We've set up our toddler and preschool classroom this week for the friends and family theme, including a friendship banner and a family tree!
This unit presents three activities that celebrate the family including the game of "Mother May I?", a song titled "You Are My Family", and pretending to be different members of the family, dress up, and "Play House". Also includes a contents page.
My Family & Me Preschool Theme | Worksheets | PRINTABLE Explore this "My Family and Me Preschool Theme" worksheets and printables. These engaging activities promote family exploration and provide opportunities for early learning. These activities offer opportunities for children to explore and celebrate their family while promoting early learning in various areas such as literacy, numeracy, fine motor skills, and social-emotional development. Use these worksheets in the classroom, at home, or during homeschooling to enhance the preschool learning experience. It is designed for pre-k, preschool, kindergarten, and homeschool. You may also use it as a learning binder for longer and repeated use. Check out for other learning theme here: All About Me Preschool Theme Me and My Community Preschool Theme Or Check out my store for other free and paid resources. Click here. My Family and Me preschool theme | worksheets | activities | printables
Hello Everyone! While looking through my plans for the next couple of weeks, I realized I hadn't shared my mini family unit. We study the family this time of year as a celebration of what family is, why it is important, and especially the wants and needs of families. I love learning about the different traditions, cultures, celebrations (small and major) that envelope my kiddos. Learning about the differences in our families helps us appreciate our friends and relationships. I love the "melting pot" that classrooms have become. Here are samples of a few of the pages that are in my mini family unit. Unit includes a six page mini books the kids can make Wants and Needs For your free little mini unit on family, click here Unit is 14 pages of kid activities! Have a great rest of the weekend! I'm off to work on report cards!! Joyfully! Nancy
Family is the most important thing ever! You can teach your child this through this Paper House My Family Craft.
I love talking about family in Sunday School! It's developmentally appropriate for preschoolers because it's about them and easily relatable.
Students can complete this at the beginning of the year, for show and tell, or during any applicable unit or family night! ...
Life skills are not something people are born with. Valuable tidbits such as creativity, responsibility and empathy are learned by observing and interacting with others around us – like our friends. Having one amazing friend to help your family learn and grow would be fantastic – but imagine having...
If you're a preschool teacher or homeschool mama, you'll definitely love these no prep Printable Fine Motor Thanksgiving Preschool Worksheets! They're quick & easy and little kids adore the fun cutting and tracing, coloring, and
Here are some fun Family and Homes songs for your Preschool to Kindergarten kids to enjoy! Use these songs during a Family and Homes theme. These songs
We've set up our toddler and preschool classroom this week for the friends and family theme, including a friendship banner and a family tree!
Pre-K & Preschool theme ideas for learning about families Find more Family Theme Activities for Pre-K on the category page. Books Check here for a
Link to the Family Theme resource for Kindergarten English Langauge Learner: https://www.teacherspayteachers.com/Product/Family-Activities-for-Preschool-ELL-1804127 Watch the video of the complete resource: I also have the resource at this store: https://www.bilingualmarketplace.com/products/family-theme-for-kindergarten-efl?variant=35996639068324 Provide an environment with lots of exposure to the family theme. Students should be able to say the family members words. 1 Flashcards are useful to review family words. You can start using only a few cards not the whole set, introduce more as you see progress. Family flashcards Activity 1: Place the flashcards around the room Teacher: sister. Point to sister. Children look around and point to the family member. Repeat with more family members. Family Flashcards and Numbers review. Preschool Activity 3: Give students a flashcard and have them stand in line. Name a family member and instruct that students to step forward and spin or turn around in place. Teacher: baby! Where´s baby ? Turn around , baby! Family Unit Puppets: Make some puppets with the family members. Dramatic play helps with learning new words and expressions, while enhancing the skills of listening