Mrs.

Ortiz Kindergarten Classroom Schedule

7:45- Calendar Time/ 11:50- Lunch
8:00 Review time. 12:20 Time

8:00- Guided 12:20- Interactiv

9:00 Reading 12:30 e Read
Aloud
Small Groups with the
whole
Literacy group
Stations

Phoenix Time
9:00- Specials (P.E, 12:30- Word
9:40 Music time, Art 12:45 Study/Vo
time.) cabulary

9:40- Shared 12:45- Music

9:55 Reading/ 12:55 and
Language Arts Moveme
nt with
the whole
class.

9:55- Snack Time 12:55- Play

10:05 1:30 Centers

10:05- Writing 1:30- Science

10:40 Workshop 1:45
10:40- Shared Writing/ 1:45- Social
10:50 Language Arts 2:00 Studies
(whole group
activity)
(Carpet
activity)
10:50- Interactive 2:00- Whole
11:20 Writing 2:30 Group
(Individual Math/
Writing) Math
Stations

11:20- Recess 2:30- Snack

11:50 3:15 time/Clea
n Up and
Dismissal

Developmental and Best Practice Justification

7:45- Calendar Time I believe calendar time is very important in a
8:00 classroom setting. At this time, we can
introduce what day is it. We can also go over
the topics that are going to be associated
during the day activities. The calendar can
also help to refresh information that was
done throughout the week. This activity
lesson can also reinforce the learning of the
months, the name of the months, the name of
the days, how many days are in a week, how
many months are in a year. This helps the
children learn a little about math and it also
helps with their language skills throughout
the context of the calendar. This also helps
children to improve their oral language and
phonics, phonemic awareness which not only
the calendar is a great help lesson or activity,
but it teaches children how to improvise a
calendar and how to know the difference
between tomorrow and today. I love this
activity before in my classroom before class
starts.
8:00- Guided Reading, Small Groups, At this time, I have the change to implement
9:00 and Literacy Stations guided readings. To do that I would associate
Phoenix Time centers throughout my classroom. Each child
with their group or partner will work together
in a literacy station. As in my group teacher's
desk, I would have the chance to grab a
group and work with them into guided
readings and we can also work on phoenix as
well. Not only that but the teacher assistant
can also work with another group and see
their learning skills. I believe this is very
important in a classroom setting because it
provides for me to acknowledge the student’s
individual ability on how they are improving
throughout guided readings and their literacy
skills.
9:00- Specials (P.E, Music time, Art Students will attend special classes on a
9:40 time.) rotating basis (Music time, Art time, P.E)
This helps students find their talents and their
artistic skills. To able to implement different
activities that are not associate on a
classroom basis. During this time, it helps
the teacher to make lesson planning, assist in
 meetings to create different activities
throughout the lesson planning.

9:40- Shared Reading/ Language Arts This activity can have the use of poems,
9:55 books, or other text that can help students
visualize that reading can be shown or teach
in different ways.
9:55- Snack Time I believe it is very important to implement a
10:05 morning snack time. Most of the time some
students might not have breakfast at school
or home sometimes young children might not
focus or have concentration when they are
hungry. At this time student can implement
the increasement of energy to help them
learn and be motivated while learning and
hunger are not in their way of distractions.
10:05- Writing Workshop I believe students can impose even without
10:40 words. I want my students to know they have
a story to tell. During this time, I can be able
to teach my students their letters and sounds.
Being able for them to have an illustration
and use their writing composition and being
able to be creative and use their imaginary.
This can be worked as (carpet) group activity
or individually.
10:40- Shared Writing (whole group At this time, the students need to use their
10:50 activity) (Carpet activity) critical thinking. This helps the students with
their fluency and their literacy skills as well.
This can also implement a little about
Phonics or Phonemic Awareness skills. The
teacher can also be able to work with the
students as a whole class on how to write a
sentence. How to associate symbols such as
(.!?). This can also teach students their
ABC’s and much more. This has a process
where students can share their thoughts or
ideas.
10:50- Interactive Writing (Individual During this time, it is time for me to wrap
11:20 Writing) every piece that we been discussion
throughout the writing workshop, shared
writing as a group and implement these
strategies individually. The goal is to get
their thoughts on paper and visualized what
they had learned throughout the lesson and
being able to implement their learning and
how they are improving or not improving. As
it becomes more proficient throughout the
school year.
11:20- Recess Recess is an activity where students can lose
11:50 energy or gain energy for them to continue
learning. As teachers visualized students
during recess it can implement to see
student's ability to communicate. Use their
social skills and being able to see their
behaviors if there is any behavior changing.
11:50- Lunch Time Students will eat lunch in the cafeteria. This
12:20 can set their communication skills
throughout other students from different
classes. They also get to explore a different
location in the school zone. This will also
cause them to have energy throughout the
day since they do have an early lunchtime.
12:20- Interactive Read Aloud with the I will do read- aloud after lunch for students
12:30 whole group to relax and have that peace in mind. This
helps students with their fluency and
comprehension. This can also help students
to guide information about the story and
being able to have conversations and have a
reflection about the storybook.
12:30- Word Study/Vocabulary This activity has a sense of phonics students
12:45 are incorporating on how to learn how to
read and spell. Students must learn the
relationship between letters (graphemes) and
sounds (phonemes). This can also have a
sense of rhyming words. This helps students
that are beginners in reading and writing.
12:45- Music and Movement with the The continuous development of motor skills
12:55 whole class. and cognitive understanding makes it
possible for teachers to plan and implement
increasingly complex music activities for
primary age and older age groups.
12:55- Play Centers Play allows students to implement the
1:30 development of speech, language skills, and
listening skills. Students engaging in
different play centers can implement an
improvement in how they interact with
others.
1:30- Science Early childhood professionals can find many
1:45 opportunities to build, developmentally
appropriate science content into their work
with young children. By focusing on real-
world explorations, you can make science
learning meaningful and fun for them.
1:45- Social Studies It helps children understand relationships
2:00 between people and environmental factors
that influence their lives.
2:00- Whole Group Math/ Math Stations I will provide a math lesson for the whole
2:30 group. I will teach my math lesson by
reading a book that is associated with math.
Then I will acknowledge an activity relating
to the math book. Students will then work
with a group or partner for guided practice.
Afterward, the student can work individually
and use their critical thinking. I would also
set math centers to implement different math
activities. "During the early childhood years,
children develop a cognitive understanding
that is foundational to learning the
mathematical content described in the
NCTM standards."
2:30- Snack time/Clean Up and I will then provide my students to have a
3:15 Dismissal second snack time most of the time cafeteria
food is not one of their preferences or some
might not have a chance to bring lunch. Then
I will provide clean up around the classroom
and then will set the students by a group
calling to go and get their belongings. The
students then will be ready and set for
dismissal.
 References
Henniger, M. L. (2018). Teaching young children: an introduction (sixth edition). NY, NY:

Pearson.

Cecil, N. L. (2015). Striking a balance: a comprehensive approach to early literacy.

Scottsdale, AZ: Holcomb Hathaway Publishers.