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Elementary Summer ReadingInformation for grades K - 6

Kindergarten

Reading books aloud to children stimulates their imagination and expands their understanding of the world. Reading exercises areas of the brain—your eyes track the words and illustrations—your memory makes connections between words and what you already know—you learn new knowledge! It helps develop language and listening skills and prepares children to understand the written word. Our goal is to motivate children to read so they will practice reading independently and become fluent readers. We ask that you as parents or guardians help us with this reading goal.

As part of the BTCS Summer Reading Program, incoming Kindergarten students should read a book from each of the themes pictured below. As students read a book from each theme, please have your child color in the coordinating box. We encourage you to read to your child at least 20 minutes each day! You may turn in this form during the first week of school for your child to receive a reward.

Bears ABC Books Fairy Tales Free Choice

Friends Frogs Ocean Animals Pets

1 st and 2 nd grade Tic-Tac-Toe Choice Board Directions: Choose three different books. After reading each book, complete one of these activities to make your TIC-TAC-TOE. Write the title of the book in the box, mark your choices with X’s or O’s, and attach your completed work. Digital work will be accepted as well. Give this to your teacher the first week of school to receive your reward. Parents are encouraged to read the books with their child and support them in their reading project.

VocabularyWrite down two words from the story that you did not understand at first.

What context clues in the story helped you figure out what the words meant? Write your own definition of the words.

Author and Illustrator

What is the title of your book?Who wrote the book?

Who drew the pictures?

Grammar - Nouns

Look back at your story and write down three nouns: a person, a place,

and/or a thing or animal. Draw a picture of each noun.

ComprehensionWrite 2 questions about the story. Write the answer to each question.

GrammarWrite at least 2 sentences about the characters in your story. Could they be real or were they make-believe?

ComprehensionWrite and/or draw about your favorite

part of the story. Tell why others should read this book.

ComprehensionFold paper to make 2 boxes. Label one side Characters and the other

side Setting. On the Character side, list and draw who was in the story. On

the Setting side, draw and color a picture of where the story took place.

ComprehensionWhat is the problem at the beginning of

the story? How is the problem solved by the end of the story and who solves the problem? Be sure to write in complete

sentences.

ComprehensionDivide your paper into 3 parts. Draw a

picture and write a sentence about what happened at the beginning,

middle, and end of the story.

Third GradeThe summer reading selection for upcoming third graders is The Man Who Walked Between the Towers by Mordicai Gerstein. This book is a 2004 Caldecott Medal Winner. You are expected to read this book prior to the beginning of the new school year in August. You will have a choice of activities to choose from based on your personal interests and learning styles to demonstrate your understanding of the book. The reading and activity will be due by August 5, 2016. A book will be checked out to you before you leave for summer break and will need to be returned during the first week of the new school year.

Activity options (please choose one):

WWWH Graphic Organizer – Complete a narrative graphic organizer (template attached). Fill out each section and write a summary that includes the information from the graphic organizer (characters, setting, etc.). Summary needs to be a paragraph with at least five sentences.

Scrapbook (see attached sample) – Create memories of events from the story including the character’s actions and emotions. Include a cover that has the title and an illustration of the topic or characters. Use drawings that represent the mood of the character throughout the book. Separate pages will be used for different characters, events, or emotions that happen during the story. You may print pictures, cut pictures out of magazines, or draw pictures that represent important parts of the story. Write an explanation and/or caption with pictures and events for each page. Notebook paper, plain paper, or other resources can be used to create and be stapled or bound to turn into your teacher in August.

Character Analysis – Represent the main character in the story including what kind of person he/she was, what he/she wanted to do, how he/she felt about things he/she did or wanted to do, and any additional information you would like to include. A Character Analysis template is attached. Each box of the template should have at least two sentences.

Technology Activity – Create a PowerPoint presentation that includes a description of the character/s in the story, a sequence of events in the story, and how those things are related to the character’s motivation, traits, or feelings. Minimum of (5) slides must be included.

http://www.readwritethink.org/files/resources/lesson_images/lesson1063/CreatingPowerPointSlide.pdf

Activity Due Date: 8/5/16

Bring to school in August Email technology activities to _______________________________ Technology activities can be saved on a zip-drive and brought to teacher


WWWWWHH – 3rd Grade

Who? – Character/s description

Where? – Describe where the story takes place?

When? – Describe when the story takes place?

What? – What do the characters do?

What? – What happens to the characters?

How? – How does the story end?

How? – How do the characters feel?

Scrapbook Example

Character Analysis – 3rd Grade

Describe the main character (thoughts, actions, emotions).

“Who is the main character?” “What happens to the character?”

