Tài liệu Summer express between grade 3 - 4

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BETWEEN GRADES & SuMMER ExPRESS Summer Express (between grades 3 & 4) © Scholastic Teaching Resources 3 4 NEW YoRk ∫฀ToRo NTo ∫฀LoNDoN ∫฀AuckLAND ∫฀SYDNEY MExico ciTY ∫฀NE W DELhi ∫฀hoNG koNG ∫฀BuENoS AiRES Summer Express (between grades 3 & 4) © Scholastic Teaching Resources 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 www.imagesource.com 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-13 978-0-545-22693-6 / ISBN-10 0-545-22693-7 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 Dear Parent Letter . . . . . . . . . . . . . . . . . . . . . 4 Terrific Tips for Using This Book . . . . . . . . . . . 6 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 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . 129 Certificate . . . . . . . . . . . . . . . . . . . . . . . . . 141 Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Table of Contents 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 math, reading, writing, grammar, vocabulary, and so much more! Summer Express is divided into 10 weeks, with two practice pages for each day of the week, Monday to Friday. However, feel free to use the pages in any order that your child would like. Here are other features you’ll find inside: • A weekly incentive chart and certificate to motivate and reward your child for his or her efforts. • Suggestions for fun, creative learning activities you can do with your child each week. • A recommended reading list of age-appropriate books that you and your child can read throughout the summer. • A certificate of completion to celebrate your child’s accomplishments. We hope you and your child will have a lot of fun as you work together to complete this workbook. Enjoy! The editors Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Dear Parent: 1 5 Pick a good time for your child to work on the activities. You may want to do it around midmorning, or early afternoon when your child is not too tired. Encourage your child to complete the worksheet, but don’t force the issue. While you may want to ensure that your child succeeds, it’s also important that your child maintain a positive and relaxed attitude toward school and learning. ld own ou ca t g t as h re Comp le a l sha e the cha rt rks w i e all wi h he nam e of 1 he he cor a ges ect sha t shark rk 2 the sma 7 has a 8 has a 9 hav e u HE SKY L OC 12 has ea 3 ’s lncentiv ame H re e Ch art: Week 1 At the beginning of each week, discuss with your child how many minutes a day he or Congratulatio ns! 1 she would like to read. Write the goal at the top of the incentive chart for the week. (We recommend that a child entering fourth grade read 20 to 25 minutes a day.) This wee k l plan to read CH RT YOUR P ROG ESS H RE Week 1 l read for D y1 m nutes Day 2 m nutes minutes eac h day Day 3 minutes Day 4 minutes Put a st cker o show you comp eted ea h day s work # Wow! You d d a great j ob th s Day 5 minutes week! l ce s i ker e e Parent or Careg ver’ s S gnature Reward your child’s efforts with the small stickers at the end of each day. As an added bonus, let him or her affix a large sticker at the bottom of the incentive chart for completing the activities each week. whale shark er ns of car i age harp-p ointed shaped spear com ng out of i s hea like a d hamme r scales hard nd b te ma k ike a aw en uno pened s and cans boat cush ons R ad mo e abo sim l r ties and ut wo d f er nt two d ki ds ff ren of shar es ks On not er she c ock 30 2 4 ske eto head kin of sp ky 10 ea es a rou 11 ook s 9 a sw mm ve n he oce an 6 hav e p 2 • Day ae f the sta em est sha rk 4 the fas est 5 Us w Week ent is about est sha k 3 the dead Make sure your child has all the supplies he or she needs, such as pencils and markers. Set aside a special place for your child to work. 4 T ace a path to Ocean Beach cannot pa s hrough any a eas fo ce you to go back and t y a t of pap r i t two 6 After you’ve given your child a few minutes to look over the practice pages he or she will be working on, ask your child to tell you his or her plan of action: “Tell me about what we’re doing on these pages.” Hearing the explanation aloud can provide you with insight into your child’s thinking processes. Can he or she complete the work independently? With guidance? If your child needs support from a family member, try offering choices regarding with whom he or she will be working. Providing choices is an approach that can help boost your child’s confidence and help him or her feel more ownership of the work to be done. This certif ies _______ _ that ______ When your child has finished the congratu lations! workbook, present him or her with the certificate of completion on page 143. Feel free to frame or laminate the certificate and display it on the wall for everyone to see. Your child will be so proud! 