and speaking. Make puppets part of your routine. Puppet activity 1: Have the class greet the puppets: Teacher: (showing the dad puppet)Hello , students! Class: hello, dad!! Repeat with all the other family members. Puppet activity 2 to introduce the family members: Teacher: (Point to daddy). Who´s he ? Students: He´s daddy. Puppet activity 3: Hold up a family member puppet. Teacher: Is this mother ? Students have to nod or shake their heads or hold up the yes or no puppets. (available on my TPT store) Students:if the answer is YES, have them wave and greet the family member. Hello, mother! Puzzle: Cut the family members cards into 4 pieces. Show one piece to the class and have them guess the family member. Place on the board. Have the children come up to the front to put the puzzle together, or have them do it on their tables. Family Shapes. There are 2 versions for this game. a- The family members are in each shape. Have the children say which family member is in each shape. Name a family member and have them say which shape that person is in. Teacher: Where is Mother? Students: In the triangle! I created a flannel board out of an old file folder, by pasting felt directly to the file. I also glued some velcro on each shape. b- Blank shapes and separate family members. Place the shapes on the board. Have the children place a family member where you indicate. Teacher: Grandpa is in the circle. Baby brother is in the oval. Baby Girl is in the rectangle. Family drawing: have children draw their families and describe them to the class. Family draw in: I made all these family members without face parts. The chidren will have to draw them and make them happy, sad or angry to review emotions and parts of the face. There are also big faces to do the same, but with pink or red yarn paste on an emotion to it. Animal family: I ran across these animal families and made them as into matching cards. Students can read and understand family vocabulary. Awards: put a safety pin behind. Family Halves Game: give students all the halves and have them sort the people by family members. Also, give each student a half and have them get together by finding a partner with another half. Then, have them get together by family members. Family Album: have the students cut and paste family pictures in each space. Then can also draw each family member. Family Domino: paste your domino onto old files or scraps of old cardboard. Give them free play time with the dominos. And continuing with my collection of worksheets for Preschool English Language Learners, here are some more. Worksheet 1. This is always the worksheet to use as flashcards and more. Keep them for all the classes to revise vocabulary. Tell the students to color each family member in different color hair and eyes, to make different combinations. You can make a class graph or a table graph with the hair color and eye color. Students will demonstrate understanding by reading and matching the word that can be taken off each card and having students match the word to each picture. Worksheet 2. Blank faces for children to make a happy, sad, angry face. I also added the color splotches and the numbers. Instruct students to color their family members in any color combination they want. Colllect all the color splotches in a bag. Take one out at a time. Teacher: What color is this ? Students: Red. Teacher: Who has red hair ? Student: My sister ! ( Answers may Vary ) Teacher: OK. Bring me your sister. ( place the red splotch on the board next to all the family members that have red hair. Continue with all the other color splotches. Then place the numbers next to each family member. Say a number and have the students say who it is and describe the person. Teacher: Number two ! Who´s number two ? Students: It´s mommy ! Teacher: What color is mommy´s hair ? Students: It´s black. Teacher: What color are mommy´s eyes? Students:They´re black. Teacher: Is she happy or sad ? Students: She´s happy. Worksheet 3. Have students trace each mouth with a red crayon. Teacher: Look at brother! He is happy. Trace his mouth. Students trace the contour of each family member. There are the numbers 1 to 4. Have the students place a family member next to each number. Teacher: Number 4. Students: daddy! Teacher: happy, sad or angry? Students: happy ! Worksheet 4. The classic portrait. It´s so much fun to see how the show their family members to the class. And There is the letter arts and crafts for the family theme resource: Link:https://www.teacherspayteachers.com/Product/Letter-arts-and-crafts-collection-3378536 This resource is part of the Family Unit BUNDLE: https://www.teacherspayteachers.com/Product/Family-Unit-BUNDLE-for-Kindergarten-and-Elementary-ESL-6704385 Follow me!
