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FIRST GRADE HOMEWORK BUNDLE

$33.00

FIRST GRADE HOMEWORK MEGA-BUNDLE

UPDATED FOR 2021-2022!

Use these resources to create easy-to-use Homework Packets for your students. Edit the text to meet your learners specific needs! (editing is only available in this bundle)

See how to set up your learners’ homework folder here!

Make homework successful in your classroom with these homework tips!


This MEGA-BUNDLE includes EDITABLE VERSIONS of…

First Grade Homework Organization Labels, Notes and Homework Helpers

August First Grade Homework Packet

September First Grade Homework Packet

October First Grade Homework Packet

November First Grade Homework Packet

December First Grade Homework Packet

January First Grade Homework Packet

February First Grade Homework Packet

March First Grade Homework Packet

April First Grade Homework Packet

May First Grade Homework Packet

**To purchase individual homework packets, click on the link above.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.1.1a
Print all upper- and lowercase letters.
CCSSL.1.1b
Use common, proper, and possessive nouns.
CCSSL.1.1c
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
CCSSL.1.1f
Use frequently occurring adjectives.
CCSSL.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSSL.1.2b
Use end punctuation for sentences.
CCSSRF.1.1a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
CCSSRF.1.2a
Distinguish long from short vowel sounds in spoken single-syllable words.
CCSSRF.1.2d
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
CCSSRF.1.3a
Know the spelling-sound correspondences for common consonant digraphs.
CCSSRF.1.3g
Recognize and read grade-appropriate irregularly spelled words.

Math

CCSS1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
CCSS1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
CCSS1.MD.A.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
CCSS1.MD.A.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
CCSS1.MD.B.3
Tell and write time in hours and half-hours using analog and digital clocks.
CCSS1.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.
CCSS1.NBT.B.2a
10 can be thought of as a bundle of ten ones – called a “ten.”
CCSS1.NBT.B.2b
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
CCSS1.NBT.B.2c
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).
CCSS1.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.

Texas Essential of Knowledge and Skills

Language Arts

TEKSLA.1.2.A.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 phonological awareness by: producing a series of rhyming words
TEKSLA.1.2.A.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 phonological awareness by: recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound
TEKSLA.1.2.A.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 phonological awareness by: distinguishing between long and short vowel sounds in one-syllable words.
TEKSLA.1.2.A.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 phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed.
TEKSLA.1.2.A.v
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 phonemes to form one-syllable words, including initial and/or final consonant blends
TEKSLA.1.2.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: segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends
TEKSLA.1.2.B.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 phonetic knowledge by: decoding words in isolation and in context by applying common letter sound correspondences.
TEKSLA.1.2.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: using knowledge of base words to decode common compound words and contractions.
TEKSLA.1.2.B.v
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: decoding words with inflectional endings, including -ed, -s, and -es.
TEKSLA.1.2.B.vi
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 100 high-frequency words from a research-based list.
TEKSLA.1.2.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 closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables.
TEKSLA.1.2.C.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 spelling knowledge by: spelling words with initial and final consonant blends, digraphs, and trigraphs.
TEKSLA.1.2.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 words using sound-spelling patterns.
TEKSLA.1.2.C.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 spelling knowledge by: spelling high-frequency words from a research-based list.

Math

TEKSMA.1.2.B
Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.
TEKSMA.1.2.C
Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: use objects, pictures, and expanded and standard forms to represent numbers up to 120.
TEKSMA.1.2.D
Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: generate a number that is greater than or less than a given whole number up to 120.
TEKSMA.1.2.E
Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: use place value to compare whole numbers up to 120 using comparative language.
TEKSMA.1.5.A
Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: recite numbers forward and backward from any given number between 1 and 120.
TEKSMA.1.5.B
Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set.
TEKSMA.1.5.G
Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: apply properties of operations to add and subtract two or three numbers.
TEKSMA.1.6.A
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language.
TEKSMA.1.6.B
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape.
TEKSMA.1.6.H
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: identify examples and non-examples of halves and fourths.
TEKSMA.1.7.B
Geometry and measurement. The student applies mathematical process standards to select and use units to describe length and time. The student is expected to: illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other.

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