Author

Jodene Smith, M.A.

 Standards
To learn important shifts in today’s standards,
see the Parent Handbook on pages 123–128. For
information on how this resource meets national
and other state standards, scan the QR code or visit
our website at http://www.shelleducation.com and
follow the on-screen directions.

Publishing Credits
Corinne Burton, M.A.Ed., President; Emily R. Smith, M.A.Ed., Content Director; Jennifer Wilson, Senior Editor;
Robin Erickson, Multimedia Designer; Valerie Morales, Assistant Editor; Stephanie Bernard, Assistant Editor; 
Amber Goff, Editorial Assistant; Mindy Duits, Cover Concept

Image Credits
pp. 5–6, p. 12, p. 25, p. 35: iStock; All other images Shutterstock

Standards
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers.
All rights reserved.

Shell Education
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
http://www.shelleducation.com
ISBN 978-1-4258-1550-9
© 2016 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of the materials in this book for classroom use only. The reproduction of
any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted,
stored, or recorded in any form without written permission from the publisher.

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 Table of Contents
Introduction
Welcome Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Helpful Family Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Weekly Activities
Week 1 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Week 2 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Week 3 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Week 4 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Week 5 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Week 6 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Week 7 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Week 8 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Week 9 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Appendices
Appendix A: Activity Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Appendix B: Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Appendix C: Parent Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

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#51550—Summer 3
Introduction

Welcome to Summer Blast!

Dear Fam ily,

dy for Kind ergarten. Kind ergarten
Wel com e to Sum mer Blast: Getting Rea
r for you r chil d. The re will be plenty
will be an exc iting and challen ging yea she
chil d will need you r support as he or
of new learning opportu nities. You r
r.
moves through the kind ergarten yea
r chil d prepare for the year ahead.
Sum mer Blast was designed to help you
ndards and provide practice with
The activities are based on tod ay’s sta
de leve l. Practic ing reading , writing,
essential skil ls for the upcomi ng gra
off to a great start for the upcomi ng
and math skil ls will help you r chil d get
ing his or her skil ls, it is important
sch ool year. Since you r chil d is develop r
in this book with him or her. With you
that you work through the activities !
ST off to kind ergarten
help, this book will help you r chil d BLA
with you r chil d this sum mer:
Keep these tips in min d as you work
to work on the activities.
◆ Set asid e a specific time eac h day
than
e eac h time he or she works, rath er
◆ Have you r chil d com plete one pag
es at one time.
an entire week’s worth of activity pag
the
r chil d positive and constru ctive. If
◆ Keep all practice ses sions with you boo k
r chil d get frustrated, set the
mood becomes tense or you and you
e.
asid e and find ano the r time to practic
her reading skil ls, help him or her with
◆ As you r chil d is develop ing his or
you r chil d is having difficulty
the directions for the activities. If
ugh som e of the problems together.
und erstan ding what to do, work thro
rt
her best work and com plim ent the effo
◆ Encourage you r chil d to do his or
that goes into learning.
ing his or her vacation from
Enjoy spe ndin g time with you r chil d dur
prepare for the next sch ool year.
sch ool, and be sure to help him or her
know it!
Kind ergarten will be here before you

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 Introduction

What Does Your Rising Kindergartener

Need to Know?
1 Begin sounding out 6 Ask and answer questions
simple words. about important details in
a book.
2 Identify and say rhyming words.
7 Participate in conversations,
3 Recognize and name some offering opinions, ideas,
upper- and lowercase letters. and feelings.

4 Follow reading from left to right, 8 Name and write numbers 1–20.
and turn pages in order.
9 Count to 100 (by 1s and 10s).
5 Use illustrations to retell stories,
including important details 0 Describe characteristics of
(characters, setting, problem shapes seen in their world (2-D
and solution). and 3-D).

© Shell Education #51553—Summer Blast

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Introduction

Things to Do as a Family
General Skills
◆ Make sure your child gets plenty of sleep. Children this age need between 9–11 hours of
sleep each night. Even in the summer, establish a nightly bedtime routine that involves
relaxing activities such as a warm shower or bath or reading a story.
◆ Help your child become organized and responsible by setting a good example for
him or her. Have places to keep important things. Make to-do lists of your chores or
errands. When your child sees you taking the time to organize and set aside time for
these things, he or she will recognize that organization and responsibility are important
to practice.

Reading Skills
◆ Create an alphabet book with your child. Go through old magazines, newspapers,
advertisements, etc. to find an image for each letter of the alphabet. Help your child cut
out the images and glue them into an alphabet book of their very own.
◆ Set a reading time for the entire family at least every other day. Have your child read
familiar words or letters. Point to words that he or she may already know (or words that
are similar to ones he or she already knows) and have him or her sound them out.

Writing Skills
◆ Since children this age are just learning to write, introduce writing as a fun activity instead
of a boring task or assignment. Have your child practice learning the shapes of letters
through sensory activities. For example, you could pour an impressionable substance
(this could be salt, flour, sugar, pudding, shaving cream, etc.) into a cookie tray and let
kids get their hands messy while learning to write individual letters.
◆ Supply your child with writing tools that better fit his or her hands to help develop his
or her fine motor skills. Normal-length pencils are often too large and are awkward for
smaller hands to hold. Golf pencils, broken crayons, and small markers work especially
well and will make writing more comfortable.

Mathematics Skills
◆ Help your child practice counting, whenever possible. You can do this in everyday
situations like counting the number of stairs or steps, counting how many silverware
pieces are at the dinner table, etc.
◆ Involve your child in grocery shopping. Ask him or her to help solve basic mathematical
problems. For example, “I have two apples in my hands. You have two apples in yours.
How many apples do we have altogether?”

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 Introduction

Summer Reading Log

Directions: Keep track of the books you read with your child over the summer here!

Number
Date Title
of Pages

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#51550—Summer 7
Introduction

Top 5 Family Field Trips

A Trip to a Zoo
Before your trip, create a Zoo Bingo card. Include pictures of a variety of animals you
will see at the zoo. Bring the Zoo Bingo card with you. Have your child pick out a set of
stickers from the zoo gift shop to use as markers for the bingo card. As you spend the
day exploring, have your child place a sticker on each animal you come across. When he
or she gets bingo, celebrate the accomplishment!

A Trip to a Museum
Play a family game in an area or room of the museum. Have your child pick out an
artifact, piece of art, etc. without telling the other players what it is. The other players
then try to guess what the secret item is. Ask for clues that require a yes or no answer.
For example, “Does the item have sharp teeth?,” or “Is the item made out of clay?” The
person who guesses the secret item correctly gets to choose the item in the next room.

A Trip to a Library
Have your child pick out books he or she has never read (or that you have never read to
him or her). Look over the covers of the books together, paying close attention to the
cover art. Ask your child what he or she thinks the stories are going to be about based
on the covers alone. Then, read the books aloud to your child and see if his or her guess
was correct. Record the books on the Summer Reading Log (page 7).

A Trip to a National Park

The National Park Service has a great program called Junior Rangers. Be sure you check
in with the rangers at the visitors’ center to see what tasks your child can complete to
earn a Junior Ranger patch and/or certificate. Before you travel to the park, your child
can also go to the WebRangers site (http://www.nps.gov/webrangers/) and check out
your vacation spot, play games, and earn virtual rewards!

A Trip to a Monument or Memorial

If you’re able to visit a monument or memorial with your child, be sure to make it come
alive for him or her. Ahead of time, look up some interesting stories about the person
who is honored by the monument/memorial. Focus on stories about the person’s
childhood or early accomplishments, as those will be more relatable to your child. As
you stand and look at the monument/memorial, tell the stories and ask your child to
describe what kind of monument/memorial he or she thinks could be built for him or
her someday!

