![]() After our lesson we split to small group, art or free play. This large group is where I discuss the planned activities for the day and where I assign my small groups. I may also use those brain breaks I was referring to above here as well. This lesson is somewhere between 10 to 20 minutes depending on the length of the book and the engagement of my students. This large group is usually relevant to either my small group activity or the play/art activity I have planned. This large group usually consists of a book, a song and/or a learning game. Unstructured and/or gross motor play between my lessons that require more focus and concentration. This is how I like to split my schedule up. Our large group circle is right after outdoor time. It’s a free download, so just print and laminate! Large Group Here’s a link to the chart I use that I found on teachers pay teachers. Emphasizing calm and praising appropriate social behavior is really what makes a morning greeting chart work. I also make sure that when we’re hugging or fist bumping, that we are being gentle with our friends because it’s a calm greeting. I always praise eye contact because for a lot of students eye contact can be a problem when communicating with others. At the end, they look each other in the eyes and say “good morning” or “hello”. The Morning Greeter may not do something other than what the student has picked and they’re usually very respectful of this. ![]() When the student comes up, they pick how they want the greeter to say good morning to them (i.e. The Morning Greeter gets to choose each student one at a time. It builds relationships, teaches manners and teaches children consent. Our morning greeting is one of my favorite parts of the day. This morning activity is great as a demo for writing letters, words and sentences for identifying letters, names and sight words and for introducing concepts like letter and word spacing, upper and lower case letters and punctuation marks. As we get more used to seeing these words and the process quickens up, I’ll add an extra sentence at the bottom relating to the days lesson, holidays, birthdays etc. ![]() The words underlined are the ones that can change daily. For my older students, I’ll have them identify certain sight words. To expand on what we’ve learned, we now find the syllables to some words and write that number on the board OR we find a word that rhymes with it. Our classroom leader then uses a pointer to read each word in both sentences. Most of the time, once it’s on the board they’re able to identify if it’s wrong or right and then we can fix our mistakes. We spell the common words together and I write EXACTLY what letters they tell me, even if I know it’s wrong. Essentially the board has the same two sentences on the board every day with the exception of two or three words. It’s a great way to implement letter recognition and sounds in our daily routines. ![]() The classroom leader board is one of the best things I’ve implemented in my classroom. The entire time spent at this meeting is no more than 15 minutes. This is where we review our job list, do our calendar, weather chart, classroom leader board and morning greeting. It’s also an easy way to practice name identification.Īfter clean-up, we sit for out first circle time meeting. Our “mini me’s” help us keep track of whose with us during the day. At morning meeting we will count our friends and talk about who’s missing. Here they practice writing their names with my one-on-one instruction and then add their card to our pocket chart (pictured below). This means that I have multiple toys or games out for developing fine motor muscles ( such as these simple games).Īs part of our daily routine, my students also have a sign-in sheet and a name card that they use for attendance. From 8:30AM on, it is still free play but with a focus on fine motor skills. I don’t walk in until around 8:30AM so all the time before that is free play. My children can stroll in the door anytime between 7:30AM and 9:30AM. Another great way to add brain breaks, is incorporating simple songs and finger plays within your lesson. The brain breaks I use are usually 2 to 3 minutes and involve gross motor movements. Brain breaks can be anything from stretching to a short game of Simon Says. That being said, I do allow wiggle room for lessons that they do find particularly interesting.But when I’m doing a lesson and I notice them wandering off into la la land, I do brain breaks. Lessons lasting longer than 10-15 minutes tend to go over their heads, as they don’t have the attention span for it yet. I teach better and my students learn better when their lessons are in small bursts. The number one thing I love about my schedule is that my circle times are very short. Detailed Daily Preschool Schedule Download
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