Table Of Content

BETWEEN GRADES SUMMER K 1 & E XPRE SS s e c ur o s e R g n hi c a e T c sti a ol h c S © 1 & K s e d a Gr n e e w et B s s e pr x E er m m u S NEW YoRK ∫ ToRoNTo ∫ LoNDoN ∫ AucKLAND ∫ SYDNEY MExico ciTY ∫ NEW DELhi ∫ hoNG KoNG ∫ BuENoS AiRES s e c ur o s e R g n hi c a e T c sti a ol h c S © 1 & K s e d a Gr n e e w et B s s e pr x E er m m u S Scholastic Inc. grants teachers permission to photocopy the designated reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Cover design by Brian LaRossa Cover photo by Ariel Skelley/Corbis Interior illustrations by Robert Alley, Abbey Carter, Maxie Chambliss, Sue Dennen, Shelley Dieterichs, Jane Dippold, Julie Durrell, Rusty Fletcher, James Hale, Mike Moran, Sherry Neidigh, Cary Pillo, Carol Tiernon, and Lynn Vineyard ISBN-13 978-0-545-22690-5 / ISBN-10 0-545-22690-2 Copyright © 2010 by Scholastic Inc. All rights reserved. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10 40 16 15 14 13 12 11 10 Table of Contents Dear Parent Letter . . . . . . . . . . . . . . . . . . . . 4 Terrific Tips for Using This Book . . . . . . . . . 6 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 s Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 e c ur o s e R ng Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 hi c a e T c sti Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 a ol h c S © 1 Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 & K s e d Gra Week 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 n e e w et B Week 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 s s e pr x E er Week 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 m m u S Week 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Week 10 . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Certificate . . . . . . . . . . . . . . . . . . . . . . . . . 141 Dear Parent: Congratulations! You hold in your hands an exceptional educational tool that will give your child a head start into the coming school year. Inside this book, you’ll find one hundred practice pages that will help your child review and learn reading and writing skills, grammar, addition and es subtraction, and so much more! Summer Express is divided into 10 weeks, c sour with two practice pages for each day of the week, Monday to Friday. e R ng However, feel free to use the pages in any order that your child would like. hi eac Here are other features you’ll find inside: T c sti a chol • A weekly incentive chart and certificate to motivate and reward S © 1 your child for his or her efforts. & K es • Suggestions for fun, creative learning activities you can do with d a Gr your child each week. n e e etw • A recommended reading list of age-appropriate books that you and B ess your child can read throughout the summer. pr x E er • A certificate of completion to celebrate your child’s accomplishments. m m u S We hope you and your child will have a lot of fun as you work together to complete this workbook. Enjoy! The editors Terrific Tips for Using This Book 1Pick a good time 5Encourage (cid:36)(cid:65)(cid:89)(cid:19) Juggling A for your child your child Cos out Wrte how many are let 1– 5 13 – 1 2 race and wite (cid:55)(cid:69)(cid:69)N(cid:75)m(cid:17)b(cid:115)es(cid:36)(cid:65)(cid:89)(cid:18) to work on the to complete the activities. You worksheet, but 27 – 4 may want to do don’t force the 49 – 6 1 1 5 it around mid- issue. While you 2 2 3 3 morning after play, may want to 4 4 or early afternoon ensure that your 5 112 when your child is not too tired. child succeeds, it’s 13 es also important that he or she c our maintain a positive and relaxed attitude s e R toward school and learning. g hin 2Make sure your child has c ea all the supplies he or she T c needs, such as pencils and sti ola crayons. Set aside a special 6After you’ve given your h Sc place for your child to work. child a few minutes © 1 to look over the practice & pages he or she will be K es working on, ask your child d press Between Gra dcm3hisiinclduuAo tfsth e seots ahw wace ih mtdbh waea ygyne ioeynhuk ner, i onrg codtmPoa(cid:76)u yCpst(cid:82)Hls he(cid:69)aA (cid:55)TowR (cid:65)eTwh(cid:69)ot(cid:68)d i Or(cid:69)i cysekU(cid:70)o(cid:75)a (cid:79)eRNucw (cid:82)r(cid:17)hReOe GHeRekrEeS Hlm ERpinElD uataneys 1t(cid:180)o(cid:83) mre(cid:76)inD(cid:78)audta(cid:67)ey s (cid:69)2 (cid:78) m(cid:84) in(cid:73) Du (cid:86) ye(cid:69) s3 (cid:35)mm(cid:72)iinnD(cid:65)uuaty(cid:82)ee s4(cid:84)s (cid:26)ema(cid:55)cnDhu(cid:69)a yed(cid:69) s5a(cid:75)y(cid:17) ooayofnl ou autrchd tcei ochsnaeil n:dp “’aspT greteolhlsv it.imn”od k eeHti enyealgoalb uryopi ounrwuotg ic twhtehhhis sesia n eotess rxwi. gp heChle’aratrnesn pa dinhtloaiteoinon n g x E mmer srehaed w. oWurlidte l itkhee tgoo al (cid:3)(cid:17) CoWnowg! Yoru adid ta gureatl joab tthis iwoeekn!s! oWri tshh eg uciodmanpcleet?e Itfh yeo wuro rckh iilndd nepeeednsd ently? Su at the top of the (cid:48)(cid:65)(cid:82)(cid:69)(cid:78)(cid:84)(cid:79)(cid:82)(cid:35)(cid:65)(cid:82)(cid:69)(cid:71)(cid:73)(cid:86)(cid:69)(cid:82)(cid:180)(cid:83)(cid:51)(cid:73)(cid:71)(cid:78)(cid:65)(cid:84)(cid:85)(cid:69) (cid:84)(cid:67)(cid:75)(cid:48)(cid:82)(cid:65)(cid:72)(cid:69)(cid:82)(cid:69) support, try offering a choice regarding incentive chart for which family member might help. Giving the week. (We recommend reading 10 to your child a choice can help boost 15 minutes a day with your child who is confidence and help him or her feel entering 1st grade.) more ownership of the work to be done. 4To celebrate your child’s 7When your child (cid:63)(cid:63)(cid:63)(cid:63)(cid:52)(cid:72)(cid:63)(cid:73)(cid:83)(cid:63)(cid:67)(cid:69)(cid:63)(cid:82)(cid:84)(cid:63)(cid:73)(cid:70)(cid:73)(cid:69)(cid:63)(cid:83)(cid:63)(cid:84)(cid:72)(cid:65)(cid:63)(cid:84)(cid:63)(cid:63)(cid:63) (cid:73)(cid:83)(cid:78)(cid:79)(cid:87)(cid:82)(cid:69)(cid:65)(cid:68)(cid:89) accomplishments, let him has finished the (cid:70)(cid:79)(cid:82)(cid:39)(cid:82)(cid:65)(cid:68)(cid:69)(cid:63)(cid:63)(cid:63) or her affix stickers on the workbook, present (cid:67)(cid:79)(cid:78)(cid:71)(cid:82)(cid:65)(cid:84)(cid:85)(cid:76)(cid:65)(cid:84)(cid:73)(cid:79)(cid:78)(cid:83)(cid:1) incentive chart for completing him or her with (cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63)(cid:63) the activities each day. Reward the certificate of your child’s reading efforts with completion on page 143. Feel free to frame a bonus sticker at the end of or laminate the certificate and display it the week as well. on the wall for everyone to see. Your child will be so proud! 5 Skill-Building Activities for Any Time The following activities are designed to complement the ten weeks of practice pages in this book. These activities don’t take more than a few minutes to complete and are just a handful of ways in which you can enrich and enliven your child’s learning. Use the activities to take advantage of the time you might ordinarily s ce disregard—for example, standing in line or ur so waiting at a bus stop. You’ll be working to e R g practice key skills and have fun together An Eye for Patterns n hi ac at the same time. A red-brick sidewalk, a beaded necklace, e T c a Sunday newspaper—all show evidence sti a hol Finding Real-Life Connections of structure and organization. You can c © S One of the reasons for schooling is to help your child recognize something’s & 1 help children function out in the real structure or organization by observing s K world, to empower them with the abilities and talking about patterns they see. Your e d a child will apply his or her developing Gr they’ll truly need. So n ability to spot patterns across all school e why not put those e w et developing skills into subject areas, including alphabet letter B ess action by enlisting formation (writing), attributes of shapes xpr and solids (geometry), and characteristics E your child’s help with mer creating a grocery butter of narrative stories (reading). Being able m u sugar to notice patterns is a skill shared by S list, reading street milk effective readers and writers, scientists, signs, sorting pocket eggs and mathematicians. change, and so on? bread He or she can apply flour reading, writing, science, and math skills in important and practical ways, connecting what he or she is learning with everyday tasks. 