1. The First Days of School Mary Roberds ELA ISS

2. No Classroom Management = No Learning

3. During the First Week of School Establish a neat, pleasant, organized room Establish a climate of work Establish student procedures

4. Preparation Have a spot ready for the following: Schedule Goals and Interventions Daily Lesson Bell Work Exit Ticket Seating Chart Information / Interest cards First couple minutes on the first day Expected Behaviors and Consequences Procedures

5. Sample Schedules Bell ScheduleRotation Schedule 0745-0750Bell Work Warning Bell - Report to class 7:350750-0805Direct Instruction 0805-0807Movement Block 17:40 - 9:05 0807-0822Writing LabStudent Names….. Computer LabStudent Names….. Reading LabStudent Names….. Block 29:10 - 10:350822-0824Movement 0824-0839Writing LabStudent Names….. Computer LabStudent Names….. Lunch/Block 310:40-11:20/10:40-12:05Reading LabStudent Names….. Block 3/Lunch10:40-12:05/12:10-12:500839-0841Movement 0841-0856Writing LabStudent Names….. Computer LabStudent Names….. Block 412:55 – 2:20Reading LabStudent Names….. Buses Depart2:250856-0858Movement After School2:20 - 3:000858-0900Wrap up 0900-0905Exit Ticket

6. Goals and Interventions Sample Mission Statement: Educate, Engage, and Empower Each student to succeed in a dynamic world Vision Statement: Antilles High School is committed to an education that ensures success for all students. Target Goals: By the end of the 2015 school year, Antilles High School will increase the percentage of students scoring "at or above standard" by 5% over the 2013-2014 school year in critical reading. Instructional Intervention - Vocabulary as an Element of Close Reading By 2015 Antilles High School will increase the percentage of students scoring "at or above standard" by 5% over the percent of students scoring "at or above standard" in the 2013- 2014 school year in written communication skills as measured by selected system-wide and local assessments. Instructional Intervention - 6+1 Traits of Writing

7. Daily Lesson Monday StandardsRI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ObjectivesDetermine the meaning of words as they are used in the book Night Cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel. ContentNight Vocabulary: Pages 9-20Night: Pages 9-20 ProcessGuided whole class instruction and individual work Guided Whole Group Instruction, Individually, and Think-Pair-Share ProductVocabulary NotebookNotes

8. Bell Work Writing Journal: – If you were granted one backpack to fill and take on a long journey, what items would you take? (You do not know your destination.) Prompt is directly related to daily lessondaily lesson

9. Exit Ticket Prep using 4 per page Postcard template in Microsoft Office. At the end of the lesson distribute the most appropriate prompt based on the daily lesson. Identify one important concept, research finding, theory, or idea that you learned while completing this activity. Why do you believe that this concept, research finding, theory, or idea is important? What do you feel is the most important thing you learned during today’s lesson? What important question remains unanswered? In what ways do you think your reading or writing skills have improved? What areas do you think you need to continue to improve? Apply what you have learned from this lesson to some aspect of your life.

10. Seating Charts Create a seating chart on a grid – Chart will be posted on the first day using a projector (Elmo, etc) Assign students a seat

11. Seating Chart Grid F E D C B A 123456

12. Information / Interest Cards Using a post card template and card stock, create a personal information card – Use 4 per page Postcard template in Microsoft Office – Make it two sided

13. Side One Student name Grade Class Seating location (b3, a2, etc) _____, _____, _____, _____, ______, ______, Birthday ________________Email_________________________________ Telephone number__________________________ Multiple Intelligence___________________________ Learning Style _________________________________ Things that Motivate Me ______________________, ______________________, _______________________, ____________________, _____________________ Things that Interest Me ______________________, ______________________, _______________________, ____________________, _____________________ Lexile Level ____________, ______________, ____________, ______________ SRI ________,_________,__________ Writing_________,_________,__________ Pearson/Holt Reading_________,_________,__________ Terra Nova Reading_____________Language______________

14. Side Two – Parent Information: Name ____________________________ Telephone number_____________________ email_________________________________ Name ____________________________ Telephone number_____________________ email_______________________________ AugSepOctNovDec JanFebMarAprMay Notes

15. First couple minutes on the first day Meet each student at the door Check their registration card Put a firm but friendly smile on your face Verbally welcome and acknowledge each student Give each student a card – grid number to indicate seat location on posted seating chart Direct students to find seats via posted seating chart and nameplates.

