daily summer acticities

Each Daily Summer Activities book is comprised of ten weekly sections that provide skill practice in several subject areas, including reading, mathematics, spelling, language skills, h

Connecting School Home

– spelling – geography

learned during the previous year.  

Each Daily Summer Activities book is comprised 

of  ten weekly sections that provide skill practice 

in several subject areas, including reading,  mathematics, spelling, language skills, handwriting, 

creative writing, and geography. Each weekly section  begins with a record form on which the child tracks 

work completed, logs the number of  minutes of   recreational reading, and records interesting events 

of  the week. Plus, there are two pages of  short,  focused practice for each day of  the week.

Check out these additional home-school resources  from Evan-Moor Educational Publishers:

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.

Moving from First to Second Grade

Author: Jo Ellen Moore

Editor: Marilyn Evans

Copy Editor: Cathy Harber

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

Weekly Activities Week 1 9

Week 2 21

Week 3 33

Week 4 45

Week 5 57

Week 6 69

Week 7 81

Week 8 93

Week 9 105

Week 10 117

Certificate of Completion 129

Answer Key 131

Learning Excursions 6

Manuscript Writing 7

©2005 b y an-Moor Cor p EMC 1028 Spell It! 143

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?

Ten Weekly Sections

Each of the ten weekly sections provides basic skill practice in several subject areas The practice sessions are short, giving your child a review of what was learned during the previous school year.

Weekly Record Form

In addition to providing a means to record work completed, the record form also

contains:

ð a reading log where your child records the number of minutes read each day

(See pages 4 and 5 for reading suggestions.)

ð a weekly spelling list

ð a place where your child can record interesting daily events

How to Use Daily Summer Activities

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?"

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.

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.

2 Have your child draw a picture or write a word on an index card to represent the

important things that happened in the story Put the cards in order to show the

sequence of events.

3 Ask your child to make up a new adventure for the characters in the story or

to invent a different ending Write the adventure and add pictures.

Use the “five finger” method Have your child read a page from the book, raising a

finger for each word he or she doesn’t know If no fingers are raised, the book may

be too easy If all five fingers are raised before the end of the page, the book is

probably too difficult This doesn’t mean your child shouldn’t read the book It does

mean that someone will need to be available to assist with difficult words.

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

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.

Hop on Pop by Dr Seuss; Random House, 1963.

If You Give a Moose a Muffin by Laura Joffe Numeroff; HarperCollins Juvenile Books, 1991 Jelly Beans for Sale by Bruce McMillan; Scholastic Trade, 1996.

Lilly’s Purple Plastic Purse by Kevin Henkes; Greenwillow, 1996.

Little Bear (An I Can Read Book) by Else Holmelund Minarik; HarperCollins, 1992.

Little Bear’s Visit (An I Can Read Book) by Else Holmelund Minarik; HarperTrophy, 1979.

Mister Grumpy’s Outing by John Burningham; Henry Holt and Company, 1995.

The Napping House by Audrey Wood; Red Wagon, 1996.

Owl at Home by Arnold Lobel; HarperTrophy, 1982.

Sammy the Seal (An I Can Read Book) by Syd Hoff; HarperTrophy, 1980.

Snowballs by Lois Ehlert; Harcourt, Inc., 1995.

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.

After the Excursions

There are many interesting and fun ways for your child to extend what is learned on

the excursions.

1 Write about the excursion in the “What Happened Today?” section of the weekly

record form.

2 Make lists of interesting places visited, animals seen, people met, or new experiences.

3 Make a scrapbook of photos, items collected from nature, keepsakes, etc Label

the items to identify them and to indicate where they were obtained This is a

wonderful way to remember summer events.

4 Write letters to friends and family members to tell about these summer adventures.

5 Write and illustrate a story about the excursion.

6 Mark excursions on a calendar to keep track of what you’ve done and where you’ve been.

Manuscript WritingNote: Tear this out and post it to help you make letters correctly.

I hop into bed.

Dad tucks me in

He says,

“Good-night

Sleep tight

Don’t let the bed bugs bite.”

