Daily Summer Activities (moving from First to Second Grade)

150 Pages·2016·26.73 MB·English

by  Moore Jo Ellen.

G Grades 1–2 What’s Inside...
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• Practice basic skills:
EMC 1028
– reading skills
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Connecting School Home a Connecting School Home – language skills
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Moving from  

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– geography
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• Answer key
Research indicates that parent involvement in 
the education of students facilitates learning 
in both home and school, and that children benefi t
immensely when parents take an active role in their 
education.  
Since the home is a child’s primary environment, it 
is a wonderful opportunity to support what happens 
in the classroom, inspiring the desire to learn. The  M
Daily Summer Activities books do exactly that. They  o
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bridge the gap between the two school-grade years  i
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for children to keep the skills and concepts they have  g

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Approved learned during the previous year.   r
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Each Daily Summer Activities book is comprised 

by of ten weekly sections that provide skill practice  1s
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in several subject areas, including reading,   t
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mathematics, spelling, language skills, handwriting,   
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creative writing, and geography. Each weekly section 
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begins with a record form on which the child tracks  G

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Choice work completed, logs the number of minutes of  a d
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ISBN 978-1-55799-766-1 9 781557 997661 8
Moving from First to Second Grade
Keep learning alive during the summer. If children don’t
use their skills regularly, they begin to forget them.
Research has shown that short sessions of daily practice
help to maintain, and even increase, what has been learned.
Daily Summer Activities provides ten weeks of appropriate,
teacher-developed practice activities and resources to
help your child make a successful transition from first to
second grade.
EMC 1028 Congratulations on your purchase of some of the finest teaching materials in the world.
For information about other Evan-Moor products,
call 1-800-777-4362 or FAX [phone].
Author: Jo Ellen Moore Visit our Web site www.evan-moor.com
Editor: Marilyn Evans for additional product information.
Copy Editor: Cathy Harber
Illustrator: Jo Larsen Original edition ©2000.
Designer: Cheryl Puckett Revised edition ©2005 by EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940-5746.
Permission is hereby granted to the individual purchaser to reproduce student materials in this book for
noncommercial individual or single classroom use only. Permission is not granted for schoolwide, or
systemwide, reproduction of materials. Printed in U.S.A.
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Contents
How to Use Daily Summer Activities...............................2
What’s in Daily Summer Activities?................................2
Encourage Reading.................................................................4
Books to Read .........................................................................5
Learning Excursions ..............................................................6
Manuscript Writing................................................................7
Weekly Activities
Week 1............................................................................9
Week 2.........................................................................21
Week 3........................................................................ 33
Week 4........................................................................ 45
Week 5........................................................................ 57
Week 6........................................................................ 69
Week 7.........................................................................81
28 Week 8........................................................................ 93
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Spell It!................................................................................. 143
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How to Use Daily Summer Activities
Provide Time
Make sure that your child has a quiet time for practice. The practice session should
be short and successful. Consider your child’s personality and other activities as you
decide how to schedule daily practice periods.
Provide Materials
Your child will need a quiet place to work. Put extra writing and drawing paper,
scissors, crayons, pencils, and a glue stick in a tub or box. Store the supplies and
Daily Summer Activities in the work area you and your child choose.
Provide Encouragement and Support
Your response is important to your child’s feelings of success. Keep your remarks
positive. Recognize the effort your child has made. Correct mistakes together.
Work toward independence, guiding practice when necessary.
Track Progress
Each weekly section begins with a record form. Use the form to track progress.
Have your child color the symbols as each day’s work is completed.
What’s in Daily Summer Activities?
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Ten Weekly Sections 5
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Each of the ten weekly sections provides basic skill practice in several subject areas. E
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The practice sessions are short, giving your child a review of what was learned during an
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Weekly Record Form o
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In addition to providing a means to record work completed, the record form also . D•
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(cid:240) a reading log where your child records the number of minutes read each day um
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(cid:240) a weekly spelling list tiv
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(cid:240) a place where your child can record interesting daily events s
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Reading
Your child will read two short stories, one fiction and one nonfiction, each week and
then answer questions to show comprehension. Have your child read a story aloud for
additional practice. Encourage your child to attempt words that are unfamiliar, but
