February Morning Work (Common Core Alligned)

3 weeks of math and literacy morning work pages. (15 pages each)

There are 2 weeks of Valentine's Day themed pages and 1 week of Presidents/American symbols

Each week contains 5 math and 5 reading worksheets. The tasks and skills remain the same throughout to week to provide consistency for the students and to foster independence. For example, in all 5 days of week 1 students will unscramble sight words, distinguish between similar lowercase letters, draw and label words with a specific beginning sound and work with sounds in cvc words. Each day the specific sounds, letters, and words will change but the task and focus skill is the same throughout the week.

I usually copy these back to back with reading on 1 side and math on the other. These can also be used as homework packets.

Skills included:

Beginning sounds
Middle sounds
Sight words
Lowercase letters
Reading comprehension.
CVC Writing
Substitution with CVC words
Sentence writing
Sight words
Short Vowels

Counting and writing 10-20
Ten frames
Number sequencing
Making 5, making 10
Number Bonds
Representations of numbers 15-20 (Ten frames, tallies, number sentences)


CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.

CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSS.Math.Content.K.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).
CCSS.Math.Content.K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
CCSS.Math.Content.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5.
CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.


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