juvenille fiction (as one would expect from a former fourth grade teacher).  In the book there was mention of a park that I just loved the sound of.  There was something about the cadence of it.  Was it LMNO park?  Was it something like that?  I can't exactly remember, but I thought that's what I needed for a catchy name.  A cadence would sound just as good, if not better than rhyme or alliteration.  And of course letters of the alphabet screams "I work with young children."  The "P" in park is a natural progression after LMNO.  This was the name I was waiting to pop into my head all these months.  It fits.  

My Teachers Pay Teachers Store
My Pinterest

Trying not to Leech off of my Teaching Partner

Because I'm new to first grade (but not new to teaching at my present school) I sometimes feel like I'm not doing a great job.  I don't have a good sense of where we're going.  I don't have a wealth of activities and resources that I can whip out if a lesson is going south.  And sometimes I feel like I'm leeching off of my teaching partner. 

She does a lot for me.  She was sending me her lesson plans in the beginning.  She gives me advice (our adjoining door is always open before and after school, and she let me know I can text or Email her on weekends.  Which I did a few times per week in the beginning).  And she shares resources.  I have no clipboards, listening center materials, or visuals for science and social studies.  Not only did she let me know that I'm welcome to them; she has even checked in with me on Constitution Day, "Do you want to use this photo of the Constitution?  I don't need it back until after lunch." 

If you're reading this blog because you are in transition, and having some insecurity about no longer being the expert in your domain, here are some things I've done to help me sleep at night be a good teaching partner.

Listen.  I make an extra effort not just to go to my partner teacher for advice and resources.  I ask how her difficult students are doing.  It doesn't matter how experienced you are, there are always going to be those students who struggle.  It lets her vent as well as gives me insight about the student (who I supervise at lunch and recess duty) and playground dynamic.

Make copies.  Whenever I can, I'll offer to do those menial tasks that take a little time.  Having a test?  Preparing a notice home?  If you are on your way to the machine with something you know she will be copying too, ask if she's made copies yet.  It saves your partner time and takes very, very little of yours. 

Find a niche.  The moment my partner said, "I notice that's something you're good at," I offered to take on that role for the two of us.  For me, it was typing up reminder notes and notices to communicate with parents.  Maybe yours is bulletin boards.  Whatever your special skill is, share it.

Share resources, but do the right thing.  Before school started I had briefly looked through the resources that I "inherited," sorting and categorizing anything that would be used for September through December.  Anything that I felt was lacking went on my Teachers Pay Teachers wish list and when the Back to School sale rolled around, I did a lot of shopping.  So I've offered materials to my teaching partner and she has been grateful and used some of them.  But please, do the right thing.  Anything that she has been interested in and seen her use, I be sure to go back in and purchase an additional license.  It's the law and the ethical thing to do. 

Transition from the mentee to partner, not mentee to independent.  For the first few weeks of school, my teaching partner was Emailing me her lesson plans every Sunday night.  I didn't ask; she offered.  I felt a little guilty, like she was doing my job for me.  I accepted them graciously because I didn't want to insult her by rejecting her help, and (more importantly), they helped me tremendously, haha.  However, I knew I couldn't just leech off of her lessons for the whole year.  So when she let me know one of her evaluation goals that she chose for herself for last year and this year was to meet weekly, I saw an opportunity.  

I asked if we could meet Friday before she sent the plans, that way I could be part of the planning process.  I told her, "I'm not asking you to do your plans for next week two days early; maybe if we could look at your plans from last year together, you could have a refresher and I could get a sense of what I should start prepping before I leave school for the weekend."

I'm still at that stage where I'm looking to her for guidance at this point.  However, I'm in more of a position where I can contribute ideas instead of just being at the receiving end.  Once I start getting those ideas, I have the time and place to share. 

I still feel like the scales are not balanced with the first grade team.  However one day when I was thanking my teaching partner for the lesson plans, letting her know that her advice in math made a huge difference when I implemented them the next day, she told me, "It's fine.  I've benefited too.  You've given me resources that have been really helpful." 

So I don't feel like too much of a leech.  And things will only get better, I'm sure.

My Teachers Pay Teachers Store
My Pinterest

First Grade Math Block in September

I'm starting to get a better sense of what first graders can and can't do.  Of course, every class and every child is different.  There is a range of abilities in my room, and overall this class is known as being a pretty good group.  But I'm feeling more like a first grade teacher than a fish out of water.  Here are some things I tried in math that did and didn't work in September.