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 Introduction

Top 5 Family Science Labs

Science Fun for Everyone—Floating Egg
http://www.sciencefun.org/kidszone/experiments/floating-egg/

Learn about density by making an egg float in water.

Science Is Fun—Milk Art

http://www.sciencefun.org/kidszone/experiments/milk-art/

Learn how the fat in milk separates food coloring in this colorful
experiment.

Science Is Fun—Dancing Raisins

http://scifun.chem.wisc.edu/homeexpts/dancingraisins.htm

Learn about carbonated beverages and carbon dioxide while having fun!

Science Bob—Build a Soap-Powered Model Boat

https://sciencebob.com/build-a-soap-powered-model-boat/

Learn about surface tension with soap and a homemade boat.

Science Bob—How to Make Slime

http://sciencebob.com/make-some-starch-slime-today/

Learn about solids and liquids as you make your own substance.

© Shell Education #51553—Summer Blast

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Introduction

Top 5 Family-Friendly Apps and Websites

Apps
Kids Fruit Shots—Maths Addition by TharSoft Labs
This app includes fun interactive addition games and will help your child
practice adding single- and two-digit numbers.

Endless Reader by Originator Inc.

The interactive puzzles in this game make learning and recognizing sight
words fun!

Kids Puzzles Puzzingo by 77Sparx Studio, Inc.

These puzzles focus on improving vocabulary, cognitive skills, spatial
recognition, and matching.

Websites
ABCya
http://www.abcya.com

This site focuses on a variety of reading and mathematical skills through fun
games, puzzles, mazes, and exercises.

Funbrain
http://www.funbrain.com/kidscenter.html

Fun, arcade-style games covering a variety of concepts at all grade levels

make this a great website for busy families.

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 Introduction

Top 5 Games to Play in the Car

Hunt for the Alphabet
Have your child help you find all the letters of the alphabet. Look for each letter
in order on billboards, license plates, store signs, etc. This will encourage letter
recognition as well as learning and understanding alphabetical order. This game
can also be played with numbers.

I Spy (with a Twist)

This is a favorite car-ride game. However, it can get boring when you play with just
colors, so add a small twist. Instead of always spying a colored object, spy objects
that are certain shapes, distances, or textures. You might say, “I spy an oval.” Or,
“I spy something far away.” Or even, “I spy something bumpy.” It certainly makes
the game more interesting. And don’t forget to allow yes/no critical‑thinking
questions. For example, “Is the object high in the sky?” Or, “Is the object inside
the car?”

Who Am I?
Think of a person your child knows. This can be a friend, neighbor, grandparent, or
even a fictional or historical character they love. Then, give your child clues about
that person using hair color, gender, whether he or she wears glasses, etc. Keep
giving clues until your child guesses who the person is.

Animal Sounds
Make an animal sound and have your child guess the animal. You can make the
game a bit more interesting by adding points. For example, you could reward 2
points if he or she correctly names the animal within 3 guesses and 5 points if he or
she correctly names it on the first guess.

Car Colors
Choose a set time limit based on the length of the car ride, such as 10 or 30
minutes. Have your child select a color and guess how many cars of that color will
be seen within the time limit. Help your child count aloud as each car passes by.

© Shell Education #51553—Summer Blast

#51550—Summer 11
Introduction

Top 5 Books to Read Aloud

Don’t Push the Button by Bill Cotter

This fun, interactive book stars Larry the purple monster. There is only one rule for
Larry—don’t push the button. Children will love the hands-on experience this story
provides as Larry asks them to help him push the button when no one is looking. The silly
consequences of pushing the button are sure to keep your child giggling.

The Very Hungry Caterpillar by Eric Carle

A hungry little caterpillar eats his way through plenty of fruit and various snacks like cheese,
lollipops, and salami. This book is not only visually stimulating for children, but also helps
introduce counting in an enjoyable way.

Green Eggs and Ham by Dr. Seuss

This beloved classic uses simple words and illustrations to clue readers into what is
happening in the story. The rhyme, rhythm, and short, repeated words make it perfect for
reading with your child. The moral, “you should try new things,” might just rub off on picky
eaters.

Where the Wild Things Are by Maurice Sendak

Explore the power of imagination in this story of a little boy named Max and his adventure
to the land of the Wild Things. Winner of the Caldecott Medal, the beautiful and detailed
illustrations make Max’s imagination come to life as he sets sail on a wild adventure and
explores a new land.

Don’t Let the Pigeon Drive the Bus! by Mo Willems

This book will have your child (and you) laughing out loud, as a very determined pigeon
tries to convince the reader to let him drive the bus. The simple but clever illustrations
make each of the pigeon’s emotions come to life as he continues to try and persuade the
reader. Have your child participate in the story by having him or her say “no” out loud to
each of the pigeon’s requests. Your child will laugh aloud at the pigeon’s reactions to the
constant “no” response to his many arguments for being able to drive the bus.

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 Week 1
This week, let’s blast through summer
learning loss by:
◆ practicing with letters of the alphabet
◆ reading and responding about pirates
◆ illustrating yummy treats
◆ creating dotted letters
◆ matching colors to numbers
◆ counting to ten
◆ saying shape names
◆ connecting the dots
◆ playing rhyme games

© Shell Education #51553—Summer Blast

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Week 1

Practice A and B
Directions: Trace and write the letters.

Directions: Color the Aa’s red. Color the

Bb’s blue.

A
b b
B c
B A
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 Week 1

X Marks the Spot

Directions: Listen to an adult read the story.
Then, talk about the questions.

“Argh!” yells Captain Max.

“Where is my treasure box?”

“Try the map,” says Polly.

“X marks the spot!”

Just then, the wind blows. The

X on the map is gone.

“The X isn’t a treasure. It’s a

crumb!” says Polly.

“Argh!” cries Max.

1 Who is in the story?

2 Where does the story happen?

3 What happens in the story?

© Shell Education #51553—Summer Blast

#51550—Summer 15
Week 1

Favorite Treat
Directions: Draw a treat. Trace the word.
Share your drawing.

rea
What did you draw? Why did you
draw that? What details can you add?

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 Week 1

Dot Art
Directions
Materials 1 Write the letter your
◆ white paper name begins with
◆ paint on a sheet of paper.
Write it as large
◆ a cotton swab as possible.
(or a pencil with
an eraser tip) 2 Talk about words
that begin with
the letter.

3 Dip a cotton swab

in the paint. Tap
the cotton swab
along the lines of
the letter to form
dots. Make dots
on all the lines of
the letter.

4 Allow the paint to

dry. Then, share
your art with
a friend.

5 You may wish to

repeat these steps
for other letters in
the alphabet.

© Shell Education #51553—Summer Blast

#51550—Summer 17
Week 1

House Number Match

Directions: Color the picture.

Color Code
1 = red 3 = blue 5 = brown
2 = yellow 4 = green 6 = black

6
5 6 4

1 5

4 4

4 4

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 Week 1

Crazy Counting
Directions: Count.

1 Count to 10 in a “baby” voice.

2 Count to 10 in a “scary” voice.

3 Count to 10 in a “silly” voice.

4 Point to the numbers as you count.

© Shell Education #51553—Summer Blast

#51550—Summer 19
Week 1

Shapes Everywhere!
Directions: Touch each shape. Say its name.

circle square

rectangle

hexagon triangle

What sound does each shape’s

name start with?

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 Week 1

Find the Picture

Directions: Sing the ABC song. Connect the
dots. Color the picture.

L
B
A
C
K

D
J

I E

G
H F

What different colors do apples

come in?