1 What did the child take to bed?

2 What did Dad do?

3 Circle what you do at bedtime

1 tony and maria are not home yet

2 she sung a funny song

3 did their team wore blue shirts

her nine tell we for green

Write the missing spelling words in the sentences.

1 Jan took _ little sister to the park

2 I will be years old on Sunday

3 Is your jacket _ or yellow?

4 When can _ go to the ball game?

Trace and write these lines and circles using your best handwriting.

Write the spelling words in the boxes.

Write the numbers to 20.

Write the missing numbers.

Write the missing consonant sound.

Do you want to grow big and strong?

Then you need to do these things:

Eat food that is good for you

Wash your hands before you eat

Wash your hands after you go to the bathroom

Brush and floss your teeth after you eat

Run and play every day

Get rest and sleep

Do these things and you will stay healthy

Make a line under the things in the list that you do

Match the pictures that rhyme.

1 I see 5 red bugs and 3 yellow bugs

2 I see 8 black bugs and 4 green bugs

3 I see 6 bugs 4 more come

4 I see 9 bugs 3 bugs go away

How many bugs?

Draw a snail in a garden.

Tell what the snail is doing.

Continue the patterns.

Fill in the letters of the alphabet that come before and after

Read these short vowel words to an adult.

Name these shapes for an adult.

Count the sides and corners.

6 7

8

9 10

11 12

13 14

15

16 17

Lei and Kim like to make mud pies The girls put dirt in

a dish They put water in the dirt They stir to make mud

Next, the girls put the mud in a pie pan They set the pan in

the sun to dry

“Do you want some mud pie?” the girls ask Kim’s father

1 How do the girls make mud?

mix rocks and water

mix twigs and water

mix dirt and water

2 Why do they set the mud pie in the sun?

to get hard

to cook

to get big

3 What will Kim’s father tell the girls?

“Yes, I want mud pie.”

“No, I don’t want mud pie.”

Why will he say that?

1 can us get a hot pizza

2 i can do it more better

3 she gots a letter from uncle carlos

Write the spelling words in the boxes.

Write the missing spelling words in the sentences.

Write these letters using your best handwriting.

Here is how to make a mud pie you can eat Make it with your mom or dad.

You need:

1 gallon of soft chocolate ice cream

cup of melted butter

Do this:

1 Mix the cookie crumbs and the butter

2 Put the cookie crumb mix in a pan

Press it down to make a crust

3 Put scoops of ice cream in the pan

Press the ice cream down with your hands

4 Freeze the pie

5 Cut a slice and eat it

Why do you think it is called mud pie?

How did you help make the pie?

A noun names a person, place, or thing.

1 Mom put the key in the car

2 Jose got a blue bike and a red helmet

3 The car went down the street

4 Anne flew a kite at the park

5 That dish has ice cream in it

Look around Write the names of three things you see.

1 There are 5 white rabbits, 2 brown rabbits,

and 3 black rabbits How many rabbits are

2 I see 4 rabbits 5 more rabbits come

3 10 rabbits hop 4 rabbits sit

4 I had 8 rabbits 2 rabbits ran away

Find the answers.

Draw a puppy with a bone.

Write a story about what

the puppy did with its bone.

Count the money.

Match the words to the contractions.

Read the color words to an adult.

Circle the color words.

Circle the correct answers.

redyelloworangegreenbluepurple

Color the things that are real.

Circle the things that are make-believe.

1 What can the boys and girls take to school?

2 Who has a pet white rat?

3 What is Lara’s pet?

4 When will Mike get a pet?

It is show-and-tell day at school

The boys and girls can bring pets to class

“This is my pet rat,” said Carlos

“I give him seeds and fruit to eat It is

fun to have a white rat for a pet."

“This is my pet cat,” said Lara

“She likes to sleep on my bed It is fun

to have a cat for a pet.”

“This is my dog,” said Tonya “Sit,

Gigi Shake my hand It is fun to have a

dog for a pet.”

“I don’t have a pet yet," said Mike “I can have a pet when weget a bigger house.”

Write the missing spelling words in the sentences.

Write these letters using your best handwriting.

Write the spelling words in the boxes.