"Take out your workbooks, everyone."

Now, first of all, I'm not a workbook kind of person.  They have a place, but I did lots of hands on activities and games in fourth, and I want so badly to be that teacher that does just as many, if not more, in first.  But I can't do it overnight.  Not every day, anyway.  So there were a couple days that I just didn't have a new game for them and we used the workbooks.  Let's just say it did not feel as though they were engaged in their learning.

So I asked my partner teacher for some guidance on how she structures her math block.  First, she explained, "Six minutes of direct, whole class instruction is all their little brains can handle at this point in the year." 

Whoa.  It makes sense, though.  Fourth graders shouldn't be lectured to for more than ten.  I need to be really careful to mix things up. 

She also told me that splitting the class helps.  Have half the class do the workbook while the other half plays a game with me.  Then switch. 

This made perfect sense to me.  Giving them a change of scenery from rug to desks was a strategy I used in fourth grade; I just needed to be doing so even more frequently.  I guess I was worried about all the transition time back and forth, but honestly they're not so bad at it.  I have developed a system of attention getting and releasing (a post for another day) that works very well for this group, for now. 

I was also worried that I couldn't be in two places at once.  What if a child was stuck on the workbook page?  I realized that what I needed to do was basically teach the workbook page in those 6 minutes.  I needed to show them the exactly layout of information (if there's a line, draw a line.  If there's a box, draw a box.  If there's a circle, draw a circle.  If the illustrations are above, draw them above). 

Voila!  Here it is, the 6th week of school, and they can work independently. 

I'm really starting to look forward to the day that we have lots of centers in reading and math.  I still feel like I'm not reaching my struggling learners enough; I'm still doing too much whole class instruction over the course of a week.  But I also feel like I'm making progress working toward this goal.  And I'm able to forgive myself for now, because even an experienced teacher like my partner teacher is not doing centers at this point in the year.  In first grade it's important for them to learn the routines during the first six weeks. 

Once again, I feel really lucky to have a supportive partner teacher.  I know what it's like to have a difficult one (makes your job dreadful) and I know what it's like to have a more hands off one.  That I could handle.  It's easy when you're experienced.  But it is true that having a great teaching partner can make your job SO much easier.  I think in my next post I'll write more about how I've made an effort to make sure I'm not the only one benefiting.

My Teachers Pay Teachers Store
My Pinterest

Shutterfly Share Site

When I taught fourth grade, I created a classroom blog in 2012.  It was a big hit; the kids would read and reply to posts and parents could see what went on in the classroom.  I didn't post student photos online, but there was still plenty to post about.

Then in 2013, I created another blog as well as an Edmodo site.  This was password protected, so I did post student photos.  The kids also had more freedom to create posts and reply to each other.  There was no direct messaging between students, so it was another fun, safe way to bring learning from the classroom to their computers/mobile devices at home.

When I got moved from fourth to first grade, I knew there would be no blog for the kids.  There would be no comments, no kids reading posts to study at home, no kids logging in to view the videos I created in Educreations.  My principal brought up the great blog I did during my evaluation and I said with a thinly veiled sour note in my voice, "Of course I won't be doing that next year."  He started to disagree, but then realized no, not so much.  I said, "At least not in the same format."

My partner teacher has been using Shutterfly, so I knew that was an option.  The target audience would be the parents, not the children, which never appealed to me as much.  The reason I waited until 2012 to create my first classroom blog was because I never wanted to write something else for the parents to read; my first priority was the kids.

Well, after a month of getting to know the children and their parents, I learned something about first grade parents.  Not that they love their children more than fourth grade parents, but they are so much more involved.  They have to be when their children are little.  I guess it's obvious and I knew that, but seeing it firsthand really drove the point home.  I have more supplies than I know what to do with, even from the parents who have very little to spare.  I write notes on a daily basis so parents can be informed.  I have so many parents who have asked to volunteer; I've only ever had one parent come in on a weekly basis in fourth grade.  I'm not even sure I know how to delegate tasks to parents.

So I looked into Shutterfly because I am just so grateful; I wanted to give something back to parents in a way that I didn't feel when I taught fourth.  And I'm so glad I looked into it because I'm really excited about it!