© Shell Education #51553—Summer Blast

#51550—Summer 21
Week 1

Go Rhyme
3 Take turns asking
Number of Players one another for
2 words that rhyme
with cards left in
your hand.
Materials
“Do you have a card

◆ Picture Cards that rhymes with
Set 1 (page 103) fan?”
◆ Picture Cards
Set 2 (page 105) 4 If the other player
has a card that
rhymes, then the
Directions card must be given
to the person
1 Cut apart the asking.
Picture Cards Set
1 on page 103 5 Continue to play
or Picture Cards until all the rhyme
Set 2 on page pairs have been
105. Shuffle and matched.
distribute them
evenly to each 6 Challenge each
player. Note: If other to think of
you choose to play another word that
with more than two rhymes with each
people, use both pair to make the
sets of cards. game more difficult.
2 Lay down any pairs
of rhymes from the
cards in your hand.

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 Week 2
This week, let’s blast through summer
learning loss by:
◆ practicing with letters from the alphabet
◆ reading and responding about
inventions
◆ illustrating things you enjoy playing with
◆ observing plants
◆ following numbers through mazes
◆ counting items
◆ tracing shapes
◆ drawing blue things
◆ acting out actions

© Shell Education #51553—Summer Blast

#51550—Summer 23
Week 2

Practice C and D
Directions: Trace and write the letters.

Directions: Match.

C d

D c

D c

C d
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 Week 2

The Best Invention

Directions: Listen to an adult read the story.
Then, talk about the questions.

The bicycle is the best

invention. There are
bikes for all ages. Babies
can even ride in a trailer
pulled by a bike. You
can pedal with your feet.
Some bikes let you pedal
with your hands. Some
people may think cars are
a better invention. But
bikes do not need gas.
And you get exercise, too!

1 What are two good things about bikes?

2 Why does the author think bikes are better

than cars?

3 If you could invent a new bike, what would it

be able to do?

© Shell Education #51553—Summer Blast

#51550—Summer 25
Week 2

Playtime
Directions: Draw a toy. Trace the word. Share
your drawing.

play
What did you draw? Why did you
draw that? What details can you add?

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 Week 2

Plant Creations

Materials
◆ clay or molding dough

Directions
1 Color the plant parts below.

2 Go outside and look at a plant. Name the

parts of the plant with an adult.

3 Use clay or molding dough to recreate the

parts of the plant. Be sure to include a stem,
leaves, and a flower.

4 Share your creation with a friend.

stem leaves flower

© Shell Education #51553—Summer Blast

#51550—Summer 27
Week 2

Number Maze
Directions: Follow the numbers in order.

1
9 2
6 3 4
5
7 6
8 4
9 10
How did you know where to go?

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 Week 2

Count and Write

Directions: Count the items. Write the numbers.

Number Bank
1 2 3 4 5

© Shell Education #51553—Summer Blast

#51550—Summer 29
Week 2

Trace the Shapes

Directions: Trace each shape. Say its name.

Which shape was your favorite to trace? Why?

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 Week 2

Blue, Blue, I See You

Directions: Name things that are blue.
Draw them.

What sound does each thing begin with?

© Shell Education #51553—Summer Blast

#51550—Summer 31
Week 2

Action Numbers
3 Continue turning
Number of Players over the cards and
2–6 performing actions
until all the cards
have been used.
Materials
Action Chart
◆ Number Cards touch toes stomp feet
(page 107) jump turn around
clap roll over
pat head walk on toes
Directions
1 Cut apart the Adaptations
Number Cards on ◆ Count out loud
page 107. (Note: together to make
Save the cards so the activity easier.
that they can be
used again with ◆ To make the activity
The Number Game more challenging,
activity on page 52.) have one player
Shuffle the cards and turn over a number
place them facedown card and choose
in a pile. an action in secret
and then perform
2 One player chooses the actions. The
an action from the other players have
Action Chart and to count as the
picks a number player performs the
card. All players required actions.
perform the action
the specified number
of times.

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 Week 3
This week, let’s blast through summer
learning loss by:
◆ practicing with letters of the alphabet
◆ reading and responding about Jack
and Jill
◆ illustrating today’s weather
◆ making mirror art
◆ counting parking spaces
◆ totaling apples
◆ matching shapes
◆ coloring a dinosaur
◆ playing a gathering game

© Shell Education #51553—Summer Blast

#51550—Summer 33
Week 3

Practice E and F
Directions: Trace and write the letters.

Directions: Color the Ee’s red. Color the

Ff’s blue.

e f
f E
E F e
g F
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 Week 3

Jack and Jill

Directions: Listen to an adult read the poem.
Then, answer the questions.

Jack and Jill went up the hill to

fetch a pail of water.

Jack fell down and broke his crown.

And Jill came tumbling after.

1 Are Jack and Jill friends?

yes no

2 Does Jill fall down first?

yes no

3 Do Jack and Jill get a pail of water?

yes no

© Shell Education #51553—Summer Blast

#51550—Summer 35
Week 3

Weather
Directions: Draw the weather today. Trace the
word. Share your drawing.

wea her
What did you draw? Why did you
draw that? What details can you add?

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 Week 3

It’s the Same

Materials
◆ ruler
◆ white paper
◆ paint

Directions
1 Fold a sheet of 3 Fold the paper in
white paper in the half again and press
middle. Unfold and down on the paper
smooth flat. with your hand.

2 Place two small 4 Unfold the paper

amounts of paint on and allow the paint
the right side of the to dry.
paper. You can use
the same color or 5 Talk about how the
two different colors. paint on both sides
of the paper is the
same.

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Week 3

Zigzag Parking Lot

Directions: Trace the lines in order.

1 10

9 6

7 2

5 8

3 4

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 Week 3

How Many Apples?

Directions: Touch and count the apples. Circle
the correct number.

1 2

6 7 8 4 5 6

3 4

1 2 3 4 5 6

How do you like to eat apples? Who

do you like to eat them with?

© Shell Education #51553—Summer Blast

#51550—Summer 39
Week 3

Name the Shapes

Directions: Draw lines to match.
1

square

rectangle

circle

triangle

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 Week 3

Color by Shape
Directions: Color the picture.

 green  yellow  brown  blue

= green = yellow = brown = blue

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#51550—Summer 41
Week 3

The Gathering Game

4 Each player goes
Number of Players around the house
2–6 and gathers as
many items that can
fit inside the bag
Materials that begin with the
target sound.
◆ Uppercase
Letter Cards 5 Lay out all the items
(page 109) when the timer goes
off. Each player
◆ a bag for each names the items
player gathered. Award
◆ household items one point for each
item that matches
◆ timer the target sound.
6 Repeat the game
Directions with a different
letter card.
1 Cut apart the
Uppercase Letter Adaptations
Cards on page 109.
Shuffle the cards ◆ Brainstorm items
and place them before setting the
facedown in a pile. timer to make the
game easier.
2 Provide each player
with a bag. Then, ◆ Look for items
set a timer for two around the
minutes. house that end
3 Choose a card. with the target
Name the letter on sound to make it
the card and make more difficult.
its sound.
42 #51553—Summer Blast
#51550—Summer © Shell Education
 Week 4
This week, let’s blast through summer
learning loss by:
◆ practicing with letters of the alphabet
◆ reading and responding about camping
◆ illustrating a good friend
◆ blowing paint
◆ matching numbers to colors
◆ counting the correct amount
◆ comparing shapes
◆ finding the bear’s owners
◆ playing with numbers

© Shell Education #51553—Summer Blast

#51550—Summer 43
Week 4

Practice G and H
Directions: Trace and write the letters.

Directions: Match.

G h

H g

H g
G h

44 #51553—Summer Blast
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 Week 4

The Campout
Directions: Listen to an adult read the story.
Then, talk about the questions.