6 Journals as Learning Tools Most of us associate journal writing with Promote Reading reading comprehension, but having your at Home child keep a journal can help you keep ◆ Let your child catch you up with his or her developing skills in in the act of reading for other academic areas as well—from telling pleasure, whether you like time to matching rhymes. To get started, reading science fiction provide your child with several sheets of s novels or do-it-yourself e c paper, folded in half, and stapled together. ur magazines. Store them someplace o Res Explain that he or she will be writing and/ that encourages you to read in front hing or drawing in the journal to complement of your child and demonstrate that eac the practice pages completed each week. reading is an activity you enjoy. T stic Encourage your child to draw or write For example, locate your reading a ol about what he or she found easy, what materials on the coffee table instead h c © S was difficult, or what was fun. Before of your nightstand. & 1 moving on to another set of practice pages, K take a few minutes to read and discuss ◆ Set aside a family reading time. By es designating a reading time each d a that week’s journal entries together. Gr week, your family is assured an n ee opportunity to discuss with each other w et what you’re reading. You can, for B s es example, share a funny quote from pr Ex an article. Or your child can tell you mer his or her favorite part of a story. The m u key is to make a family tradition of S reading and sharing books of all kinds together. ◆ Put together collections of reading materials your child can access easily. Gather them in baskets or bins that you can place in the family room, the car, and your child’s bedroom. You can refresh your child’s library by borrowing materials from your community’s library, buying used books, or swapping books and magazines with friends and neighbors. 7 Skills Review and Practice Educators have established learning standards for math and language arts. Listed below are some of the important skills covered in Summer Express that will help your child review and prepare for the coming school year so that he or she is better prepared to meet these learning standards. Math Skills Your Child Will Review Skills Your Child Will Practice to Prepare for Grade One ◆ matching numerals to quantities ◆ identifying numerals 11–20 ◆ recognizing shapes ◆ counting quantities to 20 s e urc ◆ identifying patterns ◆ recognizing fractions o s Re ◆ using addition g n hi ◆ using subtraction c a Te ◆ measuring (e.g., length, time, money) c asti ◆ estimating quantity ol h Sc ◆ using number sense © & 1 ◆ collecting data K s ◆ continuing patterns e d a Gr n e e w Language Arts et B s s pre Skills Your Child Will Review Skills Your Child Will Practice to Prepare for Grade One x E er ◆ understanding that illustration complements ◆ writing familiar vocabulary in manuscript writing m m storytelling (e.g., number words, color words, shape words, u S days of the week, months of the year) ◆ writing upper- and lowercase alphabet letters in manuscript writing ◆ using conventions of print in writing (e.g., capitalization and punctuation) ◆ writing the numerals 1–10 in manuscript writing to identify and write complete sentences. ◆ using phonetic analysis (e.g., initial consonants) ◆ using phonetic analysis (e.g., letter/sound relationships, to match initial consonants with pictured items beginning and ending consonants, short- and long- ◆ identifying some familiar words in print vowel sounds, consonant blends, digraphs, and word (e.g., colors, shapes) patterns) to decode unfamiliar words ◆ using meaning clues (e.g., illustrations) and ◆ using structural analysis (e.g., word families) phonetic analysis to decode unfamiliar words to decode unfamiliar words ◆ identifying rhyming words and rhyming sounds ◆ matching phonetically irregular vocabulary ◆ uses visual discrimination to identify similarities (sight words) with level-appropriate list of alike words and differences in illustrations that do not accompany text 8