Writing Addition Number Sentences Tasks

Name:  ________________________________________________________ Date:  _____________________________________________________________

Writing Addition Number Sentences Tasks

Direction:  Complete each task in a math journal.

Task One:   Select three pairs of two-digit numbers from a bag.  Write a number sentence to represent adding each pair of two-digit numbers in a three-tab book/foldable.  Write an addition number sentence to represent each pair of numbers in a three-tab book/foldable.  Write a word problem to represent each number sentence.  Write and label each sum in standard form, expanded form, and word name form.  Draw and label each sum with base-ten representation.

Task Two:  Create a three-column chart to demonstrate an understanding of  adding two one-digit numbers, two two-digit numbers, and two three-digit numbers,  and write addition number sentences for two one-digit numbers, two two-digit numbers, and two three-digit numbers .  Write an addition number sentence to represent adding two one- digit numbers in column one.  Write an addition number sentence to represent adding two two-digit numbers.  Write an addition number sentence to represent adding two three-digit numbers in column three..

        Writing Addition Number 

                    Sentences

One-Digit   Two-Digit Three- Digit 

© Copyright 2015, Dianne Dodson.  All rights reserved.

Subtracting Word Problems

Name:  ______________________________________________________  Date:  _______________________________________________________________

Subtracting Word Problems

Direction:  Complete each task in the math journal. 

Task One:   Select three pairs of two-digit numbers from a bag.   Write a number sentence to represent subtracting each pair of two-digit numbers in a three-tab book/foldable.   Write a subtraction number sentence to represent each pair of numbers in a three-tab book/foldable.  Write a word problem to represent each number sentence.  Write and label each sum in standard form, expanded form, and word name form.  Draw and label each sum with base-ten representation.

Task Two:  Create a three-column chart to demonstrate an understanding of  subtracting two one-digit numbers, two two-digit numbers, and two three-digit numbers,  and write subtraction number sentences to tell the difference for each problem.  Write a subtraction number sentence to represent subtraction two one- digit numbers in column one.  Write a subtraction number sentence to represent subtracting two two-digit numbers in column two.  Write a subtraction number sentence to represent subtracting two three-digit numbers in column three..

  Subtraction Word Problems

One-Digit    Two-Digit   Three-Digit

© Copyright 2015, Dianne Dodson.  All rights reserved.

Writing Subtraction Number Sentences

Name: _______________________________________________________________ Date:  __________________________________________________________

Writing Subtraction Number Sentences

Direction:  Complete each task in a math journal.

Task One:  Select three pairs of two-digit numbers from a bag of two-digit numbers.    Write a number sentence to represent subtracting each pair of two-digit numbers in a three-tab book/foldable.  Write and label each difference in standard from, expanded form, and word name form.  Draw and label each difference with base-ten representation.

Task Two:  Create a three-column chart to demonstrate an understanding of solving subtracting problems by writing subtraction number sentences.  Write a subtraction number sentence to represent subtracting two one- digit numbers in column one.  Write a subtraction number sentence to represent subtracting two two-digit numbers in column two.  Write a subtraction number sentence to represent subtracting two three-digit numbers in column three.  Write a word problem to represent each subtraction number sentence in each column.

        Writing Subtraction Number 

                    Sentences

One-Digit   Two-Digit Three- Digit 

© Copyright 2015, Dianne Dodson.  All rights reserved.

Adding Word Problems

Name:  _______________________________________________________  Date:  _________________________________________________________________

Adding Word Problems

Direction:  Complete each task in a math journal.

Task One:  Select three pairs of two-digit numbers from a bag.  Write a number sentence to represent adding each pair of two-digit numbers in a three-tab book/foldable.  Write an addition number sentence to represent each pair of numbers in a three-tab book/ foldable.

Write and label each sum in standard form, expanded form, and word name form.  Draw and label each sum with base-ten representation.