Dad was snoring next to me. But I could

not sleep. It was cold in the tent. I was
thinking about home. I missed my mom.
What if a bear jumped in the tent? How
could I wake my dad if a snake slid under my
pillow?

I thought morning would never

come. But finally, the sun came
out. My dad woke up. I told him
how scared I was. “Why did you
worry?” he asked. “We are just
camping in the backyard!”

1 Who are the characters in the story?

2 Why couldn’t the boy sleep?

3 Where were the characters?

© Shell Education #51553—Summer Blast

#51550—Summer 45
Week 4

Friends
Directions: Draw a friend. Trace the word.
Share your drawing.

friend
Who did you draw? Why did you draw
him or her?

46 #51553—Summer Blast
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 Week 4

Blow Art

Materials
◆ newspaper
◆ white paper
◆ paint
◆ a straw

Directions
1 Place newspaper 3 Place one end of
down on a hard the straw close to
surface. Then, the paint but not
place a sheet of touching it. Blow
white paper on top into the other end
of the newspaper. of the straw. Watch
the paint spread
2 Place two small out as you blow.
amounts of paint on
the paper. You can 4 Experiment blowing
use the same color lighter and harder.
or two different Talk about what
colors. happens to the
paint as you blow
lightly and harder.

© Shell Education #51553—Summer Blast

#51550—Summer 47
Week 4

Flower Number Match

Directions: Color the picture.

Color Code
1 = green 3 = red 5 = yellow
2 = pink 4 = purple 6 = orange

3
2
4
5

2
4
6

3 3

2 4
5

1
1
1

48 #51553—Summer Blast
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 Week 4

Sort and Count!

Directions: Touch and count the objects. Circle
the correct number.

1 Count the balls. How many?

2 3 4

2 Count the bats. How many?

2 3 4

3 Count the suns. How many?

5 6 7

4 Count the clouds. How many?

4 5 6
© Shell Education #51553—Summer Blast
#51550—Summer 49
Week 4

Which Shape?
Directions: Draw a shape in each space.

Three Sides

Four Corners

Curved

50 #51553—Summer Blast
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 Week 4

Story Time Logic

Directions: Listen to an adult read the clues.
Draw a line to match each bear to its owner.

Clues
Maya’s bear is not the biggest or smallest.

Sam’s bear is the smallest.

Maya

Jane

Sam
© Shell Education #51553—Summer Blast
#51550—Summer 51
Week 4

The Number Game

3 One player picks
Number of Players the top card, names
2 the number on
the card, and puts
a marker on the
Materials matching number
on his or her
◆ 0–9 Number calculator.
Cards
(page 107)
4 Take turns until one
◆ Calculator player has marked
Cards (page 111) all the numbers on
his or her calculator.
◆ small markers Note: You will
need to reshuffle
Directions the cards multiple
times.
1 Gather the Number
Cards used with the Adaptations
Action Numbers
activity on page 32. ◆ Play using only
Save the cards to numbers 0–5 to
use for the activity make the game
on page 62. Shuffle easier. Use only
and place them 0–5 cards and
facedown in a pile. draw two cards
each round.
2 Cut apart the
◆ To make the game
Calculator Cards
more difficult, add
on page 111. All
the two numbers
players should have
together. If the
their own cards.
sum is greater than
9, the player loses
52 #51553—Summer Blast
#51550—Summer a turn. © Shell Education
 Week 5
This week, let’s blast through summer
learning loss by:
◆ practicing with letters of the alphabet
◆ reading and responding about hunters
◆ illustrating your favorite book character
◆ tracing shapes
◆ searching to color numbers
◆ filling jars with dots
◆ creating shapes
◆ deciding what fits in
◆ playing a basket fill-up
game

© Shell Education #51553—Summer Blast

#51550—Summer 53
Week 5

Practice I and J
Directions: Trace and write the letters.

Directions: Color the Ii’s red. Color the

Jj’s blue.

j
j i
i
k
54 #51553—Summer Blast
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 Week 5

Good Hunters
Directions: Listen to an adult read the story.
Then, talk about the questions.

Tigers are big, wild

cats. Most tigers have
orange, black, and white
stripes.

Tigers are good

hunters. They have
large claws. And their
teeth are sharp. They
can hunt in the dark.
They hunt for monkeys,
fish, and deer.

1 What are tigers?

2 What color stripes can tigers have?

3 What do tigers hunt for?

© Shell Education #51553—Summer Blast

#51550—Summer 55
Week 5

Book Time
Directions: Draw a book character. Trace the
word. Share your drawing.

book
Which character did you draw? Why
did you draw that character?

56 #51553—Summer Blast
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 Week 5

Hidden Shape
Directions
Materials
1 Find an object that
◆ white paper has a shape you
◆ white crayon know. For example,
a lid is in the shape
◆ watercolor of a circle.
paints
◆ household 2 Lay the object on
items of various the paper.
shapes (for
example, a lid) 3 Trace around the
object with a white
crayon. Note: You
will not be able to
see the drawing.

4 Paint the entire

paper with
watercolor paint in
any color. See the
shape appear! You
may wish to repeat
this activity with
multiple objects.

© Shell Education #51553—Summer Blast

#51550—Summer 57
Week 5

Number Search
Directions: Use different colors to draw circles
around the numbers.

Color Code
1 = red 3 = green
2 = blue 4 = yellow

1 2
3

3 4 1
1
2 3 4

2 4
58 #51553—Summer Blast
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 Week 5

Fill a Jar
Directions: Draw dots to fill the jar.

1 Fill the jar with 6 dots.

2 Fill the jar with 9 dots.

© Shell Education #51553—Summer Blast

#51550—Summer 59
Week 5

Make the Shapes

Directions: Draw the shapes.

1 Draw a square in the middle of the box.

2 Draw a circle inside the square.

3 Draw a rectangle above the square.

4 Draw a triangle on each side of the square.

square rectangle triangle circle

60 #51553—Summer Blast
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 Week 5

Does Not Belong

Directions: Make an X on the pictures that do
not belong.

1 Which is not a fruit? 2 Which is not an

insect?

3 Which is not a 4 Which is not a cat?

house?

© Shell Education #51553—Summer Blast

#51550—Summer 61
Week 5

Fill Your Basket

Number of Players 2 Cut apart the Basket

2 Cards on page 113
and give one to each
player.
Materials
3 The youngest player
◆ Number goes first. Choose a
Cards card and place that
(previously many counters in your
used) basket.
◆ Basket Cards
(page 113) 4 Take turns choosing
cards and placing
◆ small counters in the basket
counters until one player has
such as reached 20 counters.
O-shaped Note: You may need
cereal or to reshuffle the cards
paper clips during the game.

Directions Adaptations

1 Gather the Number ◆ Play to a lower

Cards used from number such as 10
the Action Number to make the game
game on page 32 easier.
and The Numbers ◆ Count how many more
Game on page are needed to get to
52. Shuffle them 20 after each turn to
and place them make the game more
facedown in a pile. difficult.

62 #51553—Summer Blast
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 Week 6
This week, let’s blast through summer
learning loss by:
◆ practicing with letters of the alphabet
◆ reading and responding about
bumblebees
◆ illustrating something that makes you
happy
◆ creating animal letters
◆ cracking the code
◆ counting animals
◆ coloring different shapes
◆ connecting the dots
◆ playing I Spy games

© Shell Education #51553—Summer Blast

#51550—Summer 63
Week 6

Practice L and M
Directions: Trace and write the letters.

Directions: Match.

L m

M l

L m

M l
64 #51553—Summer Blast
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 Week 6

Who Am I?
Directions: Listen to an adult read the poem.
Then, talk about the questions.

I fly in the yard on

a bright summer day.

The people outside

stay out of my way.

They are yelling and running

and waving their arms.

