SAMPLE CLASSROOM SCHEDULES

The following schedules have been submitted by classroom teachers who were willing to share their daily schedule on the internet. Thank you to all who have contributed! If you wish to share your schedule, send it with permission to publish on the Web Corner to cokids@nauticom.net.


Sample Schedules:


Full-Day Kindergarten Schedule: Submitted by Debbie Whiting

I've taught full-day kindergarten for 5 years, and this is how I've worked my schedule:

8:00 Breakfast/playground open

8:30 Class Starts

Puzzles are open so I can fill out attendance form

The children graph their choice of white or chocolate milk

Second semester the leader picks a friend and they change the

calendar date and day.

8:45 Meet on the rug for Opening Activities

I write all names on the board (boys in one column, girls in

another. We use this to add each column (one to one correspondence), compare

number of girls and boys with unifix cubes, and they love to see their name.

Throughout the year we talk about which children start with the same first

letter or first sound, count letters in some names, and look for names that

have the same letter in the middle.

Occasionaly we play hangman where the kids need to figure out the

main meal for lunch that day. I write the lines corresponding to the number of

letters in the word on the board and each child gets a chance to say a letter.

Math Their Way Calendar Activities:

1. Read a full sentence identifying the helpers of the day "The leader is

_______" "The lunch helper is _______" The teacher and later the leader

tracks the words with the pointer.

 

2. Count the number of days we have been in school and adding one number to

the number line (I color code the numbers....Purple numbers except multiples

of 5's are red and multiples of 10 have a black circle around them. Underline

even numbers.

 

3. Add a straw to the place value cups. For kinder I tell the kids that in

the one's house there are only 9 beds, 9 plates, 9 cups, etc. When they reach

the number of 10 they have to move to the ten's house.

 

4. Sing a Days of the Week song and figure out today's day. Add to Calendar

Board.

 

5. Count dates on calendar and add today's date.

 

6. Read the "Today is _____ " sentence.

 

9:00 Shared Reading: Familar songs, poems, chants (4-6 daily), New songs,

poems, chants (2-3), Familiar Big Book, New Big Book (every 2 or 3 days).

 

9:30 Recess

 

10:00 Workshops (4 rotating small groups)

We meet on the rug, I introduce the groups (which means many times I set

up only 3 groups so I have time for KWL activities or other brainstorming or

introductory activities. I work these into thematic units as much as possible

and set up one language, one math, one computer, and one other small group.

 

11:00 My aide goes to lunch

McMillan/McGraw District Reading Series (This is pretty good. It

has real books and songs).

 

11:15 Free Reading Time

Since I have the Rigby Books with large and small books and story

tapes, some children read books out of the class library, and others go to the

listening center with the books and tapes.

 

11:30 Lunch

 

12:00 Recess

 

12:30 Short rest time

I also use this time to read to the kids as they are resting

quietly. Second semester we might play "Heads Up, Seven Up." They love this

game!

 

12:45 Whole Group Activity: graphing, group games, cooking, almost anything

can go in here.

 

1:15 Journals: I set up a word wall in which the kids and I decide on

appropriate words for that month. Simple pictures are drawn next to the words.

As far as journals, each month the children get a new journal. In this journal

are the pages that are half lined and half plain paper, an alphabet and number

page for reference, and "fun" pages like dot to dot with the abc's or numbers.

The first day they decorate they're journal, the next day they number the page

and write.

 

1:30 worktime (or choice time): The students choose the centers they want to

work in.

 

2:15 Cleanup, and meet on rug for recall of the day.

 

2:30 Silent reading or group game like "Duck, Duck, Goose" in front of the

classoom.

 

2:50 Dismissal

 

I also try to schedule local field trips about once every 4-6 weeks.

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Full-Day Kindergarten Schedule: Submitted by Gayle Mcalhany

 

7:55 Table Games( We do this until all students arrive

During this time, I check roll, lunch money and notes from home. The

students also take care of personal needs.)

 

8:15 Math/Calendar( I use the Math Their Way Activities for this)

 

8:35 Math Tubs and Math Groups(During this time I divide my class

into groups. Each group spends 20 minutes doing math tubs with

activities from Math their Way and also 20 minutes in a group math

lesson such as graphing, learning games or introducing new activities

or concepts for the tubs.

 

9:20 Daily Message Board (We read our daily message such as Today

is__________. The leader is____________. Then we have a talking time

to allow each student to say something positive.

 

9:35 Shared Reading ( I read at least 2 to 3 books one of which is

our Book Of the Week. We read it everyday and do a short activity

with it. We use it to add words to our word wall.)

 

10:30 Lunch

11:00 Recess

11:30 Quiet time reflections, I play music to wind down from recess.

 

11:45 Language Arts Lessons-The class is divided into 4 groups and

they go to one of the following centers daily. We rotate so they will

go to each one at least once during the week.

Listening Centers

Guided activities which could be games

Art lesson with letters

Library and Computer center-

Brainstorming words that begin with certain letters.

