Preschool Language Unit: Thanksgiving

Thanksgiving is coming up! It is one of my favorite holidays. I love spending time with family, eating yummy food, and spending some rest time at home. I also love targeting Thanksgiving vocabulary and concepts with my students. Who doesn't love talking about food? Read on to learn all about how I use me Thanksgiving Preschool Language Unit to talk all about Thanksgiving!






This first interactive book in this set is all about Thanksgiving food. I love the idea that my students will be able to request and label specific food on their Thanksgiving tables after some practice with the skill. This task can be scaffolded for so many levels. Students can label, use a carrier phrase like "I like___" or "I see___", describe the food item, etc. There really are so many possibilities with these books.










The next book in this pack is "Where is the turkey?".  I have talked about it already, but my students need so much repeated practice with this skill, but for some reason when I switch the theme it's like a whole new game every time! These turkeys are especially silly to "hide" around the room.









As in all my preschool language packs there is also a same/different task book. The concept of same and different is a very difficult one for preschoolers with language disorders/delays, so repeated practice is key. This is a very important building block for comparing/contrasting and describing. For higher level students I  have them tell me what is the same and/or what is different in each pair of pictures.





My Thanksgiving pack includes an emotions book. I practice labeling emotions with my students EVERY SINGLE session, because it is so important for basic communication. Being able to say "I feel angry". Is SO powerful. We will practice this skill by labeling how the pilgrims feel based on their facial expressions with this Pilgrim emotions book.






Last, I always include WH question cards with visual choices. These questions are always very simple and include visual choices. This is because my student need practice on the concept of what "answering" a question even means. Once they understand that when I ask them a question, I want them to choose one of the options we move on pretty quickly. But for some of my students establishing a solid base of answering questions can take awhile.

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