Academy for Classical Education Summer Reading Assignments for Students Entering THIRD GRADE

Academy for Classical Education Summer Reading Assignments for Students Entering THIRD GRADE The Reading List below is for children who will be entering 3rd Grade in the fall of 2018. We strongly object to books such as Captain Underpants, Diary of a Wimpy Kid, and the Goosebump series. Though popular with a large number of young readers, these types of books utilize short sentences, simple sentence structure, easy vocabulary, uncomplicated paragraphs, and simple plots. Such books do not promote the patterns of thought that produce intellectual and personal excellence. Also, comic books are image-centered and, therefore, do not qualify as books for free reading time. We do, however, recommend the use of audio books as a supplement (not a replacement) to reading and strongly suggest that the student read along with the audio. Students will select one book from the list to read. Please be sure to use the ISBN associated with the book (as there might be many versions). All assignments are due AUGUST 1, 2018. Failure to complete summer work will result in a zero for the assignment. Assignment #1 Choose one of the following: Pocahontas by Leslie Gourse ISBN-13: 9780689808081 Essay Assignment Instructions on page # 2 Completing the Selfie Scavenger Hunt at Ocmulgee National Monument. Checklist, rubric, and description on page #4 Assignment #2 Choose one of the following books: Pippi Longstocking By Astrid Lindgren ISBN-10: 0140309578 ISBN-13: 978-0140309577 Instructions on page #6 The Boxcar Children No. 1 By Gertrude Chandler Warner ISBN-10: 0807508527 ISBN-13: 978-0807508527 Instructions on page #6 Assignment #3 Recitation Living and Eating author unknown Students should have memorized the attached poem and be ready to recite it orally to the teacher on August 1, 2018. 1

Assignment #1 Instructions If you choose to read Pocahontas: Response to Literature Requirements for Pocahontas Assignment After reading Pocahontas, write a 3 paragraph essay following the outline below. This should be handwritten on lined notebook paper using only the front side of the paper. Label with your name, the title of the book, and the date. Paragraphs should be about five sentences. Every sentence should be a complete sentence (subject, verb, complete sense, capital letter, and an end mark). Be mindful of spelling and grammar errors. Use your best handwriting! Paragraph #1 - Introduction: This is the first paragraph in your essay. It begins creatively in order to catch your reader s interest (HOOK), provides essential background about the book, and prepares the reader for your major opinion. The introduction must include the title, author, and genre of the book. The major opinion sentence goes in this paragraph, usually at the end. Paragraph #2 Summary: The summary paragraph will tell what the book is mostly about. Be sure to include main ideas from the beginning, middle and end of the text. Your summary paragraph should include (1) a topic sentence, (2) details/examples to support the topic, (3) explanations for details/examples, and (4) a concluding sentence. Paragraph #3 Opinion: This paragraph will give your opinion of the book. You will need to use examples from the book to support your opinion. You will need to give specific events or things that happened in the book to make you like or not like it. You may not just identify the book as good or boring or exciting. Tell why you think it is good or boring or exciting! There is no right or wrong answer as long as you can support your opinion with examples from the book. 2

Response to Literature Summer Reading Rubric for Pocahontas Response to Literature Ideas/Content Organization Word Choice Introduction Summary Opinion Conventions Sentence Fluency 9-10 points 5-8 points 0-4 points Score The response is in line with The response is in line with the The response is not in the chosen text. There is chosen text. line with the chosen text. evidence of deep thinking about characters and events in book. The paper has clear, interesting ideas and strong supporting details. The paper is well organized and very easy to follow. Transition words are used to sequence from one part to another. The paper uses strong, vivid word choices that keep the reader s interest. The writer effectively introduces the book, author, and genre and gives his/her opinion. The hook shows creativity. The writer effectively summarizes the book. The summary includes main ideas from the beginning, middle and end of the book. The theme of the book is included. The writer clearly states his or her opinion. The opinion is well supported with text evidence. The paper was easy to read because there were very few errors. The paper is easy to read because the sentences are varied and natural sounding. The paper has adequate ideas and average supporting details. The paper is somewhat organized and fairly easy to follow. The paper uses ordinary word choices that barely keep the reader s interest. The writer introduces the book and author. The author may be missing a bit of information such as the opinion or genre. The writer summarized the book. One part of a summary may be missing. The writer states his or her opinion. The opinion is supported with some text evidence. The paper was fairly easy to read, but there were several errors. The paper is easy enough to read, but the sentences lack variety in length and structure. The paper has vague ideas and weak supporting details. The paper is not well organized and is difficult to follow. The paper uses weak word choices that do not keep the reader s interest. Several parts of the introduction are missing. The writer does a poor job of introducing the essay. The writer attempts to summarize the text. Several parts of the summary are missing or inaccurate. The writer states his or her opinion but does not support it with text evidence. The paper was difficult to read because there were many errors. The paper is difficult to read because the sentences are choppy or long and rambling. 3

