Kindergarten Numbers 1-10 Worksheet

Download and Print

Numbers 1-10 – Kindergarten Matching Numbers

Readingisfun.me-Kindergarten Numbers Matching Activity

First Grade Free Math Worksheets

First Grade Word Problems Worksheet

First Grade Counting By 5s- Patterns

First Grade Worksheet- More, Less, Same

First Grade Worksheet- Addition

Counting by 5s

First Grade Math Word Questions

First Grade- More, Less, Equal

First Grade- Calendar Activities

Place Value Mat- Second Grade – Math Lesson Plan

Grade: Second Grade

Objective: Addition of double digits numbers with regrouping.

Benchmark:

2.RP.5 Justify general claims, using manipulatives.

2.N.6 Develop an understanding of the base ten

system.

2.N.16 Use a variety of strategies to solve addition

and subtraction problems using one- and

two-digit numbers with and without

regrouping

Materials:

Place Value Mat

Pencils

48

+24

“ The Grouchy Ladybug” – First Grade – Lesson Plan

Fluency in reading is the ability to read with speed, accuracy, and proper expression. One of the most effective ways to build fluency is through repeated readings of the same text. Some researchers hold that text should be reread at least four times in order to build on fluency. Often, it’s a difficult task to get early readers to get enthusiastic about rereading the same text. This is why stories that repeat the same sentences throughout the text provide both building fluency and reading motivation.

Grade Level : First Grade Lesson Plan

Benchmark Description :

LA.1.1.1.1 – Locate the title, names of author and illustrator.

LA.1.1.5.1 – Apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context.

LA.1.1.5.2 – Recognize high frequency and familiar words in isolation and in context.

LA.1.1.5.3 – Adjust reading rate based on purpose, text difficulty, form, and style.

Objectives:

Students will build reading fluency through repeated readings of the text.

Students will apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context.

Students will learn new vocabulary (aphids, insist, suggest).

Materials:

“The Grouchy Ladybug Story” by Eric Carle

Journals

Sentence strips.

Procedures:

1. Teacher reads “The Grouchy Ladybug Story” by Eric Carle, aloud.

2. Teacher and students reread the story aloud together.

3. Have the student practice reading a passage with emotion, to emphasize expression and      intonation.

4. Students are grouped together for paired reading.

5. Students are given a sentence strips with text on it. Students then cut apart the words in    sentences and reconstruct the sentences again.

Assessment:

Teacher will informally assess student’s progress on fluency.

Teacher will informally assess student’s ability to reconstruct the story sentence.

Students will write and illustrate a new ending to the story in their journals.

Extension Activities:

Students prepare “The Grouchy Ladybug” performance during which every student takes a part and rehearses his/her lines(s).

“THE LORAX” by Dr. Seuss- Second Grade Lesson Plan

Grade Level : Second and Third Grade Lesson Plan

Benchmark Description :

LA.2.1.7.5 – Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text.

LA.2.1.7.3 – Summarize information in text, including but not limited to main idea, supporting details, and connections between texts.

LA.2.1.7.8 – Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context, summarizing, questioning, and clarifying by checking other sources.

Body of Knowledge: Environment, Science and Language Arts

Objectives:

After this lesson:

Students will learn the human impact on the environment.

Students will learn the cause and effect of cutting trees (cause) on wild life and air pollution.

Students will learn the importance of preserving the environment.

Students will describe their understanding of “The Lorax” story in their journals.

Students will make connections between “The Lorax” story and their own life/environment.

Students will write a summary of “The Lorax” story.

Students will write three paragraphs on way that they will help the Lorax and his friends.

Students will acquire knowledge of the lesson related vocabulary, such as, environment, interconnectedness, pollution, and ecosystem.

Materials:

“The Lorax” by Dr. Seuss

Pencils

Color Pencils

Journals

Internet

Procedures:

Teacher will start a lesson by activating students knowledge on importance of trees. Teacher will initiated discussion by asking questions, such as, “Why do you think that trees are important? Why do you think that it is important for us to keep our water clean (lakes, rivers, ponds, oceans)? What do you think happens to animals once their trees are cut down? What is pollution? What happens to humans and animals when our air is polluted? Can you think of the ways that one action, such as, cutting trees, causes a chain reaction and impacts an entire ecosystem of life? How is the ecosystem interconnected?

Teacher is going to read a story. Teacher stops and discusses a Thneed. Did people need a Thneed? How did Once-ler’s greed impact the animals, the air, the Lorax? At the end of the story, what did the word “UNLESS” mean? What can we do to protect the environment?

Students and Teacher will discuss the ways to reduce, reuse, and recycle.

Students and Teacher will visit http://www.seussville.com/loraxproject/ and read out loud the steps on what we can do to help the Lorax and his friends.

Assessment:

Students will write and illustrate the summary of “The Lorax” in their journals.

Students will write three paragraphs on the steps they will take to help the Lorax and his friends.

Extension Activities:

Visit http://www.seussville.com/loraxproject/

Moon Phases Lesson Plan – First and Second Grade Lesson Plan

Grade Level : 1st and 2nd Grade

Benchmark Description :

SC.2.E.7.1: Compare and describe changing patterns in nature that repeat themselves.

LA.2.1.7.3 – summarize information in text, including but not limited to main idea, supporting details, and connections between texts.

LA.2.1.7.4 – identify cause-and-effect relationships in text.

LA.2.4.2.2 – record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic.

LA.2.4.2.3 – write informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information.

Body of Knowledge: Science & Language Arts

Objectives:

After this lesson:

Students will understand that Moon goes through phases and looks different every night.

Students will make Moon observations each night at the same time for two weeks.

Students will learn that the Moon does not shine on its own, but reflects the Sun’s light.