The teaching theme focus for this packet is Families 1 (Who Can Be in a Family?). This theme features a great deal of oral language activity, and diverse families. Be sure to click on the PREVIEW link to see some more pages. 40 pages ********************************* Pre-K Themes is a series of mini teaching topics that are focused towards preschool and Pre-K learners. Although the activities are written to cover one full day of activities and related games, centers and other printables, there are enough ideas to extend the theme longer if needed. Instantly ready to use. Very few additional items are needed to present the activities besides basic art supplies and cardstock. Use the centers from year to year. This series of teaching units saves time and money, and all activities are solidly supported by the foundational concepts leading to the Common Core Kindergarten standards. You can slide a unit effortlessly into your usual curriculum lesson plans when you are in a hurry, or you can use the units as a central focus of your curriculum. The learning areas included are: A Spark! Activity to ignite interest in the topic Large group learning time Discovery centers Music and movement A story suggestion Small group game, and a Record and remember activity All the printables needed are included – click on the activity description to go to the related printables. *********************************** FAMILIES 2 FAMILIES and WORK FAMILIES and CELEBRATIONS Discounted BUNDLE of all 4 Families theme units. ********************************* This pack is included in the MEGA BUNDLE November Preschool Themes BUNDLE ********************************* Looking for a different theme pack? Go here to see many more Pre-K Themes units. Go here to download the entire "Cookies Pre-K Theme" pack (44 pages) for FREE! Why am I giving away the complete file for free? Because I LOVE the Pre-K Themes series, and I want you to love it, too.
Included in this unit are activities to help the students learn more about his/her family, themselves and how to be a better friend. Included in this unit: Family Picture Vocabulary Word Cards Writing Templates Bubble Maps (Me, Family and Friends) Tree Maps (Me, Family and Friends) Happy Birthday to Me! Home Sweet Home My Address Brrr-ing! I Am Special All By Myself All About Me Family Printable Family Portrait Families Share, Work & Play Together I Can Help My Family Who's In My Family? Friend Printable Friend Portrait I Can Help My Friends Three Ways I Can Be a Good Friend How to Make Friends Family Bracelet Activity Friendship Snack Mix Activity & Recipe Assessment All About Me Book 2 Family Emergent Readers 1 Friend Emergent Reader Name Matching Center Pocket Chart Matching Activity Letters in Our Names Center Activity Family Stamping Family Fun Math Center Friends' Name Graphing Measuring My Friends and Family Me Craftivity Family Tree Craftivity Look at Me Mobile Craft Take a look at the preview to get a better look!
This toddler friendship activity is easy and fun to make and is a simple reminder that we are all friends in our classroom.
The teaching theme focus for this packet is Families - What is a Family?, the second set of lessons for this theme. 40 pages IMPORTANT: Be sure to click on the PREVIEW link to see some more pages ***************************** Pre-K Themes is a series of mini teaching topics that are focused towards preschool and Pre-K learners. Although the activities are written to cover one full day of activities and related games, centers and other printables, there are enough ideas to extend the theme longer if needed. Instantly ready to use. Very few additional items are needed to present the activities besides basic art supplies and cardstock. Use the centers from year to year. This series of teaching units saves time and money, and all activities are solidly supported by the foundational concepts leading to the Common Core Kindergarten standards. You can slide a unit effortlessly into your usual curriculum lesson plans when you are in a hurry, or you can use the units as a central focus of your curriculum. The learning areas included are: A Spark! Activity to ignite interest in the topic Large group learning time Discovery centers Music and movement Story suggestions Small group game, and a Record and remember activity All the printables needed are included – click on the activity description to go to the related printables. *************************** FAMILIES 1 FAMILIES and WORK FAMILIES and CELEBRATIONS Discounted BUNDLE of all 4 Families theme units. **************************** This pack is included in the MEGA BUNDLE November Preschool Themes BUNDLE Looking for a different theme pack? Go here to see many more Pre-K Themes units. Go here to download the entire "Cookies Pre-K Theme" pack (44 pages) for FREE! Why am I giving away the complete file for free? Because I LOVE the Pre-K Theme series, and I want you to love it, too.
Learning about families is common in preschool and kindergarten programs as children learn to appreciate that each and every child and family is unique and special. Today I have collected together seven family-themed fingerplays and action songs that make a great addition to circle times – and are just plain fun to […]
Teachers can use these 15 friendship books and videos for the classroom to teach kids friendship skills: how to make friends and how to be a good friend.