There are so many great features when it comes to the Shutterfly Share site.  Like Edmodo, the teacher has control over who has access to the site.  So once I get permission from parents, I will be posting student photos.  They will see them using manipulatives in class, and having fun on field trips even if they can't chaperone.  But it's not just a photo sharing site!  It has a calendar, so I can skip typing up a separate newsletter.  And it even has a volunteer sign up page that is both easy to set up, and easy to look up afterwards.  I'm so excited to share this next week!

If you're interested in using Shutterfly for your class I posted the parent letter for FREE in my Teachers Pay Teachers store.  I hope you find it useful!






My Teachers Pay Teachers Store
My Pinterest

Missing My Former Fourth Graders

I was having a hard day this week, and walked my class back to class from music.  The quickest route is to cut through the cafeteria.  A handful of my former fourth graders were rushing around the cafe excitedly because they were starting their first ever band practice (I remember those days from when I was in fifth grade!). 

One of them called across the room, "Wow Mrs. Thomas, it looks like you have a really bright group of kids this year!"

Teared right up.

This week was also the first time one of my current students asked me why I moved from fourth to first grade.  I had my answer ready, "Sometimes change is good."  Didn't have to lie, didn't have to admit that I did NOT think this particular change was good, hah.  I figured if anyone would ask me it would be him, too.  I taught his brother just last year.  Both boys were confused when they saw I'd be his teacher; the old one thought the little one was accidentally put into fourth grade.  :) 

My Teachers Pay Teachers Store
My Pinterest

Parents' Night Preparation

Parents' Night went pretty well this year.  I told my partner teacher, "I'm pretty average in terms of my nerves."  And the only real complaints I got were not my department (more of a cafeteria lunch issue).  The night itself was not the noteworthy part of my day.

It was about an hour before dinner.  Most of us stay at school to finish preparing and order takeout.  I realized I needed a note about needed supplies so I was printing out a packet of pre-made notes I bought from Teachers Pay Teachers (I'll find a link later).  My former partner teacher, who I rarely see now since we're on different floors, came in to the computer room and asked if there were any copies that came through.

I sifted through my pile of little kid looking pages, {"I lost a tooth today"} and see my old "Parents of Successful Fourth Graders" note.  I hand it to him and turn a few more pages.  {School Spirit Week is this week}.  Then I see my "Suggested Materials for Fourth Grade" note.  I repeated this process, pulling out page after old fourth grade page until I got to the end.  All the templates I made and used to use, but with his name on them.

Yes, there was a twinge of jealousy.  But I felt proud, too.  I Emailed him those pages when he was hired 3 years ago, and he still finds them useful.  And I feel lucky, because my new partner teacher Emailed me her Parent's Night forms, so it's not like I was really put out in that regard.  I received the same help I gave out 3 years ago.

I know that with my TPT store, the same thing happens every day.  Items I made are being used by other teachers while this year I won't be able to use any of it with my first graders.  But getting a "Product Sold" Email and transaction receipt is a very different feeling to physically handing over one page at a time.

It was weird.  But not bad.  It was actually kind of okay.

I think that whole, "You'll adjust" promise everyone made me might be coming true.

This is meant to be hidden code:
Follow my blog with Bloglovin



My Teachers Pay Teachers Store
My Pinterest

Teaching First Grade: My First Two Weeks

Well, it's official.  I've been a first grade teacher for two weeks now.  Forget the room setup and preparation, I've met, been in charge of, and taught 19 little first graders.  Here are my initial thoughts!

1.  My grade level partner is wonderful.  She's a wonderful teacher and a wonderful colleague.  She's been sending me her lesson plans, shows me where to find materials for the coming week, and even made me the occasional copies.  Her SMART goal will be to collaborate with me on a weekly basis (which obviously helps me more than her).  I owe her so much!

2.  First graders need to be told, "We do not store Jitter Juice in our desks."  {Little darling:  I'm saving it for later.  Me:  Um...where are you storing it?}

3.  My first two weeks had its ups and downs.  But guess what?  Last year I'd taught the same grade level for 9 years and I had good days and not so good days.  So when I'm having a tough time, I take a deep breath and give myself permission to have a bad day.  It's normal.  It's part of life and it's part of any job.  "As long as the kids are safe and leave with a smile on their face.  That's all that matters today," was my mantra for the beginning.  And when my colleagues asked me at the end of day 1 how it went I half joked, "I can't say there weren't tears.  But they weren't MY tears."