7 is now rea dy for Grad e ___ ________ _______ 5 Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Terrific Tips for Using This Book 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 disregard—for example, standing in line or waiting at a bus stop. You’ll be working to practice key skills and have fun together at the same time. Finding Real-Life Connections One of the reasons for schooling is to help children function out in the real world, to empower them with the abilities they’ll truly need. So why not put those developing skills into action by enlisting your child’s help butter with reading a map, sugar following a recipe, milk checking grocery eggs receipts, 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 An Eye for Patterns A red-brick sidewalk, a beaded necklace, a Sunday newspaper—all show evidence of structure and organization. You can help your child recognize something’s structure or organization by observing and talking about patterns they see. Your child will apply his or her developing ability to spot patterns across all school subject areas, including alphabet letter formation (writing), attributes of shapes and solids (geometry), and characteristics of narrative stories (reading). Being able to notice patterns is a skill shared by effective readers and writers, scientists, and mathematicians. Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Skill-Building Activities for Any Time Most of us associate journal writing with reading comprehension, but having your child keep a journal can help you keep up with his or her developing skills in other academic areas as well—from adding fractions to combining sentences. To get started, provide your child with several sheets of paper, folded in half, and stapled together. Explain that he or she will be writing and/or drawing in the journal to complement the practice pages completed each week. The journal is another tool you both can use to monitor progress of skills newly learned or practiced, or those that need improvement. Before moving on to another set of practice pages, take a few minutes to read and discuss that week’s journal entries together. Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Journals as Learning Tools Promote Reading at Home ◆ Let your child catch you in the act of reading for pleasure, whether you like reading science fiction novels or do-it-yourself magazines. Store them someplace that encourages you to read in front of your child and demonstrate that reading is an activity you enjoy. For example, locate your reading materials on the coffee table instead of your nightstand. ◆ Set aside a family reading time. By designating a reading time each week, your family is assured an opportunity to discuss with each other what you’re reading. You can, for example, share a funny quote from an article. Or your child can tell you his or her favorite part of a story. The key is to make a family tradition of 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. Skills Your Child Will Review Skills Your Child Will Practice to Prepare for Grade Four ◆ identifying fractions ◆ solving word problems ◆ demonstrating knowledge of addition and ◆ matching equivalent fractions subtraction facts ◆ adding 3-digit numbers without regrouping ◆ subtracting 2-digit numbers without regrouping ◆ identifying coin and dollar values; logic ◆ identifying numerators and denominators of fractions ◆ adding 4-digit numbers without regrouping ◆ adding and subtracting decimals ◆ demonstrating knowledge of multiplication facts ◆ multiplying 2-digit and 3-digit numbers; logic ◆ dividing with remainders ◆ adding simple fractions with like denominators ◆ finding area and perimeter (e.g., feet, yards) ◆ adding and subtracting decimals; money ◆ identifying attributes (e.g., angles, sides) ◆ reading and using data from a table and chart Language Arts Skills Your Child Will Review ◆ proofreading (e.g., meaning, spelling, sentence variety, and grammar) ◆ expanding and combining sentences ◆ using parts of speech in written compositions (e.g., common nouns, proper nouns, plural nouns, pronouns, present- and past-tense verbs, adjectives, prepositions) ◆ punctuating (e.g., possessives, quotation marks, contractions) ◆ writing in upper- and lowercase cursive letters ◆ writing cursive numerals 0–9 ◆ demonstrating knowledge of level-appropriate reading vocabulary (e.g., homophones, synonyms, antonyms, prefixes [un-], compound words, analogies, word relationships) Skills Your Child Will Practice to Prepare for Grade Four ◆ Using prewriting strategies (e.g., graphic organizers, outlines) ◆ writing for a purpose (e.g., a news story, expository paragraph, persuasive paragraph, descriptive paragraph) ◆ using