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Second Grade Morning Work & Movement - January Set 5 {Spiral Review}

Grade Levels
Common Core Standards
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2 MB|40 pages
Product Description
Here's a brand new take on morning work...Morning work with MOVEMENT!

If you want this work WITHOUT the movement included, you can get that HERE.

You can also purchase this set in a money-saving BUNDLE.

Kids today don't get enough movement and it affects their learning. They are expected to sit for longer and longer periods even in kindergarten. I created this morning work so that we can get our days started right...with common core, movement, and FUN! Who wouldn't love to turn their morning work in while waddling like a penguin?

The work is set up so the kids can do a short academic task, and then a short physical task. Perfect for those short attention spans!

The great thing about this work is that it covers many common core academic skills along with the movement, so if there's a day where you feel like you need a "gentler" start to the day, you can simply have the kids skip the movement for the day, and they will have plenty to do anyway.

(There will need to be some pre-teaching so that the kids know that the acting portion of the work needs to be appropriate and safe.)

There are 20 pages in this set (plus answer keys):
Second grade spelling words
Writing and editing sentences
Reading fluency triangles
Apostrophes - ownership and contractions
Popular misspellings: their, there, they're
your, you're
too, to, two
Time - 5 minute intervals
Money - quarters, dimes, nickels, pennies
Addition split - 2 digit and 3 digit
Fractions - Partitioning shapes and coloring fractions
Counting within 1,000
Exercise, movement & imaginary play

CCSS.ELA-LITERACY.RF.2.3Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3.FRecognize and read grade-appropriate irregularly spelled words.
CCSS.ELA-LITERACY.RF.2.4Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.2.4.ARead grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.L.2.1Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
CCSS.ELA-LITERACY.L.2.2Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.2.2.CUse an apostrophe to form contractions and frequently occurring possessives.
CCSS.ELA-LITERACY.L.2.3Use knowledge of language and its conventions when writing, speaking, reading,
or listening.

CCSS.MATH.CONTENT.2.NBT.A.1Understand that the three digits of a three-digit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
CCSS.MATH.CONTENT.2.NBT.A.1.A100 can be thought of as a bundle of ten tens — called a "hundred."
CCSS.MATH.CONTENT.2.NBT.A.1.BThe numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,
four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
CCSS.MATH.CONTENT.2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.MATH.CONTENT.2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.2.NBT.B.6Add up to four two-digit numbers using strategies based on place value and properties
of operations.
CCSS.MATH.CONTENT.2.NBT.B.7Add and subtract within 1000, 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. Understand
that in adding or subtracting three-digit numbers, one adds or subtracts
hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
CCSS.MATH.CONTENT.2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes,
using a.m. and p.m
CCSS.MATH.CONTENT.2.G.A.3Partition circles and rectangles into two, three, or four equal shares, describe
the shares using the words halves, thirds, half of, a third of, etc., and describe
the whole as two halves, three thirds, four fourths. Recognize that equal shares
of identical wholes need not have the same shape.



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