Morning routines
What should you do with your backpack and water bottle when you enter class?
Place backpack on hook & water on hydration station.
When you hear the call to attention (e.g., “Class, class”), what should you do first?
Stop talking, look at teacher, and follow the signal.
What should you do first when you need help on an assignment?
Raise your hand.
Where should you place your backpack when you enter the classroom?
On the hook.
According to the expected behavior slide, what voice level should students use most of the time?
Quiet voices (Silly Goose Chart levels 0–4; typical expected quiet voice is level 1–2).
Name two options for a greeting you may choose when lining up at the door.
High five, handshake, or hug (choose two)
Give one example of a signal the teacher might use to indicate it’s time to move locations (listed in the procedures).
Call to attention phrases (e.g., “Quiet on the Creek,” “Class Class”); Song Break.
If you raise your hand for help, what should you do while waiting for the teacher?
Try the problem again, reread instructions, or quietly wait while staying on task.
What does “find your assigned seat” mean and why is it important for classroom routines?
Sit where the teacher assigned you (helps with attendance, routines, seating arrangement).
What are two expected behaviors during morning meeting that help everyone participate?
Eyes forward, listen without interrupting; raise hand to speak and wait to be called on.
After you place your backpack and water bottle correctly in the morning, what is the first thing you should do according to the procedures?
Answer the attendance question on the board / begin morning task.
What is a “Song Break” used for during transitions and why might it be helpful?
A short musical cue to shift focus or signal movement; it helps students move calmly and on time.
Name two strategies the procedures suggest for what to do if you finish your independent work early.
Read quietly, find another assigned task, check over your work for mistakes.
List two classroom items or places mentioned in the procedures where you might put water or get supplies.
Hydration station for water; classroom supply area or materials manager role for supplies.
During group work, what noise level is allowed and what should you do if someone disagrees with your idea?
Noise level stays at 2 or lower; disagree respectfully and let others share ideas.
List three things you should do while completing morning work (Do Now).
Read the board for directions, gather materials, work silently & productively.
Describe two expectations for how students should move during transitions.
Move quickly and quietly; follow teacher directions; keep hands/feet to yourself.
When asking a question quietly, what voice level should you use and why?
Whisper/low voice (level 1–2) so you don’t interrupt others working.
Explain the purpose of answering the attendance question on the board — how can it help with classroom logistics?
Let's the teacher know who is present and helps us to get to know each other better.
Describe the “Turn & Talk” procedure steps for how you should sit, speak, and include others.
Turn body to face partner, stay on topic, use low voice level, include students without partners.
Explain why answering the attendance question on the board is part of morning routines and how it helps the teacher and class.
It helps the teacher take attendance and plan
If the teacher uses a signal and you are in the middle of finishing something, what should you do to be ready to transition quickly and quietly?
Stop working, quietly follow the signal, and move promptly without disrupting others.
Describe a respectful way to ask a neighbor for help before asking the teacher; include both what you might say and how to make sure you are not interrupting them.
Politely ask, “Could you help me with this problem?” while staying quiet and not distracting; wait for them to finish their part before speaking.
Name two possible jobs listed in group work procedures and explain how those jobs help the class run smoothly.
Examples: timekeeper, materials manager, recorder, reader — they keep group tasks organized and efficient.
Explain the “wait time” expectation after a teacher asks a question and why it’s important for participation.
Wait 3–5 seconds of think time so more students can process and participate; it increases thoughtful responses.