Story problems 1st grade: 1st grade word problem worksheets — free and printable
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Time Word Problems: Discover a collection of free printable worksheets tailored for Grade 1 math teachers, focusing on enhancing students’ problemsolving skills with engaging and interactive math time exercises.
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Explore printable Time Word Problems worksheets for 1st Grade
Time Word Problems worksheets for Grade 1 are an excellent resource for teachers looking to enhance their students’ understanding of math concepts. These worksheets focus on teaching first graders how to solve word problems involving time, a crucial skill in developing their overall math proficiency. By incorporating reallife scenarios and relatable situations, these worksheets make learning math more engaging and enjoyable for young learners. Teachers can use these worksheets to supplement their existing curriculum, reinforce key concepts, and assess their students’ progress in mastering timerelated math word problems. With a variety of difficulty levels and problem types, Time Word Problems worksheets for Grade 1 cater to the diverse needs of every student in the classroom.
Quizizz is a fantastic platform that offers a wide range of educational resources, including Time Word Problems worksheets for Grade 1, to support teachers in their quest to provide the best learning experience for their students. In addition to these valuable worksheets, Quizizz also offers interactive quizzes, engaging games, and other exciting activities that can be easily integrated into the classroom setting. These resources not only help teachers assess their students’ understanding of math concepts but also keep students motivated and engaged in their learning. By incorporating Quizizz into their lesson plans, teachers can create a dynamic and interactive learning environment that fosters a love for math and helps students develop essential problemsolving skills.
Word Problems — 1st Grade Math Stories Bundle #3
Word Problems — 1st Grade Math Stories Bundle #3  MagiCore
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Categories: 1st Grade, Addition & Subtraction, Math, Shop by Grade, Shop by Skill, Shop by Subject, Subject 1, ➕ 1st Grade Math
Tags: 1st, Interactive, Math, Math Centers, Math Stories, Numbers, Worksheets
Description
⭐️Set 3: Word Problems contains 2 1st grade math stories focusing on how to solve a variety of word problems to 20
⭐️Each math story includes an engaging storyline, compelling illustrations, standard based “STOP AND SOLVE” activities, and is available in both print and as interactive digital readers!
⭐️These math stories are excellent resources to utilize as an end of unit review or as scaffolded review throughout the year. The print version allows you to have students follow along with you as you read, while also practicing the targeted skill. The digital version allows your students to listen to the story independently while still practicing the target skill on the “STOP AND SOLVE” pages. This resource is perfect for a whole group readaloud/follow along activity or as an interactive independent/small group activity!
⭐️Created to align with CCSS 1.OA.A.1 and FL BEST MA.1.AR.1.2
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Mathematics Grade 1 lesson on the topic «Composing a mathematical story from a drawing»
Expanded
lesson summary in mathematics
Grade: 1
Concentration: Ten
Section: Section 7.
Drawing up and solving problems
Lesson topic:
Drawing up a mathematical story based on a drawing
Lesson type: Lesson
discovery of new knowledge
Lesson objectives:
Educational: to form
the ability to compose text from drawings, to form the ability to write down
math action for story
Developmental: develop
logical thinking, develop mathematical speech of students
Educational: to educate
interest in mental work, to cultivate the desire to use mathematical
knowledge in everyday life
Planned
results:
Item: skill
compose text from pictures, the ability to write down a mathematical action to
story
Cognitive: independent
selection and formulation of the cognitive goal; search and selection of the necessary
information; skill
analyze objects in order to highlight features;
Communication: skill
negotiate, find a common solution to a practical problem;
Regulatory: ability
accept, maintain goals and follow them in educational activities; skill
control the process and results of its activities, including the implementation
anticipatory control in cooperation with the teacher and peers;
Personal:
value orientations and meanings of educational activities based on development
cognitive interests, educational motives
Equipment:
textbook on mathematics, presentation,
– didactic analysis
Learning subject: skill
compose a mathematical story based on a drawing
Component
content of education: action
By latitude
applications: special
By degree
formation: a skill that turns into a skill
Means of assimilation:
addition table
learning stage:
perception, comprehension
Action,
aimed at the formation of knowledge: reproductive
Lesson progress:
I EU. Motivation
to educational activity (organizational moment)
UZU:
Organize students to work in the lesson
U: Rang
bell, class begins. Let’s smile at each other and wish you good mood.
