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# APRIL LITERACY CENTERS AND MATH CENTERS

\$8.00

This resource is available for a discounted price in the Monthly Literacy and Math Centers Bundle.

LITERACY CENTERS INCLUDED:

Phonics Center:
Print and laminate the mats and picture cards. Have learners sort the picture cards by their beginning digraph sounds. Learners may complete the printable while at the center or as an assessment after.

Pocket Chart Center:
Print and laminate the contraction cards. Have learners match the words to their correct contraction. Learners may complete the printable while at the center or as an assessment after.

Reading Center:
Print the pages and purchase a photo album from a dollar store. Insert the title and pages into the photo album. Laminate the word holder for each book and velcro the word cards onto the holder page and place lamination on the blank book pages. Learners may read the book at the center and fill in the missing words for the second portion of the book.

Sight Word Center:
Edit the sight word pages to meet your needs by typing the words on the clip cards (scramble to letters on the basket). Have learners clip the unscrambles sight word. Learners may complete the printable while at the center or as an assessment after.

Word Play Center:
Print and laminate the CCVC strips and letter cards. Have learners make each CCVC words by listening for the blends and ending rime. Learners may complete the printable while at the center or as an assessment after.

Writing Center:
Print, laminate the word chart and post in your writing center. Have your learners use the word chart, story starter writing pages or simply create their own story.

MATH CENTERS INCLUDED:

Math Center 1: (Write the Room – Addition)
Print and laminate the Addition cards and post around the room. Have learners find the cards and solve the equations on their printable. Two sets provided.

Math Center 2: (Place Value)
Print and laminate the clip cards. Have learners count the tens and ones and clip the correct number for each card. Learners may complete the printable while at the center or as an assessment after.

Math Center 3: (Subtraction)
Print and laminate the subtraction mats, subtraction equations and manipulatives. Have learners choose a subtraction equation and use the manipulatives to solve each equation. Learners may complete the printable while at the center or as an assessment after.

Math Center 4: (Time Match)
Print and laminate the time puzzles. Have learners match the boots to the correct analog and digital time. Learners may complete the printable while at the center or as an assessment after.

Math Center 5: (100 Chart Puzzles)
Print and laminate 100 charts and the puzzle pieces. Cut the puzzles on the dotted lines and place in baggies. Have learners form a 100 chart using the pieces provided. Learners may complete the printable while at the center or as an assessment after.

Math Center 6: (Measurement)
Print and laminate the weight and length cards. Have learners use the cards to compare the weight and length of the objects. Learners may write the correct answer for each card on the printable provided.

## LEARNING STANDARDS INCLUDED IN THIS RESOURCE

### Mathematics

CCSSK.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSSK.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSSK.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSSK.CC.A.1
Count to 100 by ones and by tens.
CCSSK.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
CCSSK.MD.A.2
Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

### Language Arts

CCSSL.K.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSSL.K.2d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
CCSSRF.K.2c
Blend and segment onsets and rimes of single-syllable spoken words.
CCSSRF.K.3c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSSW.K.3
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.

### Math

TEKSMA.K.2.A
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count forward and backward to at least 20 with and without objects.
TEKSMA.K.3.A
Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to: model the action of joining to represent addition and the action of separating to represent subtraction.
TEKSMA.K.3.C
Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to: explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

### Language Arts

TEKSLA.K.2.A.vii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: blending spoken onsets and rimes to form simple words.
TEKSLA.K.2.B.ii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.
TEKSLA.K.2.B.iv
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: identifying and reading at least 25 high-frequency words from a research-based list.
TEKSLA.K.2.C.i
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling words with VC, CVC, and CCVC.
TEKSLA.K.2.C.iii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling high-frequency words from a research-based list.
TEKSLA.K.6.B
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: provide an oral, pictorial, or written response to a text.

## CONNECT WITH MJCS

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