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MORNING WORK(DO NOW)
Includes 2 MOTHERS DAY writing activities.
FEATURES: students review key common core concepts in a spiral review format. Multiple subjects and concepts are taught on each page so students can be consistent and master the concepts. If you have not picked up the other morning work sets be sure to pick up the MORNING WORK BUNDLE. You will hardly have to teach with these monthly books :) PLEASE LEAVE FEEDBACK ON YOUR PURCHASE. IF U FIND AN ERROR, PLEASE LET ME KNOW.
I would love it if you follow my store for more great resources. If you have a personal request for a resource, I will try my best to
accommodate those. Email me at: oxfordkadeen@hotmail.com to request a special product or tool.Please contact me first if you find an error. Do not post a review without giving the author the opportunity to correct any error you may find.
MAY
3 Cover Page
Literacy
2 mothers day writing promp
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 1100
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 formCCSS.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 twodigit 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 twodigit 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 twodigit number and a onedigit number, and adding a twodigit 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 twodigit 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 twodigit 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 1090 from multiples of 10 in the range 1090 (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 unknownaddend 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.ELALITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELALITERACY.RF.1.1.A
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Phonological Awareness:
CCSS.ELALITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELALITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken singlesyllable words.
CCSS.ELALITERACY.RF.1.2.B
Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends.
CCSS.ELALITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
CCSS.ELALITERACY.RF.1.2.D
Segment spoken singlesyllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition:
CCSS.ELALITERACY.RF.1.3
Know and apply gradelevel phonics and word analysis skills in decoding words.
CCSS.ELALITERACY.RF.1.3.A
Know the spellingsound correspondences for common consonant digraphs.
CCSS.ELALITERACY.RF.1.3.B
Decode regularly spelled onesyllable words.
CCSS.ELALITERACY.RF.1.3.C
Know final e and common vowel team conventions for representing long vowel sounds.
CCSS.ELALITERACY.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.ELALITERACY.RF.1.3.E
Decode twosyllable words following basic patterns by breaking the words into syllables.
CCSS.ELALITERACY.RF.1.3.F
Read words with inflectional endings.
CCSS.ELALITERACY.RF.1.3.G
Recognize and read gradeappropriate irregularly spelled words.
Fluency:
CCSS.ELALITERACY.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELALITERACY.RF.1.4.A
Read gradelevel text with purpose and understanding.
CCSS.ELALITERACY.RF.1.4.B
Read gradelevel text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELALITERACY.RF.1.4.C
Use context to confirm or selfcorrect word recognition and understanding, rereading as necesSARYBy Kadeen OxfordProduct Type:
Digital
Type: Activities, Lesson Plan
Subject: Language Arts, Math, Social Studies, Parents/Home Schooler, Other
Level(s): Kindergarten, 1, 2, 3
Product Usability: New
Status: Active$ 5.00Showing 11 of 1

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Teaching Experience:
Grades Taught: Kindergarten, 1, 2, 3, 4, 5, 6
Subject Area: Language Arts, Math
April 17 , 2014 at 08:29 pm