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Winter Unit for Preschool, Pre-K and Kindergarten

$10.00

WINTER UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resource includes thematic lessons, activities, poems, songs and centers about the winter season 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 INCLUDES

Lesson Resources

Week 16 Plans
This is a template for lesson plans during the first week of winter at school. Pick and choose what ideas and resources work for your learners.

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

Winter Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners integrate counting and reading.

Lesson Plans

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

Winter is Here
Read It’s Winter and complete a winter anchor chart with objects, activities and animals that describe winter. Learners make begin their Winter Booklet.

Winter Wonderland
Read Winter Wonderland and make a list of winter facts. Have learners write three new facts they learned about winter in their Winter Booklet.

Winter Clothes
Read The Jacket I Wear in the Snow and have learners dress the boy or girl in their Winter Booklet. Learners may also play a getting dressed relay game by putting on winter clothing and competing in teams.

Winter Activities
Read Let It Snow and have learners create the winter activities page in their Winter Booklet.

Winter Snowmen
Have learners create a snowman using white cupcakes liners on blue construction.  Learners may then complete a writing about what
snow children would do at night and create a class book.

Winter Sensory Charts
Explore winter with the five senses. Complete the charts together and have learners draw and write about what they experience with winter using their senses on the interactive page.

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

Literacy Centers

Literacy Center | Middle Sound
Have learners clip the middle sound for each word..

Literacy Center | Sight Word Mats
Change the words on each card to meet your learners needs. Have learners pick a card, build the word and write the word on the mat.

Literacy Center | Syllable Write the Room
Have learners find pictures around the room and count the syllables in each to record on their page.

Math Centers

Math Center | Counting Mat
Have learners count the correct number of snowballs on each mat.

Math Center | New Pattern
Have learners create a new pattern using manipulatives using the same sequence on each card..

Math Center | Positional Snowman
Have learners place the paper snowman or a stuffed snowman around the room according to the cards.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSCCRA.W.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSSRF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSSRF.K.2b
Count, pronounce, blend, and segment syllables in spoken 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.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.
CCSSSL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
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.

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.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.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

Language Arts

TEKSLA.K.2.A.iv
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 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 is expected to: demonstrate phonological awareness by: segmenting multisyllabic words into syllables.
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.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 phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.
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.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.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.D
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts…The student is expected to: create mental images to deepen understanding with adult assistance.
TEKSLA.K.6.A
Response skills: listening, speaking, reading, writing, and thinking using multiple texts… The student is expected to: describe personal connections to a variety of sources.

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.

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