Teaching & Classroom

No, not in the traditional boxed-curriculum sense.

Preschool Vibes provides structured, ready-to-print resources designed to support literacy, math, routines, assessment, and classroom systems. In the past, these resources were used alongside a required district curriculum. Today, they are being developed more intentionally as a cohesive set of tools that work together to support preschool instruction.

The goal is not to replace professional judgment, but to provide practical materials that simplify planning and implementation.

In the past, Jess taught in a public preschool program that required the use of Creative Curriculum. While it provided structure, many components felt overly complicated and difficult to implement effectively in a real classroom setting.

We do not currently recommend a specific boxed curriculum.

Instead, we believe in clear standards, intentional routines, and strong foundational skill development. Portions of Handwriting Without Tears and Orton-Gillingham principles are incorporated where appropriate, particularly for literacy instruction.

Preschool Vibes resources are built from 17+ years of public preschool classroom experience. They are designed around:

• Clear learning targets

• Structured routines

• Foundational literacy and math skills

• Practical classroom management systems

They are not trend-based or Pinterest-driven. They are grounded in what works consistently with preschool learners.

We follow a structured sequence inspired by Orton-Gillingham principles rather than teaching letters alphabetically.

The sequence used is:

c, o, a, d, g, m, l, h, t, i, j, k, p, u, b, r, f, n, e, s, w, y, v, x, z, q

This grouping supports early phonemic awareness and letter formation.

Numbers are introduced sequentially from 1–10, with a focus on number recognition, formation, and one-to-one counting.

Skills are reinforced daily through routines, calendar time, small groups, and hands-on center activities.

Preschool Vibes resources are designed for ages 3–5.

Activities can be adjusted depending on developmental level. Some students focus on foundational skills such as first-letter name writing, while others are ready for more advanced literacy and number work.

Jess previously taught two half-day public preschool classes, typically serving about 22 students per session.

Preschool Vibes is currently developed and demonstrated from a studio setting. At this time, students are not enrolled, and any future classroom expansion would require proper licensing and approvals.

Lesson planning begins with a clear learning target. In the public classroom, standards were mapped month by month and converted into simple, child-friendly goals. Activities, books, and center work were then built around those targets.

Today, that same approach guides resource development. The focus remains on intentional instruction supported by practical materials.

Standards come first. Themes support the standard—not the other way around.

For example, if the goal is understanding family relationships, a book and activity are chosen that directly reinforce that objective. Themes are used as engagement tools, but the learning target always drives the lesson.

In the public classroom, a typical half-day schedule included:

• Arrival and sign-in routines

• Morning meeting

• Whole-group lesson

• Recess

• Snack

• Center time (free choice)

• Small-group instruction

• Closing books and songs

The structure balanced whole-group instruction with extended free-choice center time.

Previously, two half-day sessions were taught daily, each serving approximately 22 students.

Each session included:

• 15–30 minutes of whole-group instruction

• 60 minutes of center time

• 30 minutes of recess

• Small groups embedded within center time

The schedule prioritized play-based learning supported by clear routines.

Strong observation lessons are interactive and tied to a clear learning objective.

Examples include:

• Interactive read-alouds with movement or problem-solving components

• Hands-on science demonstrations

• Literacy games that reinforce phonemic awareness

• Sorting or matching activities aligned to a specific standard

The key is visible student engagement tied directly to a measurable skill.

New resources are added regularly throughout the year. Updates are shared through the website, email list, and social channels.

Start with the core literacy or review systems, such as the Letter Table or High Five Review resources. These provide structure and consistency that can be implemented immediately.

Free choice builds independence, engagement, and ownership.

When children choose their activities, they are more motivated and stay engaged longer. It also strengthens decision-making, social negotiation, and self-regulation skills.

Clear structure makes it work. Each center has a set number of spots, and students use name tags to manage availability. The system provides freedom within consistent expectations.

Occasionally, a child may favor the same center repeatedly. In those cases, gentle prompting helps encourage variety.

Students may be asked to begin in a different center for a short period of time before returning to their preferred activity. This maintains exposure to essential skill areas while still honoring choice.

Midweek reminders are used to encourage balanced participation, especially in key instructional areas like the Letter Table.

The goal is not forced rotation, but thoughtful guidance. Over time, most students naturally explore a variety of centers.

Centers are intentionally designed and rotated every two to three weeks to maintain engagement. Common centers include:

Dramatic Play
Writing Center
Play-Doh Table
Light Table
Messy / Sensory Table
Blocks & Building
Library
Science / STEAM
Letter Table
Bin Center
Magnet Center
Art Easel
Carpet / Large-Group Games
SmartBoard
Take-a-Break Center
Art Table
Synergize Center

Each center has clearly defined capacity and expectations to support smooth management.

Small groups were embedded into center time. Each child typically met once or twice per week for short, focused sessions.

Groups were formed based on assessment data and specific learning goals. Sessions were brief—usually 5–10 minutes—so instruction stayed targeted and manageable.

Instead of multiple rotating jobs, a “Leader of the Day” system was used. One student handled simple responsibilities such as line leader, calendar helper, or song choice.

This kept leadership opportunities consistent without adding unnecessary complexity.

Assessments were tracked using a single master checklist for the entire class. Individual student portfolios held detailed records and work samples.

Progress was reviewed seasonally, and small-group goals were adjusted accordingly.

Dramatic play themes rotated throughout the year. The classroom typically began with a simple kitchen setup and transitioned to themed environments such as a market, dentist office, or seasonal play.

Materials were limited intentionally to avoid overwhelming students and to maintain manageable cleanup routines.

The block center was intentionally minimal. Too many materials can create clutter and distraction. A focused selection of blocks and related items encouraged deeper, more purposeful play.

Changes were typically made when engagement declined or behavior suggested boredom. Refreshing materials or rotating themes often restored focus and interest.