                                  

Task Two:  Create a three-column chart to demonstrate an understanding of how to model adding one-digit, two-digit, and three-digit addition number sentences and word problems.  Write an addition number sentence to represent adding two one- digit numbers in column one.  Write an addition number sentence to represent adding two two-digit numbers in column two.  Write an addition number sentence to represent adding two three-digit numbers in column three.  Write a word problem to represent each addition number sentence in each column.

      

              Adding Word Problems

One-Digit   Two-Digit Three- Digit 

                                  

© Copyright 2015, Dianne Dodson.  All rights reserved.

Writing Addition Number Sentences Tasks

Name:  ________________________________________________________ Date:  _____________________________________________________________

Writing Addition Number Sentences Tasks

Direction:  Complete each task in a math journal.

Task One:   Select three pairs of two-digit numbers from a bag.  Write a number sentence to represent adding each pair of two-digit numbers in a three-tab book/foldable.  Write an addition number sentence to represent each pair of numbers in a three-tab book/foldable.  Write a word problem to represent each number sentence.  Write and label each sum in standard form, expanded form, and word name form.  Draw and label each sum with base-ten representation.

Task Two:  Create a three-column chart to demonstrate an understanding of  adding two one-digit numbers, two two-digit numbers, and two three-digit numbers,  and write addition number sentences for two one-digit numbers, two two-digit numbers, and two three-digit numbers .  Write an addition number sentence to represent adding two one- digit numbers in column one.  Write an addition number sentence to represent adding two two-digit numbers.  Write an addition number sentence to represent adding two three-digit numbers in column three..

        Writing Addition Number 

                    Sentences

One-Digit   Two-Digit Three- Digit 

© Copyright 2015, Dianne Dodson.  All rights reserved.

Fluency Workstation Tasks/Differentiated and Tired Instruction

Fluency Workstation Tasks/Differentiated and Tired Instruction

Direction:  Complete each required task by Friday of each week.  Each task requires you to complete the task according to you reading group placement.  Once you complete the required tasks, complete any choice tasks that you want to complete. Write the date that you completed your tiered and differentiated task on the line. 

Task Seven:  Fluency (Required)  _________________________________________________________

Choice Task:  _________________________________________________________________________

Name of Book:  _______________________________________________________________________

Direction: The blue group and orange group will read the level reader or accelerated reading book to your partner or your peers for one minute.  Complete this task two times every week.

Blue Group:  Once you finish reading, create a three column chart.  Write the name of the book in column one.  Write the page number that you stopped reading on in column two.  Write the sentence that includes the word that you stopped reading on in column three.  Highlight the word that you stopped reading on in the sentence. 

Orange Group:  Once you finish reading, create a three column chart.  Write the name of the book in column one.  Write the page number that you stopped reading on in column two.

Green Group: Read a passage to a partner or your peers for one minute.  Complete this task two times each week. 

Choice Task:  Write a list of the words that you had difficulty pronouncing.

© Copyright 2013, Dianne Dodson.  All rights reserved.

Technology Workstation Tasks/Differentiated and Tired Instruction

Technology Workstation Tasks/Differentiated and Tired Instruction

Direction:  Complete each required task by Friday of each week.  Each task requires you to complete the task according to you reading group placement.  Once you complete the required tasks, complete any choice tasks that you want to complete. Write the date that you completed your tiered and differentiated task on the line. 

Task Six: Technology/Accelerated Reading (Required Task)____________________________________

Choice Task:  _________________________________________________________________________

Name of Book:  _______________________________________________________________________

Blue Group:  Compete an accelerated reading test on the book.

Orange Group:  Complete an accelerated reading test on the book.

Green Group:  Complete an accelerated reading test on the book.

Choice Task:  Write five questions about your book to ask one your peers in a student –selected small group.  Read your accelerated book to your peers.  Ask your peers who, what, when, where, and how questions that you generate about the accelerated reading book.  Discuss the responses to the questions in the small group.   

© Copyright 2013, Dianne Dodson.  All rights reserved.

Writing Workstation Tasks/Differentiated and Tired Instruction

Writing Workstation Tasks/Differentiated and Tired Instruction

Direction:  Complete each required task by Friday of each week.  Each task requires you to complete the task according to you reading group placement.  Once you complete the required tasks, complete any choice tasks that you want to complete. Write the date that you complete your tiered and differentiated task on the line. 

