RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

Introduction-Using this Book-Key Terms List any questions or discussion

• Briefly define and identify 1 application idea you have for your RED 414 Clinical. topic you would like discussed in
class.
• Throughout the first six weeks of school, I want my students to feel a sense of
belonging and for them to be able to get to know each other by developing relationships
with their peers, myself and their teacher. I will have my students begin each day with
some sort of greeting to peers. I will also give them the opportunity to share to me, or
the entire class. These opportunities will allow my students to express themselves and
build strong relationships to last a lifetime.

First Day of School

• Goals & Overview for All Grades
• Briefly, What does the 1st day of school “look like” for:
• Kindergarten, First & Second Grade (lower)
• Third & Fourth Grade (middle)
• Fifth & Sixth Grade (upper)
• Goals & Overview for All Grades: • How can I keep all
o On the first day of school, it is important to keep things simple and focus on students involved without
what is important (Page 9). I do not want to overwhelm my students or myself being overwhelming?
with too much information. I will want the classroom organized and clean, but Some students are hard
warm and welcoming to the students. For all grades, furniture, classroom to get to know and are
supplies and organized walls should be functional and inviting. I will allow very shy. I do not want to
space for students to work independently and freely. I want classroom supplies upset a student on the
to be available to them, but also limited for when they are not needed. I will be first day.
sure to develop communication early in the schoolyear with students and their
parents. I will start this by communicating before the school year starts and
allow students and their parents to contact me and visit the classroom during an
open house. I want not only my students to feel comfortable in my classroom,
but also their parents. I want them to know I will do everything I can to make
their child feel safe, welcome. Communication is very important early on in the
school year. It builds relationships and instills trust that I am helping the students
grow their knowledge. The more I communicate with parents, the more of an
effective teacher I can be for their child. Overall, on the first day, I will want my
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

students to feel a sense of belonging and begin to build strong relationships. As a

new teacher, I want students to feel excited about school on the first day. • ALL GRADES: Do I
• Kindergarten, First & Second Grade (lower): incorporate academic
o For younger kids, the first day of school can be exciting, nerve-wracking, fun learning on the very first
and intimidating. It is important to make sure the students feel safe and day?
welcomed in the school in order to have a smooth transition from summer to
school.
o When students first arrive, they will find their desks with their name. A great
way to start the morning, is to allow the students to decorate their nametag. This
adds a personal touch to their desk, and it sparks their imagination early in the
day.
o Once the students are settled in, it is time for morning meeting. By having a
morning meeting on the first day, it helps students have a sense of belonging and
fun within the first couple hours of the day. Have the morning meeting
structured: Greeting-Sharing-Group Activity-Morning Message. Because it is
the first day of school, some students might be hesitant to share. It is ok to skip
the share portion on the first day but be sure to slowly add in share time as the
students become more comfortable with each other.
o Younger students are often times unfamiliar with the school. It is important to
show them where important locations are. The office, nurse’s room, lunchroom
and bathroom are common places to visit in school. In the middle of the day, it is
time for recess, lunch and quiet time. Remind students line up quickly and
quietly when it is recess/lunch time. It is very important to establish rules and
expectations for recess and lunch the first day. That way, the students will
follow the rules year long.
o After recess and lunch, it is the perfect opportunity for quiet time. Quiet time is a
great transition from morning to afternoon. It allows students to regroup their
minds and body’s. Quiet time will take a lot of practice for students at this age. It
is hard for them to have the stamina to remain quiet for long period of time.
Quiet time should be 10-15 minutes long but to start out the year, it is ok to
break it up into small amounts.
o At the end of the day, it is important to reflect and regroup for the next day.
Have students look around and help cleanup any supplies, books, pencils, etc. It
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

is also a good time to have a check in with students to be sure they have all of
their papers in their folder and in their backpack. This way students will get into
the habit of cleaning and also being responsible with their schoolwork.
o Teaching Academics: Right from the get go, learning needs to be fun and
exciting. Students should be intrigued by learning and happy to try new things.
This way, students have a positive mindset moving further on in the year.
Introducing students to new materials like math manipulatives is important. It
helps expand their learning and helps better their future academics. Introducing
academic routines early. For instances, sitting in a circle with listening ears,
raising a hand to ask a question and using turn and talk with partners. On the
first day, chooses academic activities so that all students can be involved.
Especially use turn and talk during these times. This will help students open up
to each other and improve their communication.
▪ Reinforcing Language: Let students know when they are doing well, it
increases their self-confidence. When encouraging students, use
reinforcing language. Be specific and to the point when addressing
students’ work.
▪ Redirecting Language: When students become off track or show
inappropriate behavior, use redirecting language. Have a respectful tone,
but also be specific.