“How does the character feel? “What kind of person is the main character?”

Fourth GradeThe summer reading selection for upcoming fourth graders is Who Was Christopher Columbus? This book is written by Bonnie Bader. You are expected to read this book prior to the beginning of the new school year in August. You will have a choice of activities to choose from based on your personal interests and learning styles to demonstrate your understanding of the book. The reading and activity will be due by August 5, 2016. A book will be checked out to you before you leave for summer break and will need to be returned during the first week of the new school year.


Timeline - Create a timeline of the routes and exploration of the Americas by Christopher Columbus. A timeline template is attached. Write a summary describing the items listed on the outline. This activity can be done on paper or PowerPoint (5 slides).

Scrapbook (see attached sample) – Create memories of events in the travels of Christopher Columbus and his exploration of the Americas. Include a cover sheet that represents Columbus and his accomplishments. Include a separate page for various parts of the route and events that may have happened during that time. You may print pictures, cut pictures from magazines, or draw them to include in your scrapbook. Include a caption and written explanation on each page to describe the events. Notebook paper or plain paper can be used for this activity.

Diary – Create a diary related to the text (8 – 10 entries) as if you were Christopher Columbus and you were describing the routes you took on your exploration of the Americas. This can be done on paper or PowerPoint (8 – 10 slides).

Technology Activity – Create a PowerPoint presentation or a Prezi that includes a description of the character/s in the story, a sequence of events in the story, and how those things are related to the character’s motivation, traits, or feelings. Minimum of (5) slides.





The routes and exploration of Christopher

Columbus

4th Grade

Scrapbook Example

Fifth GradeThe summer reading selection for upcoming fifth graders is NO Talking by Andrew Clements. You are expected to read this book prior to the beginning of the new school year in August. You will have a choice of activities to choose from based on your personal interests and learning styles to demonstrate your understanding of the book. The reading and activity will be due by August 5, 2016. A book will be checked out to you before you leave for summer break and will need to be returned during the first week of the new school year.


Character Comparison – Choose two characters from the story to show how they are alike and different. Include each character’s actions, traits, and how the characters change throughout the story to complete the character analysis graphic organizer. Write a brief summary of the information you used in the graphic organizer. A Character Comparison template is attached.

Prezi - http://www.prezi.com – Create a Prezi (if you’re not sure how to create a Prezi, directions can be found on the website) that compares and contrasts two characters from the story. Include the name of each character, character traits, descriptions of each character, and similarities and differences. You may add pictures that you feel represents what the characters may look like. Use evidence from the text to support your descriptions. Your Prezi should include 5-6 transitions (slides of information).

Scrapbook (see attached sample) - Create a scrapbook of memories from the story that focuses on two characters. The scrapbook should include a cover page that represents the story and/or characters. Use a separate page for each character with details and illustrations. You should also include a page showing the similarities and a page showing the differences of the two characters and the problems they may have. You may use pictures, photographs, cut-outs from a magazine, or your own drawings. Write an explanation of each object you use in the scrapbook.

PowerPoint – Create a PowerPoint presentation that includes a description of the character/s in the story, a sequence of events in the story, and how those things are related to the character’s motivation, traits, or feelings. Minimum of (5) slides.




Character Comparison – 5th Grade


http://www.prezi.com/

Write a brief summary (1-2 paragraphs) comparing and contrasting the two characters. You can use the back of this graphic organizer.

Scrapbook Example

Sixth Grade

The summer reading selection for upcoming sixth graders will be three articles focusing on a unit of study titled, ‘Overcoming the Odds.’ The following articles are included in this packet: Superman and Me, Biography of Amelia Earhart, and Justice at Last. You are expected to read these text selections prior to the beginning of the new school year in August. You will have a choice of activities to choose from based on your personal interests and learning styles to demonstrate your understanding of the selections you read. The reading and activity will be due by August 5, 2016.


Biography Graphic Organizer – Complete one graphic organizer for each article (total of 3). Prezi - http://www.prezi.com – Create a Prezi (if you’re not sure how to create a Prezi, directions

can be found on the website) that compares and contrasts two characters from the story. Include the name of each character, character traits, descriptions of each character, and similarities and differences. Add pictures of what you feel represents what the characters may look like. Use evidence from the text to support your descriptions. Your Prezi should include 5-6 transitions (slides of information).

Scrapbook (see attached sample) – Create a scrapbook of memories for each person (article) you read about. Include a cover sheet for the scrapbook and a separate page for each person from the three articles. The memory pages for three people can include pictures, photographs, or drawings representing them (include captions). Include a summary at the end that represents the theme of all three articles. There should be a total of at least (5) pages. This activity can be done on notebook paper, plain paper, or any additional ways you may have to represent a scrapbook.

