A predictable schedule helps children feel comfortable and competent. While remaining flexible to allow for exciting teachable moments and to adjust to children’s level of interest and engagement, we keep a predictable routine. Following is our tentative schedule. Because each group of children is different, this schedule may change to adjust to the natural rhythms of a particular group. Times are approximate.
7:20-8:20 Drop Off and Free Play In or Out
8:30 Opening, Rhythms and Music, Calendar
8:55 Math Activities, Beginners Arrive
9:20 Play Inside
9:50 Snack
10:00 Arts, Rhythms and Music, Beginners Story and Circle
10:40 Outside Play
11:00 Stories and Literacy or Inquiry, Beginners Dismissal
11:30 Part-day Dismissal and Lunch
12:00 Rest and Read
12:30 Outside Play
1:00 Literacy and Math
1:40 Play Inside
2:00 Art, Rhythms, Movement, Games
2:40 Pick Up
Rhythms
The class comes together to start our day with song, dance, and rhythm
activities. We chant rhymes and add body movements and we keep the beat
to songs using rhythm sticks. Not only do these common experiences with
music build community and stimulate the brain, research has shown that
rhythm and music activities provide an excellent foundation for mathematical
reasoning and phonemic awareness (hearing sounds in language: a precursor
to phonics knowledge). Using the mind and body together, as one does in
rhythms and dance, actually builds brain power (synapses).
Math
We begin Math by looking at the calendar and predicting what number and
pattern piece come next. Then we do either whole group or small group
activities. Math activities include children moving their bodies or manipulating
objects to learn number recognition, addition, geometry, and other math
concepts. The children might shape themselves into giant 2s, clap and
count, group cubes in response to a story about ducks in a pond, or measure
a plant with paper clips. A variety of math games are also used to build
math skills such as counting, number recognition, coin identification,
fractions, more/less, and addition and subtraction. As the children demonstrate
understanding of mathematical concepts, abstract paper and pencil math
work is added to the children’s activities.
Snack
Children wash their hands and assist in the preparation, serving, and
clean up of snack. Snacks typically include fresh fruit or vegetables,
a grain such as whole-wheat crackers, and water. Snack time develops responsibility
and table manners and builds community.
Arts
Research has shown that exposure to the arts boosts mathematical reasoning,
problem solving, and language skills. In addition, experiences in the
arts are exciting, enjoyable, stress-reducing, and confidence building.
The arts offer children the opportunity to explore their imagination,
to see one thing in a variety of different ways. For example, a child
can experience a flower through painting it, dancing its life cycle, and
composing a song about its beauty. By experiencing something through various
media a child’s understanding is deepened.
Arts include handwork (sewing, knitting, weaving), cooking, outdoor games,
dance, music (singing, putting music to poetry, putting movement to music,
playing different instruments), art (painting, drawing, sculpting) and
German (two 45-minute lessons a week). We welcome parent and community
volunteers who can teach us new skills.
“I like the variety of activities available for
the children. From German to creative movement, it keeps [my child] more
interested.”
Candice Pullom, parent
Outside and Inside Play
We play outside everyday, in all kinds of weather, except lightning. Children have the opportunity to develop their large muscles, exercise their hearts, and use big outside voices in the fresh air. Children self-select activities that include free play on playground equipment and playing games with balls, hoops, or ropes.
Toys and materials available during Inside Play include dress-up clothes, puppets, cars, animals, and dolls. Fantasy play props encourage children to act out scenes from books or their own lives and imaginations. Such play allows children to process experiences, explore social issues and develop their own identities. Also available are manipulatives such as colored beans, blocks, string beads, and puzzles. These materials provide children the opportunity to develop visual spatial awareness, small muscle control, and the concepts of pattern, shape, size, and sorting. Science experiments and objects from nature spark children’s natural curiosity. Available books and writing materials allow children to play with reading and writing. Paints, paper, dough, glue, crayons, and scissors allow children to express themselves artistically. During all of these activities children build social skills as they negotiate rules, ask for turns, join others’ play, and invite others to join them. The teacher supports this growth of friendship skills by offering suggestions and guiding conflict resolution.
Stories and Literacy
We begin Stories and Literacy by composing and reading our daily message.
We discuss letters, words or the content of the message. Following our
Morning Message I read aloud a picture book, short chapter book or poetry.