• Third & Fourth Grade (middle):

o Day one for third and fourth grade students should be a warm and welcoming
experience. Although they are older students, they could still be anxious, timid
and also excited.
o Start the day off by having the student wear name tags. This shows students that
names are very important in school and that every student should feel valued in
their school.
o Early in the day, be sure to address the signal for quiet/attention. For example,
hold your hand up and wait for students to be silent and have eyes on you. A
way to practice this is to do short mini sessions of getting the student’s attention.
o A morning meeting for third and fourth graders on the first day should be fun
and simple. Students do not want to hear about everything there is to know about
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

school in a ten to fifteen-minute time slot. The purpose of the morning meeting
is for students to make connections to each other and build their relationship and
communication skills early in the year. The structure of the morning meeting
should look like this: Combined greeting and sharing-Group Activity-Morning
Message.
o Touring the school is still important at this age. It allows the teacher to go over
routines and routes of the school. It also will help any new students find their
way around the building.
o During the middle of the day comes recess, lunch and quiet time. Before recess
starts, encourage students to play together. Give them fun game ideas that many
students can play so that everyone is included.
o At lunch, assign seats/tables for the first day. This reassures the students that
would be scared to join groups or other classmates. No student should feel left
out on the first day of school.
o During quiet time, have two activities for students to choose from. Like, reading
and math puzzles. Quiet time allows students to relax and prepare their minds
for afternoon learning.
o At the end of the day, have a quick circle time to reflect on the good/bad things
of the day. Allow students to share what they enjoyed or what they did not
enjoy. Leave time at the end of the day to also have a class clean-up. Have
student help tidy up the room and prepare it for day two.
o Teaching Academics: One of the top goals in third and fourth grade is to teach
team work. During the first day and throughout the week, have students practice
working together and help them be successful with their peers. One example
would be to have groups explore their new textbooks. Use sticky notes to mark
pages that seem interesting or pages that they have already learned about.
▪ Envisioning/Reinforcing Language: Start day one out be encouraging
your students and getting them to picture themselves as successful
learners. When teaching academics on the first day, be sure to have the
activities/lessons appropriate for all the students. Each student should
feel success and confidence not only on day one, but throughout the year.
When students are showing success or growth, reinforce it with positive,
specific language.
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

▪ Redirecting/Reminding Language: Have a positive classroom

environment from the minute the first student walks in the door. It will
be extremely beneficial in the long-run. When using
reinforcing/reminding language, model it throughout the day so that kids
understand what it means to be a good classmate/student.
▪ Positive Discipline: Set specific expectations in the classroom and in the
school. Do not let behaviors go unseen. It is important to stop them when
they arise, so they do not continue throughout the year. Be sure to have a
positive tone, and good body posture when addressing the issue.
Catching behaviors early will allow the teacher to redirect them for
success and better relationships in the future.
• Fifth & Sixth Grade (Upper)
o As soon as the fifth and sixth graders walk in the room, we want them to feel
safe, welcomed and hopeful. Start the day out by inviting students to personalize
their name tag. This will help them forget about their first day jitters and get
them focused on a task. Another idea for the first task is to have them fill out a
personal survey. This reminds students that every person matters and that the
teacher cares.
o Model and explain what the signal for quiet/attention is. This will prevent any
confusion later on in the year.
o A morning meeting on the first day of school will help the students develop a
positive sense of community. The morning meeting should be structured:
Greeting-Sharing & Group Activity-Morning Message.
o Recess, lunch and quiet time are during the middle of the day. At recess, make
sure everyone is involved in some way. A good idea is to play a whole-class
game.
o At lunch, assign seats or tables for the first day or week. It will help students get
to know other peers and make them more comfortable with their entire class.
o During quiet time, be sure to have firm expectations that the students can remain
quiet and focused. Have two options for students to choose from; like reading or
math puzzles. This time is a cool-down for students from a busy morning. It
prepares their brains for an eventful afternoon.
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

