SUMMER THEME ACTIVITIES FOR PRESCHOOL, PRE-K AND KINDERGARTEN

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SUMMER UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resource includes thematic lessons, activities, poems, songs and centers for your little learners during the summer season.

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THIS RESOURCE INCLUDES

Lesson Resources

Week 35 Plans
This is a template for lesson plans during a summer unit. Pick and choose what ideas and resources work for your learners.

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

Summer Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners read about fun floats to use in the pool.

Lesson Plans

Summer Thematic Plans
Use these plans as a guide for engaging summer read alouds and activities in the classroom.

Summer
Read And Then Comes Summer and have learners list activities, places and foods we experience in summer. Have learners choose an item from each category to illustrate in detail.

Hot Sun
Read Wet Dog or Heatwave and have learners draw a way to stay cool on a post-it to add to a chart. Learners can write and illustrate how they will stay cool.

Bubbles
Read Pop! A Book About Bubbles and work together to list the steps to make bubbles. Explore how bubbles react when blown different.

Ice Cream
Read Milk to Ice Cream and order the steps mentioned in the text. Work together to order how to make homemade ice cream and make your own to enjoy.

Watermelon
Read The Watermelon Seed and have learners draw what would happen if they ate a seed on a butcher paper watermelon. Have learners complete the BME writing activity,

Summer Sensory Charts
Explore summer with the five senses. Complete the charts together and have learners draw and write about their summer experience using their senses on the interactive page.

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

Literacy Centers

Literacy Center | Letter Match
Have learners match the snow cones by their uppercase and lowercase letter.

Literacy Center | Short Vowel
Have learners sort the pictures by their medial vowel sound on a pocket chart.

Literacy Center | Sight Word WTR
Have learners find the sight words around the room and write them on their printable page.

Math Centers

Math Center | Graphing Data
Have learners sort and record the pictures on the chart. Two graphs are provided.

Math Center | Addition
Have learners picture two watermelons and add the seeds in each on the mat provided

Math Center | Number Order
Have learners put the numbers in order counting up and counting down.

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a

Print many upper- and lowercase letters.

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/.)

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).

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.

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.NBT.A.1

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

CCSSK.CC.A.2

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

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.MD.B.3

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

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.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.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.E

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 connections to personal experiences, ideas in other texts, and society with adult assistance.

Writing

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.E

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: interact with sources in meaningful ways such as illustrating or writing.

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.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.

TEKSMA.K.3.B

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: solve word problems using objects and drawings to find sums up to 10 and differences within 10.

TEKSMA.K.8.A

Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to: collect, sort, and organize data into two or three categories.

TEKSMA.K.8.B

Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to: use data to create real-object and picture graphs.

TEKSMA.K.8.C

Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to: draw conclusions from real-object and picture graphs.