topic sentences ◆ writing in paragraph form ◆ diagramming sentences to demonstrate understanding of parts of speech and sentence structures ◆ understanding an author’s purpose for writing (e.g., to inform, persuade) ◆ recognizing and identifying literary devices (e.g., simile, metaphor) ◆ demonstrating knowledge of level-appropriate reading vocabulary (e.g., compound words, contractions, idioms, and so on) ◆ demonstrating knowledge of level-appropriate identification of root words (e.g., pos, phon, photo, port, pop) ◆ establishing a purpose for reading (e.g., standardized test taking) ◆ identifying story elements ◆ using graphic organizers to interpret information ◆ understanding different techniques convey messages (e.g., comics, advertising) 8 Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Math Helping Your Child Get Ready: Week 1 These are the skills your child will be working on this week. . . Math Listen and Draw Describe an object, animal, or person to your child and ask him or her to draw it. How close does the drawing come to looking like the real thing? Then, ask him or her to describe something for you to draw. addition/subtraction facts adding 3-digit numbers without regrouping . . . . . . Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Here are some activities you and your child might enjoy. Reading Comic Order Build up your child’s sequencing skills. Cut a comic strip into sections. Ask your child to put the strip in the correct order and to explain his or her thinking. making predictions Writing combining sentences writing a newsletter Vocabulary antonyms and synonyms Grammar your and you’re Handwriting uppercase cursive letters Make a Time Capsule Make a time capsule with your child. Ask him or her to think about what objects could be included in the capsule that will tell people in the future what your family and the time you are living in is like. Put all the items in a container and bury it. (A metal container will work best.) My Summer Plan Suggest that your child come up with a plan to achieve a goal by the end of the summer. Help him or her map out a way to be successful. Periodically, check to see how he or she is progressing. Your child might enjoy reading the following books: Leonardo da Vinci by Diane Stanley The Mud Flat Mystery by James Stevenson Charlotte’s Web by E. B. White Goals: 1. Read 5 Books 2. Go to the library 3. Learn to dive Special Note: The activity for Day 3 of this week is entails creating a mini-book. Have your child tear out the page along the perforation and cut along the dotted line. After he or she positions 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 complete all the puzzles in the mini-book. 4. Build a treehouse 5. Learn a magic trick 9 ’s฀lncentive฀Chart:฀Week฀1 Name Here This week, l plan to read minutes each day. Week฀1 Day 1 l฀read฀for... minutes Day 2 Day 3 Day 4 Day 5 minutes minutes minutes minutes Put a sticker to show you completed each day’s work. Congratulations! # 1 Wow! You did a great job this week! Place sticker฀here. Parent฀or฀Caregiver’s฀Signature Summer Express (between grades 3 & 4) © Scholastic Teaching Resources S HERE. CHART YOUR PROGRES Week฀1฀•฀Day฀1 Addition/Subtraction Great States Delaware 16 – 9 = Massachusetts 7+7= + 4+3= 9 9 Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Add or subtract. Connect the matching answers to find each state’s shape. New Hampshire 15 – 6 = New York 17 + 1 = South Carolina 14 – 3 = Maryland 15 – 2 = Pennsylvania 14 – 9 = – 7+2= + Connecticut 12 + 5 = Rhode Island 7+3= North Carolina 13 – 7 = Georgia 7+5= New Jersey 14 – 6 = Virginia 7+8= 13 8 6 5 8+5= 6+8= 18 – 6 17 – 7 = 18 – 1 = 15 – 9 12 – 4 = + 9 6 11 Week฀1฀•฀Day฀1 Your, You’re Grammar Cop Snow White has left the seven dwarfs’ cottage. She wants to explain her disappearance, but she doesn’t really understand the difference between your and you’re. Can you help Grammar Cop fill in the blanks? Directions: The word your or you’re belongs in each of the boxes. Choose the correct word and write it in. Dear Dwarfs, probably wondering why I left. I have to admit I have gotten tired of It seems like if strange habits. not sneezing, then sleeping or acting grumpy. Also, it turned out that the prince wasn’t for me. As I said to him, “ really nice, but I don’t want to sit around castle all day while off slaying dragons.” The other day, I took a good look in the mirror. Sure it said, “ the fairest of them all.” But it also said, “Plan for about future. What education? career?” That was it. “Snow,” I said, “say good-bye to dwarfs. going back to school.” I hope I haven’t hurt feelings. I appreciate kindness. generous. But for now, all very on friend, Snow White 12 own. Remember these basic laws of your and you’re: •฀ Your Your is the possessive form of