The purpose of this blog post is to provide bilingual kindergarten teachers with practical ideas and guidance for handling the unique challenges and opportunities that come with the very first day of school.
The first day in kindergarten carries a distinct significance—not only is it often a child’s first impression of formal education, but also marks the transition from environments like prekindergarten or daycare into what many see as the first “serious” grade. Here, students encounter expectations such as state tests and assessments for the first time, and begin their journey toward demonstrating learning independence.
As a teacher, I’m always striving to create a delicate balance between fostering a classroom that is safe and fun, while introducing the structure and behavioral expectations needed for academic growth.
If you’ve ever stood at the classroom door before the first bell, juggling parent questions while welcoming a line of nervous (or overconfident) five-year-olds, you know there’s no such thing as a “typical” first day in kindergarten.
After almost two decades teaching in different districts, I’ve seen that particular blend of excitement and chaos that only comes with a child’s very first ‘big school’ experience.
Let me share with you a a few tips and a great way to schedule your first day of Kindergarten.
What Should Children Do After They First Enter Your Classroom
While I am an advocate of reading and writing since the first day of school, I don’t think giving children books to read as they first enter your classroom is a good idea.
I want students to care for books and to learn to appreciate them as they learn to read. If I give them books on that first day of school, they may not understand what to do with them. They may get bored and start acting out or damage the books.
I know that I will have lessons where I explicitly teach children to treat books and to value them, but that can’t happen on that first day of school, especially not when I’m distracted putting parents at ease after they drop off their five-year-olds in my class.
That’s not all. Another important first day of kindergarten tip I can offer is this: resist the urge to launch into technology on day one. I try to limit electronics in my classroom to the absolute basics. And while tablets and educational apps have their place in the modern classroom, the very first moments of kindergarten are definitely not the time for screens.
Many of our students arrive with a strong attachment to screens, often accustomed to being entertained by tablets or smartphones at home. However, the transition into kindergarten is about more than just learning academics; it’s about learning how to be part of a classroom community.
Instead, I have found that coloring is a universally familiar and non-threatening task. Coloring is by far the most effective in establishing a calm, welcoming atmosphere in that first hour of Kindergarten. I get my coloring pages from Teachers Pay Teachers. I choose from a catalogue of free back-to-school coloring pages.
Coloring requires no special instructions, no logins, and no prior experience with a device. Instead, it offers a gentle, tactile way for students to settle in, express themselves, and feel successful from the moment they sit down.
For bilingual students, especially, coloring is accessible regardless of language background, making it an inclusive choice for diverse classrooms.
While the students are busy coloring, I am free to greet parents, collect and sort supplies, and handle the many logistical challenges that come with the first morning.
I prepare communal tubs of old, well-loved crayons for each table—reserved just for the first week of school. These crayon tubs are more than just art supplies; they are a tool for building community and managing the first-day chaos.
Once parents have left, it’s time to start the class. Next, we will talk about procedures.
1. Procedures
My top priority beyond settling activities is teaching procedures—these are the foundation upon which all rules and academics are built.
The most critical first procedure is restroom use. For Kindergarten classrooms without a restroom, a trip to the restroom is required. I use the opportunity to teach how to line up, how to behave in the hallway, and how to take turns going to the restroom.
For rooms equipped with a restroom (which typically serve up to 22 children), I stress the importance of asking permission, being quick, and practicing basic hygiene. I explain to students that they need to ask permission to use the restroom before it becomes an emergency. Accidents will occur at first, but I find that clearly communicating expectations reduces both confusion and mishaps.
I also use this opportunity to talk about the first set of rules. I create a simple anchor chart with restroom “Do’s and Don’ts,” using visuals (link).
This visual reminder is posted on the restroom door (if we have a restroom in the classroom) throughout the year and is referenced frequently, especially during the first weeks.
Expanding Routines: Hallway, Cafeteria, and Recess
Once restroom routines are in place, I move on to other vital kindergarten routines and procedures. Each space in the school has its own expectations, and I introduce them as we encounter each area:
- Cafeteria Etiquette: How to carry a tray, where to sit, how to ask for help, and how to clean up. We practice walking in, finding our seats, and lining up to dispose of trash. (Link)
- Hallway: How to line up at the door, keep our hands to ourselves, and walk quietly in the hallway. (Link)
- Recess Behavior: Where to play, how to report accidents, and how to line up when recess ends. I role-play scenarios and use positive reinforcement for students who follow expectations. (Link)
- Classroom Transitions: Moving from carpet to tables, raising hands to speak, and waiting for the teacher’s instructions. (Link)
2. Our Classroom Agreements
Rules and behavioral expectations in kindergarten are not just announced—they are built together, in real time. After restroom routines, I guide students in creating an anchor chart to establish our classroom rules.
