Kindergarten Daily Schedule

Start
Activities End

Arrival, Breakfast, DO NOW 8:00 am 8:45 am

Morning Meeting 8:45 am 9:10 am

Transition/ Attendance /Bathroom breaks 9:10 am 9:20 am

Fundations 9:20 am 9:50 am

Drop Everything and Read (DEAR) 9:50 am 10:05

am

Close Reading 10:05 am 10:40

am

Snack 10:40 am 10:50

am

Guided Reading/Literacy Centers 10:50 am 11:20

am

Transition 11:20 am 11:30

am

Specials (Art/Spanish/Music/PE) 11:30am 12:10

pm

Recess 12:10 pm 12:40

pm

Lunch 12:40 pm 1:00 pm

Transition/Bathroom breaks/Rest 1:00 pm 1:15 pm

Math (Core lesson) 1:15 pm 1:40 pm

Math Small Groups/ Stations 1:40 pm 2:20 pm

 Start
Activities End

Intervention/Choice time 2:20pm 2:45 pm

Closing Circle 2:45 pm 3:10 pm

Pack up/ Aftercare transition/Dismissal 3:10 pm 3:30 pm

Description of activities:

Arrival, Breakfast: Students and families can enter the building at 8:00 am.
They usually store their materials in the cubbies and have breakfast in the
room.
DO NOW: a short activity or task that students complete independently at the
beginning of the day or before a lesson. Sometimes students can complete
activities from the previous day or read with a buddy.

Morning Meeting: Each morning, students and teachers gather together in a

circle for 20 to 30 minutes and interact with one another during four
purposeful components:
Greeting: Students and teachers greet one other by name and practice
offering hospitality.

Sharing: Students share information about important events in their lives.

Listeners often offer empathetic comments or ask clarifying questions.

Group Activity: Everyone participates in a brief, lively activity that fosters

group cohesion and helps students practice social and academic skills (for
example, reciting a poem, dancing, singing, or playing a game that
reinforces social or academic skills).

Morning Message: Students read and interact with a short message written
by their teacher. The message helps students focus on the work theyll do in
school that day.

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 Fundations : A phonics program that provides all students in K-3 classrooms
foundational skills for reading and spelling, emphasizing phonemic
awareness, phonics-word study, high frequency word study, fluency,
vocabulary, handwriting, and spelling.

Drop Everything and Read (D.E.A.R.): Daily reading sessions last between
twenty and thirty minutes and are followed by fifteen minutes in which
students can write in their reading response logs. When a student completes
a book, he or she conferences with the teacher to discuss the book and
share his or her reading log.

Close Reading: is a skill that requires students to determine purpose and

notice features and language used by the author so that they can think
thoughtfully and methodically about the details in the text and why they
were used.

Guided Reading/Literacy Centers: is 'small-group reading instruction

designed to provide differentiated teaching that supports students in
developing reading proficiency'. The small group model allows children to
be taught in a way that is intended to be more focused on their specific
needs, accelerating their progress.
Literacy Centers: a physical area (or station) designated for specific
learning purposes. It is designed to provide appropriate materials to help
students work independently or collaboratively (with partners or in small
groups) to meet literacy goals. A literacy center can be portable, temporary
or permanent. Students practice fluency, writing, word work and technology
skills during centers.

Specials (Art/Spanish/Music/PE): Students transition to work with a Specialist

in structured classroom environment.

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 Math (Core lesson): Students receive interactive whole group math
instructions with the Eureka Math Curriculum. Eureka emphasizes
collaboration, discussing and higher order thinking.

Math Small Groups/ Stations: Students receive individualized instructions

based on their skill levels. They also work independently on fluency, problem
solving, exploration and technology.

Intervention/Choice time: struggling students work on skills within small

groups. These skills include reading strategies, math or behavior support.
They are then regrouped to meet their educational and social-emotional
needs. Students on or above grade level work continue to work on furthering
or improving current skills such as reading a challenging text or solving a
multi-step problem with peers. during choice time students can play games,
explore the centers, read or write independently.

Closing Circle: We end the day with songs and chants, individual reflection
questions, energetic cheers, silent cheers, quick partner and group chats,
team or class challenges, quiet think time, and more. These activities are
adapted to fit students mood or developmental needs.

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