 

12:20 Theme time- We sing songs and fingerplays with a different theme

weekly. Then we go to centers and have a free choice time. I try to

have activities to acconpany the themes available. The centers

include all that are in the room. I put limits on the number of

students that may go to a certain center.

 

1:30 Clean-up

 

1:45 Snack time/quiet time

 

2:05 Picture/Chart Lesson

 

2:20 Journal time and daily reflections of our adventures of the day.

 

2:40 Review from today and prepare for tomorrow.

 

2:50 Dismissal

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Half-Day Kindergarten: Submitted by Carolyn Bouchillon

Our daily schedule is based on a balanced literacy program. We use the components from Marie Clay and Don Holdaway to create what we feel is a balanced literacy program. I have included AM and PM times.

Thank you,
Carolyn Bouchillon
Cummings Elementary
Alief Independent School District
Houston, Texas

 

7:45 - 7:55 Journal Writing/Familiar Reading
12:15 - 12:25

 

8:00 - 8:10 Morning Message MWF
12:25 - 12:35 Daily News T Th

 

8:10 - 8:30 Shared Reading, Interactive Writing, or
12:35 - 12:55 Phonemic Awareness

 

8:30 - 9:00 Read Aloud, Reading Response MTWTH
12:55 - 1:25 Writing Workshop Friday

 

9:00 - 9:45 Academic Work Time (Learning Centers & Small Groups W/Teacher)
1:25 - 2:10 (guided reading, readers'circle, recreational reading, independent writing, word work, conferencing & running records)

 

9:45 - 9:50 Clean-up & Music
2:10 - 2:15

 

9:50 - 10:00 Independent Reading (DEAR Time AM Class Only)

 

10:00 - 10:10 Authors' Chair
2:15 - 2:25

 

10:10 - 10:40 Math & Science (Every Day Counts Calendar, Math free exploration & 2:25 - 2:50 reading in the content areas.)

 

10:40 - 10:50 Read Aloud
2:50 - 3:00

 

3:00 - 3:10 Independent Reading (DEAR Time PM Class Only)

We are flexible with our times and adjust them to the needs of our classes. We use this as a guideline.

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Half-Day Preschool Schedule: Submitted by Marilyn Ericson

Here is our schedule for morning preschool:

9:00 Greeting Circle

9:15 Planning Time

9:30 Work Time

10:15 Clean-Up and Recall

10:30 Snack Time

10:45 Small Group Time

11:00 Outside Time

11:30 Dismissal

Afternoons are the same order, starting at 12:45 and dismissing at 3:15. We are not "tied" to these times and can be flexible whenever the need arises, but this is our "framework."

Small World sworld@midusa.net

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My Pre-K schedule for full day is: Submitted by Terri

Quiet activities during arrival times

Class Meeting (different from circle time) (child planning, verbal

sharing, & reconnecting after our time away from each other)

Center Time & Small Group (including snack center)

Outside Time

Storytime

Lunch

Nap

Outside Time

Center Time & Small Group (including snack center)

Class Meeting (with review of the day)

Storytime

Quiet activities until departure

 

I don't do a formal circle time. I don't feel that the children really benefit from it and they have voted not to do a circle time. I do work singing, puppetry, story telling, story reading and fingerplays into the day. Sometimes in a small group or with just a few children. Since ours is an emergent curriculum the children are very familar with brainstorming, problem-solving and voting as part of the process of class meetings.

Our learning centers include:

Art (including daily easel painting center, invention center, clay, & play dough) (does not include a formal art time but does provide almost any medium or materials that a child might desire to work with)

Science

Animal Care & Observation Center

Math/Manipulatives

Dramatic Play (varies)

Blocks

Puppet Theater & Puppet making

Music

Literacy (including writing, library, listening center, computer, &

journaling)

Sand

Water

Sensory Table (usually oatmeal, rice, beans, etc.)

Light Table

Solitude Center

Submitted by Terri (Terri, if you see this, please send us the name of your school and the rest of your name!)

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Schedule from Project Approach Classroom Submitted by Dot Schuler dschuler@plantnet.com

Our schedule is the result of my learning about and using the project

approach, and my desire to incorporate learning centers in my classroom.

My friend and colleague, Eileen Borgia, Assistant Professor at Southern

Illinois University of Edwardsville, who introduced me to project work in

the summer of 1995 when I took her class (The Project Approach) for

teachers, encouraged me as I experimented with the change in my classroom.

