1. Day 4! You’re doing great!

2. In everything we do, we must avoid embarrassment, fear, and utter boredom during the first week…and of course every week after that!

3. Of all the things we want to accomplish today, establishing expectations is our priority! Let’s go!

4. A quick overview of today’s exercises

5. When you come into class, please do the following immediately:
Welcome to Mrs. McMath’s English class!
When you come into class, please do the following immediately:
Get a book from the classroom library. It can be the same as yesterday or a different one.
Get a copy of the syllabus from the front table.
Have a seat in a desk.
Begin reading your book.
If you brought your spiral, put your name inside of it and put it in the correct basket at the back.
If you have any questions at all, write it on a sticky note and put it on my computer screen.
Students are ready to go when you walk in because they see the expectations on the board. Today might be a good day to also start implementing a seating chart.
Remember students can always talk to you via the sticky note procedure modeled on the first day.

6. You’ve Got To Read...
Choose a book trailer to show today. You can find thousands of them on YouTube. Or check out the scholastic website for some quality ones. If you have any from previous students, those are great to model the successes of your past readers.
WHY:
Build Relationships: Yay for more bonding over books!
Establish Expectations: Students continue to see that every day we will be hyping up all the great books there are to read. And movies are ok too!
Gather Data: Ask if any students have experience making book trailers or just like to make videos on their devices.

7. Confirm with Mrs. McMath that you are a match
Matching Roles
Find your partner
Confirm with Mrs. McMath that you are a match
Create a 1-minute demonstration of your scenario
For example: “I need to go to the nurse” matches with “Write your name and ‘I need to go to the nurse’ on a sticky note and put it on Mrs. McMath’s computer screen.” You act out and narrate what to do when you need to go to the nurse.
You can lecture about your classroom rules. Or you can rebrand them and let your students model them. I prefer the latter. I create matching cards with the “problem” on one side and the “solution” on the other. Here are some examples:
An alarm sounds that resembles two alternating tones. – Calmly file out of the classroom and head towards the exterior doors by the library.
I forgot my homework that is due today. – Get a sticky note from Mrs. McMath’s desk. Write my name and a one-sentence explanation for why I don’t have my assignment. Turn it in with the other assignments.
I would like to get a drink of water during independent reading time. – Respect that independent reading time is to practice reading. It is not for using the bathroom or getting a drink of water. I may bring a water bottle to class if I get thirsty.
The principal enters the classroom and calls a student out of class. – Continue working as normal. It’s none of your business, so don’t let it distract you.
Students each get a card. They work themselves around the room until they find someone who they believe is a match. They bring both cards to me to check.
When they have a match, they begin planning a quick “skit” to demonstrate their procedure. Students perform the skits for the class. After each one, especially the not so common sense ones, I ask them to brainstorm HOW that procedure will contribute to their own success or safety.
WHY:
Build Relationships: Working with a partner helps students to get to know one another.
Establish Expectations: All of the major class procedures are reviewed and discussed.
Gather Data: Collect information about how students work together, and their thoughts on the procedures.