Morning work to start your day off right! These activity sheets, involving math, literacy, and writing, were made, with the common core standards in mind, to be independent practice sheets for students to do as morning work, homework, at a center, or for use in any other way you would so choose.
This download includes five sample activity printouts. You can find more in the full version:
Common Core Everyday - January
*Also available in a bundle!*
Common Core Everyday - THE BUNDLE
In the full version, the following skills are reviewed:
-Identify long & short vowel sounds
-Tracing the words of labeled items
-Rhymes –at, -en, -in, -og, -ug
-Writing words and sentences
-digraphs ck, th, ch, sh
-skip counting by 5’s
-comparing greater than, less than, equal to
-simple addition with visuals to assist
-filling in number after a given numeral
-sequential number writing
-Identify/recognize shapes in both 2D and 3D
-Number frames (filling in)
-Tracing/Drawing 2D shapes
Common Core Standards met in Common Curriculum Everyday for January
CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.
CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.
CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun
CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.
CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.
CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20.
CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSS.Math.Content.K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.Math.Content.K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
CCSS.Math.Content.K.G.A.2 Correctly name (identify) shapes regardless of their orientations or overall size.
CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
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.5 Fluently add and subtract within 5.
CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1