DENTAL HEALTH THEME ACTIVITIES FOR PRESCHOOL, PRE-K AND KINDERGARTEN

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DENTAL HEALTH UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This dental health resource includes thematic lessons, activities, poems, songs and centers for your little learners.

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THIS RESOURCE INCLUDES

Lesson Resources

Week 24 Plans
This is a template for lesson plans during a dental health unit at school. Pick and choose what ideas and resources work for your learners.

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

Healthy Teeth Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners the foods that eat for healthy or unhealthy teeth.

Lesson Plans

Dental Health Thematic Plans
Use these plans as a guide for engaging dental health read alouds and activities in the classroom.

Brush Your Teeth
Read Pony Brushes His Teeth and introduce the egg experiment using the anchor chart resources and printable included.

Tooth Decay
Read Make Your Way For Tooth Decay and have learners observe the difference between eating health and unhealthy foods. Introduce apple experiment..

How Many Teeth?
Read How Many Teeth? and create a primary teeth anchor chart and model using the organizational printable, playdough and beans.

Teeth Have Jobs, Too
Review anchor chart from previous lesson. Have learners model how teeth, cut, tear and mash food.

Dentist Visit
Read Why We Go To The Dentist and have a local dentist visit learners to discuss dental health.

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

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

Literacy Centers

Literacy Center | Letter Sort
Have learners sort the letter cards by capital or lowercase.

Literacy Center | Sight Word
Have learners read, make and write the sight words on each card using the mats provided..

Literacy Center | Vowel Sort
Have learners sort the pictures by their vowel sound on a pocket chart or using a small container or brown bag.

Math Centers

Math Center | Equations With Ten
Have learners clip the correct equation with 10 for each of the cards.

Math Center | Match The Pattern
Have learners find the match pattern strips that match.

Math Center | Number Order
Have learners place the cards in number order counting up or counting down.

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.2d

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSSRF.K.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSSRF.K.3b

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

CCSSRF.K.3c

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

CCSSRF.K.4

Read emergent-reader texts with purpose and understanding.

CCSSRI.K.2

With prompting and support, identify the main topic and retell key details of a text.

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).

CCSSRI.K.8

With prompting and support, identify the reasons an author gives to support points in a text.

CCSSRL.K.3

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

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.

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.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.

CCSSK.NBT.A.1

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

CCSSK.OA.A.1

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Texas Essential of Knowledge and Skills

Langauge Arts

TEKSLA.K.2.B.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 phonetic knowledge by: identifying and matching the common sounds that letters represent.

TEKSLA.K.2.B.iv

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.D

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: create mental images to deepen understanding with adult assistance.

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.

TEKSLA.K.5.G

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: evaluate details to determine what is most important with adult assistance.

TEKSLA.K.5.H

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: synthesize information to create new understanding with adult assistance.

Writing

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.C

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: use text evidence to support an appropriate response.

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.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.

TEKSMA.K.3.A

Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to: model the action of joining to represent addition and the action of separating to represent subtraction.