o At the end of the day, quickly talk about end-of-day routines for the students.
For example, getting notes checked, planners signed, and homework organized.
Once the students are ready to go home, have a whole-class cleanup. By having
the entire class clean and organize their classroom, it will help them have a sense
of pride in the room, that it is theirs and they need to take care of it.
o Have a closing circle at the end of the day to reflect and prepare for the next day.
Have students reflect on something they enjoyed and give them the option to
share with the class. Prepare for the next day by getting the students excited for
what is to come.
o Teaching Academics: There are two first-day goals to have when the academic
teaching begins. 1. Begin teaching student what will happen during the academic
learning times this year. 2. Enable all students to feel competent and excited
about school and learning. Create a positive learning environment for the
students especially on day one. Make learning exciting.
o Gaining independence at this age is extremely important. Keep students engaged
in their learning and excited about their progress. Do not stray away from group
work though, this is still an important skill they need to have.
o On the first day, have students turn and talk. This will build their communication
skills and help get to know each other.
o Lead students towards success every day, and especially on day one. In
academic activities likes, read-aloud, math and reading, be sure to keep them
simple and interesting. Each student deserves success in their learning.
▪ Envisioning/Reinforcing Language: having positive language and
encouragement in the classroom help students believe in themselves. It
helps them think of their bright future ahead of them. Encourage students
to think about the positives in the year to come.
▪ Positive Discipline/Redirecting Language: The tone of voice we use on
the first day can leave a lasting impression on students. Be sure to be
warm and welcoming to them. On the first day, be sure to be firm but
positive when redirecting off-track behavior. It is important to address it
early in the year, so that students know it is not acceptable.
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

Week One
• What are the Week 1 Goals?
• Identify 2 application ideas for your RED 414 Clinical? FIRST GRADE
• Week 1 Goals: • Is it a good idea to
o Experience a collaborative and inclusive learning environment incorporate a lot of
o Make personal connections pictures on anchor charts,
o Practice academic routines since they are only in first
o Explore new academic supplies grade?
o Generate learning goals
o Brainstorm classroom rules

o 1st Application: In week one, I took the idea of making an anchor chart to help
students know the end-of-day routine. This will create less chaos during the first
week and also help student gain independence early in the year. The anchor
chart will allow for a smooth end-of-day transition. Before it is the end of the
day on the first day, I will be sure to model and practice the routine, so students
are aware of what needs to be done.
o 2nd Application: Setting a positive tone for students early in the year is
important. I will be sure to display students work to reward them for the efforts.
As students see their work on the walls, they will begin to feel a sense of pride;
their confidence will increase as well. I will also be sure to keep learning
positive. I want my students to be excited for what is to come in the future.

Week Two
• What are the Week 2 Goals?
• Identify 2 application ideas for your RED 414 Clinical?
• Week 2 Goals:
o Students will continue to build connections with all classmates.
o The students will have opportunities to practice and polish routines.
o First graders will experience more academic choices.
o They will gain more confidence in speaking and strengthen listening.
o Students will work together to finalize classroom rules.
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

o 1st Application: In first grade, arrival tasks are important to have as the students
start to show up in the classroom. I liked the idea of having students practice
writing their name using a sign-in chart. They can use a dry-erase marker a
laminated name cards. Once they have finished writing their name, they can
hang it up on the wall chart. Arrival tasks should serve a learning purpose. It will
get the students brain working the moment they step in the door.

o 2nd Application: Towards the end of the day, it is a good idea to have designated
jobs for students. Jobs may include: stacking chairs, cleaning the supply area,
picking up garbage and even vacuuming. I think this is a great way to instill
responsibility into first graders. I will assign for the week and students will
rotate jobs throughout the year.

