Helping Your Child Get Ready: Week 1

Here are some activities you and your child might enjoy.

Restaurant Review Next time you eat out, have your child write a review of the restaurant. Encourage him or her to use lots of descriptive words.

Secret Messages Suggest that your child come up with a code to write secret messages in. Have him or her trade messages with you or another family member.

Word Problem Reversals To help your child understand tricky word problems, have him or her work in reverse! Supply a number sentence such as 5 x 8 = 40 or 40 ÷ 5 = 8 and have your child come up with a word problem for it.

Set a Summer’s End Goal Suggest that your child set a goal for the end of the summer. Perhaps it’s becoming an expert on a favorite animal, or learning how to count in another language. Help your child come up with a plan for success.

Your child might enjoy reading the following books:Frindle by Andrew Clements

Afternoon of the Elves by Janet Taylor Lisle

The Dream Keeper and Other Poems by Langston Hughes

Special Note: The activity for Day 5 of this week is a mini-book. Have your child tear out the page along the perforation and cut along the dotted line. After positioning the two sections so the mini-book pages are in sequence, your child can staple and fold to form a book. Then he or she can answer all the puzzles in the mini-book.

These are the skills your child will be working on this week.

Math. adding without regrouping. adding with regrouping

Reading. sequencing

Writing. including details

Vocabulary. synonyms and antonyms. idioms

Grammar. sentence types

Handwriting. uppercase cursive letters

9

Goals:1. Read 5 Books2. Go to library3. Learn to dive4. Build a treehouse5. Learn a magic trick

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11

Week 1 • Day 1

Synonyms/Antonyms

Lace up those synonym shoes! Each of the shoelaces has a word that is an antonym for a pair of shoes above. Antonyms are words that have the opposite meanings. Color each lace the same color as the pair of shoes that is its opposite.

Two Left Feet These shoes are all mixed up! You can pair them off. Each shoe contains a word that is a synonym for a word on another shoe. Synonyms are words that have the same or almost the same meaning. Put each pair of shoes together by coloring them the same color. Use a different color for each pair.

foolish

unwanted

ugly

needy

modern

little

sensibleenormouspopular

rich

early favoritereasonableattractive

good-looking massiveprimitivewealthy

Bonus: Create antonym socks. Challenge a friend to match them to the shoes.

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Week 1 • Day 1

Addition

12

592,604 + 102,335

264,870 + 303,120

Climbing HighTo add multiple-digit numbers without regrouping, follow these steps. 1. Add the ones column. 2. Add the tens column. 3. Add the hundreds column. 4. Continue working through each column in order.

Add.

Mount Everest is the highest mountain in the world. To find the height of Mount Everest, begin climbing in Row D. Write the underlined numbers in order. Continue writing the numbers in Row C, Row B, and Row A. How many feet did you climb?

1,136 + 2,433

9,025 + 851

36,034 + 41,753

8,730 + 1,252

2,928 + 5,021

3,650 + 4,210

80,662 + 11,136

55,100 + 31,892

60,439 + 30,310

81,763 + 8,231

321,957 + 260,041

623,421 + 151,441

127,094 + 832,502

A.

B.

C.

D.

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13

Week 1 • Day 2

Including Details

Spout Some Specifics

Look at yourself in the mirror. Then write on a sheet of paper as many words and phrases as you can to describe yourself so that someone who does not know you would get a clear, vivid picture of what you look like.

To be a good writer, it is important to know what you are writing about, to be specific, and to include details. All this helps to create a picture for your readers and will make your writing more interesting and informative. Compare the two phrases below. Which one is more specific, interesting, and informative? Which one creates a more vivid picture?

a vehicle or an old, rusty, dilapidated pick-up truck with flat tires and a shattered windshield

For each general word or phrase, write a more specific word. Then add details to describe each specific word.

Specific Word Details

1. a body of water _______ _________ ___________________________________

2. a piece of furniture _______ _________ ___________________________________

3. an article of clothing _______ _________ ___________________________________

4. a child’s toy _______ _________ ___________________________________

5. a noise or sound _______ _________ ___________________________________

6. a tool _______ _________ ___________________________________

7. a group of people _______ _________ ___________________________________

8. a reptile _______ _________ ___________________________________

9. garden plants _______ _________ ___________________________________

10. a kind of fruit _______ _________ ___________________________________

11. a kind of vegetable _______ _________ ___________________________________

12. a drink _______ _________ ___________________________________

13. footwear _______ _________ ___________________________________

14. musical instrument _______ _________ ___________________________________

15. a holiday _______ _________ ___________________________________

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Week 1 • Day 2

Types of Sentences

14

Types of SentencesA declarative sentence makes a statement. An interrogative sentence asks a question. An exclamatory sentence shows strong feeling. An imperative sentence states a command.

