Kindergarten Time & Calendar: Creative Expression with Chart Template

Grade: Kindergarten · Subject: Time & Calendar · Time: 60 min · Difficulty: Standard

Learning Objective

Students will use a three-column, two-row chart to creatively express and categorize daily activities by morning, afternoon, and evening times, demonstrating understanding of time order and daily routines.

Teacher-Selected Inputs

Grade: Kindergarten
Subject: Time & Calendar
Skill: Creative Expression, Speaking, Listening
Educational Setting: General Education
Difficulty: Standard
Duration: 60 min

Why this printable fits

This printable chart supports students in organizing and expressing their ideas about daily time periods, focusing on understanding and categorizing activities in terms of time of day within the subject of Time & Calendar.

Vocabulary

PRE-TEACH

morning: The start of the day before lunch.
afternoon: The time after lunch before evening.
evening: The time before bedtime when the sun goes down.

USE DURING LESSON

column
row
chart
category
time

Materials

Printed Chart with Three Columns and Two Rows for each student
Writing utensils (crayons, markers, or pencils)
Visual cards or pictures representing daily activities (optional)

Prep

Make enough copies of the chart printable for all students.
Prepare or collect simple pictures or flashcards of common daily activities to show as examples (optional).
Decide on the titles for the three columns (e.g., Morning, Afternoon, Evening).

Lesson Steps

Introduction and Modeling15 min
Teacher actions: Show the printable chart on the board or projector. Explain the columns and rows simply: columns each mean a time of day, rows help put ideas in groups. Model filling out the chart with your own day’s simple activities, speaking aloud.
Teacher script: This chart has three boxes at the top. Each box is for a time of day—morning, afternoon, and evening. I’m going to put things I do in these times in the boxes below. Look as I write and talk!
Example / model: For Morning: Eat breakfast. Afternoon: Play outside. Evening: Read a book.
Printable use: Teacher uses the chart to model placing words or drawings in each column.
Move on when: Students look at the chart and can tell or point which column is morning, afternoon, or evening.
Support if needed: Use a sentence frame like 'In the ______, I ______,' to help students express ideas.
Guided Practice with Chart15 min
Teacher actions: Ask students to name one thing they do in the morning. Help students say the sentence aloud. Guide students to say things they do in afternoon and evening. Fill in a second chart on the board with their ideas collaboratively.
Teacher script: Can you tell me one thing you do in the morning? We will say it like this: ‘In the morning, I ______.’ Let’s say it together and write it down!
Example / model: Student says, 'In the morning, I brush my teeth.' Teacher writes it in morning column.
Printable use: Teacher and students fill a shared chart together using student ideas.
Move on when: Students can repeat the sentence frame and identify where the activity goes on the chart.
Support if needed: Use visual cards showing daily activities to prompt responses and guide placement.
Independent or Partner Work20 min
Teacher actions: Give each student a printed chart. Ask students to think about their own day and draw or write one activity for each time of day. Circulate and assist students as needed by prompting or modeling.
Teacher script: Now it’s your turn! Think about your day. What do you do in the morning, afternoon, and evening? Draw or write one thing for each time in your chart.
Example / model: Student draws a sun and a bowl for breakfast in the morning column, a ball for playing in the afternoon, and a book for reading in the evening.
Printable use: Students fill their own charts with drawings or simple words for each time of day.
Move on when: Student completes all three columns with a relevant activity and can explain the activity’s time of day.
Support if needed: Offer sentence frames or draw pictures to copy for students struggling to write.
Sharing and Reflection10 min
Teacher actions: Invite students to share one thing from their chart with the class or a partner using the sentence frame. Listen and comment positively. Reinforce the time words and categories.
Teacher script: Who wants to share one thing you put in your chart? Remember to say, ‘In the morning, I ___.’
Example / model: Student shares, 'In the evening, I read a story.
Printable use: Students hold up or point to their charts as they share their ideas aloud.
Move on when: Students can orally share activities linked to correct time columns using sentence frames, showing understanding of time order.
Support if needed: Call on students who are ready and model the sharing sentence again to encourage participation.

Formative Check

Step: Guided Practice with Chart
Ask students to: Repeat the sentence frame and point to the correct time of day column when naming an activity.
Look for: Students use the sentence frame ‘In the ______, I ______’ and correctly place or identify activities in morning, afternoon, or evening.

Success Criteria

Students can orally express an activity they do in the morning using the sentence frame at least 4 out of 5 times, showing understanding of morning time.
Students can correctly place or name one activity for afternoon and evening on the chart with at least 80% accuracy, demonstrating comprehension of these time periods.
Students can complete all three columns in their own chart with relevant activities and explain the time category for each by the end of independent work.

Differentiation

Support: Teacher provides the sentence frame ‘In the _____, I _____’ and models it repeatedly with students for oral or written responses.

Scaffold tool: Sentence Frame

Standard: Students complete the chart independently using drawings or words to express their daily activities arranged by time of day columns.

Extension: Students add 1–2 more rows with different categories, like weekdays vs. weekends, to deepen creative expression using the chart format.

Early Finishers: Students illustrate a short story orally about their day using the chart’s morning, afternoon, and evening activities as story elements.

Accommodations

Provide verbal prompts and extra modeling as needed.
Allow drawing instead of writing for students with fine motor challenges.
Use picture cards to support students struggling with recall or language.
Allow extra time for completing chart activities.

Common Misconceptions

Students may confuse morning, afternoon, and evening times.
Students might place activities randomly without regard to time of day.
Students may struggle to express their own daily activities orally or in writing.

Assessment

Oral use of sentence frames to describe activities in each time column.
Completed chart showing one activity in morning, afternoon, and evening columns, with relevant time category.
Ability to identify and explain one time of day category during sharing.

Teacher Notes

Standards

CCSS.ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.MATH.CONTENT.K.MD.A.2: Describe and compare measurable attributes including time in terms of morning, afternoon, and evening.

IF SHORT ON TIME

Keep: Introduction and Modeling step for clear understanding.
Skip or shorten: Sharing and Reflection step can be shortened or done orally with fewer students.

FOLLOW-UP OPTIONS

Make a daily schedule chart with more time segments.
Create a story using morning, afternoon, and evening activities in sequence.
Use similar charts to categorize weather or seasons with creative drawings.

HOME CONNECTION

Ask your child to tell you one thing they do in the morning, afternoon, and evening and describe it in a simple sentence.

Source summary

Based on: Chart with Three Columns and Two Rows

Printable summary (sanity check): Lesson plan uses a basic three-column, two-row chart printable to teach kindergarten students creative expression through sorting daily activities by time of day within the Time & Calendar subject area.