**Rhyming Cards Activity and Bingo Game – LINK**

**Reading Standards: Foundational Skills K:
Phonological Awareness
**2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.

**Words That Start the Same Activity and Bingo Game– LINK
Sound Deletion Bingo Game – LINK**

**Reading Standards: Foundational Skills K:**

** Phonological Awareness**

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)

in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does

not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable

words to make new words.

**Jumpin’ Numbers and Shakin’ Shapes CD & DVD?– LINK
Jumpin’ Numbers Flashcards – LINK**

**Jumpin’ Numbers Bingo?**

Counting Creatures 0-10 Number Workbook – LINK**– LINK**Counting Creatures 0-10 Number Workbook – LINK

**K. Counting and Cardinality K.CC**

** Know number names and the count sequence.**

1. Count to 100 by ones and by tens.

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).

**Jumpin’ Numbers 11-30 CD & DVD– LINK
Counting Creatures 11-20 Number Workbook- LINK**

**K. Counting and Cardinality K.CC**

** Know number names and the count sequence.**

1. Count to 100 by ones and by tens.

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).

**Number and Operations in Base Ten K.NBT**

** Work with numbers 11-19 to gain foundations for place value.**

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.

**Jumpin’ Numbers Songbook– LINK
Number Pattern Blocks- LINK**

**K. Counting and Cardinality K.CC**

** Know number names and the count sequence.**

1. Count to 100 by ones and by tens.

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).

**Musical Math CD & DVD– LINK**

**Math Standards: K. Counting and Cardinality K.CC**

** Know number names and the count sequence.**

2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

**Compare numbers.**

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.

7. Compare two numbers between 1 and 10 presented as written numerals.

**Operations and Algebraic Thinking K.OA**

** Understand addition as putting together and adding to, and under-**

** stand subtraction as taking apart and taking from.**

1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

5. Fluently add and subtract within 5.

**Measurement and Data K.MD**

** Describe and compare measurable attributes.**

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.

**Classify objects and count the number of objects in each category.**

3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

**Geometry K.G**

** Identify and describe shapes (squares, circles, triangles, rectangles,**

** hexagons, cubes, cones, cylinders, and spheres).**

1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

2. Correctly name shapes regardless of their orientations or overall size.

**Math Standards Grade 1:**

** Operations and Algebraic Thinking 1.OA**

** Represent and solve problems involving addition and subtraction.**

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.

**Understand and apply properties of operations and the relationship between addition and subtraction. (Grade 1)**

3. Apply properties of operations as strategies to add and subtract.3 Examples: If 8+3=11 is known, then 3+8=11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2+6+4=2+10=12. (Associative property of addition.)

**Add and subtract within 20. (Grade 1)**

6. Add and subtract within 20, demonstrating ?uency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between?addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1=12+1=13).

**Work with addition and subtraction equations. (Grade 1)**

7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6=6, 7=8-1, 5+2=2+5, 4+1=5+2.

**Represent and interpret data. (Grade 1)**

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.

Our school system has adopted Reading Street. Have you ever considered creating a sight word package that accommodates specific reading programs?