A.   What kind of sentence is each of the following? Write declarative,  interrogative, exclamatory, or imperative on the line.

1. Merlincarriedthebabytosafety.

2. Whydidtraitorspoisonthetown’swells?

3. Gobackandfetchthemissingsword.

4. Sliptheswordintothegroove,andpullitout.

5. ThekingwasEngland’sbravestruler!

6. WhowillfollowSelene?

B.   Identify which groups of words are incomplete sentences and which  are complete sentences. Write incomplete or complete on the line.

1. Sarahattheedgeofthesquare.

2. Theknightsfoughtsobravely!

3. HowdidKaytreatherdog?

4. Theswordoutofthestone.

5. Nataliewastrainedtobeapilot.

C.   Correct the incomplete sentences in part B. Add an action word to  each one. Then rewrite the complete sentence on the line. 

1.

2.

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15

Week 1 • Day 3

Sequencing

A Real Cool CowboyThe events in a story take place in a certain order. This is the sequence of events.

Pecos Bill is a well-known character in

American folklore. His legend developed from

a magazine article written by Edward O’Reilly

in 1923. This cowboy hero is often credited for

being the creator of branding, roping, and

other cowboy activities. It is also said that

Pecos Bill taught broncos how to buck and

cowboys how to ride.

Legend has it that Pecos Bill was born in

the 1830s in Texas. He teethed on a bowie

knife and had bears and other wild animals

as friends. On a family trip to the West, little Bill

fell out of the wagon near the Pecos River. He was found by coyotes that raised him.

Two famous natural landmarks are also amusingly traced back to Pecos Bill—the

Grand Canyon and Death Valley. Supposedly, Pecos Bill once made a bet that he

could ride an Oklahoma cyclone without a saddle. The cyclone was not able to throw

him off, and it finally “rained out” under him in Arizona. This rain was so heavy that it

created the Grand Canyon. When he reached California, Pecos Bill crashed. It was

the force of his fall that is said to have created Death Valley. In actuality, some rocks

in the deepest part of the Grand Canyon date back to about two billion years ago.

The Colorado River began forming the Grand Canyon about six million years ago. Over

centuries, the water eroded the layers of rock,

and the walls of the canyon were created.

More erosion occurred later as a result of wind,

rain, and melting snow. Death Valley is a desert

in California and Nevada. It contains the lowest

point in the Western Hemisphere at 282 feet

below sea level.

No one is quite sure how Pecos Bill died.

One version says he laughed himself to death

after listening to silly questions a man from

Boston asked him about the West.

Use with page 16.

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Week 1 • Day 3

Sequencing

16

1. Look at each picture. Number the events in the order in which they happened in the story. Write a sentence for each.

2. Four words from the story are hidden in the

puzzle. The definition of each word is given below. Shade in the letters for each word, reading left to right and top to bottom. The remaining letters will spell the name of a real cool cowboy two times.

a piece of writing

laughingly

attributed with

a particular form of something

Read a story about an imaginary character. On another sheet of paper, write five events from the character’s life in the order in which they happened.

a

c

m

g

e

o

i

p

o

u

l

d

d

s

r

l

s

y

e

v

l

t

e

i

l

i

s

l

e

s

i

c

t

e

i

i

a

n

p

c

b

o

c

b

l

r

e

r

n

Use with page 15.

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17

Week 1 • Day 4

Addition

Wild Birds

What do all of these birds have in common?They are ______ ______ ______ ______ ______ ______ ______

______ ______ ______ ______ .

953 + 418

295 + 337

565 + 957

862 + 339

478 + 283

418 + 793

2,428 + 6,679

1,566 + 2,487

3,737 + 6,418

9,289 + 4,735

8,754 + 368

57,854 + 45,614

29,484 + 46,592

36,238 + 46,135

67,139 + 25,089

240,669 + 298,727

476,381 + 175,570

882,948 + 176,524

Z. B. R. Q. S. X.

I. A. Y.

F. E. P.

Y. C.

L.

D. O. R.

Some addition problems will require regrouping several times. The steps look like this.

