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Polar Express Unit for Preschool, Pre-K and Kindergarten

 

$10.00

POLAR EXPRESS UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resource includes polar express 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 15 Plans
This is a template for lesson plans during Polar Express week of school. Pick and choose what ideas and resources work for your learners.

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

Polar Express Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners can travel through new long.

Lesson Plans

Polar Express Thematic Plans
Use these plans as a guide for engaging Polar Express and holiday read alouds and activities in the classroom.

Carter’s Christmas
Read Carter’s Christmas and travel on the Polar Express to visit Carter. Complete the anchor chart and train booklet for Christmas.

Caleb’s Hanukkah
Read Caleb’s Hanukkah and travel on the Polar Express to visit Caleb. Complete the anchor chart and train booklet for Hanukkah.

Rashad’s Ramadan
Read Rashad’s Ramadan and travel on the Polar Express to visit Rashad. Complete the anchor chart and train booklet for Ramadan.

Kevin’s Kwanzaa
Read Kevin’s Kwanzaa and travel on the Polar Express to visit Kevin. Complete the anchor chart and train booklet for Kwanzaa.

Chelsea’s Chinese New Year
Read Chelsea’s Chinese New Year and travel on the Polar Express to visit Chelsea. Complete the anchor chart and train booklet for Chinese New Year.

Polar Express Day
Read the Polar Express. Pass out the tickets to watch the movie and attach the cards to silver bells for a surprise.

Polar Express Sensory Charts
Explore a train with the five senses. Complete the charts together and have learners draw and write about what learners may experience while on a train ride.

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

Literacy Centers

Literacy Center | Alphabet Write the Room
Have learners find the letters around the room and write the capital and lowercase on their paper.

Literacy Center | Build a Word
Have learners build the sight words using the cookie alphabet cards.

Literacy Center | CVC Sleighs
Have learners match the picture to the correct CVC word.

Math Centers

Math Center | Number Mats
Have learners form, write and count the number with small jingle bells..

Math Center | Number Order
Have learners put the number cards in order on a pocket chart. Learners may count up or count down.

Math Center | Subitize Write the Room
Have learners find the cards around the room and write the correct number.


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.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.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.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.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).
CCSSRI.K.10
Actively engage in group reading activities with purpose and understanding.
CCSSRL.K.3
With prompting and support, identify characters, settings, and major events in a story.
CCSSRL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
CCSSSL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
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.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.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.

Texas Essential of Knowledge and Skills

Language Arts

TEKSLA.K.2.A.iii
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 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 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 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.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 spelling knowledge by: spelling words with VC, CVC, and CCVC.
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.iv
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 the difference between a letter and a printed word.
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.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.
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.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.F
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: respond using newly acquired vocabulary as appropriate.
TEKSLA.K.8.D.i
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: the central idea and supporting evidence 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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