First Day , First Week in ESL K-1 Pull-Out Group

First Day, First Week in ESL K-1 Pull-Out Group

Have you ever looked at your K–1 pull-out group on the first day and thought:

“Okay… I’ve got a first grader who barely speaks English, a kindergartener who’s never been in school before, a first grader who can already read in their first language, and two newcomers who look terrified. How am I supposed to teach them all at once?”

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And it’s the reality for so many ESL teachers: mixed grades, mixed proficiency levels, and a whole lot of unknowns.

On the first day, I want my students to feel welcome, relaxed, and part of our little ESL community. But at the same time, I need to start learning about them — both personally (what they like, what makes them smile) and academically (letters, sounds, counting, fine motor, listening comprehension).

***Disclaimer: In this blog, the terms ESL students (English as a Second Language), ELLs (English Language Learners), and ML (Multilingual Learners) are used interchangeably. While “Multilingual Learners” is becoming the more widely accepted term, “ESL students” and “English Language Learners” are still commonly used in various contexts. My aim is to be inclusive and clear to all readers, regardless of the terminology they are familiar with.

That’s why I plan first-day activities that are:

Low-stress and fun
Full of movement and visuals
Sneaky “assessments” that give me diagnostic data without students even realizing it

By the end of the first week, I want every child to feel proud (“I can do this!”) — and I want to walk away with a clearer picture of what they already know and what supports they’ll need.

Here’s how I make it happen…

Start with a Predictable Morning Routine

The first week is all about building structure and comfort. I always start with a calendar and weather routine, because it:

Reinforces math skills like counting days and building patterns (think leaf, haystack, haystack).
Builds background knowledge with school and seasonal vocabulary.
Gives me 5–7 minutes to observe while students engage in something predictable

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We also build a weather graph, practice days of the week, and add themed tiles to our class calendar. These quick routines help me see who can follow along, who recognizes patterns, and who understands key school vocabulary.

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Have visual direction cards ready from Day 1 — words like listen, sit, look, lunch, line up. They’re lifesavers in the first months, especially for newcomers who need both the word and the picture cue.

First Day Crowns in ESL classroom

Crowns are such a joyful way to celebrate that “I made it through my first day!”

with 4 different styles (“Hip Hip Hooray! I had an amazing day in ESL/ ENL/ ELD/ ESOL, etc.!” or simply “I had an amazing first day!”)
Traceable words: listened, drew, talked, learned
Color + black-and-white versions

Students practice handwriting, tracing, and vocabulary while creating something they’re proud to wear home. For me, it’s a quick way to see:

Who can trace independently
Who recognizes the words
Who needs more support with fine motor skills
Who can cut?

It’s both a celebration and a built-in diagnostic assessment.

Picture Puzzles (Cut, Color, Glue)

These puzzles are pure fun — but they’re also an excellent assessment in disguise. While students happily cut and glue, I’m watching:

Who can put the alphabet in order
Who understands counting sequences
Who can count by 10/ 20 etc.
Who has strong fine motor control

Color by Code Activities

Kids think these are “just coloring pages” — but they’re one of my best diagnostic tools.

Through these fun Color by Code activities, I can quickly see if students recognize letters (both uppercase and lowercase) and if they can read simple CVC words.

While they color, I can quickly see:

Who recognizes letters right away
Who can decode simple CVC words
Who’s still relying on pictures instead of phonics

Students are engaged, calm, and practicing decoding and beginning sounds — while I gather information about their literacy skills.

TPR in ESL classroom : Listen, Draw, Act & Giggle Activities

This one is always a hit! Students listen to 9–10 oral directions, act them out, and then draw. If 9–10 feels like too many for your group, just start with 2–4—or whatever number works best for your students.

These activity combine Total Physical Response (TPR), movement, and drawing — all powerful strategies for English learners. And for me, it’s a goldmine of insight:

Who understands positional vocabulary and colors
Who understands basic vocabulary
Who can process multi-step directions
Who needs more modeling and gestures

esl-t-p-r-total-physical-response-in-kindergarten-first-grade-back-to-school

Plus, students giggle the whole way through, which lowers their affective filter and makes them more willing to take risks in English.

All four of these first day ESL K-1 activities are:

Engaging — students feel successful and included
Diagnostic — I gather meaningful data on listening, alphabet, counting, decoding, vocabulary, and fine motor skills
Routine-building — students learn early that ESL pull-out is a safe space where we learn through fun

And the best part? They require little to no prep—just print, grab scissors, crayons, and glue, and you’re ready. Plus, your ELL students will head back to their classes and homes proud of their learning in your ESL program, wearing their crowns.

Starting the year with a mixed group of K–1 English learners can feel overwhelming. But with the right first-day activities, you can both build classroom community and gather valuable insights about your students’ skills.

These activities help me answer the big questions on Day 1 or during the first week: