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FIRST GRADE READINESS SUMMER PACKET

$9.00

FIRST GRADE READINESS SUMMER PACKET


UPDATED FOR SUMMER 2021

 

This product includes resources for student leaving kindergarten entering first grade in the fall. Each Homework Packet has an Instruction/Calendar Page, corresponding work pages and Reading Log. The activities are aligned with Kindergarten TEKS and CCSS. Skills include: short vowels, decoding words, blends, rhyming, sight words, digraphs, alliterations, writing, editing writing, addition, subtraction, graphing, comparing numbers, fractions, and much more!

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DIRECTIONS

 

Print these documents double sided. Place the Homework Packets in a folder labeled with the Summer Homework Label. Include the Parent Note Home or make your own using the editable copy. NOTE: My note home informs students that they will receive a prize at the beginning of the upcoming year for completely their Homework Packets.

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THIS RESOURCE INCLUDES

 

Parent Note Home

Parent Note Home

June Homework Packet

July Homework Packet

August Homework Packet

Summer Homework Folder Label

Homework Helpers: Alphabet, Phonics, Sight Words, Reading Tools

 

Find the Homework Packets for September through May in the Homework MEGA-BUNDLE: First Grade

 

 


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.1.1a
Print all upper- and lowercase letters.
CCSSL.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSSL.1.2a
Capitalize dates and names of people.
CCSSL.1.2b
Use end punctuation for sentences.
CCSSL.1.2d
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
CCSSRF.1.1
Demonstrate understanding of the organization and basic features of print.
CCSSRF.1.1a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
CCSSRF.1.2c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
CCSSRL.1.1
Ask and answer questions about key details in a text.
CCSSRL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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.MD.B.3
Tell and write time in hours and half-hours using analog and digital clocks.
CCSS1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
CCSS1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
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.

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.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.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.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.1.3.B
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: use illustrations and texts the student is able to read or hear to learn or clarify word meanings.
TEKSLA.1.6.D
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: create mental images to deepen understanding with adult assistance.
TEKSLA.1.8.B
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: describe the main character(s) and the reason(s) for their actions.

Math

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.1.3.A
Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.
TEKSMA.1.3.C
Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: compose 10 with two or more addends with and without concrete objects.
TEKSMA.1.3.D
Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.
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.C
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: create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons.

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