Reflect and Adjust Plans After the First Week
The first week of grade one is always a learning experience—for both you and your students!
As you observe your class settling into routines, tackling new tasks, and working with their peers, you’ll gain valuable insights into their unique needs and abilities. These observations are gold! They will not only help you shape your planning for the weeks ahead but also ensure your classroom remains a supportive, productive, and engaging space.
One of the most important parts of my first-week planning is flexibility.
While my plan outlines specific lessons and activities, I continually assess how well they’re working and adapt accordingly. My observations inform my teaching.
Here are a couple of real-life examples:
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Engagement Levels: If I notice a lack of engagement during a lesson, I adjust by incorporating movement or hands-on tasks. For instance, if a math lesson feels too abstract, I might switch to using physical manipulatives or a fun activity like my Math Towers game.
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Social Dynamics: Observing how students interact helps me identify areas for growth. If a group struggles with teamwork, I can add more collaborative tasks, like building challenges or team games.
At the end of the week, I review my notes and reflect on our first week of school activities.
I look at what worked well and what needs adjustment. For example:
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If students showed strong interest in a particular topic, I might weave it into next week’s lessons or investigation areas.
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If routines weren’t fully established on the first day, I allocate extra time on the second day of school for modelling and practising expectations.
Having a solid plan for the first weeks of school is essential, but so is the ability to adjust as you learn more about your first grade students. Your weekly plan is a great starting point, but it’s your observations and flexibility that ensure every student feels supported and engaged.
Flexibility is crucial during the first week of grade one.
As you observe your students, be prepared to adapt your plans.
Some activities may take longer than expected, while others may need simplification or added challenge. Take notes throughout the day and use these reflections to adjust your plans for the following day.
For example:
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If students seem overwhelmed by group rotations, scale back the number of stations or increase teacher-guided support.
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If they show particular interest in a topic during Investigations, build on that curiosity by incorporating it into whole-class lessons or other activities.
By blending structured routines with flexibility and observing your students’ needs, you’ll create a classroom environment that feels both purposeful and responsive.
This approach not only supports academic growth but also nurtures a love for learning from the very first week.
With a little planning and a lot of observing, reflecting and adapting, you’ll create an environment where your students can thrive, develop confidence, and build the skills they need for the rest of the year.
Evolving Your Planning
Grade one planning is never a one-size-fits-all process.
As I have already stressed, during the first week, pay attention to how students respond to different activities and routines.
Use an observation checklist, like my free Investigation Time Observation Checklist, to document areas such as:
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Students’ ability to engage in sustained independent work.
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Social interactions during group and partner tasks.
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Fine motor skills during writing or hands-on activities.
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Critical thinking and creativity during play-based Investigations.
For example:
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If you notice some students struggling with fine motor tasks like cutting or handwriting, you might plan more activities that build these skills. Playdough modeling or tracing exercises are some of my favourites.
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If a group shows high engagement during a collaborative STEM challenge, you can incorporate similar activities to further develop teamwork and problem-solving skills.