So what does a day in a public, Title 1, kindergarten classroom look like? Part of why I love teaching kindergarten is the adventure that each day brings. I can make a schedule, have a plan, do a whole lot of prep work – and have that all go a different direction once my kids enter the room. That said, I do believe that a predictable structure, routines that kids help create and continually revise to meet their changing needs, and a co-constructed curriculum are important and essential. I listen and respond to what the kids bring into each day. I put a great deal of thought and big picture planning into our days, and then remain continually responsive to the children in our classroom and what I observe each day through kid watching and documentation. As I’ve written about before, I teach children, not a curriculum.
Here’s a general structure of our classroom – at least the one I left last week. When we return in January we will negotiate this again, and through conversations and observation, we will create a structure that works for who we are in January. There are a few non-negotiables that I have in our daily schedule. These are the things that I know are best practice teaching after 28 years in the classroom and my ongoing professional development. They are: play, recess, shared reading, read aloud, literacy & math workshops, interactive writing, and community meetings. How and when we do these things looks different over time as the children grow and change, but they are always a part of every day life in kindergarten. And yes, play is a non-negotiable, because, as we know, play is how children learn. The times are approximate, and our day is more fluid than this appears. For example, you will often see kids reading, making books, engaging with a science or social studies invitation or investigating a math concept during Explore – if that’s their choice for play that day. Oftentimes kids will come in with an exciting idea for a new book to make, or an idea for an art piece or a structure to build. Starting the day with Explore allows them to dive into whatever they are interested in as soon as they arrive. Here is an overview of how our day flows:
- 8:25-8:45 – Arrival, breakfast, Explore (open ended play with options such as dramatic play, sand, sensory boxes, blocks, puppets, art, math )
- 8:45-9:10 – News Show, Morning Meeting, Morning Message, Read Aloud (gathering together and sharing what’s on our minds in a whole class conversation to start our day, our daily letter, and a read aloud)
- 9:10-10:10 – Explore (open ended play – I engage in play with the kids, facilitate an invitation on a content area (like counting collections, magnet play or squirrels) and meet with kids 1:1 or in small groups)
- 10:10-10:40 – Mathematicians’ Workshop (whole group number talk and math routines, small group or individual exploration and play, whole group share)
- 10:40-11:00 – Recess (on the playground structure)
- 11:00-11:30 – Lunch
- 11:30-11:45 – Storytelling (oral storytelling based on Vivian Gussin Paley’s work – children tell a brief story, I record it and then they act it out with children taking on the role of characters and settings as I read the story)
- 11:45-12:45 – Specials (PE, Music, Art, Guidance – I am in collaborative team meetings two days a week during this time, the other days are common planning time with my team)
- 12:45-1:30 – Readers’ Workshop (whole group interactive read aloud, shared reading and/or strategy lesson, inquiry into what readers do, individual and partner reading from book boxes, shared reading charts, classroom library, poetry notebooks, acting out familiar books with props and story language, whole group sharing – I meet with kids 1:1 and occasionally in small groups)
- 1:30-2:00 – Recess (in a field and garden)
- 2:00-3:00 – Writers’ Playshop (whole group focus lesson on things such as author’s craft, inquiry into a type of genre, finding stories through play, what writers do – then choices of making books, posters, various writing choices and finding stories in open ended play – I play with the kids, confer 1:1 and meet with small groups, ending in whole group share)
- 3:00-3:20 – Friendship Workshop (whole group meeting with read alouds, puppets, conversations, problem solving – focusing on building a growth mindset, friendships, our One Big Word, community and the social curriculum)
- 3:20 – Closing Circle, Dismissal (end of day math routines, songs, packing up)
I always find it challenging to write out a daily schedule because there is SO much more that goes on beyond what is listed. And our day just isn’t so segmented. For example, you might be asking, “where’s your science time?”. While science is not listed as a set time, there is a great deal of science happening throughout Explore, in small groups, in read aloud, shared reading and monthly walking field trips. We’ve been studying squirrels (as required by my district) for the past five weeks. The amount of knowledge our kids have is mind-blowing – not because of a 45 minute science block, but because of ongoing discovery, conversation and observation of squirrels. We danced the squirrel life cycle, observed & painted squirrels, watched squirrel TV (who knew?), went on walks looking for squirrel dreys, read countless books on squirrels, wrote our own squirrel books and played with squirrel habitats during Explore for weeks. My kids were so engaged during our squirrel study and are all quite the experts. While this was a teacher-initiated study, the kids had ongoing interest and explored squirrels well beyond the curriculum expectations.
Our workshops follow the foundation established by Donald Graves, Mary Ellen Giacobbe, Lucy Calkins, Nancie Atwell, Katie Wood Ray and others, with the key elements of: time, choice, response, identity & community. They have a predictable structure and begin with a short focus lesson, move into independent workshop time and end with coming back together as a community to share. But this is all done in a way that is appropriate for kindergarteners. And not all kindergarteners (since we know children are vastly different), but the kindergarteners I have at this moment. Playful, joyful, learning and discovery has to be at the heart of this work. The last thing we want to do is to turn off our youngest learners by focusing so much on a curriculum that we forget these are four, five and six year old capable human beings. The independent workshop time looks very different every day during our literacy and math workshops. It might be independent reading, creating stories while playing in dramatic play, a small group shared reading, interactive writing of a letter to a friend who has moved away, building a structure from blocks and loose parts while writing a book about it, playing with Magnatiles, exploring patterns with a variety of tools, reading a leveled text, playing and retelling a story with puppets, or counting collections – just to name a few possibilities. But the work that children are engaging in always goes back to the elements of workshop: time, choice, response, identity and community.
I wrote this blog in response to numerous requests by teachers to share what our schedule is and what our day looks like. Many of these requests were by teachers who shared that they just didn’t have time for play, or that play wasn’t allowed in their district or they didn’t see a way to do all the academic requirements that are now a reality in kindergarten, along with play. As I wrote before, I believe that play is a non-negotiable. It’s as essential as lunchtime, in my opinion. It is how children learn. As teachers, we have to advocate for our kids, read the research, be informed, share our thinking with others, and at times, be subversive in our relentless pursuit for what children need to grow and thrive as happy learners. I hope this gives you a window into our day and perhaps opened up some possibilities for how you might think about your day, with your kids, to make sure every day is filled with joyful, playful learning and discovery.