Dear Parents/Guardians,
Summer is here and students and their families are ready for a break! What better way to relax than with a good book? Our summer reading list is full of great ideas and interesting titles in both print and digital formats. We have also included an optional calendar of literacy activities if you are looking for ideas. Activities for maintenance and enrichment are provided on each grade-level page.
During the summer, we recommend that families carve out a time for students to read most days. We would like our students to continue reading daily so that they maintain their reading skills and build a love for reading. Prior to returning to school, complete the Summer Reading Summary Form on the grade-level page. Teachers will review student responses when school resumes.
If you have any questions or need assistance, please contact your child’s teacher.
Enjoy your summer reading!
Sandra F. Connelly
K-12 Humanities Curriculum Coordinator
In order to maintain math skills gained throughout the school year, it is important that students have opportunities to refresh and practice math throughout the summer weeks. Students are encouraged to engage in math activities to reinforce skills and concepts that connect math to their world.
A variety of math websites are provided below for each grade level or course level so that students may review, enrich, and challenge their math understanding.
For elementary-age families who would like suggestions on how to pace the math practice activities week by week, see additional links at bottom of page.
Click for a calendar of suggested activities for entering each grade level below:
We want to partner with you to help our kindergarten students have a great first experience at school. Here are a few preliminary activities you can practice with your child to help get ready for kindergarten.
Right-handed pencil grip
While they’re in kindergarten, our students will learn letter names and their sounds. For your reference, these are the pictures we use to teach the letters and their sounds. Here is a link to the letter sounds. We do not expect that students will enter kindergarten knowing this information; that’s what we’ll do while they’re here!
FUNDATIONS
Letter Keyword Sound
a apple /a/
b bat /b/
c cat /c/
d dog /d/
e Ed /e/
f fun /f/
g game /g/
h hat /h/
i itch /i/
j jug /j/
k kite /k/
l lamp /l/
m man /m/
Letter Keyword Sound
n nut /n/
o octopus /o/
p pot /p/
qu queen /qu/
r rat /r/
s snake /s/
t top /t/
u up /u/
v van /v/
w wind /w/
x fox /x/
y yellow /y/
z zebra /z/
Read, listen to, and sing nursery rhymes
Play with words and change the beginning or ending sound. Nonsense words are fun too! Examples:
What sound is at the beginning of box? Can you change it to make another word? Something you put on your foot? Socks!
What word can you think of that rhymes with pot? pan? pen? sun? lit?
Read favorite books aloud to your child frequently
show the front and back of the book
show how to turn pages from left to right
point out the title
point to words as you read aloud
show how to have fun and read with expression
For safety reasons, it is helpful for your child to know the following information:
Their first and last name
Their parent or guardian’s first and last name (A lost child in a store is asked, “What is your mom’s name?” The child responds, “Mom!”)
The phone number most used
Their street address and the town they live in
Their birth date
High-quality mathematics throughout early childhood does not involve pushing elementary arithmetic onto younger children. Instead, good education allows children to experience mathematics as they play in and explore their world.
Math is not a race; all children will build their skills with the appropriate support, yet they are going to be at different stages just as they are at different stages in their reading.
If you think of yourself as “not a math person,” please try to keep this to yourself. Your feelings about math can extend to your child’s negative perception of math and their abilities. It takes a village to create a math-confident kid, and it’s better if that village is not anxious.
Reasoning starts from the earliest stages of child development. Examples of beginning ideas of reasoning with numbers include
As children transition into kindergarten, it is important to provide opportunities to build a foundation that mathematics is about making sense with numbers and number relationships from the very first day. These foundational ideas can all be extended to larger numbers, operations, basic facts, and computation.
Early numerical knowledge includes four interrelated aspects: subitizing, verbal counting, object counting, and cardinality.
Subitizing: The instant, intuitive recognition of quantities up to 4 or 5 is called subitizing. As young as 3 years old, children develop the ability to recognize small, familiar quantities without counting (often before the ability to count is even present). Four-year-olds recognize collections up to four, and then subitizing and counting become connected.
Begin naming small collections with numbers to help children build connections between a quantity and its name. Games that use dice are an excellent way to give kids practice subitizing up to 6 as well as combining subitized amounts into larger, familiar quantities (when I roll two 5s, it combines to make 10).
Verbal Counting: Recital of the counting sequence. This often begins as a rote recital, most likely without an understanding of the meaning/value of the numbers or the significance of the +1 pattern. Eventually, we want kids to know that in the counting sequence, each number is one more than the last number they said.
Object Counting: Kids begin to count for a purpose and can connect one number with one object and count them with understanding (one-to-one correspondence). To count a set of objects, children must not only know verbal counting but also learn to coordinate verbal counting with objects by pointing to or moving the objects, tagging each object with a number word.
Cardinality: Kids can answer, “How many?” Initially, children may not know how many objects there are in a collection after counting them. If asked how many are there, they typically count again, as if the “how many?” question is a directive to count rather than a request for how many items are in the collection. Children must learn that the last number word they say when counting refers to how many items have been counted.
Playing games encourages strategic mathematical thinking as kids find different strategies for solving problems and deepen their understanding of numbers. When played repeatedly, games support kids’ development of computational fluency and have the potential to allow kids to develop familiarity with “benchmark numbers” (such as 10s, 100s, and 1000s).
When playing, there is no need to “teach the math.” Enjoy the games and the math will come.
Do not limit yourself to “math” games. Any game that utilizes numerical thinking while playing will encourage mathematical growth. Many games support this goal; below are some suggestions.
Math Books
Card Games
Dice Games
“Board” Games
Patterns and/or Shapes
Problem solving
Web-based games (all on www.gregtangmath.com)
There are many others on this site, try them out and see what is comfortable...
Thank you for your partnership as we work together to help all children grow socially, emotionally, and academically.
See you soon!
Anyone who has been advised to quarantine because they have been in close contact with a COVID-19 positive case, may not come to school. Those who have been advised to quarantine because of participation in or attendance at before and after-school daycare, extracurricular activities, sports, gatherings, etc. may not come to school until the quarantine time period has expired.