What do we learn to do in math lessons?
D: Compare;
reason; decide; count; draw conclusions, draw
II EU.
Actualization of knowledge and skills that make up the way of mastering new material
VR: Oral
account
UZU:
To update the ability to produce an oral account; to form a skill
accept, maintain and follow goals in learning activities
UZ: And now,
friends, get to work!
Mathematics us
waiting,
Start oral
account
PO: For this
look at the presentation. Expressions will appear on the slide, you only
it is necessary to put the necessary sign + or — in the expressions
OD: I
I show the first expression and you quickly have to name the correct character
OK: Be
attentive, we do not shout out from the place, we raise our hand, I will ask, and only then
you can answer
Content:
On slides
expressions: 4…2 = 6
Y: What sign
put?
D: +
7…2 = 5
D: —
6…2 = 8
D: +
8…0 = 8
D: + and — 90 005
OR: Well done,
you did not make any mistakes anywhere, even in the last expression
III EU.
Formulation of the topic and main objectives of the lesson
BP:
Front work
UZU:
To form the ability to independently formulate the topic and main objectives of the lesson
US: Now we
Let’s formulate the theme and goals of our lesson.
SW: For this
I suggest you look at the slide and answer question
Content:
let’s do a task with these pictures?
D: Compiling
math stories
U: Absolutely
right. Can anyone name the topic of our lesson?
D: Drafting
mathematical story according to the drawing
U: What is the main goal
put?
D: Learn
compose a mathematical story according to the drawing
T: Today on
lesson we will not only learn to compose mathematical stories in
drawings, but also write down actions for these stories.
OR: We are with you
determined the topic of the lesson, and you correctly named the main goal of our lesson. Her we
we will achieve in this lesson
Fizminutka
IV EU.
Organization of students’ activities to master new material
1 BP:
Front work
UZU:
To form the ability to compose a mathematical story according to a drawing, to form
the ability to analyze objects in order to highlight features
UZU: We are now
we will figure out with you what a mathematical story is
PZ: For this
you need to read 2 texts and compare them with each other
OD: Work
let’s all be together
Content:
Text 1. To Petya
Birthday came 5 boys and 2 girls. A total of 7 guests came
Text 2. To Petya on
Birthday classmates came and brought a lot of gifts. Boy
thanked the guys for the gifts
W: What can
say about the texts?
D: In the first
the exact number of guests is indicated, and the second simply says that they came
classmates and gave gifts
W: Right. How are you
do you think which of the texts is a mathematical story?
D: Text #1
is a mathematical story
Y: Right. More to the story
Mathematical action can be written
2 VR:
Frontal work with textbook
UZU:
To form the ability to compose a mathematical story according to a drawing, to form
the ability to find and highlight the necessary information through the organization of work with
textbook
UZU: Let’s
you will try to compose a mathematical story according to the drawing
PZ: For this
open the textbook on page 33. Exercise 82 You need to select a picture from the bottom
row and substitute in the top row to get a mathematical story
ID: Work
let’s all be together
OK: If your
classmate answered incorrectly, then raise your hand, I will ask you
Content:
Figures need to be substituted in the top row?
D: First drawing
bottom row
U: What will it be
math story?
D: In the clearing
4 rabbits were walking. 2 more rabbits ran up to them. There were 6 rabbits in the clearing.
W: Let’s
let’s write down the mathematical action for the story: 4+2=6
D: You can also
substitute one figure — the third in the bottom row.
W: Whatever happens
math story?
D: There were
only 8 rabbits. 2 rabbits ran away. 6 rabbits left
Quite right. Let’s write down the mathematical action for the story: 82=6
OR: U: Difficult
you make up a mathematical story?
