Grade Level/Content Area 1st Grade PROCEDURES PROCEDURE Entering Classroom SPECIFIC STEPS 1. Walk students to the door. 2. Greet each student at the door with a hello (students may choose 3 H’s– handshake, high-five, or hug). 3. Students put belongings in their cubbies (coat, food, backpack). 4. Students put homework in the homework bin. 5. Students move name on the lunch chart. 6. Students sit quietly at desk and begin working on the Do Now. Lining Up 1. Students will get in active listening position at their desks. 2. Teacher will call students to line up based on who is quiet and sitting in the active listening position, or randomly (everyone whose first name begins with the /k/ sound) 3. Girls will line up along the cubbies facing the door. 4. Boys will line up along the front wall facing the door. 5. Students will line up at the spot on the floor that has their name written on tape. 6. Students will stand with their hands at their sides facing forward and will not speak. 7. Teacher will explain the lining up rubric (from 1-5), giving examples of the different numbers. 8. When teacher gives the signal of a 5, students may begin walking into the hall. Bathroom 1. Students form two lines following line-up procedure. 2. Students exit the room stopping in P-6(1): This procedure for entering the classroom addresses a core inefficiency with a structured routine. (BP) P-6(2): This procedure also enables the class to run more smoothly because students will enter the room and begin their work. (BP) P-6(1): This procedure for lining up addresses a core inefficiency with a structured routine. However, it does not address how the teacher will first get the attention of the class. (BP) P-6(2): This procedure also enables the class to run more smoothly because without it, lining up may take up additional learning time. (BP) P-6(1): This procedure for going to the restroom addresses a core inefficiency with a structured routine. However, it does not address how the teacher will first get the attention of the class and then how students will form lines. (BP) P-6(2): This procedure also enables the class to run more smoothly because 3. 4. 5. 6. 7. the hallway at the next door on the right. Students proceed until the bathroom doors. 2 girls enter the bathroom and 2 boys enter the bathroom at the same time. Boys use the stalls in the bathroom so teacher can see students’ feet Students do not use sinks, but exit the bathroom and get hand sanitizer from the teacher. Student goes to the end of the boys or girls line and waits silently to return to the classroom. Getting Students’ Attention 1. Teacher raises hand and closes mouth. 2. Waits for all students to follow suit. Dismissal 1. When the teacher announces that it is time to get ready for dismissal, all groups will sit in active listening position. 2. Teacher will play the dismissal song (classical music). 3. The teacher will dismiss one group at a time to go to their cubbies and get their belongings then return to their desks and place anything that needs to go home inside their backpacks. 4. Once all groups have retrieved their belongings, the teacher will dismiss each group as per the lining up procedure. Materials Distribution and Collection 1. When a lesson requires that students have supplies such as glue sticks, crayons, or markers, the materials manager will be responsible for getting the group’s materials bucket and bringing it to P-6(1): This procedure for getting students’ attention addresses a core inefficiency with a structured routine. (BP) P-6(2): This procedure also enables the class to run more smoothly, even if it may not create more instructional time. (BP) P-6(1): This procedure for dismissal addresses a core inefficiency with a structured routine. (BP) P-6(2): This procedure also enables the class to run more smoothly during dismissal because students are dismissed by group. (BP) P-6(1): This procedure for materials distribution addresses a core inefficiency with a structured routine.(BP) P-6(2): This procedure also enables the class to run more smoothly because without it, passing out and collecting materials might waste extra instructional time. (BP) the table. 2. When the teacher announces it’s time to wrap up the activity, the manager will collect all materials that aren’t being used and place them in the bucket 3. At the close of the activity the materials manager will check to make sure that all materials are returned to the bucket and take the bucket back to its designated area. Narrative Plan to Introduce Procedures EVALUATOR: So, thanks a lot for sharing your procedural plans with me. This is making me think more about how the introduction of the procedures is often linked to how time for learning is maximized, and in turn, how that affects student performance. Can you talk me through how you plan to teach one of them to your students? How about the bathroom procedure? TEACHER: Sure. We’re obviously going to tackle that one early on – I know that even 6-year-olds have accidents sometimes! EVALUATOR: Good point! TEACHER: OK, so after we come into the classroom, do our first day art project (sticking star stickers on the letters on our name tags), and learn the rules and consequences, this will be the first procedure I teach. Basically, I’m going to explain to them that we have procedures so that we can make the very best use of our school time. We want to learn enough to be brilliant scholars, and we don’t have a minute to waste! Procedures will help us do things quickly and easily, and they help us by telling us exactly what to do. EVALUATOR: OK. And then how will you introduce the bathroom procedure specifically? TEACHER: Well, I think I have a great idea! I’m going to get two cardboard boxes and I’m going to label one as the boys’ bathroom and one as the girls’ bathroom (my kids will know which is which even though they can’t read because I’m going to put magazine pictures of boys on one and pictures of girls on the other). I’m going to put those two boxes in the middle of our carpet circle, and I’m also going to put a long strip of butcher paper to represent the hallway itself. Here, let me draw you a picture: HALLWAY (butcher paper strip) BOYS BATHROOM (cardboard box) GIRLS BATHROOM (cardboard box) Then, I’m going to use about 10 beanie babies to show students the steps of the procedure. I’m going to line up the beanie babies in two lines “in the hallway” (a girls’ line and a boys’ line), and I’m going to demonstrate how two boys/two girls go into “the bathroom” at a time. Then I’m going to show how the beanie babies come back out of “the bathrooms” in order to get hand sanitizer, instead of using the sinks (I’ll have the real bottle there with me to fake squirt into the beanie baby paws), and then get right back in P-3(3): This plan clearly, and in an age-appropriate way, introduces the procedure to the students, using visuals like magazine pictures and beanie babies. It does not, however, provide students the opportunity to demonstrate their comprehension of the procedure. (BP) line. I’m going to show the students the whole process once, and then I’m going to show them a chart that has each step of the procedure – both in words and with pictures, since most of them won’t be able to read – and I’m going to have the beanie babies do the procedure a second time, with us echo-reading the steps to them. I’m so excited that I’m teaching first grade – I love puppets and stuffed animals! I hope my kids do too…