Sample of Daily Schedule
Time	Activity	Description/Skills Focus
6:00 to 8:00	Breakfast/ Sensory	Children are offered snack or do quiet activity
8:00 to 8:30	Large muscle room	Children focus on large muscle and social skills
8:30 to 9:00	Story Time	Children choose story for teacher to read
9:00 to 9:30	Music & Movement	Children gain practice in large motor skills
9:30 to 10:00	Small Group Activity	Children participate in directed writing, language, and math geared towards problem solving or deductive reasoning.
10:00 to 10:45	Art/Free Choice/Snack	Children may choose to do child initiated activities from the center.
10:45 to 11:15	Circle Time	Children sing songs, group games, language skills.
11:15 to 11:45	Outdoor Play	Children play teacher directed games outside
11:45 to 12:00	Set up Beds/Hygiene	Children set up their own mats/wash hands
12:00 to 12:30	Lunch	Lunch is served family style. Children practice good manners, and naming, passing, and serving food. Children also learn what is appropriate and inappropriate table discussions.
12:30 to 12:50	Brush teeth/Quiet Reading	Children wash hands, face and brush teeth after lunch. Afterwards, they choose books to read quietly on their mats.
12:50 to 2:30	NAP	Children not needing rest are offered quiet activities to do at this time.
2:30 to 3:00	Outdoor play	Children may choose to play.
3:00 to 3:15	Hygiene/Set up	Wash hands, Set up for snack
3:15 to 4:45	Snack/Free choice	Children learn to make cookies, pudding jello, etc. (following direction).
4:45 to 5:15	Activity/Play	Children play pretend play with costumes and accessories.
5:15 to 5:45	Computers	Math and computer are open at this time.
5:45 to 6:30	Clean Up/Departure	Children put their toys away and retrieve their backpacks and jackets

Curriculum

A child needs to explore their world by using all of his/her senses, to be able to experience first hand how things work, and be provided the opportunity to solve problems independently. This encourages a child to develop new concepts and to acquire critical thinking and reasoning skills. Frankie’s Friends D.C.’s curriculum provides each child with active experiences, which are extended through language and non-verbal representations. The curriculum represents continuous learning opportunities using multi-sensory developmental approach in which all activities are appropriate to the development of THE WHOLE CHILD.

Names

No word is quite as important as to children as their own name. At our names ABC center, students read, write and manipulate letters to form their name as well as compare letters to form their name as well as compare letters among their own and many of their classmates names.

Students may choose from the following task: In my name/ Not in my name My name/ Your name Flip and Match Name Bags

Reading and Writing the Room

For read the room, the students use special pointers to read print around the classroom. Whether the students are reading the room or writing the room they are making attempts to track the print and make one to correspondence. Making distinctions between letters and words Recognizing that print has meaning

Rhyme Thyme

While working with materials from the Rhyme Thyme ABC tubs, students

Match objects that rhyme Match picture that rhyme Read and sing familiar nursery rhyme Brainstorm words that rhyme with a given word

Seasonal ABC’s

The manipulative within the Seasonal ABC tubs changes throughout the year. Start of the year (Fall, Winter, Spring, Summer). Activities allow children to:

Match uppercase and lowercase letters Match letters to pictures of objects that begin with that letter/sound Match two pictures that begin with the same consonant letter/sound Place letters in alphabetical order

Sequencing

Students order three to four pictures into logical sequence and then tell the story of what happened First, Next, Last.

Stamp a Story Students use letters and pictures to: Make their name Find the uppercase and lowercase letters that a picture begins with Find pictures with given letters Stamp the letters in ABC order Label a picture that they have drawn Word Maker Students manipulate letters to form 3-4 letters and words to match objects. Match small objects to word cards Match word and picture cards

Shared Reading

Shared reading is a time for sharing a story and reading together. Shared reading in our center may include echo reading( echo the words after the teacher), choral reading( students reading at the same time as the teacher, or fill in the gap reading( teacher reading the majority of the text and then pausing for student to fill in and say rhyming words or other predictable words in the story). During shared reading students are learning to:

Track print from left to Right and word by word Predict and infer Enjoy and participate in reading with a high level of support Build a sense of story Find letters and sounds in content Attend to concepts of print( spacing, capitalization, punctuation) Focus on story elements ( characters, settings, beginning, middle, end)

Show and Tell

We begin show and tell when we start the letter of the week program. Children are assigned a specific day of the week to bring their show and tell. Their day will remain the same for the entire year. Each child’s show and tell object should be something that starts with the letter that corresponds to the week.

Purpose: Students develop Oral language skills Social skills Problem solving Associating beginning letters and sounds to real objects

Small Groups

A portion of our day is devoted to working in small groups; students get more individualized attention and are often able to focus more clearly on task. Students are divided up into two small groups. During a 30 minute period of time, each small group rotates through two small group activities. Our small group activities are letter study and fine motor.