D: No
D: Okay, let’s go
next
3BP: Compilation
mathematical story
UZU: Form
the ability to compose a mathematical story from pictures, to form the ability
negotiate, find a common solution to a practical problem
UZU: Let’s
now we will compose a mathematical story according to the drawing
PZ: For this
find exercise number 84 on page 34
OD: Work
we’ll be in pairs. You need to come up with your own mathematical story from the pictures, and I
then I will ask some couple to voice your mathematical story to everyone
class
OK: If you
notice an error in the math story of your classmates, then raise
hand and fix it
Content:
W: Vanya, read
us a mathematical story that you came up with Masha
D: At the feeder
5 sparrows were sitting, 3 more flew to them. There were 8 sparrows.
Y: That’s right Vanya
Did you come up with a problem with Masha?
D: Yes
W: Masha,
go to the board and write down the mathematical action for the story
D: 5+3=8
U: Perfect
right, well done
Fizminutka
V EU:
Consolidation of the studied material
BP:
Independent work
UZU: Secure
students have the ability to compose a mathematical story and write down
mathematical action to the story, to form the ability to control your
process and result of our activity
UZU: Now we
we will consolidate our skills in compiling a mathematical story and writing to it
mathematical action
SW: For this
look at the slide. The slide shows pictures for which you need to
compose a story
OD: Execute
this task you will be on your own, each in your own notebook
OK: While you
will complete the assignment, I will walk around the class and check your
mathematical stories
Content:
OR:
got good math stories and correct math operations
to them
VI EU.
Organization of control and evaluation activities
VR: Conversation
UZU: Give
lesson logical completeness
UZU: So,
let’s summarize our today’s lesson
FZ: Let’s
let’s talk
Content:
W: What is the main
the purpose of our lesson?
D: Learn
compose mathematical stories from pictures and write down actions for these stories
W: We have reached
this goal?
D: Yes
W: Guys,
you are great today! Homework: exercise 79. Thank you for your work. Lesson
finished.
Assignments in Russian Grade 1: for independent work
The parents of yesterday’s firstgraders breathed a sigh of relief, as the longawaited summer holidays for everyone began. And indeed, what a joy for everyone: you can relax, have fun and frolic. But so that everything that the children have been learning with such difficulty all year is not forgotten over the summer, you need to do a little at home. In the materials of this article you will find tasks for independent work for firstgraders in the Russian language.
Contents
1. Assignments on the topic “Word. Proposal”
2. Assignments on the topic “Sounds of speech. Letters. Alphabet»
3. Tasks on the topic «Syllables and stress»
4. Tasks on the topic «Hard and soft consonants»
5. Tasks on the topic «Insidious voiced and deaf sounds»
6. Tasks for dictations
Tasks on the topic » Word. Suggestion»
The tasks and exercises placed in this section contribute to the development of speech and the formation of graphic skills of firstgraders, provide an opportunity to perform individual forms of work, introduce students to creative and cognitive activities.
Task 1.
Name the objects shown in the pictures. Tell how they are related. What new words can be added to the given word?
Answer: The picture shows chestnuts: chestnut fruit, chestnut tree, chestnut leaves.
Task 2.
Make correct sentences from the suggested words and write them in your notebook in the correct order.
porch, On, sat down, cat.
shone, fluffy, his fur coat.
eyes, Green, closed their eyes.
kind, This is the most cat.
Task 3.
It is necessary to complete the sentences in such a way that a coherent story is obtained.
I live in _______. My city is located _______. I go to school number ___. My school is the _______. My classmates_________. In the summer I will rest ______.
Task 4.
Among the proposed letters, you need to find the words — the names of animals that live in the Russian Federation.
Oazhiraf hare fox elephant long hippo wolf
Answer: hare, cat, fox, wolf.
Task 5.
Words and phrases are written in two columns. It is necessary to write them in such a way that the correct expressions are obtained.
What you borrowed, do it.
Thank you for what you promised.
What you got for nothing, give it back.
Answer:
Give back what you borrowed.
What you promised, do it.
Thank you for what you received for free.
Task 6.
Selfdictation. The child needs to read the proposed words, remember their spelling, and then try to write them down without errors from memory.
Thank you, sorry, please, see you, goodbye, please excuse me.