The fact that I've had good days already have given me hope that I CAN do this.  I think, "It's going to get easier."  I think, "If this bad thing that is happening right now is the worst thing that happens this year, it'll still be a pretty good year!"  Of course things change and evolve.  Expectations will increase, work will get harder for the kids, tests will be analyzed, report card time will steal my prep time.  But I'll be more savvy than I was on the first day.

4.  First grade teachers tiptoe in their lines.  {Little darling:  Mrs. Thomas, why do you walk so fast?}

5.  I think I am going to like the grading to preparation ratio change.  I'm not sure, but I think that compared to fourth grade, I spend less time grading.  Conversely, I spend more time preparing materials.  Now, part of this change might be because I'm new to the grade level, but I don't think so.  Even if I do all the same activities next year and have materials already cut, laminated, and assembled, there is still the task of setting things up for each day.  Things that I took for granted that fourth graders could count, distribute among their group mates, or staple on their own.  So time will tell.  But if I'm right, I am enjoying the materials more than the paperwork.  I'm getting into a groove with being active after school.

6.  Going to bed earlier has been the smartest thing I've done this month.  I get to school earlier because there are new routines I have to get used to.  Eventually I'll write a morning message, (in slower, neater writing than I dashed off for fourth graders) get the main ideas on the board, draw in the times on my clocks, copy the lunch menu from the calendar and make my copies the day before.  But I'm not quite there yet.  At least I'm efficient in the morning because I have my To Do list typed and posted for myself. 

7.  First graders need their desks bleached.  Every.  Day.

8.  First graders know more routines than I expected.  Of course there are lots of routines I took for granted in fourth grade that take longer and need more reminders, modeling, and "never mind, I'll do it for now" in first grade.  But they can find their hook and put away their bags with no problem.  They put their folders in their mailboxes.  They can clear away their crayons as fast as a fourth grader.  They even worked nearly silently on a pretest for ten whole minutes!!  Most routines they learned in kindergarten, they can still do.  I even had one first grader who could help me look at names and put the right paper into the right mailbox (as long as I was there helping).

9.  First graders can sit with a book.  This was all new territory for me.  When I saw my library of books sorted by genre, and then a second library of leveled books, and the third library of leveled books that correspond to the Journeys texts, I was confused.  "They can't read those books by genre; are they all for read alouds?" I asked my grade level partner.  She told me that they look at the pictures and "tell themselves a story about them."  "Do they write the story?"  I asked dubiously.  She looked at me with that amused, aren't you lost sort of look.  I didn't think so.

I looked at the Daily 5 briefly and saw that there are 3 ways to enjoy a book: sound out the words, use the pictures to tell a story, and retell a story that you've heard.  I modeled each strategy.  I started the kids at 2 minutes and increased by 1 minute per day to build stamina to 5 minutes (that seemed to be their limit for now).  I modeled sitting with my book for those 4 days, and on the fifth I took pictures of kids demonstrating good reading behaviors.  And it actually worked.  They are doing it.  Some day soon I'll be taking reading groups and actually start teaching these little ones how to read stories.  Wow.

10.  Fake it till you make it is still a viable strategy.  The first day I smiled even though I felt like a substitute teacher.  I was in a foreign place, with kids I didn't know.  REALLY didn't know.  Didn't understand.  So uncomfortable.  I was sweating (not just because it was 90 degrees) as we transitioned from the safety of the desks to the carpet not knowing if they would just start wondering.  I patted one of my little darlings on the back as he screamed and cried for the first 3 hours of class and told him he was safe here and I was going to help him.  I was shaky as we head to the hallway, feeling exposed.  What if they weren't quiet?  What if they didn't stay in line and my colleagues saw I was not in control?  My stomach was tight as we went to dismissal.  What if they ran for their parents instead of safe where I could see them?  What if their parents asked me point blank, "Couldn't you handle fourth grade?  Why are you teaching first now?"

The kids didn't know I was worried about control.  As far as they know, I'm the grown up; of COURSE I have control.  My colleagues in the hall complimented us on our lines.  The music teacher told me, "You look like you've been doing this forever."  The reading teacher told me, "The kids were really tuned in to you when you were giving directions!"  The kindergarten teacher told me, "Parents told me what a great first day their kid had.  They're really happy in your class."

I can do this.  I teach first.

