Target Grade Level: K
Strand(s): Communication, Speaking and Listening,
Themes, Number Sense, Numeration and Operation, Geometry,
Measurement, Spatial Concepts, Patterns and Relationships,
Probability and Statistics, Problem-solving, Earth, Space, and
Physical Environment, Cultural Environment, Drama Fundamentals,
Visual Art Fundamentals, Foreign Language, Music Performance
Production, Positive Work Habits
Suggested Time Line: August/September
Developed By: Sheri Anderson, Paula Hopkins,
Betsy Short, Beth Steele
Year Developed: June 1997
Introduction & Overview:
The purpose of the thematic, integrated unit is to
help children develop positive self-concept.
Number Sense, Numeration, and Operations
Geometry, Measurement, and Spatial Sense
Patterns and Relationships
Probability and Statistics
Earth, Space, and Physical Environment
Historical and Cultural Significance
Historical and Cultural Significance
Career and Technology
Personal and Interpersonal Development
Technical Skills and Workplace Applications
2.59 Demonstrate phonetic awareness
- name bingo, magnetic board, playdough letters, alphabet
cereal names, textile letters
2.60 Read a variety of sources
- class books, listening center, magazines, suggested
2.62 Demonstrate the ability to listen for a variety of
- alphabet module, picture module, name cheers, newspaper
names, name cards, listening center
2.63 Demonstrate the ability to communicate orally
- puppets, role play, housekeeping, flannel board
2.64 Express and expand ideas in written form
2.66 Form manuscript letters in conventional manner
- alphabet module, journals, learning logs
2.67 Use a variety of sources to gather information
- trade books, book center, class books, magazines,
pictures, reference books
2.69 Express verbally various creative forms
- movements, drama response, art activity responses
2.71 Compare and contrast character-motivations, emotions, and
- Lion and Mouse story, magazine collages
2.29 Demonstrates estimation skills
- counting, graphing, name cards
2.32 Use tools to measure real objects using nonstandard and
standard units of measurement
- hands up, "All About Me" book
2.33 Identify concepts of time and calendar
- books about time, sunflower activity, calendar
2.34 Recognize, describe, extend, and create a variety of
2.36 Read and interpret graphs
2.38 Use a variety of models to generate probabilities through
- graphing and estimation activities
2.39 Use models, information, properties, and relationships to
develop and solve problems
- who's missing, one to one names
2.10 Apply concepts of time and calendar to sequence events
- songs-"Days of the Week" and "Months of
2.22 Use the steps of the scientific method at a
developmentally appropriate level in the study of life processes
- seasons, sunflower activity, finger print activity, lost
2.1 Identify similarities and differences among people in a
2.2 Demonstrate responsible citizenship
2.3 Demonstrate the importance of a variety of roles in
- birthdays, "I Can" book, "I Am
Special" badges, classroom rules
2.4 Discuss and analyze events and people, past and present
- sunflower activity, suggested readings, picture show and
2.6 Apply concepts of time and calendar to sequence events
- birthdays, sunflower activity
2.71 Recognize vocabulary
2.72 Respond in target language to simple questions
- greetings, introductions, alphabet, numerals, weather,
time, calendar, family, house, clothes, travel, names,
holidays, drama, dance
Fine Arts: Drama
2.41 Speak clearly
2.42 Demonstrate a range of emotions
2.43 Use bodies to express varying ages, animals, and objects
2.44 Work as a team
2.45 Depict age, emotion, and gender
- show and tell, face web, "What Am I Feeling?",
2.48 Identify shapes, forms, textures, lines, and colors
2.49 Communicate ideas and experiences through artwork
- shape pictures, self-portraits, sidewalk art, paper
2.54 Sing and play a variety of music alone and with others
2.56 Demonstrate an understanding of music as it relates to
- songs, finger plays, and poems
Career and Technology
2.57 Demonstrate positive work habits and attitude
2.58 Demonstrate computer literacy and keyboarding skills
Children arrive at school with knowledge of their families and
Instructional Activities/ Materials
**Activities that may be used as assessments.
- Name Bingo- Give each student his/her name printed on a
name card. Have the students identify the letters in
their names. The teacher randomly calls out a letter. If
the letter appears in the student's name, he/she covers
the letter. The child who covers all the letters in
his/her name first, is the winner and shouts out his/her
- Magnetic Board- Using magnetic letters, have the students
place the letters in the correct order to spell their
- Playdough- The students will form the letters in their
names using their fine motor skills.
- Alphabet Cereal- Provide a card with the student's name
spelled out. The students will find as many letters as
possible in their name to glue in the correct order.
- Name Cheers- Choose a leader. Provide name cards with
names of students. Put letters on individual cards to
spell one student's name. Leader leads group in cheer by
calling out letters one at a time by saying, "Give
me a M!". Other students respond by
saying, "M!", as student lifts
card. Continue on until student's name is spelled out
completely. Everyone will then cheer for that student.