I wish that they knew

I mean no harm.

If only they looked

closely at me.

They would know I’m just a

sweet-as-honey bumblebee.

1 Who is the character in the poem?

2 Where does the poem take place?

3 Why do you think people in the poem yell and

run away from the bee?

© Shell Education #51553—Summer Blast

#51550—Summer 65
Week 6

I’m Happy
Directions: Draw what makes you happy. Trace
the word. Share your drawing.

happy
What did you draw? Why did you
draw that? What details can you add?

66 #51553—Summer Blast
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 Week 6

Animal Letter
Directions: Trace the letter. Make it into
an animal.

© Shell Education #51553—Summer Blast

#51550—Summer 67
Week 6

Number Message
Directions: Color the boxes.

Color Code
1 2 3 = Blue 4 5 6 = Orange

4 5 6 4 6 5 4 6

1 6 4 2 5 2 1 3

2 5 5 3 4 6 3 6

3 4 4 1 6 4 2 4

2 6 6 2 5 5 3 6

3 1 2 3 6 4 1 4

2 5 5 1 4 6 2 5

1 4 4 3 6 4 1 6

3 5 6 2 5 5 3 4

1 4 4 1 4 1 2 3

4 6 5 4 5 6 4 6

68 #51553—Summer Blast
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 Week 6

Count These
Directions: Touch and count how many. Circle
the correct number.

1 2

4 5 6 5 6 7

3 4

7 8 9 6 7 8

© Shell Education #51553—Summer Blast

#51550—Summer 69
Week 6

Color the Shapes

Directions: Color the shapes to match these:

70 #51553—Summer Blast
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 Week 6

Slow and Easy Wins!

Directions: Connect the dots in order. Color
the picture.

9
8
1

10
7
2

6
4
5

© Shell Education #51553—Summer Blast

#51550—Summer 71
Week 6

I Spy

Number of Players
2–6

Directions
3 Going clockwise,
1 One player looks
the next player
around the room
begins the next
and finds an object.
round by choosing
Then, he or she
an object to name.
gives a clue to the
other player. The
clue is to say the 4 Continue playing
object’s name one until one player
sound at a time. reaches 10 points.
(For example,
Adaptations
duh-eh-ss-k).
◆ Say the sounds
2 The other players closer together so
blend the sounds the word is more
together to name apparent to make
the word (for the game easier.
example, desk). The
first player to say ◆ Play with only
the word correctly multi-syllable
earns 1 point. words to make
the game more
difficult.

72 #51553—Summer Blast
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 Week 7
This week, let’s blast through summer
learning loss by:
◆ practicing with letters of the alphabet
◆ reading and responding about Pat
the dog
◆ illustrating hot-weather activities
◆ drawing a flower
◆ matching colors to numbers
◆ counting numbers
◆ spotting the correct shapes
◆ finding the right colors
◆ playing a racing game

© Shell Education #51553—Summer Blast

#51550—Summer 73
Week 7

Practice N and O
Directions: Trace and write the letters.

Directions: Color the Nn’s red. Color the

Oo’s blue.

n n
N o
o O N
p O
74 #51553—Summer Blast
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 Week 7

Pat the Dog

Directions: Listen to an adult read the story.
Then, talk about the questions.

Pat likes to go to the park. He runs on

the grass. He digs in the sand. He runs
after a duck. He jumps up on a bench.
Pat has fun!

1 Where does Pat go?

2 What does Pat do on the grass?

3 What does Pat run after?

4 What does Pat jump up on?

© Shell Education #51553—Summer Blast

#51550—Summer 75
Week 7

Hot Weather
Directions: Draw something you like to do when
it is hot. Trace the word. Share your drawing.

ho
What did you draw? Why did you
draw that? What details can you add?

76 #51553—Summer Blast
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 Week 7

Flower Drawing
Directions: Draw the other half of the flower.

© Shell Education #51553—Summer Blast

#51550—Summer 77
Week 7

Beach Number Match

Directions: Color the picture.

Color Code
1 = red 4 = yellow 7 = pink
2 = blue 5 = brown
3 = light blue 6 = black

2
6
6

7 1
5 1
5 1
5

78 #51553—Summer Blast
#51550—Summer © Shell Education
 Week 7

Counting Challenge
Directions: Touch and count the blocks. Write
the number.

1 2 3

Make a triangle of 12 objects.

© Shell Education #51553—Summer Blast

#51550—Summer 79
Week 7

Find the Shapes

Directions: Mark the shapes.

1 Circle the triangles.

2 Circle the squares.

3 Underline the circles.

4 Underline the rectangles.

80 #51553—Summer Blast
#51550—Summer © Shell Education
 Week 7

Color Work
Directions: Color yellow items yellow. Color
pink items pink. Color red items red.

© Shell Education #51553—Summer Blast

#51550—Summer 81
Week 7

Short Racers

Directions
Number of Players
2 1 Cut apart the Race
Numbers on page 115.
Shuffle them and place
them facedown in a pile.
Materials
◆ Race 2 Cut apart the Race Game
Numbers Boards on page 117. Give
(page 115) one to each player.

◆ Race Game 3 The youngest player

Boards goes first. He or she
(page 117) turns over a card and
◆ 2 types of moves the counter to
small objects the matching number on
(for example, either of the racetracks
buttons or on his or her game
paper clips) board. Note: Counters
may only move one
space at a time, so if
the number is not one
of the next numbers on
the track, the counter
remains still.

4 Players take turns

following the same
procedure until one
player reaches the
finish line.

82 #51553—Summer Blast
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 Week 8
This week, let’s blast through summer
learning loss by:
◆ practicing with letters of the alphabet
◆ reading and responding about Tim’s new
pet
◆ illustrating where you live
◆ creating numbers with dough
◆ coloring dots
◆ counting and matching objects
◆ outlining a house made of shapes
◆ coloring categories
◆ playing an ABC search game

© Shell Education #51553—Summer Blast

#51550—Summer 83
Week 8

Practice P and R
Directions: Trace and write the letters.

Directions: Match.

P r

R p

R p
P r
84 #51553—Summer Blast
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 Week 8

Tim’s New Pet

Directions: Listen to an adult read the story.
Then, answer the questions.

Tim has a new pet. He did

not get it at a pet shop. The
pet came to Tim’s house. The
pet made a brown home near
Tim’s window. The pet is
blue. Guess what it is!

1 Tim did not get his 2 Where did it make

pet at a pet shop. its home?
Why not?
in Tim’s room
A
His mom gave it
A
to him. in Tim’s box
B
near Tim’s
It came to Tim’s C
B window
house.
It came in the
C
window.

© Shell Education #51553—Summer Blast

#51550—Summer 85
Week 8

Home Sweet Home

Directions: Draw your home. Trace the word.
Share your drawing.

home
What details can you add to your
picture?

86 #51553—Summer Blast
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 Week 8

Dough Number

Materials
◆ pencil
◆ white paper 0 1
◆ molding dough
or clay

Directions
1 Trace the numbers.
2 3
2 Choose a number.
Write it big on a sheet
of paper.

3 Roll the dough

4 5
between your hands
or on a table or tray
to form long, skinny
rolls. Place the rolls
on the lines of the
number to form the
6 7
number in dough.

4 You may wish to

repeat these steps for
different numbers. 8 9
© Shell Education #51553—Summer Blast
#51550—Summer 87
Week 8

Number Data
Directions: Touch and count the dots. Color the
objects.

Color Code
1 = red 3 = green 5 = orange
2 = blue 4 = yellow 6 = purple

88 #51553—Summer Blast
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 Week 8

Count and Match

Directions: Touch and count the objects. Draw
a line to match the number.

