Greeting Time/ Washing Hands (15 minutes)

The teacher welcomes each child as they come into the classroom and engages them in some type of activity until all children have arrived. This should include the attendance chart or children's sign-in sheet, and independent reading or table tubs/ browsing boxes.

Family-Style Breakfast (30- 40 minutes)

The three-year old children will eat breakfast family style as a group. This presents a great opportunity for oral language development and self-help skills such as setting the table. Adults listen, observe, talk, and ask questions of children in a natural manner as they join the children for breakfast. Because this is considered instructional time, it is expected that an adult sit and eat with the children, modeling socially appropriate eating behavior .

Morning Message/ Interactive Writing (10 minutes)

The teacher writes down information about the day. The message may include the day of the week, the weather, information about the day's activities, and/or a quote from a student. Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, writing their own name, and highlighting identical words or selected letters.

Music and Movement (10 minutes)

Music and movement offer an opportunity for the development of gross motor skills, rhythm, listening comprehension and phonological awareness. Singing an alphabet letter/sound song daily at this time is recommended. (Note: Music and movement activities should also be interspersed throughout the day based on the needs of the children.)

Shared Reading (15 minutes)

The teacher selects a Big Book/chart to be used for a 3 - 5 day period. The book should be related to a key concept that is being focused on. Shared reading provides an opportunity for the teacher to model the strategies of a competent reader (concept of letter, left to right progression, top to bottom progression). Through shared reading, children can make connections between what they hear (phonological awareness) and what they see (alphabetic principle and concepts of print).

Planning Time/Transition Time (5 minutes)

The teacher and teacher assistant provide an opportunity for the children to plan/discuss what they will be doing during center time and then implement the center management system. Children feel more secure in an environment where teachers implement consistent routines and an organized management system such as a center plan.

Wake up/Snack (15 minutes)

Snack time provides the opportunity for the development of oral language; self-help skills such as pouring, serving one's self and opening the milk carton; social skills and manners including using utensils and napkins; and good health and nutrition habits. All children will learn to wash their hands thoroughly as part of the lunch routine. Good nutritional practices and awareness should be encouraged.

Shared Writing (15 minutes)

Shared writing provides an opportunity for the teacher and children compose their thoughts and write them down. Shared writing draws attention to the conventions of writing and how letters and sounds come together to form words. It demonstrates the connection between spoken and written language in a meaningful context.

Music and Movement (10 minutes)

Music and movement offer an opportunity for the development of gross motor skills, listening comprehension and phonological awareness. These should also be interspersed throughout the day based on the needs of the children. Cross lateral movements should be emphasized whenever possible. This is an excellent opportunity to do ESL with your English Language Learners.

Math/Science Read Aloud (10 minutes)

Reading aloud exposes children to concepts of print, connects oral to written language and builds vocabulary. Math/science read alouds build the connection between relevant personal experiences and mathematical and scientific concepts.

Afternoon Learning Centers/Math and Science Focused (50 minutes)

Centers are open-ended places and/or activities that allow children to engage in meaningful experiences at individual developmental levels. Centers should include activities and/or materials that extend or support learning of the key concepts or the theme being focused upon. The centers should encourage active learning and provide opportunities for children to respond critically and creatively. Related reading and writing materials should be available in every center to enhance literacy development. During Center time, the teacher should engage in small group work focused on math/science or should be involved with individuals or small groups scaffolding the children's learning.

Reflection/Journals/Independent Writing (10 minutes)

The teacher and teacher assistant dialogue with the children about their day. This allows the children the opportunity to evaluate their actions and outcomes, to converse with others about their experiences, and to strengthen meaningful connections between concepts. It provides an opportunity for the teacher to discuss upcoming events and prepare children for the next day's activities.

It is recommended that Journaling or Independent Writing be scheduled two to three times each week. During Independent Writing children discover that writing is a purposeful, meaningful activity. On their own, they begin to put ideas and observations on paper and to see themselves as writers. In sharing their writing with others, they may elaborate and "read" much more than they have written. As they write, children develop critical thinking skills and begin to hear and segment sounds in words in a natural, meaningful context.

Dismissal (10 minutes)

Greeting Time (10 minutes)

The teacher welcomes each child as they come into the classroom and engages them in some type of activity until all children have arrived. This should include the attendance chart or children's sign-in sheet, and independent reading or table tubs/ browsing boxes.

Morning Message/ Interactive Writing (10 minutes)

The teacher writes down information about the day. The message may include the day of the week, the weather, information about the day's activities, and/or a quote from a student. Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, writing their own name, and highlighting identical words or selected letters.

Music and Movement (10 minutes)

Music and movement offer an opportunity for the development of gross motor skills, rhythm, listening comprehension and phonological awareness. Singing an alphabet letter/sound song daily at this time is recommended. (Note: Music and movement activities should also be interspersed throughout the day based on the needs of the children.)

Shared Reading (15 minutes)

The teacher selects a Big Book/chart to be used for a 3 - 5 day period. The book should be related to a key concept that is being focused on. Shared reading provides an opportunity for the teacher to model the strategies of a competent reader (concept of letter, left to right progression, top to bottom progression). Through shared reading, children can make connections between what they hear (phonological awareness) and what they see (alphabetic principle and concepts of print).

Planning Time/Transition Time (5 minutes)

The teacher and teacher assistant provide an opportunity for the children to plan/discuss what they will be doing during center time and then implement the center management system. Children feel more secure in an environment where teachers implement consistent routines and an organized management system such as a center plan.

