Daily Schedule

Arrival Procedure: Students locate their coat hooks. Unzip backpacks and remove home/school communication folder from backpacks. Find name sign-in sheet on the table. Use the visual model to write their name while reciting the ‘mantra’ to ensure correct upper/lower case letter formation.

Circle Time: Children get a chair and come to the circle area where they sit in a semicircle. Greetings are sung and/or danced and there are plenty of opportunities for movement. The Special Helper counts the “Kiddies.” The days schedule is reviewed using picture symbol cards. This is followed by a teacher directed activity focusing on one or more targeted concepts. The current story is told - the method of retelling varies every three to four days with much student participation encouraged and expected. Initially a big book is used, followed by an interactive book with removable parts, then puppets of 3-d props and finally a model identical to the children’s own storyboard construction is used for retell. A theme or related song(s) is sung. Students are dismissed using a one-step, non-routine directive initially, then increasing complex two-step directives, with or with out negations, are employed as the year progresses.

Choice Time: Children look at the picture symbols on necklaces displayed on the Choice board. There are four choices and these rotate regularly so “new” and engaging toys and activities can be offered. Choices typically include a sensory activity (e.g. shaving cream, finger paint, water/sand table, play dough, etc.) a fine motor/manipulative activity (e.g. beading, interlocking chain, puzzles, chalkboard drawing or an arts/craft activity) a gross motor activity (e.g. large block construction, platform swing, trampoline, ball pit, etc.) and a dramatic play activity (e.g. doctors office, house area, Lego farm and plastic farm animals, supermarket, etc.) Students play at a chosen activity until directed by staff to exchange necklaces or until they tire and wish to exchange. At clean up time, the Special Helper of the day rings the bell.

Specials: Both morning and afternoon classes participate in Gym and Music class. Additionally, the PM classes attend a handwriting class with Terry (Occupational Therapist) the content of which is reviewed again later in the week. Both PM and AM students participate in weekly Language groups with the Speech and Language Pathologists.

Center Time: Children are directed in to small group work areas. Centers relate to the concepts being developed from the chosen storybook or relate to the vocabulary words from the book. Preschool academics (e.g. shape recognition, one to one correspondence, understanding of prepositions, sorting according to one or more physical attribute, number and letter recognition, etc.) will be incorporated into all book themes. Turn taking/sharing games also related to the current theme are taught at this time as well as commenting on and encouraging the performance of peers.

Snack Time: Children are taught to independently wash and dry hands then locate their place mat (find their name) at the snack table. By the end of the school year the afternoon class placemats will have the child’s last name labeled. Place mats are designed to further teach targeted theme concepts/vocabulary and relate to the current book. The place mats are a great casual conversation starter during daily snack times and the children get excited about which varied place mats they will get. Snack time is a wonderful opportunity for developing your child’s functional language skills (“Napkin please,” “More grapes,” “Pass the goldfish,” “I need spoon,” etc.)  A variety of foods will be served throughout the year as we attempt to expand their dietary repertoire. We find that children will experiment with new textures and tastes in the classroom surrounded by their peers in ways they won’t tolerate at the dinner table at home. Children take a “No Thank You” bite of the snack choices offered. 

Outside Time: Children can choose to play in the wood chips, on the play scape or swings, ride a bike, drive a car, draw with chalk, play Hide and Seek, hunt for spiders, go snow sledding in winter or blow bubbles. On days we do not go outside we try to close the day with “Song Tree” or puzzles on the carpet.