My Teachers Pay Teachers Store
My Pinterest

First Few Days of School: Implementation (Little Kid Fun)

My mantra on the first day of school was the same this year as it was my first year.  "Fake it Till You Make It."  I needed the kids to think I was in control, but also that school is fun.  I figured the first day would probably be THE hardest, and it should get better from there; I just needed to make it until the end of the day. 

Between my TPT purchases and tips from my grade level partner, I tried to make the first few days as fun as I could (for them, at least).  If I had to leave fourth to teach first the consolation prize was going to be that I'd get to make some little kids smile.  So here is what I chose to implement.

After they found their coat hooks and desks, Pledge of Allegience, and some seat work (courtesy of my grade level partner) we had Morning Meeting, just as all classes at my school is required to do.  And I got to use my homemade pointers!

I drew heavily from Abbey Mullin's Fun with Firsties Back to School Unit. I had heard of Jitter Juice from my grade level partner, but I did the right thing and bought the whole packet.  I was proud of my first ever first grade chart, but for copyright reasons I can't post it (here's the top line only).  It's an adjustment making u's that way, but that's how we do it in Fundations!


We went on to make the sweet, fruity drink and it was a big hit!


We also read The Night Before First Grade.  They sure do love stories!  I felt at ease reading (I can read upside down so there were no arguments over being unable to see the pictures).

We also played with Magic Playdough (once again, my husband helped me prepare).  The recipe and poem was free from A Cupcake for the Teacher (I've used several of her items this week). Having them keep it in the bag was a wise idea; they loved it just as much and no one's hands got stained.


One of the stories that the kids liked was No, David.  We also did a craft that I found for free!  (It's by Angie Neal).  Although I'm sure a craft like this would be a piece of cake for a veteran, it was a real challenge for me to manage.  So many kids needed so much help with the writing.  Not what I was used to after teaching fourth grade.  I just kept telling myself, "Just do the best you can.  Smile.  They'll be okay if they have to wait a minute.  One kid at a time.  You can do this.  You can do this."  At least I enjoy crafts!  I'll get the hang of it eventually.

 
The display sure was cute.  Getting them to stop whacking the pictures was not so fun.  We did a lot of practicing (going to back to our desks to walk over quietly and sitting).

We also made a list of rules.  It's not pretty, but I'm happy with the content.  In fourth grade I used 2 headings:  Stay Safe and Learn.  The social aspect came under the umbrella of feeling safe.  I figured in first grade that was too much of a reach for them so I separated it out.

The only thing I'm not happy about is that it seems way too text heavy for first grade.  But how do I make it age appropriate?  Add pictures?  And how does that work when involving kids in the rule making process?  I could have printed out illustrated rules ahead of time but they wouldn't have "owned" them then.  Does anyone have tips for me to improve my chart?

Another book that was a big hit was Pete the Cat, Rocking in My School Shoes.  I tried doing a writing prompt.  They needed a lot more support than a chart.  I'm tempted to buy or make one for next year, but I know Pete the Cat is copyrighted so if I make it I can't sell it.




In order to get kids used to where things are in the classroom, we did a scavenger hunt.  I used to do something sort of similar, sort of in reverse in fourth grade (they would go around with a clipboard and describe an object they found in each area).  For the scavenger hunt they each got a square, and had to put a sticky note where they found the picture.  Many got confused and tried to put the card near the object instead. So it didn't go perfectly, but it at least got them up and moving with purpose.  I will have to revisit this sort of activity next time.


We talked about expectations for listening.  I drew inspiration from Erica Bohrer.  I made her mini poster into a full sized chart.  Although I'm far from a Whole Brain Teaching guru, I like the "Class, Yes" attention getter.  And with first graders, I figured they would need a lot of practice getting settled and listening.

When I visited one of the kindergarten classes in May, the teacher asked them to get into listening mode.  They walked to the rug quietly, sat with their hands folded, and closed their eyes.  The other class did not practice this.  So I thought this would be a happy medium.  I let them fold their hands one of two ways (crossed or as pictured) whatever is comfortable for them. 

The first few days weeks were a blur.  But most of the kids seemed happy.  They had no idea how scared I was.  And every day I stayed late getting ready for the next day, went home and got ready for the next day, arrived early to get ready for the day.  I was taking it one day at a time.  It was not easy, but the kids didn't know it.  They were excited to see what came next!

My Teachers Pay Teachers Store
My Pinterest