Class Schedule
Roxanne Kateley
7:45-8:00 Breakfast/ Morning
meeting
8:00-8:10 Announcements/Pledge
8:10-8:25 Read aloud
8:25-8:35 Interactive Writing
8:35-8:45 Shared Writing
8:45-9:15 Writing Workshop
9:15-9:25 Movement/Music
activity
9:25-10:25 Reading workshop
10:25-10:35 Shared Reading
10:35-10:50 Recess
10:50-11:20 Lunch
11:20-12:00 Specials/Conference
12:00-1:00 Math
1:00-1:30 Recess
1:30-2:10 Play Centers
2:10-2:45 Science/Social Studies
2:45-3:00 Afternoon meeting
3:00-3:15 Cleanup/Pack and
Dismiss
Explanations
7:45-8:00 I chose to include breakfast here because most school have the
Breakfast/Morning Meeting students eat in the classroom when they come into school. This
also allows students that are late to come in without missing
any of the lessons. The morning meeting also allows me to
greet the students and get them in a good mindset for the day.
Responsive Classroom (2017) suggests using a simple structure
that includes greeting, sharing, group activity, and a morning
message
8:00-8:10 I included this because it is a normal part of the school day.
Announcements/Pledge
8:10-8:25 Our read aloud will be a Segway into our writing lessons and
Read Aloud will allow for me to tie many lessons into the books I read.
8:25-8:35 Shared writing is when the teacher writes while the students
Shared Writing give ideas. This will be used to demonstrate the writing
activities or ideas to the students so they can move into
interactive writing.
8:35-8:45 Interactive writing is when the teacher and student both get an
Interactive Writing opportunity to write together. This will usually be in a group
setting and will provide the students with opportunities to
understand writing in a more hand on way. This activity will
also Segway into the activities in the writing workshop.
8:45-9:15 Writing Workshop will include short story writing, working on
Writing Workshop letters, sentence structure activities, and centers. During the
center times the teacher will be able to do small group writing
and work with students one on one.
9:15-9:25 This is usually consistent of a Go Noodle activity that gets the
Movement/Music Activity students up and moving. Jensen (2005) explains the importance
of movement and learning in the classroom especially to special
needs learners.
9:25-9:35 We will be doing exercises in a whole group setting where we
Reading Workshop will work on strategies that will assist students to be better
readers.
9:35-10:35 During this time the students will be split into centers to read
Shared Reading independently, on iPad, or in small groups with the teacher.
This will also be the time students are pulled out for reading.
10:35-10:50 Recess is an important part of the day for social, emotional, and
Recess cognitive development (Jensen, 2005).
10:50-11:20 During lunch I will be joining the students to help build
Lunch connection and bonds throughout the year (Responsive
Classroom, 2017).
11:20-12:00 During this time students will go to Art, P.E., and Music
Specials/Conference enrichment classes.
12:00-1:00 During math students will do a variety of activities like whole
Math group learning, small group learning, and centers.
1:00-1:30 Recess is an important part of the day for social, emotional, and
Recess cognitive development (Jensen, 2005)
1:30-2:10 During this time students will break into music, art, science, and
Play Centers dramatic play centers. These centers will be culturally diverse in
order to expose students to other cultures around the world.
Henniger (2017) suggests using different types of musical
instruments and dolls that reflect the student’s ethnicities.
2:10-2:45 We will rotate science and social studies every day. During this
Science/Social Studies time, we will do a variety of whole and small group activities.
2:45-3:00 Afternoon meetings are a good way to debrief your students at
Afternoon Meeting the end of the day. It allows for connection and team building
with your class.
3:00-3:15 This time will consist of tiding the room for the next day and
Cleanup/Pack and Dismiss getting the students folder, backpacks, and jackets ready to go
home.
References
Henniger, M. L. (2018). Teaching young children: an introduction. NY, NY: Pearson.
Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and
Curriculum Development.
Responsive Classroom (2017). The First Six Weeks of School. Turner Falls, MA: Center for Responsive
Schools Inc.