do offer help if your child appears frustrated. For example, you might ask, “What
word that begins with p might make sense in this sentence?" or “You know that this
part of the word says and. Can you add the rest of the word?"
Language Skills
Your child will practice punctuation, capitalization, and grammar, as well as phonetic
and word attack skills.
Math
Computation, word problems, and other appropriate math concepts are practiced
each day.
Spelling
Each weekly record form includes a list of spelling words to learn. Have your child
practice the spelling words in several ways: copy them several times, write them
from memory, and spell them aloud. On Friday, ask your child to spell the week’s
words. This testing may be done orally or in writing. Add any missed words to the
next week’s spelling list for additional practice. A compiled spelling list can be found
on page 143.
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2 Handwriting
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Encourage Reading
Be a Model
The most important thing you can do for your child is to read.
Read to your child⁄Visit libraries and bookstores and read your way through
museums, parks, stores, and playgrounds.
Read by yourself⁄It is important that your child see you reading. Read books,
magazines, and newspapers. Read signs, labels, letters, directions, and displays as well.
Two Kinds of Reading
Shared Reading
Sit with your child. Take turns reading. You read a page; your child reads a page.
Read with feeling.
Stop occasionally and ask your child to predict what will happen next. Listen
carefully and then read on to see if the prediction was correct.
Independent Reading
This independent time provides important practice in choosing and using strategies
for decoding and understanding unfamiliar words.
Talking About Reading
The ability to retell, to summarize, and to put story events in order shows your child’s
understanding of what is read.
1. When your child has finished reading a story, ask your child to tell what the
story was about.
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2. Have your child draw a picture or write a word on an index card to represent the 2
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important things that happened in the story. Put the cards in order to show the 5
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3. Ask your child to make up a new adventure for the characters in the story or n
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to invent a different ending. Write the adventure and add pictures. o
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Helping Your Child Select Appropriate Books o
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Use the “five finger” method. Have your child read a page from the book, raising a . • D
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finger for each word he or she doesn’t know. If no fingers are raised, the book may ily
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be too easy. If all five fingers are raised before the end of the page, the book is u
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probably too difficult. This doesn’t mean your child shouldn’t read the book. It does m
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Books to Read
Bookstores and libraries are filled with wonderful books. Here are just a few
excellent books recommended for the summer between first and second grade.
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst; Aladdin
Paperbacks, 1987.
Amanda Pig on Her Own (Puffin Easy-to-Read Program) by Jean Van Leeuwen; Puffin, 1994.
Bear’s Bargain by Frank Asch; Aladdin Paperbacks, 1989.
Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr.; Henry Holt & Company, Inc., 1996.
The Cat in the Hat by Dr. Seuss; Random House, 1957.
Chicka Chicka Boom Boom by John Archambault & Bill Martin, Jr.; Simon & Schuster
Merchandise, 1991.
Days With Frog and Toad by Arnold Lobel; HarperTrophy, 1984.
Fish Eyes: A Book You Can Count On by Lois Ehlert; Harcourt, Inc., 1992.
George and Martha by James Marshall; Houghton Mifflin Co., 1974.
Go, Dog. Go! by Philip D. Eastman; Random House, 1961.
Good Night, Baby Bear by Frank Asch; Harcourt, Inc., 1998.
Grandmas at Bat (An I Can Read Book) by Emily Arnold McCully; HarperTrophy, 1995.
Guess How Much I Love You by Sam McBratney; Candlewick Press, 1996.
Here Are My Hands by Bill Martin, Jr. & John Archambault; Henry Holt, 1989.
28 Hop on Pop by Dr. Seuss; Random House, 1963.
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• Jelly Beans for Sale by Bruce McMillan; Scholastic Trade, 1996.
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p. • Owl at Home by Arnold Lobel; HarperTrophy, 1982.
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Learning Excursions
Take an Excursion
Learning takes place everywhere. Take advantage of all the opportunities around
you to increase your child’s learning. At home, in the car, while shopping, or on
special outings, talk about what you see, ask questions, and look for answers. These
experiences help your child develop a richer vocabulary, learn new concepts, and have
a better understanding of the world.
Here are ten learning excursions you and your child might experience together. These
suggestions are only the beginning. Add others that occur to you.
1. Go to the public library every week to check out books.
2. Take nature walks. Look, listen, and touch to explore the outdoors. Take along
a magnifying glass to look at small insects and plant parts.
3. Go out on a clear night and look at the stars. Find the Big Dipper.
4. Go shopping together. Compare prices of items to be purchased.
5. Explore your community. Visit local points of historical interest.
6. Visit an older relative. Talk about “the old days.” How are things different now?
7. Start a collection.
8. Take part in a cultural event you’ve not experienced before. This might be a visit
to a museum, an art show, a play, or a musical performance.
9. Build, sew, or cook something new. This should include determining what is needed
to complete the project and going to the store to purchase the materials.
10. Tour local businesses to learn more about your community. ©
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There are many interesting and fun ways for your child to extend what is learned on E
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1. Write about the excursion in the “What Happened Today?” section of the weekly o
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2. Make lists of interesting places visited, animals seen, people met, or new experiences. p. •
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3. Make a scrapbook of photos, items collected from nature, keepsakes, etc. Label a
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4. Write letters to friends and family members to tell about these summer adventures. r
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