All About Me for Preschool, Pre-K and Kindergarten

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ALL ABOUT ME FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resource includes All About Me thematic lessons, activities, poems, songs, and centers for your little learners.

Buy the BUNDLE and SAVE! You can purchase this resources in the Thematic Activities for Little Learners Bundle and the Little Learners Mega-Bundle!
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THIS RESOURCE WILL INCLUDE

Learning Resources

Week 2 Plans
This is a template for lesson plans during the second week of school. Pick and choose what ideas and resources work for your learners.

All About Me – Whole Group
These resources can be used during whole group instruction for an about me theme. They include a poem, word cards, tracing page and table sign-in sheets.

All About Me Interactive Poem
Use this poem during a thematic lesson, a whole group or a literacy center and have learners change the things they can do.

All About Me Sensory
Explore the five senses. Complete the charts together and have learners draw and write about their senses.

Lesson Plans

All About Me Thematic Plans
Use these plans as a guide for engaging all about me read alouds and activities in the classroom.

I Like Me
Read I Like Me and use the patterns provided to have learners create themselves for a craft project and work display throughout the year.

I Can Do It
Read All By Myself and use the interactive poem to show things learners can do by themselves. Have learners draw and write or dictate on the page and post on the craft project from the previous lesson.

My Feelings
Read The Way I Feel and use the feelings poster to discuss events that cause certain feelings. Have learners complete the interactive page by drawing an event for each feeling or just matching the pictures to the correct feeling.

My Body
Read Me and My Amazing Body and use the flip poster to discuss the different parts of their body they can’t see. Learners may complete the flip book.

My Five Senses
Read My Five Senses and make popcorn together to explore the senses. Use the checklist and anchor chart provided for an engaging lesson.

Predictable Chart
Write down learners’ dictation throughout the week and complete a class book to add to the classroom library.

Literacy Centers

Literacy Center | Alphabet Match
Have learners match the bubble gum to the child with the same uppercase letter.

Literacy Center | Alphabet Sentences
Have learners complete the alliterations for each sentence and add to a pocket chart.

Literacy Center | Rhyming Puzzles
Have Learners match the rhyming pictures and complete the printable included.

Math Centers

Math Center | Color Match
Have learners match the color word to the correct mat.

Math Center | Number Order
Have learners put the number cards in the correct order on a pocket chart.

Math Center | Number Puzzles
Have learners complete the number puzzle with the numeral, fingers and ten-frame.

Table Tub Centers

Table Tub | Five Senses Clip Cards
Have learners clip the senses they use to experience the object in the picture. There may be more than one sense used.

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a

Print many upper- and lowercase letters.

CCSSRF.K.1d

Recognize and name all upper- and lowercase letters of the alphabet.

CCSSRF.K.2a

Recognize and produce rhyming words.

CCSSRF.K.2e

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSSRF.K.3d

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CCSSRI.K.7

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

CCSSRL.K.2

With prompting and support, retell familiar stories, including key details.

CCSSRL.K.3

With prompting and support, identify characters, settings, and major events in a story.

CCSSSL.K.4

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSSSL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSSW.K.3

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Math

CCSSK.CC.B.4a

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

CCSSK.CC.B.4c

Understand that each successive number name refers to a quantity that is one larger.

CCSSK.CC.C.7

Compare two numbers between 1 and 10 presented as written numerals.

Texas Essential of Knowledge and Skill

Language Arts

TEKSLA.K.2.B.ii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… The student is expected to: demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.

TEKSLA.K.2.B.iii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… The student is expected to: demonstrate and apply phonetic knowledge by: recognizing that new words are created when letters are changed, added, or deleted such as it – pit – tip – tap.

TEKSLA.K.2.C.i

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate and apply spelling knowledge by: spelling words with VC, CVC, and CCVC.

TEKSLA.K.2.C.ii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate and apply spelling knowledge by: spelling words using sound-spelling patterns.

TEKSLA.K.2.D.v

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… The student is expected to: demonstrate print awareness by: identifying all uppercase and lowercase letters.

TEKSLA.K.2.E

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

TEKSLA.K.3.C

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–vocabulary…The student is expected to: identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

TEKSLA.K.5.E

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts…The student is expected to: make connections to personal experiences, ideas in other texts, and society with adult assistance.

Math

TEKSMA.K.2.A

Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count forward and backward to at least 20 with and without objects.

TEKSMA.K.2.D

Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: recognize instantly the quantity of a small group of objects in organized and random arrangements.