Morning Learning Centers (1 hour 15 minutes)

Literacy Centers are open-ended places and/or activities that allow children to engage in meaningful literacy experiences at individual developmental levels. The centers should encourage active learning and provide opportunities for children to respond critically and creatively. Related reading and writing materials should be available in every center to enhance literacy development. During this time, the teacher should engage in small group work focused on literacy or should be involved with individuals or small groups scaffolding the children's learning. There should be a minimum of 8 centers including: Writing, Library/Listening, Art, Math, Science, ABC, Blocks/Construction, and Computer. Centers should include activities and/or materials that extend or support learning of the key concepts or the theme being focused upon.

Reflection/Recall Time (5 minutes)

The teacher and teacher assistant dialogue with the children about their center time experiences. This provides an opportunity for the children to evaluate their actions and outcomes, to converse with others about their experiences, and to strengthen meaningful connections between concepts.

Read Aloud/Circle Time (15 minutes)

This is an enjoyable, relaxed time when the teacher reads aloud to a small or large group using a varied collection of fiction and non-fiction texts. Reading aloud exposes children to concepts of print, connects oral to written language and builds vocabulary. It promotes language development and broadens knowledge about the world, encourages a love of reading, builds listening comprehension and develops a sense of story. Related activities may include interactive story time, songs, role-playing, nursery rhymes, and language games with an emphasis on phonological awareness. Reading an alphabet book at this time is recommended. This is an excellent opportunity to do ESL with your English Language Learners.

P.E. or Outdoor/Physical Activity (30 to 45 minutes)

This time is dedicated to the development of large motor skills through group games, music and movement, and outdoor activities. If there is an extra time slot available in the P.E. schedule, a Principal may choose to allow the four year olds to attend P.E. The Pre-kinder assistant teacher accompanies the children and assists as needed or directed. If the P.E. schedule does not allow a time slot for the four year olds, then the Pre-K teacher leads this instruction.

Lunch/Hygiene (45 minutes)

Lunch time provides the opportunity for the development of oral language; self-help skills such as pouring, serving one's self and opening the milk carton; social skills and manners including using utensils and napkins; and good health and nutrition habits. All children will learn to wash their hands thoroughly as part of the lunch routine. An understanding of good nutritional practices and awareness should be encouraged.

Read Aloud (10 minutes)

This is an enjoyable, relaxed time when the teacher reads aloud to a small or large group using a varied collection of fiction and non-fiction texts. Reading aloud exposes children to concepts of print, connects oral to written language and builds vocabulary. It promotes language development and broadens knowledge about the world, encourages a love of reading, builds listening comprehension and develops a sense of story. This is an excellent opportunity to do ESL with your English Language Learners.

Quiet/Rest Time

(45 minutes in the Fall and 30 minutes in the Spring)

Rest time is important to young children's physical and emotional development. The teacher should provide a quiet, comfortable atmosphere for the children to rest. Children are to use individual mats during their rest time.

Wake up/Snack (15 minutes)

Snack time provides the opportunity for the development of oral language; self-help skills such as pouring, serving one's self and opening the milk carton; social skills and manners including using utensils and napkins; and good health and nutrition habits. All children will learn to wash their hands thoroughly as part of the lunch routine. Good nutritional practices and awareness should be encouraged.

Shared Writing (15 minutes)

Shared writing provides an opportunity for the teacher and children compose their thoughts and write them down. Shared writing draws attention to the conventions of writing and how letters and sounds come together to form words. It demonstrates the connection between spoken and written language in a meaningful context.

Music and Movement (10 minutes)

Music and movement offer an opportunity for the development of gross motor skills, listening comprehension and phonological awareness. These should also be interspersed throughout the day based on the needs of the children. Cross lateral movements should be emphasized whenever possible. This is an excellent opportunity to do ESL with your English Language Learners.

Math/Science Read Aloud (10 minutes)

Reading aloud exposes children to concepts of print, connects oral to written language and builds vocabulary. Math/science read alouds build the connection between relevant personal experiences and mathematical and scientific concepts.

Afternoon Learning Centers/Math and Science Focused (60 minutes)

Centers are open-ended places and/or activities that allow children to engage in meaningful experiences at individual developmental levels. Centers should include activities and/or materials that extend or support learning of the key concepts or the theme being focused upon. The centers should encourage active learning and provide opportunities for children to respond critically and creatively. Related reading and writing materials should be available in every center to enhance literacy development. During Center time, the teacher should engage in small group work focused on math/science or should be involved with individuals or small groups scaffolding the children's learning.

Reflection/Journals/Independent Writing (15 minutes)

The teacher and teacher assistant dialogue with the children about their day. This allows the children the opportunity to evaluate their actions and outcomes, to converse with others about their experiences, and to strengthen meaningful connections between concepts. It provides an opportunity for the teacher to discuss upcoming events and prepare children for the next day's activities.

It is recommended that Journaling or Independent Writing be scheduled two to three times each week. During Independent Writing children discover that writing is a purposeful, meaningful activity. On their own, they begin to put ideas and observations on paper and to see themselves as writers. In sharing their writing with others, they may elaborate and "read" much more than they have written. As they write, children develop critical thinking skills and begin to hear and segment sounds in words in a natural, meaningful context.

Dismissal (10 minutes)