2
2

3
3

6
© Shell Education #51553—Summer Blast
#51550—Summer 89
Week 8

Build with Shapes

Directions: Follow the steps.

1 Outline the star in yellow.

2 Outline the triangles in green.

3 Outline the rectangles in black.

4 Outline the circle in red.

90 #51553—Summer Blast
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 Week 8

Categories
Directions: Circle the pictures that match.

animals

foods

toys

numbers
3 7 K
© Shell Education #51553—Summer Blast
#51550—Summer 91
Week 8

Alphabet Scavenger Hunt

Number of Players
2–6

Directions
1 Work as a team to 3 Continue finding
find an object in the objects for each
house that begins letter in the
with each letter alphabet. You may
of the alphabet wish to draw each
beginning with the object you find.
letter a. Note: If
you are playing Adaptations
with an adult, you
◆ Play the game
may wish to look
with fewer letters
outside, too.
to make the
game easier. For
2 Once you have example, you may
found an object, say choose to find the
the letter’s name first 10 letters of
and what it stands the alphabet.
for (for example,
say, “A is for ◆ Find more than one
armchair.”) object that begins
with each letter
to make the game
more difficult.

92 #51553—Summer Blast
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 Week 9
This week, let’s blast through summer
learning loss by:
◆ practicing with letters of the alphabet
◆ reading and responding about moving
your body
◆ illustrating things that make you laugh
◆ designing handprints
◆ playing tic-tac-toe
◆ totaling the bats and balls
◆ discovering shapes
◆ creating butterfly dots
◆ finding letters on a trip

© Shell Education #51553—Summer Blast

#51550—Summer 93
Week 9

Practice S and T
Directions: Trace and write the letters.

Directions: Color the Ss’s red. Color the

Tt’s blue.

T S
s
s S u
T
94 #51553—Summer Blast
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 Week 9

Move It
Directions: Listen to an adult read the story.
Then, answer the questions.

You can take very good care of your body.

One good way is to move it! Play a sport.
Run and go. Groove to a song. Move your
body! Your body will love you for it.

1 Which is a way to 2 What do you

dance? groove to?
groove
A a sport
A
run
B a song
B
play
C a book
C

© Shell Education #51553—Summer Blast

#51550—Summer 95
Week 9

LOL
Directions: Draw something funny. Trace the
word. Share your drawing.

funny
What did you draw? Why did you
draw that? What details can you add?

96 #51553—Summer Blast
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 Week 9

Handprint Art
Directions
Materials 1 Have an adult paint your
◆ white paper hand. Press your hand
down on a sheet of paper
◆ paint to make a handprint.
◆ paintbrush
2 Allow the paint to dry.
◆ crayons Use crayons to add details
to your handprint to
make it into an animal or
another object.

3 Share your handprint art

with a friend. Describe
the details you added to
your handprint.

© Shell Education #51553—Summer Blast

#51550—Summer 97
Week 9

Number Tic-Tac-Toe
Directions: Play tic-tac-toe with a friend. Use
different colors to mark your boxes with X’s
and O’s. Count up to each number before you
mark it.

4 6 9 7 2 1
5 3 1 9 5 3
2 7 8 4 8 6

9 1 4 8 5 3
2 6 8 4 9 2
3 7 5 1 6 7

98 #51553—Summer Blast
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 Week 9

Count the Balls and Bats!

Directions: Touch and count the balls and bats.
Then, follow the steps.

How many balls?

Circle the bats that show the same.

How many balls?

Circle the bats that show the same.

© Shell Education #51553—Summer Blast

#51550—Summer 99
Week 9

Find the Answer

Directions: Fill in the correct letter.

1 Which shape is a triangle?

A C

B D

2 Which shape is a square?

A C

B D

100 #51553—Summer Blast

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 Week 9

Making Butterflies
Directions: Match the dots on the right wings.
Write the total number of dots.

1 2

3 4

© Shell Education #51553—Summer Blast

#51550—Summer 101
Week 9

I’m Going on a Trip

4 Continue playing
Number of Players until a player
2–6 cannot remember
all the words that
Directions have been said or
cannot think of a
1 Choose a letter to
new word.
begin the game.
Review the sound Adaptations
the letter makes.
◆ Think of many
2 One player begins
words beginning
by saying, “I’m
with the chosen
going on a trip,
sound before
and I’m bringing a
playing the game
_____.” The player
to make the game
names a word that
easier. Draw quick
begins with the
pictures of the
letter chosen for
words if needed.
this round of the
game (for example, ◆ To make it more
“I’m going on a trip, challenging, begin
and I’m bringing with the letter A
a ball”). and have each
3 The next player player think of a
repeats the first word that begins
player’s sentence, with the next letter
and adds a new of the alphabet.
word that begins
with the same letter
(for example, “I’m
going on a trip, and
I’m bringing a ball
and balloons.”).
102 #51553—Summer Blast
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 Appendix A

Picture Cards Set 1

Directions: Use these cards with the Go Rhyme
activity on page 22.

© Shell Education #51553—Summer Blast

#51550—Summer 103
Appendix A

Go Rhyme Go Rhyme

Go Rhyme Go Rhyme

Go Rhyme Go Rhyme

Go Rhyme Go Rhyme

104 #51553—Summer Blast

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 Appendix A

Picture Cards Set 2

Directions: Use these cards with the Go Rhyme
activity on page 22.

© Shell Education #51553—Summer Blast

#51550—Summer 105
Appendix A

Go Rhyme Go Rhyme

Go Rhyme Go Rhyme

Go Rhyme Go Rhyme

Go Rhyme Go Rhyme

106 #51553—Summer Blast

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 Appendix A

Number Cards
Directions: Use these cards with the Action
Numbers activity on page 32, The Number Game
activity on page 52, and the Fill Your Basket
activity on page 62.

0 1 2

3 4 5

6 7 8

© Shell Education #51553—Summer Blast

#51550—Summer 107
Appendix A

Action Numbers Action Numbers Action Numbers

The Number Game The Number Game The Number Game
Fill Your Basket Fill Your Basket Fill Your Basket

Action Numbers Action Numbers Action Numbers

The Number Game The Number Game The Number Game
Fill Your Basket Fill Your Basket Fill Your Basket

Action Numbers Action Numbers Action Numbers

The Number Game The Number Game The Number Game
Fill Your Basket Fill Your Basket Fill Your Basket

Action Numbers
The Number Game
Fill Your Basket

108 #51553—Summer Blast

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 Appendix A

Uppercase Letter Cards

Directions: Use these cards with the The
Gathering Game activity on page 42.

A B C D E

F G H I J

K L M N O

P Q R S T

U V W X Y

Z
© Shell Education #51553—Summer Blast
#51550—Summer 109
Appendix A

The The The The The

Gathering Gathering Gathering Gathering Gathering
Game Game Game Game Game

The The The The The

Gathering Gathering Gathering Gathering Gathering
Game Game Game Game Game

The The The The The

Gathering Gathering Gathering Gathering Gathering
Game Game Game Game Game

The The The The The

Gathering Gathering Gathering Gathering Gathering
Game Game Game Game Game

The The The The The

Gathering Gathering Gathering Gathering Gathering
Game Game Game Game Game

The
Gathering
Game

110 #51553—Summer Blast

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 Appendix A

Calculator Cards
Directions: Use these cards with the The
Number Game activity on page 52.
Player 2
Player 1

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Appendix A

The Number Game

The Number Game

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 Appendix A

Basket Cards
Directions: Use these cards with the Fill Your
Basket activity on page 62.
Player 2
Player 1

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Appendix A

Fill Your Basket

Fill Your Basket

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 Appendix A

Race Numbers
Directions: Use these cards with the Short
Racers activity on page 82.