We create our classroom agreements, which are expectations of what I should do for the students, what the students should do for me, and what the students should do for other students.
Once we all decide on these agreements (or rules) we all sign the anchor chart (also a great way to assess who can write their name and who can’t yet).
Why Must Procedures Come Before Academics?
Some might worry that focusing on routines takes away from learning, but the opposite is true. When students know what to do and how to do it, the classroom runs smoothly, and more time is available for academics. On the first day, I remind myself that everything takes longer, and that’s okay. The investment in teaching kindergarten routines and procedurespays off all year long, creating a safe, predictable, and positive environment for every child.
3. Name Writing and Shared Read-Alouds on the First Week of School
Name-Based Activities
In my previous post, I explained why we must always expect students to listen, speak, read, write, and think. I go over these expectations briefly on the first day of school with my picture cards (link).
The first day is about much more than just settling nerves and learning where to put backpacks. Students learn to listen and answer questions as we go over our rules and procedures.
They must also practice reading and writing. Yes, from day one.
Name writing isn’t just an icebreaker; it’s the first essential academic goal for every kindergartner. The ability to write one’s first name and last name (using both capital and lowercase) is a huge milestone.
In the first week of school, I always include a daily name-based craft activity. These crafts are a chance for students to practice fine motor skills, learn to recognize and form both uppercase and lowercase letters, and show me where they are in their writing journey.
As students work on their name crafts, they also learn how to use scissors and glue. I observe closely. Some children write confidently, while others may only manage a few letters or even just a scribble. This frequent check helps me identify who might need extra support.
Here are a few of my favorite name-based crafts:
- Coronas para practicar tu nombre (PK-1) Spanish Name Practice Crowns (link)
- Práctica de nombres – Traza y escribe EDITABLE (Name Practice in Spanish) (link)
- Práctica de nombres – Colorea, traza y escribe EDITABLE (Spanish Name Practice) (link)
- Práctica de nombres – Arco iris – EDITABLE (Spanish Name Practice) (link)
Read Alouds
Shared read-alouds are just as important as name writing on the first day. I always carve out time for at least one story each day on the first week of school, no matter how busy the schedule gets.
Read-alouds serve multiple purposes: they introduce students to the joy of books, model fluent reading, and—most importantly—help me teach classroom routines.
I use this time to practice transitions, such as moving from tables to the carpet, and to introduce visual cards for “listening,” “talking,” “reading,” “writing,” and “thinking.” These visual cues are especially helpful in a bilingual setting, as they make expectations clear for all students, regardless of language background. (My visual cards)
During the read-aloud, I model how to sit, listen, and participate respectfully. We practice raising hands, taking turns, and responding to questions. This shared experience is a powerful classroom management tool, and it helps students understand that learning in kindergarten is both interactive and structured. I always choose stories about the first week of school.
You can find my list of read-alouds for the first week of school here. They are all about topics that resonate with young children on their first day.
4. Calendar Math
Another key part of our first academic routines in kindergarten is introducing Calendar Math.
Even on day one, we gather as a group to mark the date, count the first day of school in our place value chart, and begin our journey toward the 100th day on the 100 Chart.
This daily routine helps students develop number sense and understand the passage of time, and it’s an easy way to incorporate math into our day from the very beginning. Remember, the goal is to establish routines, not to rush through content. For now, we start the routine.
Pacing is everything on the first day. Transitions will be slow, and some students will need extra time to finish tasks or adjust to new expectations. That’s normal. What matters most is that students feel safe, know what to expect, and begin to see themselves as capable learners. I always end the day with a sense of accomplishment, knowing that we’ve started building the foundation for a year of growth, independence, and discovery.
In the end, the first day of kindergarten is about more than just routines—it’s about setting the stage for academic success.
We start with rules and procedures, but quickly shift to focusing on name writing, shared read-alouds, and the first steps of Calendar Math. The goal is to help my students take their first steps toward school readiness. By pacing our day with patience and purpose, I ensure that every child feels seen, supported, and ready to learn.
In conclusion
Master your first day in bilingual kindergarten by prioritizing classroom rules and procedures explicitly, begin the road to academic success, and keep both kids and parents feeling secure—you’ve got this!
List of Resources mentioned in this article:
- Resources about rules and procedures
- Decodable books about rules (Spanish, Bilingual, English)
- Recommended books in Spanish for the first day of school
- Visual cards with the five domains of language (Bilingual, Spanish)
- Name practice:
- Coronas para practicar tu nombre (PK-1) Spanish Name Practice Crowns (link)
- Práctica de nombres – Traza y escribe EDITABLE (Name Practice in Spanish) (link)
- Práctica de nombres – Colorea, traza y escribe EDITABLE (Spanish Name Practice) (link)
- Práctica de nombres – Arco iris – EDITABLE (RainbowSpanish Name Practice) (link)
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