Hello Everyone! We have been working hard this week on identifying coins and telling their value. Today we created a whole group game to help with cementing those ideas. We made a "Bigger than Life" gameboard (you know my love of those shower curtain sized gameboards!). We divided the board into 25 sections with tape and then filled each section with either a coin, the coin's name, the value, or the value words. We taped paper coins to a foam die. The kids took turns rolling the die and covering something on the board that matched with the coin rolled. We played until we had 5 in a row covered! The kids were completely engaged for the entire game, helping each other and cheering when we finally had 5 in a row. A smaller version of this game will become a math tub game for next week. You can get a printable of this game including large cards for the whole group lesson and small game board for math tubs.Simply CLICK HERE!!! :) It's FREE! (I am hoping that google docs is cooperating. Every time I upload things lately, it looks different. Remember, you can always e-mail me and I will send you the doc that way!) Next week we will begin a reading/social studies unit on family wants and needs. I have shared my "Me and My Family" before, but I added some elements using two favorite books, "A Chair for My Mother," and "The Relatives Came." You can get this printable! You don't even need to save!! All you need to do is CLICK HERE!!! :) I hope!! Ok!! I've got stuff to do to get ready for our SCI FRI tomorrow!! Magnet fun!! Yippee!! Have a fantastic Friday!! Joyfully! Nancy
DIY friendship books for preschoolers so that you can talk with your child about the friends that they have made and remember who they are as they get older
A collection of preschool family theme activities including books, crafts, sensory activities, and class projects for children to learn about families.
The goal of an “All About Me” theme is usually to help classmates get to know each other better, but when your only student is your own child, that puts a bit of a different spin on things. For our All About Me theme we focused on emotions, family, and learning more about ourselves. Here […]
These all about me activities are perfect for your all about me theme in preschool, pre-k, or kindergarten. They are low-prep and lots of fun!
Hello Everyone! While looking through my plans for the next couple of weeks, I realized I hadn't shared my mini family unit. We study the family this time of year as a celebration of what family is, why it is important, and especially the wants and needs of families. I love learning about the different traditions, cultures, celebrations (small and major) that envelope my kiddos. Learning about the differences in our families helps us appreciate our friends and relationships. I love the "melting pot" that classrooms have become. Here are samples of a few of the pages that are in my mini family unit. Unit includes a six page mini books the kids can make Wants and Needs For your free little mini unit on family, click here Unit is 14 pages of kid activities! Have a great rest of the weekend! I'm off to work on report cards!! Joyfully! Nancy
I did a sketch on Saturday to reflect my love of home life and turned it into a coloring poster at the request of a few of my followers. I would love to share it with you too. Perhaps you can use it when exploring family and home with your students. Providing opportunities for your students to discuss their home and family life will help them develop their identity and a positive sense of self. Being able to share about their role and responsibilities in the family will give them the confidence to discover their role at school or within the learning environment. They can build confidence and connections with their peers. Talking about families I blogged a week or so ago about Owl Bat Bat Owl the book. What a great opportunity to revisit the story to explore the topic of family, and differences in families. There are no words in this book which allows you the opportunity to engage your students in storytelling. After reading, ask your students to: describe the families talk about how the bat and owl family are similar talk about how they are different talk about how each owl and/or bat behaves different in the family describes the roles/behaviors of family members compare experiences revealed in the book to their own life Sharing about family Students can share about their own family, with the class. ask them to draw a picture or write about their family ask them to choose a family member and tell some interesting facts about them compare family sizes and graph the results as a class brainstorm roles, responsibilities of different family members and discuss similarities and differences Depending on the social and cultural context of your school, there may be some sensitivities that you need to observe when discussing families with your students. In some circumstances it may be more appropriate to ask students about 'who lives in your home' rather than using the term 'family'. I've added a few options for the coloring page, including one where students can draw people in the windows. More than one person can be drawn in each window for large families. Find this printable in Google Drive to download - There's No Place Like Home Coloring Page Thanks so much for stopping by the blog today, find more coloring pages over in our Pond Coloring Club!
