MAY LITERACY CENTERS AND MATH CENTERS

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MAY LITERACY CENTERS AND MATH CENTERS

Buy the MONTHLY LITERACY CENTERS AND MATH CENTERS MEGA-BUNDLE and SAVE!

LITERACY CENTERS INCLUDED:

Phonics Center:
Print and laminate the clip cards. Have your learners clip the vowel team in each word. Learners may complete the printable while at the center or as an assessment after.

Pocket Chart Center:
Print and laminate the bossy r headers and picture cards. Have your learners sort the pictures by their r-controlled vowel sound. 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 word cards and letter cards Have learners choose a sight word card, create the word with the letter tiles and write the word on the lines provided.

Word Play Center:
Print and laminate silent e or CVCe puzzles and cut apart. Have your learners put the puzzles together to form the correct new word. Learners may complete the printable while at the center or as an assessment after.

Writing Center:
Print, laminate the main idea chart and post in your writing center. Introduce writing with detail in who group instruction first then have your learners write stories in the writing centers with a main idea and details.

MATH CENTERS INCLUDED:

Math Center 1: (Place Value)
Print and laminate multiple copies of the flower pot mats and place value cards. Have your learners find the place value cards on the flower pot. Learners may complete the printable while at the center or as an assessment after.

Math Center 2: (Fact Family)
Print and laminate the fact family mats and fact family equations. Have your learners match the correct equations to each of the fact family mats. Learners may complete the printable while at the center or as an assessment after.

Math Center 3: (Counting Coins)
Print and laminate the clip cards. Have your learners count the coins on each of the clip cards and put a clip on the correct amount of money. Learners may complete the printable while at the center or as an assessment after.

Math Center 4: (Skip Counting)
Print and laminate the skip counting headers and the number cards. Have your learners place the numbers in the correct order on a pocket chart for each pattern. Learners may complete the printable while at the center or as an assessment after.

Math Center 5: (Write the Room – Comparing Numbers)
Print and laminate the comparing numbers cards and place around the room. Have your learners write the number equations on the printable provided.

Math Center 6: (Number Line)
Print and laminate the number line and equation cards. Have your learners pick an addition or subtraction equation to solve on the number line. Learners may write the correct answer for each card on the printable provided.

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core State Standards

Language Arts

CCSSRF.K.3b

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

CCSSRF.K.3c

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

CCSSRF.1.2a

Distinguish long from short vowel sounds in spoken single-syllable words.

CCSSRF.1.3c

Know final -e and common vowel team conventions for representing long vowel sounds.

CCSSW.1.3

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Math

CCSSK.CC.A.1

Count to 100 by ones and by tens.

CCSSK.CC.B.5

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

CCSSK.CC.C.6

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

CCSSK.NBT.A.1

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

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.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.NBT.B.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Texas Essential of Knowledge and Skills

Language Arts

TEKSLA.K.2.B.iv

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.iii

The student is expected to: demonstrate and apply spelling knowledge by: spelling high-frequency words from a research-based list;

TEKSLA.K.11.A

The student is expected to: dictate or compose literary texts, including personal narratives;

TEKSLA.1.2.A.iii

The student is expected to: demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable words;

TEKSLA.1.2.B.iii

The student is expected to: demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;

TEKSLA.1.2.B.vi

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

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.iv

The student is expected to: demonstrate and apply spelling knowledge by: spelling high-frequency words from a research-based list;

Math

TEKSMA.K.2.B

The student is expected to: read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;

TEKSMA.K.2.E

The student is expected 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;

TEKSMA.K.2.G

The student is expected to: compare sets of objects up to at least 20 in each set using comparative language;

TEKSMA.1.2.G

The student is expected to: represent the comparison of two numbers to 100 using the symbols >, <, or =.

TEKSMA.1.3.B

The student is expected to: use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] − 3;