you. Use it when you are talking about something that belongs to the person with whom you are speaking. (Example: I really like your new jeans. Where did you get them?) •฀ You’re You’re is a contraction of “you are.” Here’s a tip: Whenever you write you’re, read over the sentence and substitute you are for you’re. If the sentence makes sense, you’ve made the right choice. (Example: I always tell people that you’re my best friend.) Summer Express (between grades 3 & 4) © Scholastic Teaching Resources and the Education of Snow White Use with page 14. Week฀1฀•฀Day฀2 Making Predictions Homer’s Big Adventure Brian was in such a hurry to get to the school bus on time that he forgot to close the door on Homer’s cage after he fed him. Homer T. Hamster knew this was his big chance. He crawled out of his cage and ran downstairs, careful to sneak past Brian’s mother without being seen. He ducked through a hole in the screen door and stepped out into the great backyard. “Yippeeee!” cried Homer, throwing his little arms into the air. “I’m free at last!” He zipped through the gate and down the alley. The first thing Homer saw was a huge, snarling German shepherd who thought it was fun to chase anything that could run. “R-r-ruff! R-r-ruff!” Homer scurried here and there only inches ahead of the dog. He barely escaped by hiding under a flowerpot. “Whew, that was close!” he thought. He waited there a while, shaking like a leaf. Then he crept out into the alley again. He looked this way and that. The coast was clear, so he skipped happily along. He looked up just in time to see the big black tires of a pickup truck that was backing out of a driveway. He almost got squooshed! So, he darted quickly into someone’s backyard where a boy was mowing the lawn. R-r-r-r-r-r! Homer had to jump out of the way again. Back in the alley, he decided to rest somewhere that was safe. He crawled into a garbage dumpster and fell asleep. Later, he heard the sound of a big truck. He felt himself going high up into the air. The dumpster turned upside down, and the lid opened. Homer was falling. “Yikes!” screamed Homer. He had to think fast. He reached out and grabbed the side of the truck, holding on for dear life. 13 Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Use details from a story to help determine what will happen next. This is called making predictions. Use with page 13. Week฀1฀•฀Day฀2 The truck rolled down the alley and into the street. As it turned the corner, Homer was flung off the truck and onto the hood of a school bus. He grabbed onto the windshield wipers as the bus drove to the corner and stopped. The bus driver exclaimed, “Look, kids! There is a hamster riding on our bus!” All the kids rushed forward to see the funny sight. Homer looked through the windshield at all the surprised faces. All of a sudden, Homer saw Brian! Brian ran out of the bus and carefully picked up Homer. “Hey, buddy, how did you get out here? Are you okay?” Brian asked as he petted Homer’s fur. 1. What do you think happened next? Color the picture that seems to be the most likely ending to the story. 2. Underline the sentence that tells the main idea of the story. Homer hid under a flowerpot to escape from a German shepherd. Homer had many exciting adventures after crawling out of his cage. Brian was surprised to see Homer riding the school bus. 3. Do you think Homer will leave his cage again? Write a sentence to tell why or why not. _______________________________________________________________ __________________________________________________________________________ 14 On another sheet of paper, write a paragraph telling about one more adventure Homer might have had. Read your paragraph to a family member. Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Making Predictions awake rude tiny save shallow wealthy cooked strongest 8 1. 2. 3. 4. 5. 6. 7. forbid shout conceal most alone fake follower Complete the antonym for each word below. The last letter of each antonym is the first letter of the next antonym. So, in this chain, the first antonym ends with “w” in square 2. 6 1. 2. 3. 4. 5. 6. 7. 8. Complete the antonym for each word below. The last letter of each antonym is the first letter of the next antonym. So, in this chain, the first antonym ends with “p” in square 2. 3 3 1 r e a 7 4 5 4 l l d s 6 5 6 2 r t p p 2 1 w a 7 8 r r w t horizontal quiet safe sweet forget give 1 winner break increase shrink wet 6 1 l e s o 3 2 n a p r 5 d x e p a 4 4 r e i Summer Express (between grades 3 & 4) © Scholastic Teaching Resources 1. 2. 3. 4. 5. The antonyms in these puzzle chains zig and zag, but the chains hang together. That’s because the last letter of each antonym in the chain is also the first letter of the next antonym in the chain. 1. 2. 3. 4. 5. 