Here is a free family theme printable for you. It is a great activity to add to your Thanksgiving, All About Me, or Family themed lesson plans. You can even make a class book with the pages. Today I
We Are Family Relationships and Culture Unit 5 Days Created by: Kallie Newman Presented to: Dr. Stacia Emerson In Partial Fulfillment of the Requirements for EDU 4610: Environmental Processes and Assessments Social Studies and Language Arts Unit WE ARE FAMILY TOPIC: Relationships and Culture (family) PRE-UNIT ASSESSMENT: Oral questioning GOALS OF UNIT: In this unit, students learn that there are different kinds of families and no one structure is better than another. They discover that all types of families love and care for each other. They will also develop an understanding that a strong relationship, such as our class, can by identified as a family as well. CONCEPTS OF UNIT: · fine motor skills · creativity · self-awareness · color recognition · classification · sorting · language development · print awareness · observation · reasoning · critical thinking · recording data social skills reading comprehension. · punctuation awareness · capitalization awareness · phonics BOOKS TO SUPPORT UNIT: · “Black is brown is tan” by Arnold Adoff · “Animal Families” by Lorrie Mack · “ABC: A Family Alphabet Book” by Bobbie Combs · “Who’s in a Family?” by Robert Skutch · “Me and My Family Tree” by Paul Showers · “The Relatives Came” by Cynthia Rylant · “Does a Kangaroo Have a Mother, Too?” Eric Carle · “The Family Book” by Todd Parr · “I Go with My Family to Grandma’s” by Riki Levinson · “Grandpa Green” by Lane Smith RESOURCES AND MATERIALS NEEDED FOR CHILDREN: · My Family, Your Family Venn diagram sheets · Clear tape · Apple cut-outs · Tree pieces · Construction paper · Writing utensils · Relative vocabulary lists · Interview questionnaire · Short story of a family without rules Centers Students will have free choice of centers. They will have a key with their name on it; each center will have a certain number of hooks for keys to go on. If the hooks are full, students go to the next center. Art Center: · The goals of the art center are fine motor skills, creativity, self-awareness, and color recognition. · Students will create paper bag family puppets. The puppets will be made to look like each member of their family. These can be used for dramatic play or a puppet center. Math Center: · The goals of the math center are classification, sorting, and fine motor skills. · Children cut out pictures of people and families from magazines, and glue them on paper divided into two sections: “children” and “parents”. They decide which category to glue the people cut-outs. · This can be extended with more categories such as: “moms”, “dads”, “grandmothers”, etc. Writing Center: · The goals of the writing center are creativity, language development, and print awareness. · Students will create cards for a member(s) of their family. They will need to include at least 3 complete sentence statements, along with illustrations. Example given will be World’s Greatest ___ and thank you ___ for ___. Science Center: · The goals of the science center are observation, reasoning, critical thinking, and recording data. · After reading “Me and My Family Tree”, students will look in mirrors to observe their own features. They will think about what their parents look like and determine what traits they got from their mom and what traits they got from their dad. (or grandparents if needed) Story Retelling Center: The goals of the poetry center are social skills, language development, and reading comprehension. Students will read and retell the story “Does a Kangaroo Have a Mother, Too?” by Eric Carle. Masks of each animal in the book will be provided so children can have multiple roles to choose from and act out. Editing Center: · The goals of the sorting center are punctuation awareness, capitalization awareness, and phonics. · The students will copy sentences from the book “Black is brown is tan” by Arnold Adoff onto notebook paper. They will then determine where correct capitalization and punctuation should go to make the sentences accurate. Day 1 Title: Similar and Different Families – Our Family Quilt Social Studies TEKS (first grade): · 11A) identify similarities and differences among people such as kinship, laws, and religion. · 11B) identify similarities and differences among people such as music, clothing, and food. English Language Arts and Reading TEKS (first grade): · 21A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences. · 21B) recognize and use basic capitalization. · 21C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences. Objectives: · After reading “Who’s in a Family?” by Robert Skutch, students will draw an illustration of their own family and write at least 2 characteristics about them on the back in complete sentences with correct capitalization and punctuation. · After completing their family illustrations and discussing