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# August Literacy and Math Task Cards

Start your school year off with these August Literacy and Math Task Cards! These are easy to prep activities that can used in small groups and/or centers for the month of August.

With all there is to do during the first month of school, these task cards make teaching centers quick and easy. Each task card provides simple instructions to guarantee your learners know what to do in literacy and math.

### This pack includes SIXTEEN August Literacy and Math Task Cards that include:

-Letter Identification

-Rhyming

-Letter Formation

-Sight Words

-Color Sorting

-Number Identification

-Number Formation

-TONS more!

***This resource got a major update but the old version is still available!

#### ⭐⭐⭐⭐⭐What Teachers Are Saying:

“Great centers! I love that they are themed. It keeps the kids interested each month and they get excited to see what’s new.” -Emily W.

“I used this resource in some of my literacy centers and my students loved themEngaging, hands on and very easy for me with minimal prep involved.” -Kelly H.

“This was a great resource to use at the beginning of the year to help jumpstart literacy centers and get students used to the idea of centers and how they work. Easy to implement and easy for the students to be independently successful.” -Cari B.

#### YOU MIGHT ALSO LIKE

August Calendar and Circle Time

Back to School Activities

Chicka Chicka Scavenger Hunt

## LEARNING STANDARDS INCLUDED IN THIS RESOURCE

#### Language Arts

CCSSRF.K.2a
Recognize and produce rhyming words.
CCSSL.K.5a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
CCSSRF.K.1b
Recognize that spoken words are represented in written language by specific sequences of letters.
CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
CCSSRF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSSRF.K.3a
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
CCSSRF.K.3c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

#### Math

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.4b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSSK.CC.B.4a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSSK.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSSK.CC.C.7
Compare two numbers between 1 and 10 presented as written numerals.

#### Language Arts

TEKSLA.K.2.A.i
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student expects to: demonstrate phonological awareness by: identifying and producing rhyming words.
TEKSLA.K.2.A.iii
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student expects to: demonstrate phonological awareness by: identifying the individual words in a spoken sentence.
TEKSLA.K.2.B.iv
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student expects 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.iii
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student expects to: demonstrate and apply spelling knowledge by: spelling high-frequency words from a research-based list.
TEKSLA.K.2.D.iii
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student expects to: demonstrate print awareness by: recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries.
TEKSLA.K.2.D.iv
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student expects to: demonstrate print awareness by: recognizing the difference between a letter and a printed word.
TEKSLA.K.2.D.v
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student expects to: demonstrate print awareness by: identifying all uppercase and lowercase letters.
TEKSLA.K.3.B
The student uses newly acquired vocabulary expressively. The student expects to: use illustrations and texts the student is able to read or hear to learn or clarify word meanings.

#### Math

TEKSMA.K.2.E
Number and operations. The student expects to: generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20.
MA.K.2.H
Number and operations. The student expects to: use comparative language to describe two numbers up to 20 presented as written numerals
MA.K.2.I
Number and operations. The student expects to: compose and decompose numbers up to 10 with objects and pictures.

## CONNECT WITH MJCS

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