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Gingerbread Unit for Preschool, Pre-K and Kindergarten

$10.00

GINGERBREAD UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

These gingerbread resources 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

Week 14 Plans
This is a template for lesson plans during gingerbread week of school. Pick and choose what ideas and resources work for your learners.

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

Gingerbread Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners integrate counting and reading.

Gingerbread Thematic Plans
Use these plans as a guide for engaging gingerbread read alouds and activities in the classroom.

Gingerbread Man
Read The Gingerbread Man and complete the story map on the pocket chart together. Have learners create and use their own storytelling pouches.

Gingerbread Baby
Read The Gingerbread Baby and complete the story map on the pocket chart together. Have learners work together to find similarities and differences in The Gingerbread Man and The Gingerbread Baby..

Gingerbread Draft
Have learners create a draft of their own gingerbread house. Show examples of houses, preview materials and discuss before learners create their draft.

Gingerbread Plan
Model how to plan the steps for making a gingerbread house. Have learners list their materials and the steps they need to follow in order to make their gingerbread house.

Gingerbread House
Have learners use their plan and the materials available to create their own gingerbread house on a plate or board.

Gingerbread Sensory Charts
Explore gingerbread with the five senses. Complete the charts together and have learners draw and write about what they experience with gingerbread using their senses on the interactive page.

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

Literacy Center | Sound Match
Have learners match the gingerbread men by the letter sound and picture.

Literacy Center | Rhyming Pairs
Have learners match the rhyming gingerbread cookies pairs.

Literacy Center | Write the Room
Have learners find the words around the room and write them on the work page.

Math Center | Counting Clip Cards
Have learners clip the number for the cookies on the cookie sheets.

Math Center | Create a Pattern
Have learners use the pictures to create the pattern on each mat.

Math Center | Pattern or Not
Have learners have sort the cards by whether they are a pattern or not a pattern..


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase letters.
CCSSRF.K.1a
Follow words from left to right, top to bottom, and page by page.
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.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information 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).
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.3
With prompting and support, identify characters, settings, and major events in a story.
CCSSRL.K.2
With prompting and support, retell familiar stories, including key details.
CCSSRL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
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.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.

Next Generation Science Standards

NGSSK-2-ETS1-2
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
NGSSK-2-ETS1-1
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

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.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.iv
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 reading at least 25 high-frequency words from a research-based list.
TEKSLA.K.2.C.iii
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 high-frequency words from a research-based list.
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.2.D.iii
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: 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 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: identifying all uppercase and lowercase letters.
TEKSLA.K.5.E
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 connections to personal experiences, ideas in other texts, and society 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.A
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: discuss topics and determine the basic theme using text evidence with adult assistance.
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.

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