1. Add the ones column. Regroup if needed.

2. Add the tens column. Regroup if needed.

3. Add the hundreds column. Regroup if needed.

4. Continue working through each column in order.

37,462 + 22,798

0

1 37,462 + 22,798

60

11 37,462 + 22,798

260

111 37,462 + 22,798

60,260

111

Add. Then use the code to finish the fun fact below.

bald eagle

falcon

vulture

owl

632 9,107 1,211 539,396 1,201

76,076 1,059,472 82,373 10,155

651,951 92,228

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Week 1 • Day 4

Handwriting

18

Letter MatchMatch the cursive letters to their partners.

abcdefghijklm

nopqrstuvwxyz

rzvpnsqyxwuot

fjblahekdmigc

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Draw

a p

ictu

re t

hat

illu

stra

tes

the

mea

ning

of

one

of t

he

idio

ms

in t

his

min

i-bo

ok.

Wri

te t

he i

dio

m a

t th

e

bott

om o

f th

e p

age.

8Similes

Exp

ress

ions

tha

t co

mp

are

two

thin

gs u

sing

th

e w

ord

s “a

s” o

r “l

ike”

are

cal

led

sim

iles

. C

omp

lete

eac

h of

the

se p

opul

ar s

imil

es b

y p

utti

ng t

he n

ame

of a

n

anim

al o

n ea

ch b

lank

. If

you

don

’t kn

ow t

he s

imil

e,

put

in

your

bes

t gu

ess.

6

Food

s

Com

ple

te e

ach

of t

hese

id

iom

s by

put

ting

the

na

me

of a

foo

d o

n ea

ch b

lank

. If

you

don

’t kn

ow t

he i

dio

m,

put

in

your

bes

t gu

ess.

be

a co

uch

___

____

____

____

____

(si

t ar

oun

d,

be

lazy

)

wal

k o

n _

____

____

____

____

__ (

be

very

cau

tio

us)

in a

___

____

____

____

____

(h

ave

a b

ig p

rob

lem

)

spill

th

e __

____

____

____

____

_ (g

ive

away

a s

ecre

t)

a p

iece

of

____

____

____

____

___

(so

met

hin

g t

hat

’s v

ery

easy

)

like

two

___

____

____

____

____

in

a p

od

(to

be

very

sim

ilar)

go

___

____

____

____

____

(g

o c

razy

)3

Nam

e

Lucy

sai

d w

e’d

lose

the

gam

e,

but w

e w

on.

Now

she

’ll

have

to e

at

her

wor

ds.

To

“eat

you

r w

ord

s” i

s an

exp

ress

ion

call

ed

an i

dio

m.

Idio

ms

can’

t be

tak

en l

iter

ally

. T

o un

der

stan

d t

hem

, yo

u ha

ve t

o kn

ow t

heir

sp

ecia

l m

eani

ngs.

as w

ise

as a

/an

___

____

____

_

as p

roud

as

a/an

___

____

____

as s

ly a

s a/

an _

____

____

____

_

as b

usy

as a

/an

___

____

____

_

as g

race

ful

as a

/an

___

____

__

as s

tro

ng

as

a/an

___

____

___

as q

uiet

as

a/an

___

____

____

as s

tub

bo

rn a

s a/

an _

____

__

as g

entl

e as

a/a

n _

____

____

_

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Anim

als C

omp

lete each of these idiom

s by putting

the name of an anim

al on each blank. If you don’t know

the id

iom, p

ut in your best guess.

have a ___________________ in

your th

roat (b

e ho

arse)

rainin

g _______________ an

d _______________ (rain

hard

)

be a ___________________ (feel fearful o

r anxio

us)

have ___________________ in

your sto

mach

(feel nervo

us)

___________________ aroun

d (p

lay no

isily)

smell a _________________ (susp

ect som

ethin

g’s w

ron

g)

have ________ in

your p

ants (feel restless)

2 Parts of the Bod

y C

omp

lete each of the idi-

oms on these tw

o pages by p

utting the name of a p

art of the bod

y on each blank. If you don’t know

the idiom

, put

in your best guess.

be all ___________________ (b

e eager to

listen)

ho

ld yo

ur ___________________ (be silen

t)

have yo

ur _________________ in th

e cloud

s (to d

aydream

)

make yo

ur ___________________ water (lo

ok an

d sm

ell tasty)

get it o

ff your ___________________ (m

ake a con

fession

)

4

get a p

at on

your ___________________ (b

e praised

)

make yo

ur ___________________ stand

on

end

(be scary)

be all ___________________ (b

e awkw

ard o

r clumsy)

stick your ___________________ o

ut (take a risk)

butto

n yo

ur ___________________ (keep q

uiet)

pull so

meo

ne’s ___________________ (fo

ol so

meo

ne)

catch yo

ur ___________________ (be n

oticed

)

on

your ___________________ (b

e alert)

give so

meo

ne a ___________________ (h

elp so

meo

ne)

57

Create your ow

n sim

iles by completing each of

the phrases below. Try to m

ake your similes as descriptive

as possible.

as funn

y as _______________________________________________

as no

isy as _______________________________________________

as scary as ________________________________________________

as fast as _________________________________________________

as playful as ______________________________________________

as ang

ry as _______________________________________________

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Parent or Caregiver’s Signature

# 1Place

sticker here.

