Embedded Files
This first "Priming Plan" unit (9/4/25 - 9/19/25) will help students learn classroom procedures and structures.
Throughout, they will earn 10 Superhero cards designed to focus them on the behaviors you want to build (listening, waiting their turn, pushing in their chairs, etc.)
The end-product is for them to draw a picture of a Kindergarten Superhero action -- which could be one of the card actions or another one they decide upon. These can be hung in the hall so students can go on a "Gallery Walk" to see one another's work.
Following is the task statement to be read to and discussed with students (cognates are highlighted in blue). The Spanish version is for bilingual classrooms. This can be referenced as well during phonics and reading instruction.
Following is the checklist to be read to and discussed with students (cognates are highlighted in blue). The Spanish version is for bilingual classrooms.
Slideshows of the 10 Superhero Cards in English and Spanish:
Teacher's Guide!
This is the beginning of the school year! Days one and two should really be focused on building relationships (you and your students and students to students) and learning about the classroom procedures. Introduce the Kindergarten Superheroes project ... talk about the Superhero cards ... have them move from their desks to the carpet and back. You may want to follow the schedule but within the blocks, use your own judgment. Students will definitely want to engage in Choice Blocks and Facilitated Play!
CHOICE BOARDS!
Week one (Thursday and Friday) for Choice Block time, just project the Choice Board for all to see. For the opening days, divide the class in half and have half work on a phonics activity while half works on a math activity -- your choice; these can come from your curriculum or activities you love. (Spanish versions are for bilingual classrooms.)
Week two you will walk students through picking one language activity and circling it and picking one math activity and circling it. You can still assign half the class to language arts and half the class to math. Or you can let them choose which to complete for Choice Block 1 and which to complete for Choice Block 2. You can have them write a 1 and 2 if you like instead of circling.
By week three, work toward having students pick one activity from the top half of the board and one from the bottom half and decide which they want to complete first and which they want to accomplish later, marking them with a 1 and a 2.
A note on Choice Boards:
They allow for student choice, fostering autonomy and agency.
By looking at different choices and making decisions, students are building executive function (rather than simply being told what to do.)
By making a choice in the morning, taking out the choice board in the afternoon, seeing what choice was made, and following it, students are building executive function.
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