- Textile Letters- Using various materials, such as glue,
beans, sand, glitter, sand paper, sponge letters, and
rubber stamps, the student will form letters in his/her
- First Day of School Procedures- Students have ownership
in making class rules.
- Have student's use listening skills to distinguish
attributes about themselves. Example: The teacher has
students line up by hair color, eye color, hair length,
- Identification of Body Parts- Using Teddy Grahams, the
teacher will call out specific body parts for the
students to "nibble".
- Journals- Invite the students to draw or write about
themselves. Free-choice topics. Students are encouraged
to use temporary spelling.
- Learning Logs- Invite the students to draw or write about
themselves. Example topics: My Pet, My Favorite Center,
My Family, How I Am Like My Friend, or other teacher
selected topics. Students are encouraged to use temporary
spelling or dictation to teacher.**
- Class Books- Students will illustrate a page for a class
book. Example: "Face-it Book"- The student will
draw a picture of his/her face noting hair color, eye
color, skin color, as well as any distinguishing facial
features. On the back of the page, the teacher will write
the student's name and include a photograph if
- Alphabet Module- Using the Success in Reading and Writing
Program, the students will develop print awareness. Have
students brainstorm words that begin or include the focus
letter. Write these words on the board. Teacher models
correct letter formation on the board. Students will
practice forming the focus letter on unlined paper.
Students who are developmentally ready may copy words
from the board if they wish.**
- Picture Module- Using the Success in Reading and Writing
Program, the students will develop print awareness.
- Name Cards- Distribute student name cards by holding up
one and saying, "This name begins with a capital
letter 'T'. If your name begins with a
capital 'T', stand up." The
students will then look for familiar letters that are
included in their names. After comparing letters, the
students will distinguish whose name the teacher is
- Students will type their names using a typewriter or
computer. They will recognize and identify the letters as
they type. Teacher may provide name cards. The goal is
for the students to type their names without the name
- All About Me Book- Each student will complete a book
recording information such as: "My hair color
is...", "My eyes are...", "I
weigh...", "I am _____inches tall.",
"My favorite food, TV show, toy, center, friend
is...". "The people who live in my house
are...", "I live at....", "My phone
- Magazine Collages- Students will cut pictures from
magazines to make various collages. Examples: Families,
Emotions, Favorite Things, etc.
- Newspaper Names- Students will use newspapers to locate
the letters found in their names. They will cut and paste
the letters in the correct order to form their names.
- Provide as many picture books as possible for your book
- Listening Center- Each student will record information
such as, "My name is...", "I am like other
people because...", "I am different from other
people because...". After the tape is completed,
place it in the listening center.**
- Invite students to come into the hallway to record
anonymous responses to teacher's questions such as,
"What is your favorite center?", "Who is
one of your new friends?", "Tell me something
special about yourself.", etc. After the tape is
completed, place it in the listening center.
- Puppets- Students will make paper plate look- alike
puppets using various materials which may include
appropriate color yarn for hair color, buttons for eyes,
rick-rack for mouth. Allow students to use puppets in the
puppet center during center time or for other activities.
- Role Play- Aesop's Fable-"The Lion and the
Mouse" Let the students choose a partner and take
turns acting out the roles of the lion and the mouse,
after the story is read aloud. This story is about
friendship between an unlikely pair. A movement activity
could be to invite the students to act like a lion and a
mouse. Appropriate music may be included in the movement
- Housekeeping- Provide dress-up clothes and props to role
play family situations.
- Flannel Board- Retell the story of "The Lion and the
Mouse" using flannel figures.
- Read aloud the book, Faces, by Shelley Rotner and Ken
Kreisler, about how children's faces are alike in
expression, but unique in character. Create a class chart
about these characteristics.
- Carle, E. (1984). The mixed- up chameleon. Harper
- Carlson, N. (1988). I like me! Viking Penguin.
- Martin, B. & Archambault, J. (1987). Here are my
- Hutchins, P. (1978). Happy birthday, sam. Greenwillow.
- Brown, M. Arthur's eyes. Am. Sch. Pub.
- Counting Aloud- The students will count aloud the number
of girls in the class, boys in the class, students with
brown eyes, blue eyes, green eyes, hair color, etc.
- The students will stand in a straight line holding the
appropriate number card in ordinal position as the number
is called out.
- One to One Correspondence- Provide 10 to 12 unifix cubes
and a name card per student. Ask students to count the
number of letters in their name. Count out the same
number of cubes. Using one to one correspondence, the
students will place the unifix cubes on top of each
letter in their names. Have students compare their names
with one another. Decide who has more, less, or the same
number of letters. **
- Shape People- Give each student a handful of precut
shapes. Have the students identify each shape and then
sort the shapes by color, shape and size. The students
will then make a model of themselves using the precut
- Hands Up- The teacher will paint the student's hand and
apply it on white paper. After allowing the paint to dry,
the student will use non-standard units of measurement to
measure the length of their hands. Examples: unifix
cubes, paper clips, snap cubes. color cubes, etc..They
will be able to share and compare their lengths with
others in the class.