PowerPoint – Create a PowerPoint presentation focusing on the unit of ‘Overcoming the Odds.’ There should be a title slide representing the unit. Use a separate slide for each person from the (3) articles, describing the person they were and how their lives made an impact on others. Include pictures, illustrations, and any additional information needed to accomplish the task. Evidence from the articles should be used to support your information used in the PowerPoint slides. Include a summary slide that refers to the central idea and theme of all three articles. http://www.readwritethink.org/files/resources/lesson_images/lesson1063/CreatingPowerPointSlide.pdf



Example of a Biography Outline for 6th Grade



http://www.prezi.com/

Biography Graphic Organizer* – 6th Grade (One organizer for each person – total of 3)

Scrapbook Example

Article 1Superman and Me by Sherman Alexie

Article 2Biography of Amelia Earhart

Amelia Earhart was born in Atchison, Kansas. Her father was a lawyer and her grandfather a former federal judge, and leading citizen of Atichison.

From an early age, Amelia displayed a great sense of adventure and was often referred to as a 'tomboy'. She enjoyed pursuits not common for girls of her age - such as shooting rats with a rifle, climbing trees and keeping wildlife such as worms and a tree toad. Her mother encouraged a greater freedom for her children that wasn't common for the time. Her mother once commented that she didn't believe in bringing up her children to be 'nice little girls'. This spirit of relative freedom and adventure was a prevailing trait throughout her life.

In 1909, Amelia and her sister joined her parents in Des Moines, Iowa, where he father was now working for the railroad company. Unfortunately, her father was diagnosed as an alcoholic and later he lost his job. In 1915, the family moved to St Paul, Minnesota, before shortly having to move on again to Chicago.

In her young years, Amelia was educated at home. She was a keen reader and kept a scrapbook of women who had made great achievements in fields that were at the time primarily the preserve of men.

After moving to Chicago, Amelia tried to find a school with good science teaching, but she was disappointed by what was on offer, and her education proved a disappointment.

In 1917, she trained as a nurse and began volunteer work in the Spandina Military hospital for wounded soldiers from the Western Front. In 1918, she contracted the Spanish flu, whilst working as a nurse in Toronto. It took her a year to recover and left her with chronic sinusitis, which adversely affected her flying.

First Taste of Flying

Around 1919, she had her first major flying experience watching a display by a World War 1 ace. She commented that something captivated her about flying and she developed a deep seated desire to fly.

"I did not understand it at the time, but I believe that little red airplane said something to me as it swished by."

On December 28, 1920, she had her first flight with pilot Frank Hawks. She said, “By the time I had got two or three hundred feet off the ground, I knew I had to fly."

Working in a variety of jobs, Amelia saved up money to be able to pay for flying lessons. In 1921, with help from her parents she was able to receive flying lessons from Anita Snook, a pioneer female pilot. By 1923, Amelia was the 16th women to be issued a pilot's license.

By 1927, she had accumulated 500 solo hours flying. This was quite an achievement given the rudimentary state of early aviation. A pilot had to be good with manual controls but also adept at navigation and securing a safe flying route.

Personal Life

In 1931, she married George Putman, though she insisted on equal responsibilities in marriage and kept her own name. In a letter to her husband she wrote:

"I want you to understand I shall not hold you to any medieval code of faithfulness to me nor shall I consider myself bound to you similarly."

Together they had no children, though George had two children from a former marriage.

1928 Transatlantic Flight

In 1927, Charles Lindbergh become the first person to fly solo across the Atlantic. Amy Phipps Guest offered to sponsor a female who might be willing to undertake the flight.

In 1928, Amelia accompanied pilot Wilmer Stultz on a 20 hour flight across the Atlantic to England. This flight received a great deal of media attention, and made Amelia a public figure. She was sometimes referred to as Lady Lindy. This led on to profitable marketing opportunities with cigarette company 'Lucky Strike'. Her new found image

enabled her to become involved in design of female fashion, focusing on simple, natural lines which were also practical to wear. Her image as a successful pilot also played a role in raising the profile of air travel for ordinary people. The 1930s, was the real beginning of commercial air travel.

First Solo Transatlantic Flight 1932

Shortly after her first flight across the Atlantic, she set out to make several untarnished air flights on her own. She became the first solo transatlantic flight on May 21, 1932. Flying from Newfoundland to a field in Culmore, north of Derry

She also used her image to support women's groups, especially women's groups dedicated to flying such as the Ninety Nines. She became friendly with Eleanor Roosevelt, who shared a similar outlook on human rights and female equality.

