Daily Schedule

Breakfast in the classroom

Lunch Choices

Students pick their lunch choices for the day at the board. There are always 2 entree' choices or students may bring their lunch. Lunch boxes go in the lunch box bin in the classroom.

Tier 2 students would receive small group instruction at tier time to remediate their concepts.

Tier 3 students would receive all the typical reading time in the classroom, but would also receive 40 additional min. of instruction at both tier time (in the morning) and during intervention (in the afternoon).

tier time grouping

Students are divided into groups of instruction for 40 minutes based off their scoring from the Dibels assessments given 4 times a year. Students are divided into Tier groups 1, 2 & 3. Tier 1 group does a short skill review and then works on new vocabulary and science experiments to expand their knowledge. Tier 2 groups (small group instruction) work on intensive instruction on a skill they are in need of reviewing (ex. sounding out words, nonsense words, sight words, etc.) Tier 3 groups (small group instruction) are working on intensive instruction on a skill they are in need of reviewing (ex. letter recognition, jolly phonics sounds, rhyming, etc. Tier 2 and tier 3 groups are progressed monitored every week to check for growth. These groups are fluid and moving after three growing data points. Data shows that students who are taught on their developmental level make more growth.

morning slideshow review class exercises

morning work

Students do morning work at their desks including working on writing their first and last name.

phonics pages

Phonics work is completed with my instructions off the big screen in the room and students are to follow along and fill it out in their seats.

Beginning with introduction of sounds sheets, the concepts on these phonics pages progress to independently writing sentences using inventive/phonetic spelling.

Reading Street Readers--Introduction of New Concepts--Video & Rainbow Readers

morning meeting @ carpet area

Carpet Wall Exercises

Calendar, Date, Seasons, Weeks, Month, Number of days of School, Weather, 2D & 3D shapes of day, Color of day,

Introduction of New Concepts of Day/Week

Spelling Words

Sight Words

Reading/Math Concepts

Heggerty Lessons: Phonemic Awareness

Social Emotional Development

Tom and Tabby Social Stories

Kindness Challenge

Review Class Rules

Class Motto

Reading/Writing

Introduction of books or videos for research and writing ideas on journal topics we are getting ready to write about.

After we write the sentences the students then get to illustrate their page using the topic. We use artforkidshub on YouTube, for step by step instruction, to help us draw and learn some art concepts.

Click here to see a leprechaun we would draw for this journal topic.

I urge the students to use at least as many colors as they are old in their picture illustrations. (ex. if they are 5 then they should use AT LEAST 5 colors.)

writing Journals

After researching our journal topic by reading books and watching educational videos, we write our ideas down in sentence form.

Using the topic vocabulary at the bottom of the page
Using our sight words
Using inventive spelling- phonetically spelling out the words we don't know how to spell (this means they may not be spelled 100% correct)

The students create the sentences and we write them together checking for good writing habits.

Leveled Readers

We do not begin leveled readers until around October/November (after we have adjusted to the school schedule).

Students use the repetitive text in these readers to gain confidence in their reading.
Students use the pictures/illustrations to aid in decoding the words in the books.
Students must point to the words as they read.
Students must "master" the book by reading it independently without missing more than 2 words.
Students must finish all morning assignments (above) before getting their readers.
Students must be able to follow reading/waiting procedures in order to have their turn.

Students progress from Yellow-red-blue-green

Each student will have read 60 readers (15 of each color) by first grade. After they have finished all their readers, I buy them a Happy Meal from McDonalds for lunch and they get to move onto AR readers and take Accelerated Reader tests like first graders.

Reading Centers

Students who have finished all their morning work will be able to choose a reading center to work on independently. Students get to choose between 2 of the many different choices. Our center wheel tells them what they can choose between.
All games are fun and educational.

brain break- Go Noodle movement

Here are just a few of our class favorites:

The class works together for a common goal: to "max out" the class monster. The more movement required, the more our monster grows. After it has grown enough times it is "maxxed out" and we get to vote on a new one.

Lunch/recess

"Special" classes

music

pe

library

computers

go math!

Go Math time is used to introduce new math concepts and we complete this work together learning new strategies.

reading street

Reading Street time is used to reinforce the reading concepts that were introduced at "Carpet Time." We complete this work together.

math Centers

Students who have finished all their work will be able to choose a math center to work on independently. Students get to choose between 2 of the many different choices. Our center wheel tells them what they can choose between.
All games are fun and educational.