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May Calendar and Circle Time Resources

$3.00

MAY CALENDAR AND CIRCLE TIME RESOURCES

UPDATED FOR 2018-2019

This resource can be used during your circle time or calendar in a Preschool, Pre-K or Kindergarten classroom for the month of May.

The calendars have editable fields throughout to help meet the specific needs of your learners.


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THIS ACTIVITY PACK INCLUDES

May Calendar
Includes a May title, editable year, and date cards with an ABBC pattern.

May Workpages
Print these pages front and back and have your learners fill in the
dates for the month of May and the May focus letters, numbers, shape, and color.

May Songs
Use these welcome, months, days of the week and weather songs
during May Calendar time.

Counting to 100
Practice counting to 100. Cut, tape or glue and laminate as a single
strip.

May Focus
Post the focus letters (Aa-Zz), numbers (1 through 20), shape
(pentagon), colors (brown and gray) and editable sight words to introduce and review during the month of May.

Manipulating Sounds
Through the month of May work on having learners orally change the sounds in words. (Say the word cat without the /c/, change the /n/ in nap to /l/, etc.) After the learners are able to orally manipulate the sounds, work together to complete the word ladders provided.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core

CCSSL.K.1a
Print many upper- and lowercase letters.
CCSSL.K.2c
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
CCSSRF.K.2c
Blend and segment onsets and rimes of single-syllable spoken words.
Math
CCSSK.CC.A.1
Count to 100 by ones and by tens
CCSSK.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSSK.G.A.2
Correctly name shapes regardless of their orientations or overall size

Next Generation Science Standards

NGSSK-ESS3-2
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. Emphasis is on local forms of severe weather.
NGSSK-ESS2-1
Use and share observations of local weather conditions to describe patterns over time. Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months. Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.

Texas Essential of Knowledge and Skills

TEKSLA.K.1.D
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking–oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: work collaboratively with others by following agreed-upon rules for discussion, including taking turns.
TEKSLA.K.2.A.vii
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: blending spoken onsets and rimes to form simple 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.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.3.C
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
Math
TEKSMA.K.1.A
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace
TEKSMA.K.1.F
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: analyze mathematical relationships to connect and communicate mathematical ideas.
TEKSMA.K.5.A
Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to: recite numbers up to at least 100 by ones and tens beginning with any given number.
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.8.A
Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: observe and describe weather changes from day to day and over seasons.
TEKSSCI.K.8.B
Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: identify events that have repeating patterns, including seasons of the year and day and night.

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