6. Complete the antonym for each word below. The last letter of each antonym is the first letter of the next antonym. So, in this chain, the first antonym ends with “l” in square 2. 5 2 3 y c u d e r 3 1 7 1 6 7 f p q l e y d 2 6 2 d t n 5 4 d t 8 3 e d Summer Express (between grades 3 & 4) © Scholastic Teaching Resources backward attack same catch best bottom ashamed Complete the antonym for each word below. The last letter of each antonym is the first letter of the next antonym. So, in this chain, the first antonym ends with “d” in square 2. 1. 2. 3. 4. 5. 6. 7. 4 answer always smooth soft shiny truth cheap full Complete the antonym for each word below. The last letter of each antonym is the first letter of the next antonym. So, in this chain, the first antonym ends with “n” in square 2. 1. 2. 3. 4. 5. 6. 7. 8. 2 5 3 4 w r h wise sick old selfish float cruel arrive Complete the antonym for each word below. The last letter of each antonym is the first letter of the next antonym. So, in this chain, the first antonym ends with “h” in square 2. 1. 2. 3. 4. 5. 6. 7. guilty wild exit odd wide east thick all Complete the antonym for each word below. The last letter of each antonym is the first letter of the next antonym. So, in this chain, the first antonym ends with “t” in square 2. 1. 2. 3. 4. 5. 6. 7. 8. 3 4 1 5 6 y g t i n w 4 e 7 t 2 7 h d 6 8 k n 1 5 2 3 f s t e e 5 7 Week฀1฀•฀Day฀4 Addition It All Adds Up! + 3 2 6 3 4 2 + 6 4 + 1 + 7 4 2 3 + 5 1 3 + 7 1 3 1 1 + 3 2 4 3 2 + 2 9 4 + 5 4 2 2 3 4 1 3 3 5 1 1 6 1 8 + 3 5 6 6 8 2 2 5 4 2 2 4 3 1 4 8 4 4 + 8 1 3 6 + 2 3 1 5 3 1 2 2 9 2 4 1 + 3 4 3 6 3 + 3 1 5 7 + + 8 3 4 2 1 6 3 5 8 Joe and Ellie were going to the movies. Joe brought $5. 0, and Ellie brought $ .35. If they had $9.75 altogether, how much money did they each have? Show your work. 17 Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Add. Fill in the missing numbers. Week฀1฀•฀Day฀4 Writing a Newsletter Draw a picture about something that happened at home and glue it in this space. Write a sentence about it underneath. ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ___________________________________________ ____________________________ ___________________________________________ Just for Laughs This Week’s Newsmaker ____________________________ _______________________ ____________________________ _______________________ ____________________________ _______________________ ____________________________ _______________________ ____________________________ _________________________________________________ ____________________________ _________________________________________________ 18 Summer Express (between grades 3 & 4) © Scholastic Teaching Resources My Family News Week฀1฀•฀Day฀5 Combining Sentences Sometimes you can use words such as when, because, while, and before to combine two sentences with related ideas into one sentence with a main clause and a dependent clause. A clause is a group of words with a subject and a predicate. A dependent clause cannot stand alone. An independent clause can stand alone. Lee woke up late today. He realized he hadn’t set the alarm last night. When Lee woke up late today, he realized he hadn’t set his alarm last night. This is a dependent clause. This is an independent clause. When the dependent clause comes before the main clause as in the above sentence, add a comma after the dependent clause. If the dependent clause follows the main clause, you do not need a comma. Here’s an example. Lee was upset. He was going to be late for school. Lee was upset because he was going to be late for school. Use the word inside the parentheses to combine each pair of sentences into one. 1. I waited for my parents to get home. I watched a movie. (while) _______________________________________________________________________ 2. My brother was in his room. He had homework to do. (because) ______________________________________________________________________________ 3. The movie was over. The power went out. (before) ______________________________________________________________________________ 4. This happens all the time. I wasn’t concerned. (since) ______________________________________________________________________________ 5. I didn’t mind the dark at first. I heard a scratching sound. (until) ______________________________________________________________________________ 6. I found my flashlight. I started to look around. (when) ______________________________________________________________________________ 7. I was checking the living room. I caught Alex trying to hide. (when) ______________________________________________________________________________ 19 Summer Express (between grades 3 & 4) © Scholastic Teaching Resources Applause for the Clause
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