Morning Work -April 2

Morning Work -April 2
Morning Work -April 2
Morning Work -April 2
Morning Work -April 2
Morning Work -April 2
Morning Work -April 2
Morning Work -April 2
Morning Work -April 2
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Thank you for looking at the first grade morning work book for April. Please take a look at the preview for more details.**** Please note that the print quality will be greater that what you see in the preview. April morning work covers common core reading and math skills and reviews various first grade phonetic skills. Start your mornings off great with a routine in place. I usually let students work on the specific page in their book for about 10-15 minutes and then we all review together. I call on different students to help with the answers. This spiral review morning work is great review for common core testing and helps you to see how well students have learned what you have taught. If you would like the entire year of morning work routine for first grade, you can grab it here:

***MORNING WORK BUNDLE ALL YEAR LONG

This first grade morning work set covers the following skills:

****Literacy

-Authors Purpose
-Cause and Effect
-Fiction and Nonfiction
-Soft c and g
-nouns
-verbs
-adjectives
-ABC order
-Punctuation Marks
-Main Character
-Main Idea
-Author's Purpose
-Diphthongs
-using a or an
-Spelling
-Contractions
-Penmanship

****Math

-Counting On
-Expanded Form
-Word Form
-Standard Form
-10 less than
-1 less than
-Greater Than and Less Than
-Counting Back
-Time
-Missing numbers
-Fractions
-Shape names 2D/3D
-Naming Coins
-Horizontal Addition
-Vertical Addition

Purchase the Morning Work Bundle(ALL YEAR) sequence for First Grade here and save:

***MORNING WORK BUNDLE ALL YEAR LONG

Check out the blog post on getting started with morning work here: http://mrskadeenteaches.blogspot.com/2016/07/morning-work-getting-started.html
please leave feedback with your purchase.

This is created for first grade specifically but can be used with high Kinders or low second grade students. The BACK TO SCHOOL MORNING WORK is a best seller and many teachers have found it helpful to their class routine.

BACK TO SCHOOL MORNING WORK-AUGUST ADDED

BACK TO SCHOOL MORNING WORK -SEPTEMBER ADDED

OCTOBER MORNING WORK-ADDED

NOVEMBER MORNING WORK ADDED

DECEMBER MORNING WORK ADDED

JANUARY MORNING WORK ADDED

FEBRUARY MORNING WORK ADDED

MARCH MORNING WORK ADDED

MAY MORNING WORK-COMING SOON
JUNE MORNING WORK-COMING SOON

JULY MORNING WORK ADDED

Some Common Core standards you may find in each morning work book.

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:

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
Total Pages
26 pages
Answer Key
N/A
Teaching Duration
N/A
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