- Read aloud the book, On Monday When It Rained, by Cherryl
Kachenmeister. The story is about a young boy 's week
describing his emotions each day. The students will
recite the days of the week and discuss the emotions
described in the book.
- Patterning- The students will create an AB pattern
placing themselves in boy/girl order. Other patterns may
include hair color, eye color, length of hair, height.
The students can also create pictures of themselves to
glue on graphs.**
- Prediction and Graphing- Students predict which eye color
will be found most often in the classroom by placing a
colored eye marker on a graph under the correct color.
The students will then count to determine the eye color
that is shown the greatest number, least number, and/or
- Who's Missing Game- One student is selected to hide. The
teacher gives clues about who is missing. Examples:
"A person with brown hair is missing." After
each clue, the others in the class are given the
opportunity to guess the identity of the missing person.
- Anholt, C. & Anholt, L. (1994). One, two, three,
count with me. Viking.
- Pace, D. (1995). Shouting sharon: a riotous counting
- Ten Black Dots
- Incorporate music into learning the days of the week and
the months of the year. Suggested songs are: "The
Days of the Week", Greg and Steve's We All Live
Together Vol. 4 and "The Months of the Year",
Greg and Steve's We All Live Together Vol. 2.
- Finger Print Match Up- Discuss the special 'pictures' we
have on the ends of our fingers. Let each student examine
their 'pictures' with magnifying glasses and compare with
other students. Provide stamp pads to allow students to
make prints of their thumbs. Press the student's thumb
onto an index card. Allow the student to write or trace
his/her name under the fingerprint. On another card, use
only the print. When you have two sets of cards for each
student, let each student try to find his/her matching
- Lost Tooth Club- Place a large tooth cut out on the
calendar. Each morning during calendar time, ask if a
student has lost a tooth. If so, record the student's
name on the cut out. Tally the number for the month and
- Ask a dentist to visit the classroom and explain that
when baby teeth fall out, new teeth grow to replace them.
- How Much Do You Weigh?- Weigh the students to record in
their All About Me Books.
- Play "Simon Says" using such phrases as touch
your ears, touch your nose, touch your ankle, touch your
- Agell, C. (1994). Dancing feet. Gulliver.
- Molarsky, O. (1979). Right thumb, left thumb. Addison
- Stevenson, R.L. (1990). My shadow. Putnam.
- Read aloud, "Happy Birthday, Moon", by Frank
Ashe and "Happy Birthday, Sam", by Pat
Hutchins. Discuss the importance of birthdays with the
- Sing the Birthday Song including the months. The student
will stand as his month is called out. Happy birthday
to you, happy birthday to you, if your birthday is in January,
happy birthday to you.**
- "I Can Books" Any shape-such as star or
circles-Students dictate to teacher what they 'can do' or
what makes them special. Students illustrate each
statement to complete their book.**
- "I Am Special" badge. Have students trace and
cut out a badge. They may color and illustrate what makes
them special. The students will wear their badges with
- Sunflower activity- The students will create a
"Kindergarden". Students color a
sunflower pattern and two leaves. Have parents send in
the following information: height and weight at birth and
a baby picture. Line flowers up in the hall using green
bulletin board paper as the stems. Place one leaf at
birth height and the other at their current height. Tape
the baby picture on the sunflower. Discuss and compare
the changes in height and similarities and differences of
- Greenfield, E. (1975). Me and nessie. Crowell.
- Rockwell, A. (1982). When we grow up. Dutton.
- Scott, A.H. (1990). Grandmother's chair. Clarion.
- Show and tell. The students will share aloud with the
class a picture of their family naming their family
- Face Web- Make a web. Brainstorm a list of facial
expressions. Record suggestions. Allow students to
dramatize each expression.
- Game- "What am I feeling?" Have one student
stand in front of the group and create a facial
expression. Others in the group try to guess which
emotion he/she is portraying. A discussion will follow
each emotion explaining why he/she may feel that way.**
- Housekeeping- The students will role play members of
- Allow students to create a picture using precut shapes.
- Have students view self-portraits by famous artists.
Discuss the elements of art for each self-portrait. Have
the students paint/color a self-portrait.
- Have students use sidewalk chalk to draw themselves
and/or favorite things on the sidewalk.
- Have partners trace each other's body on white butcher
paper. The student will cut out his/her body shape and
fill in facial features and clothing.
- The teacher will read "The Foot Book" by Dr.
Seuss. Students can make handprints or footprints with
paint using their favorite colors.
