Kindergarten - First Two Weeks

First Two Weeks

First Two Weeks Goals (in addition to first day goals)

As the teacher (in addition to first day teacher goals)

  • By end of first week have reached out to each family in person or by phone
  • By second week be teaching in line with your daily schedule for essential content 
  • Take photos of each student during the first two days for use of display boards etc. By end of week one have artifacts of student learning from each student displayed

So that each and every student

  • Experiences a collaborative and inclusive learning environment
  • Makes personal connections by playing and learning with a variety of classmates and learning and practicing each other’s names
  • Practices essential academic routines and daily routines
  • Explores some key academic supplies
  • Generates learning goals (hopes and dreams for the year) and see their work displayed

See core rubric teacher practices for more guidance

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Reflection Questions
  1. Where can you provide opportunities for joyful learning through developmentally-appropriate play?  
  2. What expectations, routines, behaviors, and environment will you prioritize in order for all students to be responsible for the thinking in the classroom? 
  3. What does the culture of learning currently look like in your practice? Where are students engaged, where do they feel a sense of belonging? How do you know? 
  4. What are the implications for your own practice? What will you do first?

 

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First Two Weeks Sample Plans

First Week Sample Lesson Plan

Second Week Sample Lesson Plan

What does it look like?

Showcasing Artifacts of Student Learning

What we choose to put on our walls communicates who and what matters in our classroom. Make every effort to let your students know, "you belong here" and "your thinking and learning is celebrated" by displaying images and artifacts of them, their interests, and their learning right away. 

students exploring math materials at a table

Guided Discovery

Guided discovery is a focused, purposeful, yet playful technique to introduce materials, areas, or activities to students. Introducing the environment such as the library or a familiar material such as crayons slowly and carefully through guided discovery helps students build ownership and independence in the world of their classroom. By starting with a fresh introduction and exploration of the potential uses of a familiar or novel material (crayons, blocks, the writing center), the class gains renewed enthusiasm for the materials that support their learning and everyone is clear on the expectations for its care.  ​​​​

Guided Discovery in Action

This page was last updated on July 2, 2022