1937 World Flight

With support from the Purdue University, Earhart began plans to make a tough 29,000 mile global flight around the equator. It would not be first flight to transverse the globe, but it would be longest staying close to equator. She had a Lockhead Electra 10E built to hers specifications. For part of the flight she would be joined by Fred Noonan an experienced navigator.

By late June, 1937, Earhart and Noonan had travelled from Miami to South East Asia and Lae, New Guinea. On July 2nd they took off from Lae intending to go to Howland Island. However, on their approach to Howland Island there were radio messages that they were running low on fuel. Contact was lost and the plane never made it to their destination. Despite an extensive search for the plane, they couldn't be found and they were presumed dead in absentia.

In a letter to her husband shortly before the final fatal flight, she wrote:

"Please know I am quite aware of the hazards, I want to do it because I want to do it. Women must try to do things as men have tried. When they fail, their failure must be but a challenge to others."

The most widely accepted theory is that they ran out of fuel and had to ditch the plane in the sea. Others claim they may have made it to Phoenix Island.

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Citation : Pettinger, Tejvan. "Biography of Amelia Earhart", Oxford,www.biographyonline.net, 27/02/2012

Article 3Jackie Robinson: Justice At Last

By Geoffrey C. Ward and Ken BurnsIt was 1945, and World War II had ended. Americans of all

races had died for their country. Yet black men were still not allowed in the major leagues. The national pastime was loved by all America, but the major leagues were for white men only.

Branch Rickey of the Brooklyn Dodgers thought that was wrong. He was the only team owner who believed blacks and whites should play together. Baseball, he felt, would become even more thrilling, and fans of all colors would swarm to his ballpark.

Rickey decided his team would be the first to i n t e g r a t e . There were plenty of brilliant Negro league players, but he knew the first black major leaguer would need much more than athletic ability.

Many fans and players were prejudiced – they didn’t want the races to play together. Rickey knew the first black player would be cursed and booed. Pitchers would throw at him; runners would spike him. Even his own teammates might try to pick a fight.

http://www.biographyonline.net/

http://www.biographyonline.net/contact.html

But somehow this man had to rise above that. No matter what happened, he must never lose his temper. No matter what was said to him, he must never answer back. If he had even one fight, people might say integration wouldn’t work.

When Rickey met Jackie Robinson, he thought he’d found the right man. Robinson was 28 years old, and a superb athlete. In his first season in the Negro leagues, he hit .387. But just as importantly, he had great intelligence and sensitivity. Robinson was college-educated, and knew what joining the majors would mean for blacks. The grandson of a slave, he was proud of his race and wanted others to feel the same.

In the past, Robinson had always stood up for his rights. But now Rickey told him he would have to stop. The Dodgers needed “a man that will take abuse.”

At first Robinson thought Rickey wanted someone who was afraid to defend himself. But as they talked, he realized that in this case a truly brave man would have to avoid fighting. He thought for a while, then promised Rickey he would not fight back.

Robinson signed with the Dodgers and went to play in the minors in 1946. Rickey was right – fans insulted him, and so did players. But he performed brilliantly and avoided fights. Then, in 1947, he came to the majors.

Many Dodgers were angry. Some signed a petition demanding to be traded. But Robinson and Rickey were determined to make their experiment work.

On April 15 – Opening Day – 26,623 fans came out to Ebbets Field. More than half of them were black – Robinson

was already their hero. Now he was making history just by being on the field.

The afternoon was cold and wet, but no one left the ballpark. The Dodgers beat the Boston Braves, 5-3. Robinson went hitless, but the hometown fans didn’t seem to care – they cheered his every move.

Robinson’s first season was difficult. Fans threatened to kill him; players tried to hurt him. The St. Louis Cardinals said they would strike if he took the field. And because of laws separating the races in certain states, he often couldn’t eat or sleep in the same places as his teammates.

Yet through it all, he kept his promise to Rickey. No matter who insulted him, he never r e t a l i a t e d .

Robinson’s dignity paid off. Thousands of fans jammed stadiums to see him play. The Dodgers set attendance records in a number of cities.

Slowly his teammates accepted him, realizing that he was the spark that made them a winning team. No one was more daring on the base paths or better with the glove. At the plate, he had great bat control – he could hit the ball anywhere. That season, he was named baseball’s first Rookie of the Year.

Jackie Robinson went on to a glorious career. But he did more than play the game well – his bravery taught Americans a lesson. Branch Rickey opened a door, and Jackie Robinson stepped through it, making sure it could never be closed again. Something wonderful happened to baseball – and America – the day Jackie Robinson joined the Dodgers.

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