Multi-grade: K-1-2 Thanksgiving Language Unit – Teachers and SLP
I am a Speech/Language Pathologist. I wanted to create something that targeted the receptive/expressive language needs of my language impaired students and also supported the Common Core Language Standards. My initial intention was for each packet to target a specific grade level and corresponding skills identified by the Common Core Language Standards.
After getting some advice from my fellow teachers and therapists, I realized that each “grade specific” packet I created was appropriate for a range of levels from pre-k to 2nd grade depending on the child’s learning abilities. I work and have worked with 2nd grades students (for example) who I would have used activities/printables from the kindergarten level. In some of the primary varying exceptionalities (pre-k-2nd grade self-contained) classrooms I have pushed into, I would need activities from both the pre-k and kindergarten packets in order to provide work on each of their ability levels.
As a result, I decided to create one BIG packet that would be useful for regular and special education educators and therapists. I have included thematic mini books and corresponding language-based activities for regular education students grades pre-k to first and elementary age students receiving special education for learning disabilities and/or language delays.
Not including the cover page and acknowledgement page, there are a total of 63 pages. This is what you will find:
(15) page mini book (two of each page fit on one) at a pre-k/k level
(15) page mini book (two of each page fit on one) at 1st-2nd grade level
3 thematic sight word worksheets (the, are, to). RF.K.3.C
Story recall activity asking students to draw some of the foods from the book they read
Story recall activity asking students to draw some of the foods from the book they read AND TO LABEL AND ATTEMPT TO WRITE ABOUT THEM
Application activity asking the students to recall the story they read and then draw a picture of what their Thanksgiving looks like and to attempt to label people and items. S.L.K.5
Next two pages focus on answering thematic based “wh” questions when provided with two possible picture answers. L.K.1.D
Alliteration activity incorporating thematic vocabulary
Counting sounds activity. RF.K.2.B
Next (3) activities are based on rhyming (identifying words that rhyme out of group of 3 or 4 and drawing pictures of things that rhyme for targeted word. RF.K.2.A
Next (4) pages focus on basic categorization of fruit and vegetables. L.K.5.A
Next (2) pages support fruit/veggie theme by asking them to draw their favorite fruits and vegetables.
The next (4) pages also consist of fruit and vegetable categorization but they have to categorize them altogether. L.K.5.A
Next (2) pages support the fruit/veggie theme by asking them to draw their favorite fruits and vegetables AND THEN LABEL
Next (3) activities focus on adding “s” to indicate plural. L.K.1.C
Another categorization activity, but with farm and ocean animals. L.K.5.A
The last 4 activities focus on spatial concepts/prepositions. L.K.1.E