This week, l plan to read minutes each day.

l read for... minutes minutes minutes minutes minutes

Day 1 Day 2 Day 3 Day 4 Day 5

CHART YOUR PROGRESS HERE.

Put a stickerto show you

completed eachday’s work.

’s lncentive Chart: Week 1Name Here

Week 1

Congratulations!Wow! You did a great job this week!

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Scho

atc

nc

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rss

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11

Lace up those synonym shoes! Each of the shoelaces has a word that is an antonym for a pair of shoes above Antonyms are words that have the oppos te meanings Color each lace the same color as the pair of shoes that is its oppos te

Two Left Feet These shoes are a l mixed up! You can pair them off Each shoe contains a word that is a synonym for a word on another shoe Synonyms are words that have the same or almost the same meaning Put each pair of shoes together by coloring them the same color Use a different color for each pair

Bonus: Create antonym socks Challenge a friend to match them to the shoes

sensibleenormouspopular

rich

early favoritereasonableattractive

good looking massiveprimitivewealthy

foolish

unwanted

ugly

needy

modern

little

Scho

atc

nc

Sm

mer

Exp

rss

Be

wee

n G

raes

4 &

5

Addition

12

592,604 + 102,335

264,870 + 303,120

Climbing High

Add

1,136 + 2,433

9,025 + 851

36,034 + 41 753

8,730 + 1,252

2,928 + 5,021

3,650 + 4,210

80,662 + 11,136

55,100 + 31,892

60,439 + 30,310

81,763 + 8,231

321,957 + 260,041

623,421 + 151,441

127,094 + 832,502

A

B

C

D

3,569 9,876

9,982

86,992

581,998

7,949

90,749

774,862

7,860

89,994

567,990

91,798

77,787

694,939 959,596

29,028 feet Scho

atc

nc

Sm

mer

Exp

rss

Be

wee

n G

raes

4 &

5

Types of Sentences

14

Types of SentencesA declarative sentence makes a statement An interrogative sentence asks a question An exclamatory sentence shows strong fee ing An imperative sentence states a command

A

1

2

3

4

5

6

B

1

2

3

4

5

C

1

2

declarative

interrogativeimperativeimperative

exclamatory

interrogative

incompletecompletecomplete

incomplete

complete

Answers will va

ry.

Scho

atc

c

Sum

mr

Exp

ess

Bew

een

Gr

des

4 &

5

Sequencing

16

1 Look at each picture Number the events in the order in which they happened in the story Write a sentence for each

2 Four words from the story are hidden in the

puzzle The definition of each word is given below Shade in the letters for each word reading left to right and top to bottom The remaining letters will spe l the name of a real cool cowboy two times

a piece of writing

laughingly

attributed w th

a particular form of something

Use with page 15

5

3

1

4

6

2

Sentences will vary.

Sentences will vary.

Scho

atc

c

Sum

mr

Exp

ess

Bew

een

Gr

des

4 &

5

17

Add tion

Wild Birds

953 + 418

295 + 337

565 + 957

862 + 339

478 + 283

418 + 793

2,428 + 6 679

1,566 + 2 487

3,737 + 6 418

9,289 + 4 735

8,754 + 368

57,854 + 45,614

29,484 + 46,592

36,238 + 46,135

67,139 + 25,089

240,669 + 298,727

476,381 + 175,570

882,948 + 176,524

Z B R Q S X

I A Y

F E P

Y C

L

D O R

Add Then use the code to finish the fun fact below

1,371

9,107

76,076103,468

539,396 651,951 1,059,472

82,373 92,228

632

4,053

1,211

10,155

1,522

14,024

1,201

9,122

761

B I R D S O F

P R E Y Scho

atc

c

Sum

mr

Exp

ess

Bew

een

Gr

des

4 &

5

Handwrit ng

18

Letter MatchMatch the cursive letters to their partners

page 11 page 12 page 14

page 16 page 17 page 18

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Draw

a p

ictu

re t

hat

illu

stra

tes

the

mea

ning

of

one

of t

he

idio

ms

in t

his

min

i-bo

ok.

Wri

te t

he i

dio

m a

t th

e

bott

om o

f th

e p

age.

