VALENTINE’S DAY THEME ACTIVITIES FOR PRESCHOOL, PRE-K AND KINDERGARTEN

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Valentine’s Day and Kindness Thematic Unit

In this pack, whole group, small groups and independent resources are used for a thematic lesson about Valentine’s Day. Lesson plans with mini-lessons, center activities, and an interactive page are available for each week of instruction.

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THIS RESOURCE INCLUDES

Week 22 Plans

This is a template for lesson plans during the week of Valentine’s Day at school. Pick and choose what ideas and resources work for your learners.

Valentine’s Day – Whole Group

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

Valentine’s Day Interactive Poem

Use this poem during a thematic lesson, whole group or a literacy center and have learners choose Valentines gifts they can give their friends and family.

Kindness Thematic Plans

Use these plans as a guide for an engaging Valentine or kindness read aloud and activities in the classroom.

Be Kind to Everyone

Read Try a Little Kindness and complete the kindness chart together. Learners may then create their own act of kindness using the Kindness Grid printable.

Be Kind to Ourselves

Read I Love Myself Today and have learners pair and share something they love about themselves. Learners may make a book to understand that they must love themselves before they can love others.

Be Kind to Our Family

Read Oh, the Things My Mom Will Do and list ways families show love to each other. Leaners may draw or write how they love their family and their family loves them.

Be Kind to Our Friends

Read Be Kind and create a chart together of ways they can show kindness to their friends. Learners may create a flip book.

Be Kind to Others

Read Miles of Smiles and have learners create a Smile Bag they can fill with Smile Cards to give to others.

Valentine’s Day Sensory Charts

Explore Valentine’s Day with the five senses. Complete the charts together and have learners draw and write about the holiday using their senses on the interactive page.

Kindness Predictable Chart Class Book

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

Literacy Center | Alphabet Pocket Chart

Have learners match the letters on a pocket chart.

Literacy Center | Short Vowel

Have learners sort the picture cards by their vowel sound.

Literacy Center | Sight Word Write the Room

Have learners find and write the sight words they find around the room.

Math Center | Counting Clip Cards

Have learners clip the correct number for each picture on the clip cards.

Math Center | Missing Number

Have learners find the missing number and place it in the correct set.

Math Center | Positional Words

Have learners place the correct picture on the card based on their positional word..

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a

Print many upper- and lowercase letters.

CCSSL.K.1d

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CCSSL.K.5c

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CCSSRF.K.1d

Recognize and name all upper- and lowercase letters of the alphabet.

CCSSRF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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).

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).

CCSSRL.K.3

With prompting and support, identify characters, settings, and major events in a story.

CCSSRL.K.10

Actively engage in group reading activities with purpose and understanding.

CCSSSL.K.4

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSSSL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

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.

CCSSW.K.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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.

CCSSK.G.A.1

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Texas Essential of Knowledge and Skills

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.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.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.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.

TEKSLA.K.5.I

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts… The student is expected to: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

TEKSLA.K.6.E

Response skills: listening, speaking, reading, writing, and thinking using multiple texts…The student is expected to: interact with sources in meaningful ways such as illustrating or writing.

TEKSLA.K.7.C

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–literary elements… The student is expected to: describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance.

Math

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.