OVIPAROUS ALL ABOUT EGGS THEMATIC UNIT

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OVIPAROUS EASTER EGGS THEME ACTIVITIES FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This Easter resource includes 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 INCLUDES

Lesson Resources

Week 27 Plans

This is a template for lesson plans during an Easter or oviparous animal unit. Pick and choose what ideas and resources work for your learners.

Eggs and Easter – Whole Group

These resources can be used during whole group instruction for an Easter or egg theme. They include a poem, word cards, tracing page and table sign in sheets.

Eggs Interactive Poem

Use this poem during a thematic lesson, whole group or a literacy center and have learners learn different types of animals that hatch from eggs.

Lesson Plans

Oviparous Animals Thematic Plans

Use these plans as a guide for engaging oviparous animal read alouds and activities in the classroom.

To be Born or to Hatch

Read Animals Born Alive and Well & Chickens Aren’t the Only Ones. Create a chart and discuss viviparous and oviparous animals

Who is Oviparous?

Read Read Whose Egg? and have learners guess what animal is growing inside each egg. Complete the anchor chart and have learner add their own animals.

What’s in an Egg?

Read An Egg is Quiet and have learners decorate their own egg and write new information they learned from the book.

Who’s in a Nest?

Read A Nest is Noisy and have learners decorate their own nest and write new information they learned from the book.

From Egg to Chick

Read Chick Life Cycle and have learner complete their Chick Wheel to show how a chick grows inside an egg.

Egg Hunt Sensory Charts

Explore an egg hunt with the five senses. Complete the charts together and have learners draw and write about egg hunts using their senses on the interactive page.

Egg Predictable Chart Class Book

Use this resource to create a class book from the predictable chart created during the week.

Literacy Centers

Literacy Center | Missing Sound

Have learners circle the missing sound in each word they find around the room..

Literacy Center | Rhyming

Have learners match the eggs by the rhyming words.

Literacy Center | Vowel Sort

Have learners sort the pictures by their vowel sound.

Math Centers

Math Center | Addition Ten Frame

Have learners roll two die, count the eggs and complete the addition equation.

Math Center | Shape Sort

Have learners 2D sort shapes onto the correct mat.

Math Center | Teen Number Mats

Have learners complete the number mats using a marker and manipulatives.

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.2d

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

CCSSL.K.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

CCSSL.K.5a

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

CCSSL.K.5c

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CCSSRF.K.1c

Understand that words are separated by spaces in print.

CCSSRF.K.2a

Recognize and produce rhyming words.

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.3b

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

CCSSRI.K.2

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

CCSSRI.K.4

With prompting and support, ask and answer questions about unknown words in 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).

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.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.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

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.

CCSSK.G.A.2

Correctly name shapes regardless of their orientations or overall size.

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.

CCSSK.OA.A.2

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Next Generation Science Standards

NGSSK-ESS3-1

Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.

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 develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: identifying and producing rhyming words.

TEKSLA.K.2.B.i

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: identifying and matching the common sounds that letters represent.

TEKSLA.K.2.B.ii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. 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.C.i

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. 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 develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling words using sound-spelling patterns.

TEKSLA.K.2.D.ii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate print awareness by: holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep.

TEKSLA.K.5.B

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: generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance.

TEKSLA.K.5.F

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: make inferences and use evidence to support understanding 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.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.

TEKSLA.K.8.D.ii

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: recognize characteristics and structures of informational text, including: titles and simple graphics to gain information.

TEKSLA.K.8.D.i

TEKSLA.K.7.C

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: describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud 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.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.

TEKSMA.K.2.I

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: compose and decompose numbers up to 10 with objects and pictures.

TEKSMA.K.3.C

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: explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

TEKSMA.K.6.A

Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles.

Science

TEKSSCI.K.9.A

Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: differentiate between living and nonliving things based upon whether they have basic needs and produce offspring.

TEKSSCI.K.9.B

Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.