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Morning Work Kindergarten August & September | Independent Journals

Grade Levels
PreK - 1st
Standards
Formats Included
  • PDF
  • Compatible with 
    Activities
Pages
40 pages
$5.00
$5.00
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Description

Morning work for Kindergarten is fun, engaging, and super easy to implement with this NO PREP packet for the months of August and September. I've got your mornings covered with 40 printable pages of meaningful morning work for your kinders! Model it once and then they should be able to work independently for each month. (Two sets included.)

❣ SAVE MONEY and get this in my YEARLONG Morning Work for Kindergarten with Sight Word Practice

✤ This is 40 pages, 8 weeks worth of morning work! ✤

It covers:

❀ Handwriting Uppercase and Lowercase Letters

❀ Sight Word Practice

❀ Color Recognition

❀ Number Sense

❀ Tally Marks

❀ Counting

❀ Number Lines

❀ Writing Numbers.

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Each page has an extended activity for students to do on the back of the page if they finish early. It is designed to MODEL ONCE with the whole group, and students should be working independently for each Set (4 Weeks.) Two sets are included. There are only mild changes in this packet each month to make it easy for students to follow the pattern each morning. I provide different fonts, so students get used to seeing letters that look different. The number and the number word is used so students get familiar with number word recognition. I tell students to look at their crayons to find the color word to help them figure out the color on their own to create independence.

I print my pages out and make into a journal to easily store papers, leaving the back blank for the extended activity. You can just give one sheet though, if you like to ensure students don't move on to the next page.

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FIND EACH SET INDIVIDUALLY BELOW

August and September Morning Work

October and November Morning Work

December and January Morning Work

February and March Morning Work

April and May Morning Work

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Total Pages
40 pages
Answer Key
Not Included
Teaching Duration
2 months
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Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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