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Starting out the day right is so important as it sets the stage for the entire day. Having a morning routine in place is a great way to get your day started.

Many of the skills from beginning to end will be repeated over and over to give needed practice . This helps with mastery. Several concepts are placed on one page so the morning work is intentional and you can quickly see which areas students may need help. I start out by doing it with them at first and when they are comfortable with it, I set a timer for a morning work period and then review when the timer goes off. ****Please note there are going to be concepts on each page that you may have not taught as yet or have not reached in your curriculum or pacing guide. I do a quick teach with these concepts . Explaining to them the skill at the moment because they are going to see it over and over again in their morning work. This means when you have reached that point finally in your pacing guide or curriculum, they have experience of it already which makes it super easier for you to go in depth with the idea or concept . The purpose of this morning work is for mastery and consistency instead of teaching them something one time throughout the year and them forgetting it by the end of the year .

It is a great way to continually keep things fresh in your students mind. Every set includes math and reading with a cover page for their folder or book. Kids love receiving their new monthly book and get excited with this morning work.

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 -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

APRIL MORNING WORK ADDED

MAY MORNING WORK ADDED

JUNE MORNING WORK-ADDED

JULY MORNING WORK ADDED

CCSS CONCEPTS

STORY SEQUENCING

Understanding S AND ES

PLURAL and POSSESSIVE NOUNS

COMMAS

CONJUNCTIONS

PROPER NOUNS

SPELLING

VOWEL TEAMS

MAGIC "E"

BEGINNING BLENDS

"A" OR "AN"

UNSCRAMBLE

PRONOUNS

PAST AND PRESENT

PICTURE SENTENCE

PICTURE STORIES

STATEMENTS

QUESTIONS

PLURAL POSSESSIVE

MIDDLE SOUND

SINGULAR/PLURAL

Fix it Sentences

Label it pictures

make a match

plural "s" or "es"

it ends with

syllable count

punctuate

compound words

blends/diagraphs

nouns, verbs, adjectives

Spell Check

fill the sentences

contractions

rhyme time

MATH:

Regrouping Addition

Horizontal Addition

Vertical Addition

10 more/ 10 less

Greater Than and Less Than

Writing 1-100

Groups of More and Less

True or False

Place Value

Subtraction(Number line)

Doubles

Ways to make...

fractions

Data

comparisons in statements

expanded form

tally marks

Odd or Even

Count by 2's, 5's

tens and ones

Correct number sentence

Before and After

Missing Numbers

Adding 3 numbers

Money Skills

word problems

word form

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.

CCSS.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.B.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract.

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.NBT.C.6

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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

CCSS.MATH.CONTENT.1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.1.OA.A.2

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction.

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.

KINDERGARTEN MORNING WORK

Kindergarten Morning Work Bundle

August Morning Work-Kindergarten

September Morning Work-Kindergarten

October Morning Work-Kindergarten

November Morning Work-Kindergarten

December Morning Work-Kindergarten

January Morning Work-Kindergarten

February Morning Work-Kindergarten

March Morning Work-Kindergarten

April Morning Work-Kindergarten

May Morning Work-Kindergarten

Total Pages

345 pages

Answer Key

N/A

Teaching Duration

N/A

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