I approached the scheduling change as an experiment; the children knew it

was an experiment, too, because I told them. To this day, whenever we do

anything a little differently, they will ask me if we are doing an

experiment. I like to have their input on all of our "experiments," so

that I will know how effective they are. The children frequently write in

their daily journals about how much they like project work and learning

centers; I share their feelings, so I am happy to share my schedule with you:

 

8:30-10:00 am: Project Work, preceded by a class meeting to discuss plans

10:00-10:15 am: Recess

10:15-11:00 am: Systematic Instruction, during which each child fills out

an assignment sheet

11:00-11:15 Silent Reading

11:20-11:50 Lunch

11:50-12:20 Recess

12:20-12:40 Gathering on carpet for story

12:40-1:00 Group meeting for sharing of project work in progress

1:00-1:40 P.E., Art, Music, IMC classes

1:40-3:00 Learning Centers, for completing assignments

3:00-3:25 Gathering on carpet for sharing of daily journal writings

3:30 Dismissal

 

What was once a segmented day, with separate times for each subject,

allowing less than an hour for Science and/or Social Studies, now has

become an integrated day with far less time needed for systematic

instruction. Much of that can now be done in the form of guidance at

learning centers, if needed. The end result is a relaxed environment,

allowing more personal communication with each child. The children

appreciate the freedom to move around, the chance to work at their own

speed, the interaction with their peers, and the opportunity to assume the

responsibility for completing assignments.

 

Yes, we have reading and math textbooks. The reading series is a

literature-based series. The children have anthologies containing

selections of literature. It is very easy to apply the tested skills from

the textbooks to our project work. I will give you some examples of how I

did that last week:

 

In reading, the children were to be taught about fact and opinion. At the

reading center, instead of using the worksheets that accompany the reading

series, I had the children think of facts and opinions about caves, bats,

salamanders, ferns, moss, etc., that individuals and small groups have been

investigating in their project work. They discussed their fact and/or

opinion with the teacher there; we documented them on a chart, to display

in the room. At the spelling center, the children practiced their "cave"

words from the list that they had created together. At the writing center,

they proofread a story about our walk to a neighborís root cellar. They

also wrote in their daily journals; many of them write about their project

work, field experiences, or other related entries. We have been learning

fractions in math; at the math center, they drew cave equipment, living

things, formations, etc., and made up questions to accompany their

pictures, such as, "What fraction of these flashlights is yellow?", or

"What fraction of these bats is brown?" After sharing our pictures, we

compiled them in a book for all to enjoy; this activity took the place of

the math worksheet that had them draw rockets, or other unrelated items.

At the art center, they worked on thank-you cards to the neighbor who

shared her root cellar with us; they also painted or used other art forms

to illustrate the root cellar that they sketched on the walk. They have

also developed a list of more than 30 things that they can do as extra

work, if they have time. The Title 1 teacher is in my room Monday through

Thursday; she facilitates at a learning center, as well as I. In addition,

I frequently send notes to remind parents that they are welcome to help in

the room during project work and/or learning centers.

 

The sharing time at the end of the day is a special time for all of us.

During all phases of a project, there are usually many journal entries

about the topic. For this project on caves, one of the children began

writing cave riddles and jokes, and that has been a favorite of many who

are trying their skill at writing some more. Many personal stories about

caves have been shared. Now that we are in Phase 2, many of the children

have investigations to share as they make progress on their work. Needless

to say, they are very proud to share their project work; many times, other

children will give them constructive criticism on how to improve their

investigations. Yesterday, Trista was sharing the published directions for

her Fern and Moss Game; when she was finished, the children applauded and

began telling her things that they liked about her game directions.

Whenever they have made games, they usually select two or more children to

play the game, as the rest of us circle around and watch the fun! When

they share models, charts, posters, etc., they especially appreciate seeing

what their peers have accomplished and participating in their learning.

 

I hope this schedule can be of some help for you. Please note that,

although the curriculum fits naturally and easily into project work, as

needed for investigations, there are also many opportunities for the

teacher to relate systematic instruction to the project. However, the

most important part is that the children are practicing curricular skills

while engaging in activities of their choice, learning things according to

their interests, sharing their knowledge with peers and adults, enjoying

their work, and taking pride in the results. What a wonderful atmosphere

that creates for the children and the teacher; an atmosphere of collective

interests, contributing to a common topic, in a mutually supportive

environment.

 

Dot Schuler
Second Grade Teacher
Grafton Elementary School
P.O. Box 205
Grafton, IL 62022
618-786-3388
dschuler@plantnet.com


Project Approach in Half-Day Kindergarten Program submitted by Laura Giles Teacher at Lehi Elementary School in Lehi, Utah

Here is my half-day Kindergarten "general" schedule"

 

9:30 The children arrive, sign a "sign-in question" then read books while

everyone arrives.

 

9:40-10:00 Together time: book, song, calendar, daily "talk" time, etc.

 

10-10:45 Centers: The children choose from several centers. Most of these

change daily or weekly and some are part of the project that we happen to be

working on at that time. I usually make sure there is a writing/reading

center, art center, science center, math center, small-motor, dramatic play,

etc.

 

10:45-11:15 8 of my children go to Title 1. The remaining 12 stay with me and

we do reading/ writing activites. These vary from day to day.

 

11:15-11:30 Recess

 

11:30-12:15 This is when we do project work, or hands-on Math activities that

we do together. Some days, we do Science Experiments together or

Music/Movement Activities.

 

The children leave at 12:20. This is very general, as when new interests come up, we can change our schedule at any time!!

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