similarities and differences, students will find a partner and compare pictures to accurately fill out the My Family, Your Family Venn diagram. Materials: · “Who’s in a Family?” by Robert Shaw · Colored construction paper · Writing utensils · My Family, Your Family Venn diagram sheets · Clear tape Procedures: · I will begin the lesson with saying: “I have a brother. Does anyone else have a brother? Who has a sister instead of a brother? Who has neither? All families are similar and different.” · I will read “Who’s in a Family?” by Robert Shaw. I will discuss with students that families are similar and different in various ways like the book described. · I will then pass out construction paper to each student and give them the instructions to draw an illustration of their family. · When they are done, they are to write 2 complete sentences with correct punctuation and capitalization that describe their family on the back. · If they are finished before everyone else, they will create another sentence. · When everyone is done with their sentences, I will pass out the My Family, Your Family Venn diagram. · I will give the instructions that they are to find a partner and compare/contrast their own family to someone else’s, recording facts on the Venn diagram sheet. · When students are done, I will ask for multiple examples. · I will tell students that I am going to make a quilt (explaining that a quilt is different material sewn into one piece) to represent how we are a family too in the classroom even though we are all different. · I will close the lesson by asking them, “So what did we learn today?” · I will tape the pictures together and hang the “quilt” on the wall next to our bulletin board. Assessment, Reflection, and Revision: · Assessment of students learning: Students will have successfully completed the lesson with appropriate understanding if they accurately identified at least 2 characteristics about their family in complete sentences and accurately completed the My Family, Your Family Venn diagram. · Reflective thoughts about lesson: Did my students understand the concept? Were they able to identify characteristics in complete sentences? Did they understand similarities and differences between families? What worked and what didn’t? · Suggestions for revision if used again: Possible solutions for what didn’t work. Remediation/Extension Activities: · I will challenge students to get another My Family, Your Family sheet and go to the “quilt” hanging on the wall to find another picture to compare to their own. Day 2 Title: My Family Tree Social Studies TEKS: · 3A) distinguish among past, present, and future. · 3B) use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow. English Language Arts and Reading TEKS: · 21A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences. · 21B) recognize and use basic capitalization. · 21C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences. · 22C) spell high frequency words with from a commonly used list Objectives: · After reading the book “Me and My Family Tree” by Paul Showers, students will create their own family trees going back at least 3 generations, identifying where their ancestors go using correct terminology such as before, after, next. · After completing their family trees, students will create a name key using complete sentences and high frequency words to describe the names they listed. Materials: · “Me and My Family Tree” by Paul Showers · Apple cut-outs · Tree pieces · Construction paper · Writing utensils · Relative vocabulary lists Procedures: · I will begin the lesson with asking students if they had ever heard of a family tree. · After various answers, I will read the book “Me and My Family Tree” by Paul Showers. · We will focus on the idea of building up from ourselves and how each generation is represented on the “tree”. · I will introduce new vocabulary such as aunt, uncle, cousin, and ancestor. · I will then model how we are going to make our own family trees and where certain family members go. · Apple cut-outs will be handed out and I will instruct them to write names of their moms, dads, brothers, aunts, uncles, grandparents, etc. · Students will be allowed to write “Nana”, for example, if they do not know real names. They are also allowed to make more than one, if they wish, if divorce/remarriage is involved. · When they have written their names on the apple cut-outs, they will be told to place them on the correct level of the family tree. · Students end the activity with creating a name key using complete sentences and reviewed vocabulary to explain the names they wrote on their family tree. For example, “Nancy is my aunt.” · I will close the lesson by asking them, “So what did we learn today?” Assessment, Reflection, and Revision: · Assessment of students learning: Students will have successfully completed the lesson with appropriate understanding if they construct an accurate family tree going back at least 3 generations and if their