Task Five:  Writing (Required Task) ______________________________________________________

Choice Task:  ________________________________________________________________________

Name of Book:  _______________________________________________________________________

Direction: The students will read the level reader or accelerated reading books.  Then each student will complete the tiered writing task.

Blue Group:  Write a paragraph to summarize the level reader or accelerated reading book.  Make sure the paragraph include a ma

in idea sentence, detail sentences, and a concluding sentence.

Orange Group:  Write three sentences to summarize the level reader or accelerated reading book.

Green Group:  Draw and label three pictures to summarize the level reader or accelerated reading book.

Choice Task:  Create a graphic organizer, foldable, or model to represent the level reading or accelerated reading story that you read.

© Copyright 2013, Dianne Dodson.  All rights reserved.

Phonemic Awareness Workstation Tasks/Differentiated and Tired Instruction

  Phonemic Awareness Workstation Tasks/Differentiated and Tired Instruction

Direction:  Complete each required task by Friday of each week.  Each task requires you to complete the task according to you reading group placement.  Once you complete the required tasks, complete any choice tasks that you want to complete. Write the date that you complete your tiered and differentiated task on the line. 

          

Task Four:  Phonemic Awareness (Required Task) ___________________________________________

Choice Task:  _________________________________________________________________________

Name of Book:_______________________________________________________________________

Direction:  Read a leveled passage, poem, or book to identify one phonemic awareness skill.  Write the skill on the line.

Phonemic Awareness Skill:  ____________________________________________________________

Blue Group:  Highlight each word that includes the phonemic awareness sound identified in the passage or poem.  Write a paragraph with the highlighted words. Include a main idea sentence, detail sentences, and a concluding sentence in the paragraph. 

Orange Group:  Highlight each word that includes the phonemic awareness sound identified in the passage or poem.  Write a sentence using each word.

Green Group:  Highlight each word that includes the phonemic awareness sound in the passage or poem.  Draw a picture to represent each highlighted word.

Choice Task:  Create a foldable, graphic organizer, or model that demonstrates the phonemic awareness skill.

© Copyright 2013, Dianne Dodson.  All rights reserved.

Phonics Workstation Tasks/Differentiated and Tired Instruction

Phonics Workstation Tasks/Differentiated and Tired Instruction

Direction:  Complete each required task by Friday of each week.  Each task requires you to complete the task according to you reading group placement.  Once you complete the required tasks, complete any choice tasks that you want to complete. Write the date that you complete your tiered and differentiated task on the line. 

Task Three:  Phonics (Required Task) ______________________________________________________

Choice Task:  _________________________________________________________________________

Direction:  Read the list of spelling words that includes the phonics sound for the week with your peers at this station.  Write the phonic skill on the line.

Phonics Skill:  _______________________________________________________________________

Blue Group: Write the list of spelling words.  Highlight the letter or letters that make the _____________ phonic sound.  Write a paragraph that includes 5 of the spelling words. Include a main idea sentence, detail sentences, and a concluding sentence in the paragraph. 

Orange Group:  Write the list of spelling words.  Highlight the letter or letters that make the _____________ phonic sound.  Write a sentence using five of the spelling words.

Green Group:  Write the list of spelling words.  Highlight the letter or letters that make the _____________ phonic sound.  Draw a picture to represent five spelling words.

Choice Task:  Create a foldable, graphic organizer, or model that demonstrates the phonic sound identified in five of the spelling words.

© Copyright 2013, Dianne Dodson.  All rights reserved.

Phonemic Awareness Workstation Tasks/Differentiated and Tired Instruction

                                            Phonemic Awareness Workstation Tasks/Differentiated and Tired Instruction

Direction:  Complete each required task by Friday of each week.  Each task requires you to complete the task according to you reading group placement.  Once you complete the required tasks, complete any choice tasks that you want to complete. Write the date that you complete your tiered and differentiated task on the line. 

