To Ask Is to Receive an Answer

Sounds like you have a good framework in place. Were I in your shoes, I would consider the following:

15 minutes - Bell work, record keeping, homework check

10 minutes - Whole group phonemic awareness/phonics work (Letters, letter/sound correspondence, beginning sounds of one-syllable words, ending sounds of one syllable words, then progress to blends and spelling patterns)

30 minutes of literacy stations with at least 10 minutes in each station - Differentiated literacy stations to include phonemic awareness/phonics, vocabulary/sight words, fluency, spelling, and reading comprehension. Different colored folders could be set up in each station. One color could be more challenging work, one could be "on" work, and one could be for students who are struggling. Students would know which color folder to pull. Stations should have two "must do" tasks that students have to complete in a notebook that you will see, and then two "may do" assignments that can be completed after the must do tasks. Having all the students assigned to stations with appropriate level work will permit you to pull small groups, work with Asma, or to walk around and monitor.

10 minutes - Transition and read aloud - real a really good story aloud every day

I would follow the same set up for math, with 10 minutes whole group and then centers with differentiated practice in number sense and basic math facts (addition, subtraction, telling time, and money).

Visit this site:

http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

for some excellent and research based activities that you can use in your literacy centers.

What do you think?