INTERACTIVE POEM BUNDLE

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INTERACTIVE POEM BUNDLE

This resource includes ONLY the INTERACTIVE POEMS in the Thematic Activities for Little Learners Bundle

THIS RESOURCE INCLUDES

Back to School Interactive Poem

All About Me Interactive Poem

Families Interactive Poem

Apples Interactive Poem

Farm Interactive Poem

Dinosaurs Interactive Poem

Fairy Tales Interactive Poem

Scarecrow Interactive Poem

Fall Interactive Poem

Fire Safety Interactive Poem

Nocturnal Animals Interactive Poem

Halloween Interactive Poem

Pumpkins Interactive Poem

Thanksgiving Interactive Poem

Gingerbread Interactive Poem

Polar Express Interactive Poem

Christmas Interactive Poem

Winter Interactive Poem

Animals in Winter Interactive Poem

Polar Animals Interactive Poem

Texas Interactive Poem | COMING SOON!

Community Helpers Interactive Poem

Transportation Interactive Poem

Valentines Interactive Poem

America Interactive Poem

Dental Health Interactive Poem

Space Interactive Poem

St. Patrick’s Day Interactive Poem

Spring Interactive Poem

Easter Interactive Poem

Weather Interactive Poem

Plants Interactive Poem

Bugs Interactive Poem

Our Earth Interactive Poem

Zoo Interactive Poem

Camping Interactive Poem

Pirates Interactive Poem

Ocean Interactive Poem

Summer Interactive Poem

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSRF.K.1

Demonstrate understanding of the organization and basic features of print.

CCSSRF.K.1a

Follow words from left to right, top to bottom, and page by page.

CCSSRF.K.1b

Recognize that spoken words are represented in written language by specific sequences of letters.

CCSSRF.K.1c

Understand that words are separated by spaces in print.

CCSSRF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSSRF.K.3

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

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.

Texas Essential of Knowledge and Skills

TEKSLA.K.2.A.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 phonological awareness by: identifying the individual words in a spoken sentence.

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.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.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.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 print awareness by: recognizing the difference between a letter and a printed word.

TEKSLA.K.5.A

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: establish purpose for reading assigned and self-selected texts with adult assistance.