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RAINBOWS, LIGHT AND ST. PATRICK'S DAY UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

$10.00

RAINBOWS, LIGHT AND ST. PATRICK’S DAY UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resource includes thematic lessons, activities, poems, songs, and centers that focus on light and rainbows 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!


THIS RESOURCE WILL INCLUDE

Lesson Resources

St. Patrick’s Week Plans

This is a template for lesson plans during a St. Patrick’s or rainbow unit. Pick and choose what ideas and resources work for your learners.

Rainbows – Whole Group

These resources can be used during whole group instruction for a St. Patrick’s Day or rainbow theme. They include a poem, word cards, tracing page and table sign-in sheets.

Leprechaun Interactive Poem

Use this poem during a thematic lesson, whole group or a literacy center and have learners learn different things a leprechaun may be doing.

Lesson Plans

Light Thematic Plans

Use these plans as a guide for engaging light, rainbow and St. Patrick’s Day reaD alouds and activities in the classroom.

What is Light?

Read All About Light and begin the light anchor chart together. Have learners explore sources of light and begin their booklet.

Light Waves

Read Light Waves and continue the anchor chart. Have learners participate in three experiments with light.

Shadows

Read Light: Shadows, Mirrors and Rainbows and continue the anchor chart. Have learners find objects that block light to create shadows.

Rainbows

Read Rainbows and complete the anchor chart. Complete the experiment together to create a rainbow.

Leprechaun Trap

Read How to Trap a Leprechaun and build a trap together. Learners may complete the writing page.

Light Sensory Charts

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

Rainbow Predictable Chart Class Book

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

Literacy Centers

Literacy Center | Initial Sound

Have learners match the pictures to the correct initial sound.

Literacy Center | Short Vowel

Have learners sort the pictures by their middle vowel sound.

Literacy Center | Sight Word Write the Room

Have learners find the sight words around the room and write them on the printable. Two sets available.

Math Centers

Math Center | Addition

Have learners pick two cards to create an addition problem on the mats provided.

Math Center | Teen Counting

Have learners place the correct number of coins on the teen counting mats.

Math Center | Ten Frame Addition

Have learners roll dice and create an addition problem to solve on the ten frame.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase letters.
CCSSL.K.5a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
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.3b
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
CCSSRF.K.3c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSSRI.K.2
With prompting and support, identify the main topic and retell key details of 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).
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.
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.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.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
CCSSK.OA.A.4
For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Next Generation Science Standards

NGSS1-PS4-2
Make observations to construct an evidence-based account that objects can be seen only when illuminated. Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.
NGSS1-PS4-3
Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror). Assessment does not include the speed of light.

Texas Essential of Knowledge and Skills

Language Arts

TEKSLA.K.2.A.ii
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: recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.
TEKSLA.K.2.B.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 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 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.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 spelling knowledge by: spelling words using sound-spelling patterns.
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.v
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: identifying all uppercase and lowercase letters.
TEKSLA.K.2.E
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.
TEKSLA.K.5.C
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 and confirm predictions using text features and structures with adult assistance.
TEKSLA.K.5.H
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts…The student is expected to: synthesize information to create new 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.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 is expected to: recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance.
TEKSLA.K.8.D.iii
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres…The student is expected to: recognize characteristics and structures of informational text, including: the steps in a sequence 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.A
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: model the action of joining to represent addition and the action of separating to represent subtraction.

Science

TEKSSCI.K.2.A
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: ask questions about organisms, objects, and events observed in the natural world.
TEKSSCI.K.2.B
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: plan and conduct simple descriptive investigations.
TEKSSCI.K.2.C
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: collect data and make observations using simple tools.
TEKSSCI.K.2.D
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: record and organize data and observations using pictures, numbers, and words.
TEKSSCI.K.2.E
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: communicate observations about simple descriptive investigations.
TEKSSCI.K.3.B
Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: make predictions based on observable patterns in nature.
TEKSSCI.K.3.C
Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: explore that scientists investigate different things in the natural world and use tools to help in their investigations.
TEKSSCI.K.6.A
Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: use the senses to explore different forms of energy such as light, thermal, and sound.

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