What to do: Stand at the door and greet students as they come in. Take attendance in the paper roster on the clipboard by the door and send it to the office with the two folder monitors (Jayden and Amara) by 8:30 — this doubles as our lunch count, so please don't skip it. Students know the morning routine; you mostly need to circulate.

Students will: Unpack, put homework folders in the blue bin, fill in the day's date on their agenda, and start the Morning Work page already on their desk (a five-question spiral review of last week's multiplication and a short editing sentence).

Materials: Paper attendance roster (clipboard by door), Morning Work page (on desks), Blue homework bin

💡 Anyone who finishes early goes to the classroom library. That's the standing expectation — you don't need to invent something.

What to do: Students move to the carpet in their assigned circle spots (the spots are taped down). Run the four-part routine written on the anchor chart by the easel: greeting, share, activity, morning message. Read the morning message aloud and let two or three students respond. Introduce yourself here — they'll be curious and it's better to get it out of the way.

Students will: Greet the person to their left by name, answer the share question ("What's one thing you're looking forward to this week?"), and respond to the morning message.

Materials: Morning Meeting anchor chart, Morning message on the whiteboard

💡 Keep the share to one sentence each or this block will eat your reading time. A timer on the board helps.

What to do: We're in a unit on determining theme in realistic fiction (RL.4.2). Start with a 10-minute read-aloud from "Because of Winn-Dixie" — we're on chapter 9, bookmark is in place. Stop at the end of the chapter and ask: "What lesson is Opal learning here, and what in the text shows it?" Then release students to independent work. Circulate rather than sitting; this class works best when an adult is moving.

Students will: Read independently for 25 minutes from their book-bin book, then complete the two-page 'Finding the Theme' passage packet (in the orange folder): read the short passage, underline evidence, and write a theme statement with two pieces of support.

Materials: "Because of Winn-Dixie" (on my desk, bookmarked at ch. 9), 'Finding the Theme' passage packet — copies made, Student book bins

💡 Collect the packets in the orange folder when they're done — I'll grade them. Not everyone will finish, and that's fine.

What to do: Students eat a snack at their desks. Put on one of the movement videos in the 'Brain Breaks' playlist bookmarked on my laptop, or take them for two laps around the blacktop if the weather is decent. They need this break — please don't trade it for work time.

Students will: Eat a snack, clean up their space, and do the movement break.

Materials: Teacher laptop (Brain Breaks playlist bookmarked)

💡 Two students have nut allergies — see the allergy card taped inside the top desk drawer. No food sharing, ever.

What to do: Students are drafting opinion essays (W.4.1) on whether our school should extend recess. Give a 5-minute reminder mini-lesson: an opinion paragraph needs a clear opinion statement, at least two reasons, and a linking word (because, therefore, for example). The reminder chart is posted above the word wall. Then it's quiet drafting time.

Students will: Continue drafting in their writing notebooks — most are on body paragraph two. Anyone who finishes a draft reads it to a partner using the 'compliment, then question' protocol on the small poster by the door.

Materials: Writing notebooks (in desks), Opinion writing anchor chart, Sharpened pencils bin

💡 If they say they're 'done,' ask them to add one more reason with an example. It works every time.

What to do: We're mid-unit on equivalent fractions (4.NF.A.1). Work through the three example problems on the board slide (my laptop, slide deck titled 'Day 6 — Equivalent Fractions') using the fraction-strip method — draw it, don't just multiply. Then release to practice. Answer key for the practice page is stapled to the back of my copy in the orange folder.

Students will: Practice page: 12 problems finding equivalent fractions with visual models, then 3 word problems. Students may use the fraction strips in the caddy at each table group.

Materials: 'Day 6 — Equivalent Fractions' slides (teacher laptop), Practice page — copies made, Fraction strip caddies (one per table group)

💡 Table 3 usually needs a second explanation. Sit with them for a minute after you release the rest.

What to do: Walk the class to the cafeteria and hand off to the lunch aides at the cafeteria door. Pick them up at the blacktop door at 12:38. This is your duty-free lunch — the staff room is at the end of the main hall and there's coffee.

Students will: Lunch in the cafeteria, then outdoor recess on the blacktop.

Materials: Lunch count (already sent with attendance)

💡 Line up in the hallway silently before you leave — the kindergarten wing is still in session and the hallway echoes.

What to do: Walk the class down to Art in Room 4 and hand off to Mr. Delgado. This is your prep period. Pick them up at 1:23 at the Art room door — please be prompt, he has another class right after.

Students will: Art class with Mr. Delgado.

💡 Use this block to look ahead at the afternoon and skim the science read-aloud so it goes smoothly.

What to do: Read aloud the two-page article 'Where Does the Energy Go?' from the science folder (4-PS3-2), stopping twice to have students turn and talk. Then students complete the energy-transfer sort: cutting out six scenario cards and gluing them under the correct heading (sound, light, heat, motion) in their science notebooks.

Students will: Follow along with the article, turn-and-talk at the two stopping points, then complete the card sort and write one sentence explaining one of their choices.

Materials: 'Where Does the Energy Go?' article — copies made, Energy scenario card sheets, Scissors and glue sticks (supply bin, back counter)

💡 Glue sticks live in the back bin and must go back there, capped, or they dry out. The class knows this rule.

What to do: Quiet reading time. Anyone with unfinished morning work uses this block to finish it; everyone else reads. This is a genuinely quiet block for us — you can use it to write your note to me. Circulate once or twice.

Students will: Read from book bins or finish the theme packet, writing draft, or math practice page.

Materials: Student book bins, Classroom library

💡 If the room gets loud, dim the overhead lights halfway — that's our silent signal to reset, and it works better than raising your voice.

What to do: Start pack-up at 2:45 — earlier than feels necessary, but 26 fourth graders and one coat rack takes time. Stack chairs, check the floor, and have students sit until called. Dismissal order is on the laminated card by the door: bus riders at 2:58 (listen for the intercom), walkers at 3:02, car riders last. Do not release a car rider to anyone who isn't on the pickup list in the orange folder — if there's any question, send them to the office.

Students will: Pack backpacks, take home folders from the blue bin, stack chairs, tidy their table area, and wait quietly for their dismissal group to be called.

Materials: Dismissal card (laminated, by door), Pickup authorization list (orange folder), Home folders

💡 Amara and Jayden are the end-of-day monitors — they'll handle the folder bin and the chair check without being asked.