8Similes

Exp

ress

ions

tha

t co

mp

are

two

thin

gs u

sing

th

e w

ord

s as

or

like

are

cal

led

sim

iles

. C

omp

lete

eac

h of

the

se p

opul

ar s

imil

es b

y p

utti

ng t

he n

ame

of a

n

anim

al o

n ea

ch b

lank

. If

you

don

’t kn

ow t

he s

imil

e,

put

in

your

bes

t gu

ess.

6

Food

s

Com

ple

te e

ach

of t

hese

id

iom

s by

put

ting

the

na

me

of a

foo

d o

n ea

ch b

lank

. If

you

don

’t kn

ow t

he i

dio

m,

put

in

your

bes

t gu

ess.

be

a co

uch

___

____

____

____

____

(si

t ar

oun

d,

be

azy)

wal

k o

n _

____

___

____

____

_ (b

e ve

ry c

auti

ous

)

in a

___

____

____

____

____

(h

ave

a b

ig p

rob

lem

)

spill

th

e __

____

____

____

____

_ (g

ive

away

a s

ecre

t)

a p

iece

of

____

____

____

____

___

(so

met

hin

g t

hat

’s v

ery

easy

)

ike

two

___

____

____

____

____

in

a p

od

(to

be

very

sim

ilar)

go

___

____

____

____

____

(g

o c

razy

)3

Nam

e

cho as c I c Summer Exp ess Be ween G ades 4 & 5

Lucy

sa

d w

ed

ose

he g

ame

bu

t we

won

N

ow s

he

have

to e

at

her

wo

ds

To

eat

your

wor

ds

is

an e

xpre

ssio

n ca

lled

an

id

iom

. Id

iom

s ca

n’t

be t

aken

lit

eral

ly.

To

und

erst

and

the

m,

you

have

to

know

the

ir

spec

ial

mea

ning

s.

as w

ise

as a

/an

___

____

____

_

as p

roud

as

a/an

___

____

____

as s

ly a

s a/

an _

____

____

____

_

as b

usy

as a

/an

___

____

____

_

as g

race

ful

as a

/an

___

____

__

as s

tro

ng

as

a/an

___

____

___

as q

uiet

as

a/an

___

____

____

as s

tub

bo

rn a

s a/

an _

____

__

as g

entl

e as

a/a

n _

____

____

_

o

wl

pe

acoc

k

f

ox b

ee o

r b

eave

r

sw

an

ox

mou

se

m

ule

lam

b

pota

to

eggs

hells

pick

le o

r ja

m

bean

sca

kepe

as

bana

nas

Anim

als C

omp

lete each of these idiom

s by putting

the name of an anim

al on each blank. If you don’t know

the id

iom, p

ut in your best guess.

have a ___________________ in

your th

roat (b

e ho

arse)

rainin

g _______________ an

d _______________ (rain

hard

)

be a ___________________ (feel fearful o

r anxio

us)

have ___________________ in

your sto

mach

(feel nervo

us)

___________________ aroun

d (p

lay no

isiy)

smell a _________________ (susp

ect som

ethin

g’s w

ron

g)

have ________ in

your p

ants (feel restless)

2 Parts of the Bod

y C

omp

lete each of the idi-

oms on these tw

o pages by p

utting the name of a p

art of the bod

y on each blank. If you don’t know

the idiom

, put

in your best guess.

be all ___________________ (b

e eager to

listen)

ho

ld yo

ur ___________________ (be silen

t)

have yo

ur _________________ in th

e cloud

s (to d

aydream

)

make yo

ur ___________________ water (lo

ok an

d sm

ell tasty)

get it o

ff your ___________________ (m

ake a con

fession

)

4

get a p

at on

your __________

________ (be p

raised)

make yo

ur ___________________ stand

on

end

(be scary)

be a

l ___________________ (be aw

kward

or clum

sy)

stick your ___________________ o

ut (take a risk)

butto

n yo

ur ___________________ (keep q

uiet)

pull so

meo

ne’s __________

________ (foo

l som

eon

e)

catch yo

ur ___________________ (be n

oticed

)

on

your ___________________ (b

e alert)

give so

meo

ne a ___________________ (h

elp so

meo

ne)

57

S ho as ic nc Summer Ex re s B twe n G ades 4 & 5

Create your ow

n sim

iles by completing each of

the phrases below. Try to m

ake your similes as descriptive

as possible.

as funn

y as _______________________________________________

as no

isy as _______________________________________________

as scary as ________________________________________________

as fast as _________________________________________________

as playful as ______________________________________________

as ang

ry as _______________________________________________

frog

ears

backhair

thumbs

neckiplegeye

toeshand

tongueheadm

outh

chest

catsdogs

chicken

butterflieshorseratants

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