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Scarecrow Unit for Preschool, Pre-K and Kindergarten

$10.00

SCARECROW UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This 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!


THIS RESOURCE WILL INLCUDE

Week 6 Plans
This is a template for lesson plans during scarecrow week of school. Pick and choose what ideas and resources work for your learners.

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

Scarecrow Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners change the scarecrow’s feelings.

Scarecrow Thematic Plans
Use these plans as a guide for engaging scarecrow read alouds and activities in the classroom. There are also fables listed that correlate with each read aloud.

Appearances Can Be Deceiving
Read Lonely Scarecrow and complete the Scarecrow and Snowman chart together. Have learners complete the writing page or simply discuss.

Find Joy in the Ordinary
Read Scarecrow and have draw or write something in their everyday life that brings them joy. Use the word/title cards to create a chart to display their work.

Little By Little Does the Trick
Read The Scarecrow’s Hat and retell the story using the sequencing pockets. Have learners glue the title and pockets on a strip of manilla paper or a sentence strip. Learners may flip the first and then flap and move the objects to retell the story.

Everyone is Important
Read The Scarecrow’s Dance and have learners write about how someone in their life is important to them. Create the scarecrow craft and glue on writing for a hallway display.

Treat Other the Way You Want to Be Treated
Read Otis and the Scarecrow and have learners write or draw 3 ways they can be nice to others and complete the “Crow” some Kindness book. (glue in an interactive notebook)

Farm Sensory Charts
Explore scarecrows with the five senses. Complete the charts together and have learners draw and write about what a scarecrow would experience using their senses on the interactive page.

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

Literacy Center | Rhyming Crows
Have learners match the crows by the rhyming pictures.

Literacy Center | Kernel Alphabet Letters
Have learners use corn kernels to form the letters and then trace with a marker.

Literacy Center | Beginning Sound Pocket Chart
Have learners match the letter to the correct beginning sound. (Aa-Ll)

Math Center | Kernel Numbers
Have learners form and count the numbers with corn kernels.

Math Center | Number Order
Have learners put the crown 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.

BONUS Resource
Complete the shape scarecrow for a fun math activity!


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase 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.2a
Recognize and produce rhyming words.
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/.)
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).
CCSSRL.K.2
With prompting and support, retell familiar stories, including key details.
CCSSRL.K.3
With prompting and support, identify characters, settings, and major events in a story.
CCSSSL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
CCSSW.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).
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.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.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.

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.A.x
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: segmenting spoken one-syllable words into individual phonemes.
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.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.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.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.5.E
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts…The student is expected to: make connections to personal experiences, ideas in other texts, and society with adult assistance.
TEKSLA.K.6.A
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: describe personal connections to a variety of sources.
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.

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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