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September Calendar and Circle Time Resources

$4.00

SEPTEMBER CALENDAR AND CIRCLE TIME RESOURCES


UPDATED FOR 2020-2021

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

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

September Calendar
Includes a September title, editable year, and date cards with an AAB pattern.

September Workpages
Print these pages front and back and have your learners fill in the
dates for the month of September and the September focus letters, numbers, shape, and color. (the text is editable to meet your learners’ needs)

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

Counting Apples
Practice counting to 20 everyday using these apples. Cut, tape or
color (blue) to introduce and review during the month of September.
glue and laminate as a single strip.

September Focus
Post the focus letters (Aa-Ee), numbers (1 and 2), shape (circle) and editable sight word cards.

Syllables
Edit the name strips for the learners in your class. Sort each name
by syllable throughout the month in a different way. (i.e. clap, stomp, snap, tap, etc)


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.2b
Count, pronounce, blend, and segment syllables in spoken words.
Math
CCSSK.CC.A.1
Count to 100 by ones and by tens
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.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.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 phonological awareness by: identifying syllables in spoken words.
TEKSLA.K.2.A.vi
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: segmenting multisyllabic words into syllables.
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.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.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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