Our books are usually chosen because they relate to a current topic of
interest. We discuss the characters’ motives, predict what will
happen next, and review concepts illustrated in the book. We use literature
as a springboard for art, writing, music, and drama activities. After
hearing a piece of literature a few times children draw or write about
it, create a related art project or act out the story.
The children are also involved in Shared Reading. In Shared Reading an enlarged book or wall chart is used so the children can see the text and pictures. As I read aloud, I model fluent reading and explain literacy strategies I use. I might explain how I predict what a story will be about by looking at the pictures and knowing the title. I model what good readers do when they come to words they don’t know. I show children where I start reading and where I go next. During the reading the children respond with comments and questions, repeat interesting phrases, or chime in on memorable dialogue. The Big Books, poems, and chants we use have a definite structure and pattern, usually a rhyme and pronounced rhythm. These features make it easier for the children to predict how the text will read. Because of the predictability of the texts, the children are quickly able to join in with the reading. We often read the same book many times. Repeated readings of known texts allow children to increase their participation in the reading each time. The result is emergent readers who are confident and successful.
When children are ready we begin to focus on the individual words and punctuation marks. We make word collections (i.e. color words, animal words, scary words, etc.) or put word cards in order to make a sentence. We also pay attention to letters and building words. For example, I might display the magnetic letters t, m, and a and see what word the children can make with those letters. After mat is built, I exchange an h for the m and have the children read the new word. Being able to decode our letter-sound system (phonics) plays a critical role in good reading.
Literacy also includes writing activities. One of these activities is Shared Writing. On a large piece of paper we compose as a group a letter, a list, or a story. I begin writing by saying each word, stretching out the sounds. The children may call out the letters of the sounds they hear, or I may “share the pen” and have a child write the next letter. Shared Writing lets us discuss punctuation, phonics, spelling, letter formation, and writing style.
Because children need to explore and practice a skill on their own, we have Writing Workshop. This is a time when children can write in their journals, write a note to a friend, or compose a story. Occasionally, I give a directed writing assignment, such as making a page for a class alphabet book or writing a thank you note to a guest speaker. Children are encouraged to write “the way they know how”. The children progress from using random marks and letters to using phonetic spelling. A premature focus on spelling and handwriting would decrease the pleasure of composing and detract the students from their goal of writing to communicate. However, good penmanship and spelling are important in getting one’s meaning understood. Spelling and handwriting lessons occur during Shared Reading, Shared Writing, and in group and individual lessons.
Sometimes during Literacy the teacher, assistant or parent helper works with small groups of children or individuals. Small group and individualized activities are always tailored to meet children at their own skill level and take them the next step. This means that in the same class some children will be writing their first names and others will be writing stories. Some children will be listening to the teacher read stories and other children will be reading books on their own. Literacy activities include reading books, playing language games, sorting magnetic letters, finger writing in salt trays, and making letter books.
Inquiry
Inquiry projects are research projects, the topics of which are chosen
by the children. Children gather information on their topic by listing
to an adult read informational books, hearing a guest speaker or going
on field trips. Children learn how to record information in pictures,
symbols or words. When their information is gathered, children determine
and complete a project to show what they have learned. Parents are invited
to school to watch the children’s plays, see their projects, be
amazed at the skills and concepts they have learned and to catch their
children’s enthusiasm on the topic.
Lunch
At lunchtime we all sit together and eat our lunches brought from home.
Lunches are made up of healthy foods, including fresh fruit and/or vegetables,
breads or grains, and protein. Water is provided or children bring milk,
soymilk, or 100% juice from home. Lunchtime develops concepts in nutrition
and hygiene, allows for conversation, and provides an enjoyable community
feeling.
Rest
With blankets brought from home, children build private “nests”
and snuggle in them for a 30-minute rest. Children look at books, think,
or nap during rest time. Rest time gives children some private time after
a morning full of activity and interaction. Quiet resting provides children
the opportunity to process what they have learned, in addition to resting
their bodies and refreshing their minds.
Kindergarten Literacy and Enrichment
Kindergarten literacy and enrichment activities are targeted to those
children ready for more challenging reading, writing and math work for
an extended block of time. We work on problem solving, writing sentences
and stories, and reading one-on-one with the teacher. We work to master
kindergarten level skills, but the children often soar well above kindergarten
level. During this time, children who are not ready for kindergarten literacy
and enrichment activities have access to games, puzzles, art materials
and books for free exploration. The teacher works with these children
to develop fine motor skills and story comprehension.
