January Morning Work 2-First Grade

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Please leave immediate feedback on your purchase. It helps me to make things more awesome. January Morning Work for first grade includes tons of common core and beyond practice for first grade. Includes both math and reading daily practice with cover page to include in morning work folder. If you purchased previously, please download the new copy.


GET THE BUNDLE HERE: Link-MORNING WORK ALL YEAR LONG !! SUPER BUNDLE 12 MONTHS WORTHe

Common Core concepts covered:


CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-Literacy.RL.1.3
Describe characters, settings, and major events in a story, using key details.

Craft and Structure:

CCSS.ELA-Literacy.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

CCSS.ELA-Literacy.RL.1.5
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

CCSS.ELA-Literacy.RL.1.6
Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

CCSS.ELA-Literacy.RL.1.8
(RL.1.8 not applicable to literature)

CCSS.ELA-Literacy.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Print Concepts:

CCSS.ELA-Literacy.RF.1.1
Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.RF.1.1.a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness:

CCSS.ELA-Literacy.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.1.2.a
Distinguish long from short vowel sounds in spoken single-syllable words.

CCSS.ELA-Literacy.RF.1.2.b
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

CCSS.ELA-Literacy.RF.1.2.c
Range of Reading and Level of Text Complexity:

2 Cover Pages
Literacy
Letter writing(Going through the Alphabets)
Adjectives
Digraphs
Middle Sounds
Beginning Sounds
End Sounds
Rhymes
Word Families
Short vowel words(CVC)
Letter (ABC) ORDER
Proper nouns
Puctuation
Capitalization
Sight Words
Syllables
blends
Words that begin the same as
End the same as
PERSON,PLACE, THING NOUNS
MATH:
Addition
1 more/ 1 less
True or False
Place Value
Subtraction(Number line)
Ways to make...
tally marks
Odd or Even
tens and ones
number sentence
Before and After
Missing Numbers

CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Understand place value.
CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
CSS.MATH.CONTENT.1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
CCSS.MATH.CONTENT.1.NBT.C.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
CCSS.MATH.CONTENT.1.NBT.C.5
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
CCSS.MATH.CONTENT.1.OA.A.1

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20.
CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations.
CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.


LITERACY

CCSS.ELA-LITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.1.1.A
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Phonological Awareness:
CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.D
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition:
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA-LITERACY.RF.1.3.B
Decode regularly spelled one-syllable words.
CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-LITERACY.RF.1.3.D
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
CCSS.ELA-LITERACY.RF.1.3.E
Decode two-syllable words following basic patterns by breaking the words into syllables.
CCSS.ELA-LITERACY.RF.1.3.F
Read words with inflectional endings.
CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade-appropriate irregularly spelled words.
Fluency:
CCSS.ELA-LITERACY.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.1.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

These can also be used as homework or free time practice.
The first month of school we begin very slow with only minor concepts including calendar concepts, vowels, cvc, beginning, middle and ending sounds.
In August and September we
practice calendar work every day.
For this journal I replaced the small
calendar I had with a large one. If you
purchased this before you know what I am talking about:) Place the calendar page right
before each skill page so that your students are completing calendar with you every day. You can print this morning work back and front because there is no cut and paste in this one. So the sequence would go something like-Literacy, Calendar, Math, Calendar, Literacy, Calendar, Math…
Remember, they do a calendar page right before they do their literacy or math page for the day.

This first month journal begins with calendar practice for the whole
month while pacing and introducing other literacy Common Core concepts. This book has extended math practice for all the Common Core math concepts. Students practice the skills in this journal alternately. One day LA focus and one day MATH focus.
This edition is the “Back to School” edition.
Each day and page in this book is labeled and
numbered.

If you need more click here for the entire 6 month bundle. You save $10.00 by purchasing the bundle:
Do Now Bundle
Please email me at oxfordkadeen@hotmail.com if you have any questions.

IDEAS

At the TOP of each page you can use a set of star stickers or check marks to let students know how well they did on each page. Kids
love receiving their stars and compete to do their best. At the
end of each journal you may give a prize for well completed
journals.
I judge which journals are very well done by the way students write and the level of improvements they make throughout the journal.
This product is easy to stack away in student bins or their folders.
I especially love the fact of not having to look for activities every
morning. Simply print the cover page with the rest of the booklet
and place in each students portfolio.
Have them pull it out each morning. The activities begin simple
and then increase appropriately as the year continues. Enjoy!
5 stars =EXCELLENT
4 stars= GOOD JOB
3 stars= YOU TRIED YOUR BEST
2 stars=NEEDS WORK
1 star= HELP NEEDED


CCSS COVERED=

K.CC.A.3 Write numbers from 0 to 20. Represent a number of
objects with a written numeral 0-20.

K.CC.B.4 Understand the relationship between numbers and
quantities; connect counting to cardinality.
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.
K.CC.B.5 Count to answer “how many?”
K.OA.A.5 Fluently add and subtract within 5.
K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.
L.K.2b Recognize and name end punctuations.
L.K.2c Write a letter or letters for most consonant and short-vowel sounds.
RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds.
CRF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

and others.


Keywords
Morning Work, Daily Practice, Common Core, Common Core Morning Work, Common Core Daily Practice, Back to School, Back to School Morning Practice. Worksheets.

a rel="license" href="http://creativecommons.org/licenses/by/3.0/deed.en_US">
DO NOW COMMON CORE DAILY CALENDAR,MATHAND LITERACY PRACTICE by KADEEN WHITBY is licensed under a Creative Commons Attribution 3.0 Unported License.
Total Pages
25
Answer Key
N/A
Teaching Duration
N/A

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January Morning Work 2-First Grade
January Morning Work 2-First Grade
January Morning Work 2-First Grade
January Morning Work 2-First Grade