1 1 1 2
2 2 3 3
3 4 4 4
5 5 5 6
6 6
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Appendix A

Short Racers Short Racers Short Racers Short Racers

Short Racers Short Racers Short Racers Short Racers

Short Racers Short Racers Short Racers Short Racers

Short Racers Short Racers Short Racers Short Racers

Short Racers Short Racers

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 Appendix A

Race Game Boards

Directions: Use these cards with the Short
Racers activity on page 82.

Finish Finish

5 1 5 1
4 3 4 3
2 6 2 6
5 4 5 4
3 1 3 1
6 5 6 5
2 3 2 3
1 4 1 4
Start for Player 1 Start for Player 2

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Appendix A

Short Racers Short Racers

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 Appendix B

Answer Key
Week 1 The Best Invention (page 25)
1. The child’s response may include: they come in
Practice A and B (page 14) all sizes, are made for all ages, babies can ride
Check that the letters have been traced and closely in a trailer pulled by them, you can pedal with
resemble the model letters. your hands or feet, they don’t need gas, you
can get exercise.
Make sure all lowercase letters have been colored in
2. They don’t need gas, and you can get exercise
with the correct color.
from them.
X Marks the Spot (page 15) 3. Check that the child’s opinion states what a
1. the pirate and the parrot new bike would be able to do.
2. the ship or on the water Playtime (page 26)
3. The X on the map blows away.
Check that the drawing includes something to play
Favorite Treat (page 16) with.

Check that the drawing includes a favorite treat. Plant Creations (page 27)
Dot Art (page 17) Check that the plant parts are used in the creation.

Check that the art includes the letter of the child’s Number Maze (page 28)
first name.
Check that the maze has been completed.
House Number Match (page 18)
Count and Write (page 29)
1. 1
2. 2
3. 3
4. 4
5. 5
Trace the Shapes (page 30)
Crazy Counting (page 19) Check that all shapes have been traced and named.

Check that response includes each voice when Blue, Blue, I See You (page 31)
counting to 10. Check that all drawings are of something that is
Shapes Everywhere! (page 20) blue.

Watch that the child points to correct shapes as Action Numbers (page 32)
directed. Check that the players are performing the actions
Find the Pictures (page 21) the correct number of times.

Check that the dots to make a picture of an apple

have been connected and it has been colored. Week 3
Go Rhyme (page 22) Practice E and F (page 34)
Check that the letters have been traced and closely
Check that players take turns saying rhyming words.
resemble the model letters.

Week 2 Make sure all lowercase letters have been colored in

with the correct color.
Practice C and D (page 24)
Jack and Jill (page 35)
Check that the letters have been traced and closely
1. yes
resemble the model letters.
2. no
3. no
Weather (page 36)
Check that the drawing includes a picture of the
weather.

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Appendix B

Answer Key (cont.)

It’s the Same (page 37) Blow Art (page 37)

The paint should look similar on both sides. The Check that the child is blowing the paint with a
child’s explanation of the similarity should be straw onto a piece of paper. Discuss what happens
logical. when the child blows lightly and harder.
Zigzag Parking Lot (page 38) Flower Number Match (page 48)
Check that the child is counting from 1 to 10 while
parking the car.
How Many Apples? (page 39)
1. 7
2. 6
3. 1
4. 4
Name the Shapes (page 40)
Check that the names are connected to the Sort and Count! (page 49)
appropriate shapes. 1. 4 balls
Color by Shape (page 41) 2. 3 bats
3. 6 suns
4. 4 clouds
Which Shape? (page 50)
three sides: triangle
four corners: square
curved: circle
Story Time Logic (page 51)
1. Sam
The Gathering Game (page 42) 2. Maya

Check that the players are choosing items that begin 3. Jane
with the correct letter. The Number Game (page 52)
Week 4 Check that both players have colored in all
calculator buttons.
Practice G and H (page 44)
Check that the letters have been traced and closely
Week 5
resemble the model letters. Practice I and J (page 54)
Check that the letters have been traced and closely
resemble the model letters.

Make sure all lowercase letters have been colored in

with the correct color.
Good Hunters (page 55)
1. Tigers are big, wild cats.
2. Tigers can have orange, black, and white
The Campout (page 45) stripes.
1. a boy and his dad 3. Tigers hunt for monkeys, fish, and deer.
2. He was scared. Book Time (page 56)
3. in a tent in the backyard
Check that the drawing includes a picture of a
Friends (page 46) character from a book.
Check that the drawing includes a picture of a Hidden Shape (page 57)
friend.
Check that the shape that appears matches the
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 Appendix B

Answer Key (cont.)

Number Search (page 58) Slow and Easy Wins! (page 71)
Check that the colors match the correct numbers. Check that the picture has been colored.
Fill a Jar (page 59)
1. 6 dots in the jar
2. 9 dots in the jar 9
8
1

Make the Shapes (page 60) 2

10
7

Check that the drawings have followed each step. 4

5
6

Does Not Belong (page 61)

1. a cupcake
2. an elephant I Spy (page 72)
3. a school Check that the players are saying each sound.
4. a dog Week 7
Fill Your Basket (page 62)
Practice N and O (page 74)
Check that the players are placing the correct
number of counters in their baskets. Check that the letters have been traced and closely
resemble the model letters.
Week 6 Make sure all lowercase letters have been colored in
Practice L and M (page 64) with the correct color.
Check that the letters have been traced and closely Pat the Dog (page 75)
resemble the model letters. 1. to the park
2. runs
3. a duck
4. a bench
Hot Weather (page 76)
Check that the drawing includes a picture of
something the child likes to do in hot weather and
Who Am I? (page 65) the word has been traced.
1. bee
Flower Drawing (page 77)
2. the yard
3. They think the bee will sting them. Check that the drawing resembles the other half of
the flower.
I’m Happy (page 66)
Beach Number Match (page 78)
Check that the drawing includes a picture of
something that makes the child happy.
Animal Letter (page 67)
Check that the letter has animal features.
Number Message (page 68)
The secret message is: HI
Count These (page 69) Counting Challenge (page 79)
1. 4 pigs 1. 6
2. 6 birds 2. 10
3. 9 alligators 3. 14
4. 8 kittens
Check that 12 objects are used to create a triangle.
Color the Shapes (page 70)
Check that each shape is colored with the correct
color.
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Appendix B

Answer Key (cont.)

Find the Shapes (page 80) Categories (page 91)

1. animals: bird and snake

2. foods: banana and hamburger

3. toys: ball and toy top

4. numbers: 3 and 7

Color Work (page 81) Alphabet Scavenger Hunt (page 92)

Yellow: cheese, banana, corn, and chick Check that the players are matching the correct
letters to the objects.
Pink: pig and flamingo

Red: apple, stop sign Week 9

Short Racers (page 82) Practice S and T (page 94)
Check that the players move to the correct spaces Check that the letters have been traced and closely
on the racetrack. resemble the model letters.

Week 8 Make sure all lowercase letters have been colored in

with the correct color.
Practice P and R (page 84)
Move It (page 95)
Check that the letters have been traced and closely
1. A
resemble the model letters.
2. B
LOL (page 96)
Check that the drawing includes a picture of
something funny.
Handprint Art (page 97)
Check to see that the painting includes animal
features or other details.
Tim’s New Pet (page 85)
1. B
Number Tic-Tac-Toe (page 98)
2. C Make sure both players name the numbers before
they mark them.
Home Sweet Home (page 86)
Count the Balls and Bats! (page 99)
Check that the drawing includes a picture of where
the child lives. 1. 3 balls; circle 3 bats
2. 4 balls; circle 4 bats
Dough Number (page 87)
Find the Answer (page 100)
Check that the dough is formed into a number.
1. B
Number Data (page 88) 2. C
Check that the colors match the correct number Making Butterflies (page 101)
of dots.
1. 4 dots
Count and Match (page 89) 2. 8 dots
1. 2 seeds 3. 6 dots
2. 3 nuts 4. 2 dots
3. 6 fish I’m Going on a Trip (page 102)
Build with Shapes (page 90) Check that the players are saying words that start
Check to see that the child followed instructions. with the correct letter.