name key had complete sentences with accurate vocabulary. · Reflective thoughts about lesson: Did my students understand the concept? Were they able to make the family tree and answer questions about it? Did their name keys have complete sentences? What worked and what didn’t? · Suggestions for revision if used again: Possible solutions for what didn’t work. Remediation/Extension Activities: · I will challenge students to get more information from their parents about their family tree and add more generations. Day 3 Title: Interview a Relative Social Studies TEKS: · 3A) distinguish among past, present, and future. · 15A) describe and explain the importance of various beliefs, customs, language, and traditions of families. · 17A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music. English Language Arts and Reading TEKS: · 24A) gather evidence from available sources (natural and personal) as well as from interviews with experts. · 24C) record basic information in simple visual formats (e.g. notes, charts, picture graphs, diagrams). Objectives: · After reading the story “Grandpa Green” by Lane Smith, students will interview a grandparent or, if not available, an older relative and complete a questionnaire. · After the interview, students will present information found with a created visual that clearly depicts that information. Materials: · “Grandpa Green” by Lane Smith · Interview questionnaire · Construction paper (for visuals) Procedures: · I will begin the lesson with asking if the students have ever heard their grandparents or older people in their family tell stories about when they grew up. · After a few answers, I will read “Grandpa Green” by Lane Smith. I will ask students if they knew anyone that sounded like Grandpa Green. · After we have talked about the time and lives of people of that generation, we will go over the interview questions. Students are to take these home and complete them. · After they interview their relative of choice, they will create a visual (drawing, poster) depicting information they got. · They will have until the end of the unit to complete both the interview and visual and then they will present. · I will close the lesson by asking them: what they learned from their interview, if they thought what they found sounded the same as today, etc. Assessment, Reflection, and Revision: · Assessment of students learning: Students will have successfully completed the lesson with appropriate understanding if they accurately interviewed an older relative, created a visual to show what they found, and presented it to the class, as well as understand the past is different than the present. · Reflective thoughts about lesson: Did my students understand the concept? Were they able to understand the past is different than now from the interviews? What worked and what didn’t? · Suggestions for revision if used again: Possible solutions for what didn’t work. Remediation/Extension Activities: · I will challenge students to interview another relative and report what they learn. Day 4 Title: Importance of Rules Social Studies TEKS: · 8A) identify purposes for having rules. · 8B) identify rules that provide order, security, and safety in the home and school. English Language Arts and Reading TEKS: · 20B) speak in complete sentences with correct subject-verb agreement. · 28) students speak clearly and to the point, using the conventions of language. Objectives: · After listening to a story of a family without rules, each student will contribute orally to a class list of rules the family should incorporate. · After completing a class list of rules and responsibilities, students will accurately role play an assigned rule/responsibility from the list with a partner. Materials: · Short story of a family without rules. Procedures: · I will begin the lesson by asking students what some rules they have in the classroom. · After various responses, I will ask, “What do you think it would be like without rules?” and say, “Now we will hear about a family that does have any rules.” · I will read the short story, and after I’ll ask if it seemed as fun as it sounded. · I will ask students brainstorm what rules would have been helpful for the family to have. · After everyone has contributed to the class list on the board, I will tell students to form pairs. · Students will then be assigned a rule or responsibility and given time to rehearse how they will act it out. · Each group will then role play for the class appropriate rules and responsibilities families practice. · After all presentations, I will ask students what the important of rules? Wouldn’t it be more fun without them? And let them respond. · I will close the lesson by asking them, “So what did we learn today?” Assessment, Reflection, and Revision: · Assessment of students learning: Students will have successfully completed the lesson with appropriate understanding if they participated in creating the class list of rules and responsibilities, as