The Moon orbits around the Earth.

Students will understand that Moon changes follow a pattern.

Students will understand that we only see one side of the Moon.

Students will learn new vocabulary, New Moon, First Quarter, Crescent Moon, Full Moon, Third Quarter Moon, and Orbit.

Students will complete a word study.

Materials:

Moon chart

Pencils

Color Pencils

Journals

“Papa, Please Get The Moon For Me” By Eric Carle

Procedures:

Students will track the moon phases for two weeks. They will draw their findings on their Moon charts.

Teacher will start the class with the discussion about students’ Moon findings and observations.

Teacher will present pictures of the Moon along with the new vocabulary.

Teacher will discuss with students the reason that some of their findings are not the same.

Teacher will introduce “Papa, Please Get The Moon For Me” by Eric Carle

Throughout the book teacher will note the changing phases of the Moon. Teacher and students will discuss the text forms fiction and non fiction.

Teacher and students will identify Moon phases and apply new vocabulary to the text.

Teacher will summarize the story through a think aloud and he/she will involve students in making connections between the story ”Papa, Please Get The Moon For Me” and their own observations and conclusions.

Assessment:

Students will complete their two week Moon charts.

Students will write a paragraph about their findings in their journals.

Extension Activities:

http://news.nationalgeographic.com/news/2004/07/0714_040714_moonfacts.html

http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question3.html

http://www.noao.edu/education/phases/phases_demo.html

The Rainbow Fish – Lesson Plan- Second Grade

Grade Level : Second Grade

Subject : Language Arts

Duration: 40 minutes

Benchmark Description : Florida Sunshine State Standards

LA.A.2.1.1: The student uses the reading process effectively – determines the main idea or essential message from text and identifies supporting information.

LA.2.1.7.3 – summarize information in text, including but not limited to main idea, supporting details, and connections between texts.

LA.2.1.7.4 – identify cause-and-effect relationships in text.

LA.2.1.7.5 – identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text.

LA.2.1.7.8 – use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.

LA.2.2.1.2 – identify and describe the elements of story structure, including setting, plot, character, problem, and resolution in a variety of fiction.

Objectives:

After this lesson:

Students will be able to identify the main idea in the story.

Students will be able to summarize the text and make text connections to their own lives.

Students will be able to identify cause and effect relationship in the text.

Students will use reading comprehension strategies to monitor their own understanding of the text.

Students will use higher order cognitive skills to create their own story on topics of friendship, sharing, and/or happiness in their journals.

Materials:

The Rainbow Fish, by Marcus Pfister

Poster size Rainbow fish

journals

pencils

markers

paper scales

Procedures:

1. Teacher will start the lesson by discussing the role of sharing in friendship. Teacher will ask students how sharing makes them feel. How do they go about sharing things that they really like? Does it hurt their feelings when someone does not want to share with them? How do they feel when a friend shares with them?
2. Teacher will proceed to introduce the story and then read the story. During the story, teacher will pause on a couple of spots and check on students’ comprehension and thought and prediction on the story. (It is important not to make too many comprehension pauses/stops in order to prevent loss of interest in the story.
3. At the end, ask students to summarize the story. What was the story about? Students will identify the cause and effects relationship in the story. How did the Rainbow Fish behavior change the way other fish treat her? Discuss the importance of sharing and what really made the Rainbow Fish happy? Was it the shimmering scales or friends?
4. Take a step further and encourage students to think about their own friendships and instances when someone’s selfishness made them feel bad or vice versa. Then give out a pice of paper in the shape of a scale to each student. Tell them to think of one word that comes to mind when they think of sharing and friendship. Have them write the word on the scale. Let them decorate their individual scales, and once they are done, glue the scales on the big poster fish.

Assessment:

Students will either retell the story in written form in their journals or create a new story on on the topic of sharing and friendship.

Star Light, Star Bright – Word Sorts, Spelling Patterns, Reading Fluency

Star light, star bright,

The first star I see tonight;

I wish I may, I wish I might,

Have the wish I wish tonight.

-ight              -ay       -ish         -ar

bright          may       fish       star

light              day       dish       car

might           stay      wish         far

I Am a Little Tea Pot – Word Sorts, Spelling Patterns, Reading Fluency

I Am a Little Tea Pot is one of children’s favorite nursery rhymes. The words are easy to memorize and the rhythm is catchy. Both boys and girls love this song. So, it’s a perfect song to use in order to build reading fluency and to learn spelling patterns and word chunking. Simply read the nursery rhyme to your class. Ideally, you will have the words displayed in large font easy for children to see and read along. Accentuate the repetition and the rhyme, repeat reading of the song, and let the children participate in the read along.

To implement word sorts, write out the words on sticky notes or cards and let the children place words in spelling pattern order(s).

Have Fun!

I Am a Little Tea Pot

I’m a little tea pot,

Short and stout

Here is my handle

Here is my spout.

When I get all steamed up,

Hear me shout

Just tip me over and pour me out!

I’m a clever teapot,

Yes it’s true

Here let me show you

What I can do.

I can change my handle

And my spout

Just tip me over and pour me out!

Word Sorts

-out        -ea  – ot

spout      tea  pot

shout     sea  dot

stout               lot

Adding It Up – by Rosemary Wells- Kindergarten Math

Adding It Up-  by Rosemary Wells

After reviewing many children’s math books, I have to say that “Adding It Up” by Rosemary Wells is a perfect math book for kindergartners. The book introduces numbers 1-20, addition, subtraction, money, patterns, graphs, counting by twos, and fractions. All these concepts are introduced in a fun and engaging way by  Timothy Goes To School characters. This book is not only good for kids, but it is also good for parents since it covers main kindergarten math concepts and provides ideas for everyday math use.

Happy Reading