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7.7 MB | 39 pages

Morning Work September-This is part 2 of my Back to School morning work (SEPTEMBER) Specifically for first grade but can be used for high kinders. This morning work is Common Core aligned and spirals. The bundle includes all Common Core concepts for Math and Reading. Your whole school year is planned out in these units.You would need to purchase part 1 in order to flow with part 2. Part 2 starts at letter M and number 12. You can view the preview of both to see whats inside.

NEED PART 1? GET IT HERE: Link-BACK TO SCHOOL MORNING WORK PART 1

MORNING WORK BUNDLE HERE: Link-MORNING WORK BUNDLE

If you purchased previously, please download the new copy. This is my DO NOW Morning Work journal for BACK TO SCHOOL . This format is a bit different from the rest of my journals as it goes through A-Z and 1-25. Part 1 includes A-L. For continuation in this format you will need to pick up "Back to School" part 2 for M-Z. Use these monthly Common Core booklets for morning work practice as students enter your classroom or homework.

GET THE BUNDLE HERE:

Common Core concepts covered:

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.

NEED PART 1? GET IT HERE: Link-BACK TO SCHOOL MORNING WORK PART 1

MORNING WORK BUNDLE HERE: Link-MORNING WORK BUNDLE

If you purchased previously, please download the new copy. This is my DO NOW Morning Work journal for BACK TO SCHOOL . This format is a bit different from the rest of my journals as it goes through A-Z and 1-25. Part 1 includes A-L. For continuation in this format you will need to pick up "Back to School" part 2 for M-Z. Use these monthly Common Core booklets for morning work practice as students enter your classroom or homework.

GET THE BUNDLE HERE:

Common Core concepts covered:

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.

Total Pages

39

Answer Key

N/A

Teaching Duration

N/A

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