Week Three
• What are the Week 3 Goals?
• Identify 2 application ideas for your RED 414 Clinical?
• Week 3 Goals: • Is it okay to miss a closing
o Continue to build stamina in all content areas and take steps towards greater circle or end of day
independence. meeting?
o Continue to practice routines so they become automatic.
o Experience the rules coming to life in the classroom.
o Learn about logical consequences.

o 1st Application: A closing circle is something I will use to help the students and
myself reflect on the day. I want my students to end their day on a high note. A
short five-minute meeting can benefit the students by providing them with
necessary information and supplies they need to go home with. A closing circle
does not have to be informational. One idea I liked was to have students turn-
and-talk to a partner about one thing they enjoyed that day.

o 2nd Application: One application idea I want to use in week three is to create a
classroom rules chart. When creating it, I will have students brainstorm their
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

ideas on what they think will help keep our classroom safe and fun. Once a list is
together, I will help my students re-word them to what they “should do,” in the
classroom. Creating an anchor chart together is important because it helps
students feel wanted and welcomed in classroom decisions. When the chart is
finished, I will have the entire class sign it in some way, whether that be their
name, fingerprint or initials.

Weeks Four to Six

• What are the Week 4 Goals?
• Identify 2 application ideas for your RED 414 Clinical?
• Week Four, Five & Six Goals: • What if a group activity is
o Every student should be an active member of the learning community. too challenging? Do we
o Students should be fully engaged academically. work through it or move
o Students will be more self-sufficient. on?

o 1st Application: One application I want to use in my clinical is to play Card

Match. It is a way to group partners with interactive learning. Each student will
get a card that will match another student. I like this idea because it is random,
and it will help students get to know one another more. Once partnered up, they
can discuss math equations about the number on their card or even what they
know about the animal if the card has an animal on it. Not only is this great for
students to communicate with each other, it also is a great way to partner up for
any reason.

o 2nd Application: At this stage in 1st grade, students are likely ready for more
challenging group activities during the morning meeting. I want to apply the
idea of having students in small groups to practice readers’ theatre, to perform
later in the day. This challenges students to collaborate and use communication
skills.
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

Appendix A-D
• Choose 1 idea from EACH of these Appendices and briefly describe how you might
use it.
• Appendix A:
o Energizers:
▪ Energizers are quick, whole-group activities that can be done at any time.
I like the idea of energizers because they are mental/physical breaks.
They also help students connect to their peer and they are also a great
way to help students focus. One energizer I like for first grade is to
wiggles out the giggles and get their bodies moving. The entire class can
help count and participate. All you do is count down from five on each
limb and wiggle and giggle like crazy. Once each leg and arm have
wiggled it out for five seconds, you then start counting down from four
seconds. You do three more rounds until zero. Kids love this because it is
goofy and silly.
• Appendix B:
o Activities/Greetings:
▪ The greeting I want to apply to my six-week clinical is to play, Spider
Web Greeting. This is a fun and creative greeting for young students.
The entire class will sit in a circle, the teacher will be holding a ball of
yarn. The teacher begins the greeting by rolling the ball of yarn across
the circle to a particular student and say, “Good morning, Sam!” Sam
will then respond by saying, “Good Morning, Ms. Bungum.” This will
continue until all students have said, “Good Morning.” The end result
will be a giant spider web in the middle of the circle. This is a fun
greeting for kids because it is different and keeps them engaged the
entire time they watch the web get bigger.
• Appendix C:
o Source for Read-Aloud Books
▪ I will use the website World Read Aloud Day: www.litworld.org to
research fun ways to incorporate read-aloud in my classroom and in the
school. It gives teacher tips on how to use different techniques in the
classroom to keep reading fun!
RED 414 First Six Weeks Clinical – Reading Reflection Journal Johanna Bungum

• Appendix D:
o Guest (Substitute) Teacher
▪ There will be a day that the head teacher will be gone, or in the future
when I have my own classroom, that I will be gone. It is important to be
prepared for that day and have plans in place. Changing the term,
“substitute,” to, “guest teacher,” can help set everyone up for a better
day. It shows more of a welcome to the adult and also a sense of
authority. I will stick to key routines to help the student be more
independent. I will not include difficult parts of learning for the students
so that if they have questions, it does not put a lot of stress on the guest
teacher. I will leave a copy of the schedule and plans for the guest
teacher. If it is possible, I will have a colleague introduce the teacher to
the kids, to start the day off on the right foot.