          

Task Four:  Phonemic Awareness (Required Task) ___________________________________________

Choice Task:  _________________________________________________________________________

Name of Book:_______________________________________________________________________

Direction:  Read a leveled passage, poem, or book to identify one phonemic awareness skill.  Write the skill on the line.

Phonemic Awareness Skill:  ____________________________________________________________

Blue Group:  Highlight each word that includes the phonemic awareness sound identified in the passage or poem.  Write a paragraph with the highlighted words. Include a main idea sentence, detail sentences, and a concluding sentence in the paragraph. 

Orange Group:  Highlight each word that includes the phonemic awareness sound identified in the passage or poem.  Write a sentence using each word.

Green Group:  Highlight each word that includes the phonemic awareness sound in the passage or poem.  Draw a picture to represent each highlighted word.

Choice Task:  Create a foldable, graphic organizer, or model that demonstrates the phonemic awareness skill.

© Copyright 2013, Dianne Dodson.  All rights reserved.

Vocabulary Workstation Tasks/Differentiated and Tired Instruction

Vocabulary Workstation Tasks/Differentiated and Tired Instruction

                                                               

Direction:  Complete each required task by Friday of each week.  Each task requires you to complete the task according to you reading group placement.  Once you complete the required tasks, complete any choice tasks that you want to complete. Write the date that you complete your tiered and differentiated task on the line. 

Task Two: Vocabulary (Required Task)_____________________________________________________

Choice Task:  _________________________________________________________________________

Name of Book:  _______________________________________________________________________

Direction:  Select five vocabulary words from the vocabulary cards, level reader, or an accelerated reading book to write on the lines.  The vocabulary words that I selected to complete this task are  ________________________________, ______________________________, ____________________________, _________________________, and ________________________.

Green Group:  Write a paragraph using the vocabulary words.  Write a main idea sentence, three detail sentences, and a concluding sentence in the paragraph.  Illustrate the story at the bottom of the paper. 

Orange Group:  Write one sentence for each vocabulary word.  Illustrate each sentence. 

Green Group:  Use a four square graphic organizer to draw a picture to represent each vocabulary word.

Choice Task:  Create a graphic organizer, foldable, or model to represent each vocabulary word.

© Copyright 2013, Dianne Dodson.  All rights reserved

Reading Comprehension Workstation Tasks/Differentiated and Tired Instruction

 Reading Comprehension Workstation Tasks/Differentiated and Tired Instruction

Direction:  Complete each required task by Friday of each week.  Each task requires you to complete the task according to you reading group placement.  Once you complete the required tasks, complete any choice tasks that you want to complete. Write the date that you complete your tiered and differentiated task on the line. 

Task One: Reading Comprehension/Level Accelerated Reading Book or Accelerated Reading Book (Required Task)

_____________________________________________________________________________________

Choice Task:  _________________________________________________________________________

Select the level reader or accelerated book to read.  Write the name of the book on the line.

Name of Book:  _______________________________________________________________________

Choice Task:  _________________________________________________________________________

Blue Group:  Read a level reader or accelerated reading book.  Complete a reading log on the book.   Select six story focus questions to complete a foldable.   Create a foldable to respond to six of the story focus questions. Write story focus questions on the front of the foldable. Write and respond to six of the story focus questions. 

Orange Group:  Read a level reader or accelerated reading book.   Complete a reading log on the book. Select four story focus questions to complete a foldable.   Create a foldable to respond to four of the story focus questions. Write story focus questions on the front of the foldable. Write and respond to four of the story focus questions.

Green Group:  Read a level reader or accelerated reading book.  Complete a reading log on the book. Select three story focus questions to complete a foldable.   Create a foldable to respond to four of the story focus questions. Write story focus questions on the front of the foldable. Write and respond to three of the story focus questions.

Choice Task:  Write a friendly letter to your best friend to tell him or her the reason why he or she should read ____________________________________(name or level reader or accelerated reading book).

© Copyright 2013, Dianne Dodson.  All rights reserved.