Task 7.
It is necessary to read the encrypted phrase, break it into words and write it down in a notebook.
Kindness will return.
Learn to appreciate a kind word.
Goldenheartgoodheart.
An apple tree stands in the middle of the city.
Bear loves honey very much.
Task 8.
It is necessary to rewrite the suggested words and break them into syllables.
Bee, nose, helicopter, balls, legs, scissors, basket, leaves, bread, honey, bun, pipe, firefly, ant.
Assignments on the topic “Sounds of speech. Letters. Alphabet»
In the first grade, children learn the alphabet, letters and sounds. They already know what sound schemes of words are and know how to compose them. Particular attention should be paid to letters that convey two sounds at once. Below are a few tasks for independent work for first graders.
Task 1.
Read the text and try to make a coherent story based on what you have read.
The word «library» comes from the Greek word «biblion», which means «book». Thus, it can be argued that a library is a place where books are stored. In addition to books, newspapers and magazines are stored in the library, anyone can come to the library and take something to read.
Task 2.
It is necessary to rewrite the text and explain what sounds correspond to the letters in bold.
For a long time in Rus’, children learned to read and write from the primer. Each letter in the primer was designated by a word. Writing is one of the greatest inventions of mankind.
Task 3.
Below are sound patterns of words. You need to choose words that match these patterns.
[ o ]
[= o — o]
[ o — o]
[ o \u003d o]
Where is a sign that conveys a solid consonant sound.
= a soft consonant.
o sign representing a vowel sound.
Examples of words for the first scheme: cat, sweat, mouth, slave, garden, etc.
Examples of words for the second scheme: clock, miracle, pike, etc.
Examples of words for the third scheme: foot, hole, fleece, etc.
Examples of words for the fourth scheme: legs, beeches, moose, etc.
Task 4.
It is necessary to complete the words according to the proposed pictures. Underline those letters that convey vowel sounds.
Cucumber, Pepper, Carrot, Tomato.
Task 5.
Make proposals according to the schemes below.
I______, ______, _______, _______ is _______.
I______ _______ _______ _______?
I______ _______ _______ _______!
I______ _______ _______ _______.
Where I_____ is the head word in the sentence.
_____ are the rest of the words in the sentence.
Task 6.
It is necessary to read the words in pairs so that when replacing one letter in the previous word, you can get a new word by meaning and spelling.
Scythe — ko(?)a, fishing rod — u(?)point, haystack — hundred(?), ox — (?)ol.
Write the words in a notebook, underline the replaced letters in each word.
Task 7.
You need to rewrite the text by inserting the missing letters.
Ma_t. It’s cold outside the window. And it’s warm in the classroom. On the ok_beech_. Willow eyelids stand in baths with water. There are green dots on the branches.
Task 8.
It is necessary to read the words and write out the names of Russian cities from them.
Samara, Moscow, Kiev, Kharkiv, Voronezh, Lvov, New York, Mexico City, Simferopol, Sevastopol.
Words that denote the names of cities in Ukraine — divided into syllables.
Task 9.
You need to rewrite the text by inserting the missing letters.
Goldfinch is a dexterous, pro_orny bird. She has a very beautiful color. She_ol settles in the garden_ and parks. This bird feeds on seeds and insects. He sings loudly, cheerfully and quickly.
Task 10.
Below is an excerpt from a poem by Korney Chukovsky, but all vowels are omitted. If you correctly arrange the necessary letters, then you can read this passage.
D_health_vstv_ _ t a a u e
M_l_ d_sh_st_ _ y o u o e
_ p_l_t_nc_ p_sh_st_ _ and o e e u o e
_ z_bn_y p_r_sh_k and o o o o
_ g_st_y gr_b_sh_k and o e e o
Assignments on the topic «Syllables and stress»
Before starting the tasks, you should remember: a part of a word is called a syllable. A word has as many syllables as it has vowels. For example, Ola, bereza, beela, etc.
Task 1.
Words are suggested below. It is necessary to write them down in three columns: in the first — words with one syllable, in the second — words with two syllables, in the third — words with three syllables.