16. Expectations: Rules and Consequences State Specific Positive Behavioral Expectations Expectations – State rules clearly – State only 4-6 rules – Make sure your rules cover every situation – Be specific – Post rules and consequences in a highly visible area

17. Sample Rules and Consequences Positive BehaviorPositive Consequences You do your Bell Work immediately after the tardy bell. Intrinsic You will earn the respect of others. You and your classmates will have the opportunity to learn You will have the opportunity to succeed. You are in your assigned seat You are doing your assigned classwork. You do your homework. Extrinsic Late Homework Pass Bathroom Pass Get out of Detention Free Card School Supplies Stickers You raise your hand and wait for permission to speak. You bring all necessary books and materials to class; i.e. pencil, pen, notebook, paper, highlighter, SSR book.

18. Sample Rules and Consequences Negative BehaviorNegative Consequences You are not doing your Bell Work immediately after the tardy bell. Intrinsic You and your classmates will find it difficult to learn You will have a difficult time succeeding in the class You will lose the respect of others. You are out of your assigned seat during class. You are not doing your assigned classwork. You are not doing your home work Extrinsic 2 warnings: 15 minute detention 3 warnings: 30 minute detention and parent phone call 4 warnings: Behavior Contract You are talking without permission. You do not bring necessary books and materials to class; i.e. pencil, pen, notebook, paper, highlighter, SSR book.

19. Teach Classroom Procedures Explain. State, explain, model, and demonstrate the procedure Rehearse. Rehears and practice the procedure under your supervision. Reinforce. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes student habit or routine.

20. Post Procedure and steps to accomplish procedure. Remember that every time you speak, you interrupt the class and may stop the learning process. Notes

21. Classroom Procedure Samples Procedure for Dismissal at the End of the Period or Day Procedure for Dismissal at the End of the Period or Day Procedure for Quieting a Class Procedure for the Start of the Period or Day Procedure for Students Seeking Help Procedure for the Movement of Students and Papers Procedure for the Movement of Students and Papers Procedure for Bathroom visits Procedure for Late Work Procedure for External Interruptions

22. Classroom Procedure Sample Procedure for Dismissal at the End of the Period or Day – Start 5 minutes before dismissal – Start exit ticket – Complete exit ticket – Remember to put name on exit ticket – When dismissed, leave the room quietly and give your teacher the exit ticket.

23. Classroom Procedure Sample Procedure for Quieting a Class – Teacher says, “Give me five.” – Students go through five steps Eyes on speaker Quiet Be still Hands free (put things down) Listen

24. Classroom Procedure Sample Procedure for the Start of the Period or Day Start the following at the sound of the bell – Sit quietly in seat – Place homework on front left hand corner of desk – Have journal and pen/pencil ready – Answer posted Journal prompt in complete sentences. – When finished be ready for the next part of class.

25. Classroom Procedure Sample Procedure for Students Seeking Help – Student places a card on the front left corner of desk or raises the card in the air. Red Card = “I need your help.” Yellow Card = “I need to use the Bathroom facilities.” Blue Card = “I need supplies” Green Card = “I wish to speak” Students can make their own supply of cards and keep them in a baggie in their book bag. Or, each desk can have it’s own set rather than each student.

26. Classroom Procedure Sample Procedure for the Movement of Papers – Pass papers to the student on your left – Stack papers neatly and then pass – Stack papers neatly at the end of the row – Last person places papers in the class’s in-box

27. Classroom Procedure Sample Procedure for Bathroom Visits – Place a Yellow card on the front left hand corner of your desk or raises the card in the air. – Teacher will issue bathroom pass

28. Classroom Procedure Sample Procedure for Late Work – Each assignment receives 10 points for timeliness This will count for 10% of your grade Note: This procedure prevents academic assessments from being impacted by lateness This procedure is flexible. StrictNot so strict Turn in work 1 day late = 5 points Turn in work 5 or more days late = 0 points Turn in work 1 day late = 8 points Turn in work 2 days late = 7 points Turn in work 3 days late = 6 points Turn in work 4 days late = 5 points Turn in work 5 or more days late = 0 points

29. Classroom Procedure Sample Procedure for External Interruptions – Students take out a slip of paper – Respond to one of the following prompts What is the most important thing you have learned in today’s lesson? What important question remains unanswered? What is the muddiest point so far in today’s lesson? – When teacher is available, he/she will collect your paper.