TK DLL Day at a Glance

1. Instructional minutes do not equal quiet, direct instruction with students passive in their seats.

• Learning is active, and, as much as possible, playful and joyful. Teacher talk is minimal and student engagement is prioritized.
• Learning involves input and practice, but also inquiry, exploration, collaboration, and demonstrating thinking and learning in a variety of ways including meaningful opportunities to apply and transfer learning to new contexts and situations.

2. Instruction is play based and many of the content areas are integrated across, routines, activities and materials offered during open exploration and small group times facilitated in the classroom.

3.  Per the Environmental Rating Scales (ERS), materials need to be available for a “substantial portion of the day” based on the program’s operating hours. 

4. Transitions are part of any block of instructional time.

• At the start of the year, transitions may take more time than desired and require very intentional routinization and scaffolding. They will get shorter as the year goes on.
• Over the year transitions will become tighter and students will internalize routines to make transitions more efficient and meaningful.

1. Schedules should be as consistent as possible from day to day. 
   • Routine helps students to know what to expect and build a sense of ownership in the classroom.
2. Content areas are based on the California Preschool/Transitional Kindergarten Learning Foundations (PTKLF).
3. Any small group instruction should have consistent rotation across the day/week.
   • Teachers should consider groupings and how much time to spend with each group.

Transitions occur when children move from one activity to another. For some young children, moving from one activity to another (e.g., bus to the classroom, centers to circle time, art time to lunch) results in confusion, frustration, and/ or challenging behaviors. Planning for transitions includes developing routines and teaching children what to expect during the transition.

• Transition routines help to prepare children for transitions, engage them in the change that is taking place, and help them to move smoothly to the next activity.
• When children are able to participate in or lead the transition, they are excited and eager to move to a new activity.
• The more children can predict and participate in the schedule and activities of the day, the less likely it is that challenging behavior will occur and the more likely it is they will engage in transitions.

Resources for TK Transitions