Horn, cabbage, leg, year, garden, Ira, boy, potato, seagull, Tshirt, tomato, cucumber, pepper, honey.
Answer: the first column — horn, year, garden, honey. The second column is a leg, Ira, a boy, a seagull, a Tshirt, pepper. The third column is cabbage, potatoes, tomatoes, cucumbers.
Task 2.
It is necessary to rewrite the text, changing the words in brackets according to the meaning. Break the words in brackets into syllables with a pencil.
Good (summer). I go to (river) to swim and catch (fish). And I also read interesting (book).
Answer (we immediately change the words from brackets according to their meaning and divide them into syllables): summer, river, fish, books.
Task 3.
Below are the words. It is necessary to write out only those in which the stress falls on the second syllable.
Tit, swallow, crow, magpie, woodpecker, starling, carnation, road, water lily, petal, chain, telephone.
Underline unstressed syllables in these words with a pencil.
Answer: titmouse, crow, magpie, starling, carnation, road, water lily, chain.
Task 4.
Rewrite the text in a notebook, break the words into syllables with a pencil.
During the day, the water lily basks on the water. And dives under water at night. He squeezes the petals into a fist and dives headlong. Comes out of the water in the morning. Again unfold the petals towards the sun.
Answer:
During the day, the pitcher does not live on the water. And the night is diving under the water. Steezenolepestki in kulachok and diveno with headlohowl. In the morning younyrnet out of the water. Again, once again, no ledogpointki onmeeting the sun.
Task 5.
It is necessary to rewrite the text.
Old castle stood on the mountain. The narrow road led to the castle. To the right of the road — abyss . Near the castle stands for old lantern.
Have your child verbally change the stress on the words in bold. How has the meaning changed? Explain why .
Task 6.
Answer the questions using the reference words in brackets.
The purpose of this task is to develop the student’s speech. According to the school curriculum of studying the Russian language, firstgraders should be able to correctly compose answers to the questions posed to them. The more complete and detailed the answers to the questions, the better.
Where did the comrades go? (to fish) — Answer: Comrades went to fish.
Where was the lake (outside the field) — Answer: The lake was behind the field.
What did the guys do (thrown fishing rods) — Answer: The guys threw fishing rods.
What kind of fish was caught (ruff and bream) — Answer: Ruff and bream were caught.
Task 7.
It is necessary to write off the words by inserting the missing letters. Underline the combination of «zhi» and «shi» with a pencil.
Sh_shki, puddle, sh_lo, pear_, wide, mach_na, sh_na, press, pencil_, put_t, life, good_e, baby_.
Task 8.
It is necessary to write off the words by inserting the missing letters. With a pencil, underline the combination of “cha”, “sha”, “chu” and “shu”.
Grove_, w_vel, crying_, h_do, treat_, sh_k_ka, h_yka, bream_, h_zhi, h_th, beginning_lo, h_ynik, h_shka, sh_t, h_dak, sh_ch_chey, h_desny, h_dovishe, h_desa, h_sh_, thick_, count_t.
Assignments on the topic «Hard and soft consonants»
It is important to understand here that not only those followed by the vowels o, a, y, e, s are considered hard consonants, but soft consonants are considered followed by the vowels ё, i, yu, e, and. First graders should already be well aware that the consonants ts, zh and sh are always hard, and the consonants ch and u are always soft, no matter what vowel follows them.
Task 1.
It is necessary to rewrite the text in a notebook, write down all the numbers in words.
Once upon a time there were numbers. Each of them knew who was behind whom. One day they ran away. After 3, the number 5 got up, and after 5 — 9. Number 1 found itself in front of 6. Neighbors 2 became 8 and 7. Trouble!
Hint: “After the three came the number five, and after the five — nine. The number one found itself in front of the six. The neighbors of the deuce were eight and seven.
Underline the syllables with f, c, h. Pay attention to the spelling of the words «animals», «birds», «months», «vegetables».
Moose, deer, bears are wild animals.
Chickens, ducks, turkeys are poultry.
September, October, November are autumn months.
