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Print and Go for Special Education – MARCH Morning Worksheets (Skills Practice aligned with Common Core)
The perfect addition to your Calendar work activities! Data Collection boxes are included for skills on every worksheet!
This Print and Go for Special Education –MARCH Morning Worksheets packet contains daily practice to build calendar skills and daily lessons. Print 2-sided to save paper and choose from a variety of practice skills to suit your needs. This monthly set of 21 practice worksheets make learning fun! With a selection of worksheets for 21 days of school in March, you can choose the skill that you would like to focus on for the day. Worksheets are even included for Saturday and Sunday to keep your kids practicing each and every day! New monthly packets will be released on the 15th of each preceding month. Some of the skills included in the MARCH packet are:
Pre-Primer Sight Words
Identifying numbers up to 10
Counting up to 10
Identifying and writing Days of the Week, Months of the Year
Beginning Letter Sounds
Reading Comprehension demonstrated by drawing
Weather Clothing Choices
Differentiating between letters and numbers
This MARCH packet is aligned with the following Common Core State Math Standards:
K:01.CC.:01 Count to 100 by ones and tens.
K:02.CC.:02 Count forward beginning from a given number within the known sequence.
K:03.CC.:03 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20.
K:04.CC.:04 Understand the relationship between numbers and quantities; connect counting to cardinality.
K:05.CC.:05 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.
K:18.G:02 Correctly name shapes regardless of their orientations or overall size.
This MARCH packet is aligned with the following Common Core State ELA Standards:
K.RL.1 With prompting and support, ask and answer questions about key details in a text.
K.RL.3 With prompting and support, identify characters, settings, and major events in a story.
K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear.
K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear.
K.RF.1 Demonstrate the understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper and lowercase letters of the alphabet.
K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds.
K.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. 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.
c. Read common high-frequency words by sight.
K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about events in the order in which they occurred, and provide a reaction to what happened.
K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
PLEASE NOTE: TO SAVE YOUR COLOR INK, WE HAVE NOT ADDED COLORS TO THE COLOR KEY. USE A CRAYON AND CHOOSE COLORS, OR HAVE YOUR STUDENTS CREATE THEIR VERY OWN COLOR KEY!
SUGGESTED IEP GOAL ALIGNMENT:
Given a familiar work task of previously learned skills, presented in a small group setting with instructions repeated up to 3 times and 2 verbal prompts, STUDENT will complete the task in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
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