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 appendix c

Parent Handbook

Dear Pare nts or Guardians,

learning stan dards? Teac hers used
Have you ever won dered why states have
d on what content was inclu ded in
to dete rmin e what they wou ld cove r base
wou ld educators put publ ishe rs in
thei r textbooks. That seems crazy! Why
h? Luckily, we’ve moved past
charge of dete rmin ing what they shou ld teac
professionals create stan dards.
that time period into one whe re educational
stud ents shou ld know and be
These stan dards direct teac hers on what
nt, it’s your job to make sure you
able to do at each grad e leve l. As a pare
can help your child be read y
unde rstand the stan dards! That way, you
for school.
help you better unde rstand both the
The following pages are a quick guid e to
There are also sugg estions for
stan dards and how they are bein g taug ht.
child at hom e.
ways you can help as you work with your

Here ’s to successful kids!

Sincerel y,

The Shel l Education Staff

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appendix c

College and Career Readiness Standards

Today’s college and career readiness standards, including the Common Core State Standards
and other national standards, have created more consistency among states in how they
teach math and English language arts. In the past, state departments of education had
their own standards for each grade level. The problem was, what was taught at a specific
grade in one state may have been taught at a different grade in another state. This made it
difficult when students moved from state to state.

Today, many states have adopted new standards. This means that for the first time, there
is better consistency in what is being taught at each grade level across the states, with the
ultimate goal of getting students ready to be successful in college and in their careers.

Standards Features
The overall goal for the standards is to better prepare students for life. Today’s standards
use several key features:

◆ They describe what students should know and be able to do at each grade level.
◆ They are rigorous.
◆ They require higher-level thinking.
◆ They are aimed at making sure students are prepared for college and/or their
future careers.

◆ They require students to explain and justify answers.

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 appendix C

Mathematical Standards
There are several ways that today’s mathematics standards have shifted to improve upon
previous standards. The following are some of the shifts that have been made.

Focus
Instead of covering a lot of topics lightly, today’s standards focus on a few key areas at much
deeper levels. Only focusing on a few concepts each year allows students more time to
understand the grade-level concepts.

How Can You Help? What Can You Say?

Provide paper or manipulatives (such as Is there another way you can show
beans or pieces of cereal) as your child is the answer?
working so that he or she can show his or
her answer.
Have your child explain his or her thinking What did you do to solve the problem?
or the way he or she got the answer.
What were you thinking as you solved
the problem?

Coherence
The standards covered for each grade are more closely connected to each other. In
addition, each grade’s standards are more closely connected to the previous grade and the
following grade.

How Can You Help? What Can You Say?

Help your child to make connections to What else have you learned that could help
other concepts he or she has learned. you understand this concept?
Ask your child to circle words that may help What words in the directions (or in the
him or her make connections to previously word problem) help you know how to solve
learned concepts. the problem?

Fluency
The standards drive students to perform mathematical computations with speed and
accuracy. This is done through memorization and repetition. Students need to know the
most efficient way to solve problems, too!
How Can You Help? What Can You Say?
Help your child identify patterns that will What numbers do you know that can help
work for increasing speed and accuracy. you solve this problem?
Encourage the most efficient way to solve Can you get the same answer in a different
problems. way? Is there an easier way to solve
the problem?

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appendix C

Mathematical Standards (cont.)

Deep Understanding
Students must develop a very good understanding of mathematical concepts. A deep
understanding of mathematical concepts ensures that students know the how and the why
behind what they are doing.
How Can You Help? What Can You Say?
Encourage your child to make a model How do you know your answer is correct? Can
of the answer. you show your answer in a different way?
Have your child explain the steps he or Can you teach me to solve the problem?
she uses to solve problems.

Application
Today’s standards call for more rigor. Students need to have strong conceptual
understandings, be able to use math fluently, and apply the right math skills in
different situations.
How Can You Help? What Can You Say?
Encourage your child to use multiple Can you explain your answer in a different way?
methods for solving and showing his or
her answers.
Have your child circle words or numbers What words gave you clues about how to solve
that provide information on how to this problem?
solve the problem.

Dual Intensity
Students need to develop good understandings of mathematical concepts and then
practice those concepts.
How Can You Help? What Can You Say?
Provide practice on concepts or basic What did you have difficulty with? How can you
facts your child is having trouble with. practice that?
Have your child identify where his or Where can you find the help you need?
her breakdown in understanding is
when solving a problem.

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 appendix C

Language Arts Standards

The following charts describe the key shifts in language arts standards and some great ways
that you can help your child achieve with them.

Balancing Informational and Literary Texts

Students should read and have books read aloud to them that represent a variety of texts
and have a balance of informational and literary texts.

How Can You Help? What Can You Say?

Find topics your child is interested in and Since you like dinosaurs, let’s find a story
then find both fiction and nonfiction books about dinosaurs and an informational book
on the topic. that tells facts about dinosaurs!
Encourage your child to know features of How do you know this book is
informational and literary texts. informational? What features does this
literary book have?

Knowledge in the Disciplines

Once students reach sixth grade, they are expected to gain information directly through
content-area texts rather than have the information told to them. Younger students can
read nonfiction texts to prepare for this transition in the middle grades.

How Can You Help? What Can You Say?

Talk about science and social studies topics I heard on the news that there will be
with your child in everyday conversations so a lunar eclipse tonight. Let’s watch it
that your child learns about related words together so that we can see the shadow of
and concepts. Earth come between the moon and the sun.
Provide a variety of experiences for your Let’s go have fun exploring the tide pools!
child so that he or she can use them when What do you think we will see there? (ask
reading about a topic. It makes the topic before) What did you see at the tide pools?
easier to understand. (ask after)

Staircase of Complexity
Students should read grade-appropriate complex texts. They may not understand the
content right away, but with support and time, they will eventually comprehend what
they’re reading.
How Can You Help? What Can You Say?
Know your child’s reading level. Help your I found these three books for you to read.
child find books that are at the high end of Which one interests you?
your child’s reading level.
Read books to your child that are above Which book would you like me to read
his or her reading level. It exposes them to to you?
more complex vocabulary, sentences, and
ideas.

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appendix C

Language Arts Standards (cont.)

Text-Based Answers
Students should be able to answer questions and defend their positions using evidence
from texts. This evidence can include illustrations and other graphics.
How Can You Help? What Can You Say?
Ask your child to explain his or her answer How do you know that? How else do you
using evidence from a book. know ______?
Ask your child to look for evidence about What evidence is there that ______?
something you notice in a book.

Writing from Sources

Students should easily reference the texts they are reading as they write about them.

How Can You Help? What Can You Say?

Have your child underline in the text the Where is the evidence in the text? How can
answers to questions he or she is answering you include that in your written response?
through writing.
Provide sentence frames to help your child On page ______, the author says ______.
reference the text.

Academic Vocabulary
Academic vocabulary is a student’s ability to recognize, understand, and use more
sophisticated words in both reading and writing. Having a strong vocabulary allows
students to access more complex texts.
How Can You Help? What Can You Say?
Model using precise vocabulary. I noticed you used the word ______. Could
you have used a stronger word?
Provide a wide variety of experiences We are going to get the oil changed in the
for your child to learn new words. These car. I want you to see if you can find the
experiences don’t have to cost money. They mechanic in his overalls.
can be simple, everyday activities!

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