Read/ Write/ Sing Lesson Ideas

Generally, I choose one book for the class to focus on for the duration of the week, along with related poems. Most of the stories chosen for the Read/ Write/ Sing are highly predictable (repetitive wording, close matching of text and illustration). Some of the stories are modern, but for most of the part they are engaging, traditional, well loved stories that children love to visit again and again.

During Read/ Write/ Sing students are learning to: Track print from left to right and word by word Predict and infer Enjoy and participate in reading with a high level of support Build a sense of story Expand their vocabulary Find letters and sounds in context Attend to concept of print Sequencing the elements of the story Focus on elements

Writing Notebooks

Students’ procedures for after teacher modeling
Students draw (pre-write)
Kid writing
PRAISE! PRAISE! PRAISE!

Math

Math in our class is hands on – working from concrete experiences to pictorial, to the abstract as students gain greater understanding. Concepts are addressed in a large group setting through calendar activities, direct lessons, every day routines, graphing, sorting, counting rhymes, etc. in relation to the theme or literature being studied. Independent and small group work at centers and tubs, and one on one skills practice.

Our Class Math Tubs:
Shapes	* Sort and Classify
Patterns	* Roll and Count
Pattern Block animals	* Numeral Recognition
Numbers and Counting	* Measurement
Money	* Fractions
Addition	* Subtraction

Number Journals Number journals are recording sheets for each numeral that correspond with hands on activities for concept such as 1-1 correspondence, numeral recognition, sets, numeral writing, and number sequence. Literacy Stations Magnet Station – There are individual magnet boards for students to use. They can also use my filing cabinet or large white board in the classroom. I have various types of magnetic letters to use and magnetic words for building sentences. Book Box Station Each student has their very own book box that holds their books that we make in class. Play Dough Station Play dough cookie cutters, play dough letters stampers, and laminated letters are used in this fun station. Laminated letters cards are used to form the letters by making snakes with play dough and putting it on the letters. Puzzle Station Alphabet puzzles, ABC floor puzzles, teacher made puzzles (sentence strip cut into puzzles), seasonal puzzles, story telling puzzles can also be found in this station. Story Telling Station Students love to recall stories using characters and the story board. Flannel board with many pieces, and mask and puppets. Poetry Station Copies of poems in a basket to read with pointers. Props are sometimes added to dramatize the poem. Paper, pencils and crayons are used to illustrate the poem. Pocket Chart Station We use poems, chants, language experience, stories, and rhymes in pocket charts.

Learning Centers
Home Living Center We are learning cooperation, using language skills, verbalization ideas and concepts, understanding emotions, communication with others, observing others, using fine motor muscles, understanding feelings of others, and acting out real life situations.	Listening Center We are enhancing pre-reading skills, developing language skills, recognizing that letters have a meaning, learning to take care of books, learning to follow directions, working independently, gathering information, connecting stories to pictures, and developing a love for books.
Sand/ Water/ Center We are focusing on sensory experiences, experimenting, discovering, measuring, weighing, and enhancing fine motor skills.	Science Center We are learning and testing new concepts, increasing language development, learning to plan and discover, observing, predicting, comparing drawing conclusions, experiencing sensory activities, and discovering how things work.
Developmental Centers
Art Tubs/ Art Table/ Easels fine motor skills creative expressions colors, shapes and size relationships exploring materials visual perception	Blocks spatial relationships cooperation balance cause and effect shape and size discrimination physical coordination
Books Baskets/ Listening Center reading for enjoyment letter recognition concepts of print (left to right, tracking print, etc.) following direction – comprehension – vocabulary development	Computers hand/ eye coordination patterning sorting letter and numeral recognition concepts of print ( left to right) following direction
House Keeping oral communication skills conflict resolution vocabulary development problem solving cooperation and social skills	Math hand/eye coordination problem solving one on one correspondence counting patterning sorting
Puppets comprehension vocabulary development problem solving cooperation and social skills	Puzzles and Games hand/ eye coordination classification visual perception social skills
Sand Table exploration and discovery cause and effect measurements problem solving- properties of matter	Writing/ ABC fine motor skills develop creativity and expression communication ideas sequencing letter/ sound correspondence

Units and themes
Welcome to school Watermelons All about me Fire prevention Apples Bears Pumpkins Bats Spiders 50’s Day Celebration Fall Scarecrows Mice	Christmas Thanksgiving Quilts Winter Penguins Mittens 100th Day Fairy Tales Valentines Day Presidents Day Farm Easter Oviparous	Ocean Zoo Insects Rain Forest Teeth Frogs Weather Spring Dr. Seuss Buttons Buttons Unit Eric Carle Jan Baret

Books The Bear Books All About Me Our World Verdi Eating the Alphabets The Very Quiet Cricket The Very Hungry Caterpillar Count on Me Transportation Chicka Chick Boom Boom The Cat in the Hat The Rainbow Fish Friends Growing Things Animals on the Farm Yummy in My Tummy Animals (Nocturnal) Mothers Weather All about the Ocean

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