Carrots, potatoes, beans are vegetables.
Task 3.
It is necessary to rewrite the text in a notebook, inserting the missing letters.
Los_ — a forest dweller_. He eats grass and branches. He needs salt. Foresters put salt_ on foam_ or stone_. Moose come lysat_sol_. Because people help animals.
Underline words with a soft sign at the end.
Task 4.
It is necessary to read the text and write down the words containing the soft sign «ь».
Ants build an anthill in summer. The ant found a bump. He called the brothers. The whole ant family collects needles. There will be a house by the stream.
Make a sound analysis of the written words.
Hint: the soft sign does not transmit sound, but makes the letter in front of it soft.
Task 5.
According to the proposed model, complete the missing words.
Sample: ear — ears.
Stream — _______ (streams), tree — ______ (trees), feather — _______ (feathers), stake — ______ (stakes), chair — _______ (chairs).
Underline letter combinations with a soft sign.
Assignments on the topic «Insidious voiced and deaf sounds»
«Insidious» sounds here means those that convey another sound. For example, in the word “pond”, a voiced “d” is written at the end, and a deaf “t” is heard. The tasks and exercises below will help first graders learn the material and understand when and how to write.
Task 1.
It is necessary to write down the words and underline insidious sounds with a pencil (i.e. unstressed deaf and voiced).
Bed — bed, pond — a dime a dozen, twig — twig, hedgehog — hedgehogs, snakes — snakes, snowballs — snowball, meadows — meadow, watermelon — watermelon.
Task 2.
Read the words and write them in pairs in a notebook. Underline the sounds in bold in each word. Name voiced and voiceless sounds.
Shadow — day, grass — firewood, scythe — goat, dust — true story, voice — ear, live — sew.
Task 3.
It is necessary to rewrite the text in a notebook. Underline the deaf sounds in insidious words with a pencil.
There is a good pond near our village. A narrow path leads to the pond. Birches and oaks grow along the path. Fishes swim in calm water.
Task 4.
It is necessary to rewrite pairs of words by inserting missing letters.
Sle_ — traces, in_ — wagons, hand_ — sleeves, snow_ — snow, labor_ — work, frost_ — frost, du_ — oaks, sa_ — gardens.
Hint: the spelling of a missing letter must be checked with an accent.
Assignments for dictations
Schoolchildren who have completed the first grade should be able to write small dictations by ear. So that yesterday’s first graders do not lose this skill over the summer, parents are advised to conduct dictations for children at least once every 12 weeks. Below we present several texts for selfstudy.
Task 1.
All rivers flow into the seas. Where does the water from the sea go?
The water from the sea rises in mists. From the clouds, water falls to the ground. From the ground, it flows into swamps, streams, rivers. From the rivers, the water flows back into the seas.
Task 2.
Have you seen a dandelion?
Dandelion flowers are like the sun. Dandelion petals like golden rays. They bloom all summer. Their ripened seeds are collected in a fluffy ball. Blow on the ball — light flying seeds will fly into the air.
That’s why the flower is called dandelion.
Hint: Help your child to use complex punctuation correctly.
Task 3.
Chameleon is a small descendant of dinosaurs. This animal can change its color. The usual color of a chameleon is green. But it can turn purple, red, brown and even black.
Hint: Help your child to use complex punctuation correctly.
Task 4.
Spring. Veche streams murmur. The bee woke up from winter sleep. She cleared her eyes with her furry paws. Woke up my friend. They fly to collect honey. Bees are hard workers.
Hint: Help your child to use complex punctuation correctly.
Task 5.
Schoolchildren are going to rest in a summer camp. In the morning the bus pulled up to the school. Everyone was happy to leave. The cars drove out of town. They drove around the field and drove into the forest. The teacher announced the stop. He explained to the schoolchildren where they would live.
Task 6.
Primitive people hunted and worked together. For the hunt to be successful, they needed to communicate. And people have developed a special system of communication — language. He began to allow to express thoughts with the help of words and expressions.
Hint: Help your child to use complex punctuation correctly.
Task 7.
Written speech is written speech. People did not immediately come up with letters.