Hw WB - 8:45 —9:10 10:10 - 10:20 10:20 - 10:30 10:30 ~ 10:45 10:45 - 11:30 41:30 - 11:40 41:40 - 12:25, 12:25 — 4:25-1:58 4:55-3:00 3:00-3:30 Great Start Readiness Program ‘School-Day Sample Routine ArrivalBreakfast/Groeting Time — Children enter the classroom at their own pace. Parenis/quardians are ‘encouraged to stay until chidren are ready for them to leave. Children have choices about whether to eat, scend time with books, or interact with adults and one another. Once al children have arrived, adults share the daly ‘announcements. Large-Group Time/Music and Movement — All adults and children participate in activities planned around children's interests. developmental levels, music and movement, cooperative play and projects; and events: meaningful to chidren. Planning Time - Chiidfen indicate their plans to adulis in a place where intimate conversations can occur and where people and materials are visible. Adults use @ range of strategies to support children's planning (e.g. Props, area signs, tape recorders, singing, planning indlidualy in pairs, in small groups). Work Time (chiliren’s hour of uninterrupted Choice Time) ~ Children always initiate activites and cary out their intentions. Children make many choices about where and how to use materials. During Work Time, adults particioate as partners in chiid-nitieted play and encourage children’s problem solving both with materials and ‘uring tines of social contict Cleanup Time ~ Children and adults clean up together keeping the sprit of play and proolem solving ave CChiidren make many choices during clean up. Aduts acozpt children’s level of invalvement and skill wile supporting their leaming Rocall Time — Gathered in small group settings, chilsren choose Work Time experiences to reflect on, ta about, and exhibit. Adults provide a variety of materials and strategies to maintain interest as they follow ‘children's lead and encourage children to share (2... individual orops such as puppets, telephones or Periscapes, group games using a hula hoop, ball or spinner, re-enecting, drewing, showing and describing 9 ‘iructure of painting). Adults are unhurried in their appreach and may camplets Recall Time with ‘our or iva children each day ‘Small Group Time — An adultiniated learning experience based on chidren's interests and development ‘where onildren explore, play, work with materials, and tak about what they are doing. Individual chien explore ‘and use the same set of materials in thei own way. Outside Time — Children have many choices about how they play in the outdoor lezming environment, much as they do during Work Time indoors. Adults supervise children for safety end also join in their active outdoor play, ‘supparting their initatves and problem solving Bathroom/Wash Hands/Prepare for Lunch ~ Children assist in preparation and set uo. Children choose where ‘hey would ike to st and are encouraged to serve themselves. LunchiBrush Teeth — Family.Style meals support children doing things for themselves (e.g, serve themselves, pour beverages, distibute napkins, wipe up spills). Children choose whether to eat, what o eat, and how much fo eat Aduits eat and have meaningful conversaiions withthe children. Ciidren are encouraged to clean their ‘own snack space including cisposal of leftovers, wiping of fables, and pushing in their own chairs. QuietiResting Time — Resting is atime for sleeping or quiet, solitary, on-your-own-cot play. Rest Time pians should be individualized to mest the needs of each child. Quiet play could include books, soft music, baby dali, fF fine motor manipulatives, Wake/Bathroom/Snack — As chidron wako up, adults and children work togoter to put away cots and set up for snack. Children are encouraged to clean thair own snack space including disposal of leavers, wiping of tables, and pushing in their own chairs, PlanWork/Cleanup/Recall ~ (refer to AM descriotions) Outside Time/Dismissal (refer io AM descxptions) sin