Mini Skoolers

2       Routines

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Every session follows a consistent, motivating format to support engagement:

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• Arrival & Warm-Up — children are given time to settle in while playing with the toys they prefer, and are prompted to try and interact with peers
   

• Circle Time / Mini-Lesson — calendar/weather, review group rules like (looking at the teacher, playing nicely with peers, not yelling during the group, etc.), phonological awareness game, and take turns writing or drawing the weather or days of the week on the board. This helps the children practice their writing skills, as well as their looking, listening, and taking turns skills.
   

• Movement break — children get the time to get up from the table and move their body while watching a movement break video. This allows them to practice their listening skills and regain their energy for the upcoming games and activities.
   

• Phonics practice — children watch a video related to phonics such a s rhyming, and apply their knowledge to answer questions. They are also given a worksheet related to theme of the day (ex. Rhyming, magic E, etc.) which requires them to apply their phonics knowledge, and helps them practice independently work
   

• Snack time — children practice lining up for the bathroom and waiting in line, and eat snack with one another. They also learn to clean up after themselves and transition to the next activity
   

• Phonics game — participate in different
   

• Wrap-Up & Get ready for home —  practice dressing up independently and wait in line before being let out to their parents

 

​[Example Activities]​

• “Search and find”: different words are taped onto the wall and the teacher asks “where is ___?” And the children are asked to find the word and bring it to the teacher
   

• “Pound the sound”: we write letters on the pegs of a hammer toy and the children are asked “where is X?” And they are prompted to hit the peg with that letter on it with the toy hammer
   

• “Letter crafts”: children are given a piece of paper with a letter on it and they are given different materials that start with that letter (ex. If we are working on B, they are given beads and balls) and they stick the items on the paper
   

• Reading: children practice their phonological skills by taking turns reading a book and answering questions about each page
   

• Rhyming video: we watch a video which has 2 words on it, and children determine whether or not they rhyme OR teacher gives the children a word and asks “what rhymes with ___?”

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✅ Is This the Right Group for Your Child?

Q: My child is 4 years old and doesn’t know letters yet — is Mini Skoolers too advanced?
A: Not at all. This program is tailored for children beginning literacy work like sound awareness, letter recognition, and rhyming. It’s designed for play-based learning, so your child can engage meaningfully and feel successful.

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Q: My child is 5 or 6 but still struggles with classroom activities — will this help?
A: Yes — especially because we emphasise motivation, peer support, structured routine, and multisensory learning. Our focus is on building confidence and engagement rather than academic pressure.

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Q: What kind of child is this group best for?

• Children aged about 4 to 6 years

• Are building phonological awareness, decoding or pre-reading skills

• Could benefit from structured small-group learning with peers, rather than pure 1:1 work

• Need support with transitions, focus, and participating in group routines

• Would thrive in a setting emphasising motivation to learn, ask, persist, and connect