well as accurately role played their assigned rule. · Reflective thoughts about lesson: Did my students understand the concept? Were they able to list important family rules and understand why they are important? Did they work well together? What worked and what didn’t? · Suggestions for revision if used again: Possible solutions for what didn’t work. Remediation/Extension Activities: I will challenge students to continue role playing rules and responsibilities that are found in the school and how they might be similar or different. Day 5 Title: Going for a Visit Social Studies TEKS: · 12A) describe and explain the importance of family customs and traditions. · 12B) compare family customs and traditions. English Language Arts and Reading TEKS: · 18A) write brief stories that include a beginning, middle, and end. · 19A) write brief compositions about topics of interest to the student. Objectives: · After reading the stories “The Relatives Came” by Cynthia Rylant and “I Go with My Family to Grandma’s” by Riki Levinson, students will write a description about a family trip they have taken or a family tradition with a clear beginning, middle, and end. Materials: · “The Relatives Came” by Cynthia Rylant · “I Go with My Family to Grandma’s” by Riki Levinson · Paper · Writing utensils Procedures: · I will begin the lesson with reading “The Relatives Came” by Cynthia Rylant and “I Go with My Family to Grandma’s” by Riki Levinson. · I will ask students if their families have traveled like the families in the books. · They will then be told to write a description of a time they have traveled with their family or of a tradition they have, which has a clear beginning, middle, and end. · When students are done writing, they will share what they wrote. · I will close the lesson by asking them what the similarities and differences were between each family’s travels and traditions. Assessment, Reflection, and Revision: · Assessment of students learning: Students will have successfully completed the lesson with appropriate understanding if they accurately wrote a description of a trip or tradition of their family. · Reflective thoughts about lesson: Did my students understand the concept? · Suggestions for revision if used again: Possible solutions for what didn’t work. Remediation/Extension Activities: · I will challenge students to create a narrative with a fictional character visiting. Bibliography Branley, F. (1975). Light and Darkness. Toronto: Fitzhenry & Whiteside Limited. Carle, E. (1990). Papa, Please Get the Moon For Me. New York City: Scholastic, Inc. Carle, E. (1997). Little Cloud. New York City: Scholastic, Inc. Dayrell, E. (1991). Why the Sun and the Moon Live in the Sky. New York City: Scholastic, Inc. de Paola, T. (1975). The Cloud Book. New York City: Holiday House. Gibbons, G. (1997). The Moon Book. New York City: Holiday House. Muirden, J. (1998). Seeing Stars. Cambridge: Candlewick Press. Myla Goldberg, M. (2007). Catching the Moon. New York City: Arthur A. Levine Books. Showers, P. (1975). The Bird and the Stars. Garden City: Doubleday & Company. Wildsmith, B. (1978). What the Moon Saw. Oxford: Oxford University Press. http://larremoreteachertips.blogspot.com/2011/03/objects-in-sky.html http://planetarium.spps.org/Como/Pages/curricpage/Curric.htm http://www.beaconlearningcenter.com/UnitPlan/2983.htm http://www.stevespanglerscience.com/ https://www.kinderplans.com/p/20/kindergarten-preschool-space
Children love family finger puppets. With the figure of the family, and insight as to the closest person to them. The children see their father, mother, themselves in a mini form.
Looking to spice up your days? Try a theme for the day! Your family will build lasting memories with this epic guide to exciting theme days.
ASL American Sign Language vocabulary - family words. Developed to accompany Scholastic Big Day Theme 2 "My Family". Includes family, mother, father, grandma, grandpa, brother, sister, friends, cousin, aunt, uncle, school, home in English and Spanish. ...
Family is the most important thing ever! You can teach your child this through this Paper House My Family Craft.
Hello Everyone! While looking through my plans for the next couple of weeks, I realized I hadn't shared my mini family unit. We study the family this time of year as a celebration of what family is, why it is important, and especially the wants and needs of families. I love learning about the different traditions, cultures, celebrations (small and major) that envelope my kiddos. Learning about the differences in our families helps us appreciate our friends and relationships. I love the "melting pot" that classrooms have become. Here are samples of a few of the pages that are in my mini family unit. Unit includes a six page mini books the kids can make Wants and Needs For your free little mini unit on family, click here Unit is 14 pages of kid activities! Have a great rest of the weekend! I'm off to work on report cards!! Joyfully! Nancy