- The students will learn to speak their names in the
foreign language taught at their school. The foreign
language teacher will provide instruction in the target
language on greetings, introductions, alphabet, numerals,
time, weather, calendar, family, school, teachers,
housing, clothing, travel, food, holidays, drama, and
- "If You're Happy and You Know It", Greg and
Steve's "We All Live Together", Vol.3.
- "The World is a Rainbow", Greg and Steve's
"We All Live Together", Vol. 2.
- "Believe in Yourself", Greg and Steve's
- "Hand Jive", Greg and Steve's "We All Live
Together", Vol. 4..
- "Friends", Greg and Steve's "On the
- "Say Hello", Greg and Steve's "Kidding
- "Walter the Waltzing Worm", Hap Palmer.
- "What is Your Name?", Hap Palmer "Learning
Basic Skills Through Music".
- "Touch", Hap Palmer "Getting to Know
- "Shake", Hap Palmer "Getting to Know
- "Sammy", Hap Palmer "Getting to Know
- "Magalina, Hagalina"
- "Head, Shoulders, Knees, and Toes"
- "Where is Thumbkin?"
- "The Wheels on the Bus", Raffi.
The music teacher will instruct the students in inventing and
using prenotation symbols in music, descriptive movements, vocal
tones, rhythm instruments, playing instruments, and
Communication is a very important skill in Kindergarten. Many
of the activities in this unit will involve following directions,
role playing, print awareness, and participation in class
discussions. The students will use problem solving to make
learning relevant by transferring and applying knowledge from one
situation to another, using language within and beyond the school
setting to communicate effectively with others, demonstrating the
understanding of time and chronology, and developing appropriate
interpersonal skills. Students will use creative thinking to
generate new ideas, to express themselves, to make positive
choices for conflict resolution, to explore the role of self
within society, and to engage in activities and discussions to
make them life long learners.
This unit is designed to be taught during the first few weeks
of school. Activities that have been indicated as possible
assessments are marked with **.
- Georgia Kindergarten Assessment Program
- Henry County Kindergarten Report Card
- Teacher Observation of Assessment Activities noted in
Satisfactory (S)- Mastery
Needs Improvement (N)- Developing the skill, but NOT mastered.
Unsatisfactory (U)- Student refuses to attempt or participate
in activities or skills.
- Since this unit is taught during the beginning of the
year and students are becoming accustomed to the school
routines, more intense rubrics are not necessary.
Materials & Resources:
Elementary School Resources
MacMillan/McGraw-Hill. (1997). Tell a story/sing a song.
Success in reading and writing.
Identify instructional links through the World Wide Web
Content Map Reference(s):
- visual discrimination
- letters of the alphabet
Speaking and Listening
- books, fingerplays, songs, and poems
- following directions
- oral comprehension
- auditory discrimination
- actively attending speaker
- letter sounds
- expresses ideas orally
- talking to friends and teacher
- speaking in complete sentences
- show and tell
- classroom discussions
- role play
Composition and Grammar
- expands vocabulary
- fine motor development
- eye-hand coordination
- formation of letters
- creative writing
- class books
- individual books
- learning logs
- author and title
- graphing objects
- reference books
- class and individual books
- webs and charts
- oral report
- drawing pictures
- literature- finger-plays, songs, poems
- response to activities through movement, drama, and art
- character development through class discussions, revealed
through a story, or relating to one's own life
Number Sense, Numeration, Operations
Geometry, Measurement, Spatial Sense
- recognize basic shapes
- use nonstandard units of measurement
- time and calendar
Patterns and Relationships
- recognize, extend, and create simple patterns
- classify objects by characteristics
- recognize relationships of 'greater than' and 'lesser
than' using objects and pictures on graphs and charts
- use the steps in problem-solving
- phone number
Fine Arts/Visual Arts
- shapes, lines, and colors
- primary and secondary colors
- basic shapes
- cutting, pasting, painting
- manipulation of shapes
- drawing of lines
- creating random patterns
Historical Cultural Significance
- identify objects in artwork
- verbally explaining artwork
- greetings and introductions
- letters of alphabet
- weather, time, and calendar
- school and teachers
- travel and food
- family life
- drama and dance
- same and different in selections
Identify QCC objectives addressed in this unit
The student selects...
- a lower case letter named orally.
- a picture depicting a detail from an oral story.
- a picture depicting orally described directions being
- a picture depicting a predictable outcome of an oral
- a picture depicting an inference drawn from an oral
- a picture depicting a conclusion drawn from an oral
- a picture to match a sequential event presented orally.
- a picture to match details presented in an oral sentence.
- a picture to match an oral sentence designating number or
The student identifies...
- equivalent periods of time.
- the set of objects having a given cardinal number.
The student matches...
The student selects...
- an object according to height.
National Standards Reference(s):