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America President's Day Unit for Preschool, Pre-K and Kindergarten

$10.00

AMERICA PRESIDENT’S DAY UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resources includes America thematic lessons, activities, poems, songs and centers about 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 INCLUDES

Lesson Resources

Week 23 Plans
This is a template for lesson plans during President’s Day week of school. Pick and choose what ideas and resources work for your learners.

America – Whole Group
These resources can be used during whole group instruction for a America theme. They include a poem, word cards, tracing page and table sign in sheets.

American Tour Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners change the landmarks they visit in the poem.

Lesson Plans

America Thematic Plans
Use these plans as a guide for engaging President’s Day read alouds and activities in the classroom.

America
Read America Is and introduce learners to the map of the United States of America. Have learners complete the map page by coloring and writing where they live.

President’s Day
Read President’s Day and have learners complete the President’s Day book by illustrating and compiled the pages.

George Washington
Read George Washington and teach learners the George Washington song and complete the chart together.

Abraham Lincoln
Read Abraham Lincoln and teach learners the Abraham Lincoln song and complete the chart together.

If I Were President
Read If I Were President and have learners complete the chart together and create a class book.

America Sensory Charts
Explore the country with the five senses. Complete the charts together and have learners draw and write about America using their senses on the interactive page.

America Is Predictable Chart Class Book
Use this resource to create a class book from the predictable chart created during the week.

Literacy Centers

Literacy Center | Alphabet Letters
Have learners clip the lowercase letter on each card that matches the capital letter given.

Literacy Center | Build a Word
Have learners build each of the sight words using the letter cards and word cards provided.

Literacy Center | Rhyming
Have learners match the puzzles by finding the pictures that rhyme.

Math Centers

Math Center | Missing Number
Have learners match the number that is missing in each set.

Math Center | Number to 20
Have learners clip the correct number by counting the stars on the twenty frames.

Math Center | Subitize Write the Room
Have learners write the numbers for the cards they find around the room.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase letters.
CCSSRF.K.1c
Understand that words are separated by spaces in print.
CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
CCSSRF.K.2a
Recognize and produce rhyming words.
CCSSRF.K.3c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSSRI.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSSRI.K.2
With prompting and support, identify the main topic and retell key details of a text.
CCSSRI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSSRI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
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.
CCSSRL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
CCSSW.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
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.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSSK.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSSK.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
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.4b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSSK.CC.B.5
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Texas Essential of Knowledge and Skills

Language Arts

TEKSLA.K.2.A.i
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… The student is expected to: demonstrate phonological awareness by: identifying and producing rhyming words.
TEKSLA.K.2.A.iii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate phonological awareness by: identifying the individual words in a spoken sentence.
TEKSLA.K.2.C.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 spelling knowledge by: spelling high-frequency words from a research-based list.
TEKSLA.K.2.D.iii
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: recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries.
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.5.B
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts… The student is expected to: generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance.
TEKSLA.K.5.G
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts… The student is expected to: evaluate details to determine what is most important with adult assistance.
TEKSLA.K.6.B
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: provide an oral, pictorial, or written response to a text.
TEKSLA.K.6.D
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: retell texts in ways that maintain meaning.
TEKSLA.K.7.B
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: identify and describe the main character(s).

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.B
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: read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.
TEKSMA.K.2.C
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 a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.
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.

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