Assignment #1 Instructions If you choose to do the Selfie Scavenger Hunt at the Indian Mounds: Third Grade Summer Selfie Odyssey Description One of the largest social studies units in third grade will be a Native American study. This opportunity will be an experiential learning activity where your scholar will be getting a glimpse of the content we will be covering in our first social studies unit. In this task, your scholar will complete a scavenger hunt at the Ocmulgee National Monument. Students will be asked to find important artifacts and information about the southeastern Native American culture. Students will love taking selfies with the amazing things they discover while at the National Monument. Students will spend time in nature experiencing the story of the Ocmulgee Indians and how they lived. Once the Scavenger Hunt has been completed, students will use their new knowledge to create a photo display explaining their experience. Each monument has an informational plaque that could be useful when answering pertinent questions. For the final product, students will need to display their photos, captions, and findings in a creative way. Some options are a poster board, photo album, or PowerPoint. Every photo must have a written explanation in full and complete sentences. Please check over the assignment rubric to make sure that your scholar has each of the aspects needed. Third Grade Summer Selfie Odyssey Checklist 1. Find the place where visitors come from all over to learn about Macon s Native American heritage. Take a selfie or have a parent take your picture in front of the Visitor Center. 2. Once inside the Visitor Center, introduce yourself to the park ranger and ask if you can take a picture with them. Make sure to record the park ranger s name for your caption! 3. Locate an artifact in the Visitor Center museum and take a photo of it. Who used this artifact? What was this artifact used for? 4. Find the social meeting place that was used for chamber council and religious building. Have an adult take a photo of you inside the building. What did the Native Americans meet about? What important issues did they discuss? 5. Find the second largest mound in the park used by the Second Chief. What was this mound used for and who used it? 6. Find largest mound in the park at five stories tall. What was this mound used for and who used it? 7. Find the burial mound used for the elite members of society. Who was buried here? Why were these people more important than the common people? 8. Take an extra photo from around the park. Name the artifact or location shown. Explain the significance of the photo you took. 9. Take an extra photo from around the park. Name the artifact or location shown. Explain the significance of the photo you took. 10. Take an extra photo from around the park. Name the artifact or location shown. Explain the significance of the photo you took. 4

Rubric for Ocmulgee Scavenger Hunt Visual Aspect 9-10 points 5-8 points 0-4 points Score Photos Student includes 10 photos that are clearly taken from the Ocmulgee National Monument. Student includes less than 10 photos taken from the Ocmulgee National Monument. Student includes 5 or fewer photos taken from the Ocmulgee National Monument. Caption/ Description Student includes a caption or description for all 10 photos. Student includes new and interesting information for each of the 10 captions. Student includes a caption or description for less than 10 photos. Student includes a few new and interesting facts. Student includes a caption or description for less than 5 photos. Student includes no new or interesting information for captions. Word Choice The captions have strong, clear word choice that excite the reader. The captions have ordinary word choice that barely keep the reader s interest. The captions have poor word choice. Sentence Structure/ Conventions All 10 captions include full and complete sentences with a capital letter and punctuation mark. The captions are easy to read because there are few errors. Less than 10 captions include full and complete sentences with a capital letter and punctuation mark. The captions are fairly easy to read, but there are a few errors. Fewer than 5 captions include full and complete sentences with a capital letter and punctuation mark. The captions are difficult to read because of the multitude of errors. Creativity/Visual The final project shows creativity and individualization. The final project is visually appealing and easy to read. The final project shows little creativity and individualization. The project is not easy to read. /50 5

Assignment #2 Instructions: Choose to read either Pippi Longstocking or The Boxcar Children Complete a one-paragraph summary and illustrate your favorite scene from the book of your choice: Definitions that may help you: GENRE: This is the category of the literature selection; for example: science fiction, fantasy, historical fiction, etc. OPINION: What do you think about the book? For example, an opinion sentence about Number the Stars could be: Number the Stars is an amazing story readers of all ages will fall in love with as soon as they read the first page. TOPIC SENTENCE: This is the first sentence of a body paragraph and tells what the paragraph will be about. CONCLUDING SENTENCE: This is the last sentence of a paragraph and gives a brief summary and/or transition to the next paragraph *Remember that everything should be the student s BEST effort. Paragraphs should be about five sentences. Every sentence should be a complete sentence (subject, verb, complete sense, capital letter, and an end mark). Papers should be handwritten on lined notebook paper using only the front side of the paper. Use your best handwriting! Be mindful of spelling and grammar errors. Rubric for Choice Book Assignment: Part 1: Write a paragraph about your favorite part of your choice book. Part 2: Draw a picture or create a diorama depicting your favorite part of your choice book. 0 Points I did not write a paragraph about my favorite part. 0 Points I had 5 or more errors with capital letters, punctuation marks, spelling and/or grammar mistakes. 0 Points I did not a create picture or diorama. 1 Point I wrote 3-4 sentence(s) about my favorite part. 1 Point I had 3-4 errors with capital letters, punctuation marks, spelling and/or grammar mistakes. 1 Point I created a picture or diorama, but it does not match what I wrote about. 2 Points I wrote 5-7 sentences about my favorite part. 2 Points I had 1-2 errors with capital letters, punctuation marks, spelling and/or grammar mistakes. 2 Points I created a picture or diorama, but I did not include a character and/or scene. 3 Points I wrote 7 or more sentences about my favorite part. 3 Points I did not have any errors with capital letters, punctuation marks, spelling and/or grammar mistakes. 3 Points I created a picture or diorama including the main character and scene.. / out of 9 points Grade: 6

Assignment #3 - Third Grade Summer Recitation Students are to have memorize the attached poem. They will recite it orally to the teacher. This will be tested on August 1 st. Native Americans who lived in the Plains Did not get a lot of rain. They built tee pees for their homes And hunted bison wherever they roamed. Living and Eating By Unknown Those who lived in the northeast farmed for food. They lived in longhouses and wigwams of wood. On the other side of the coast The northeast Indians put fish on to roast. They went to the woods to gather berries and nuts And they built plank houses from wood that they cut. In the southwest, they made houses of clay or stone. Corn is mostly what grew near their homes. SUMMER MATH PRACTICE Throughout the summer students should practice math skills necessary for success in 3 rd grade. Use the following websites: XtraMath.org and/or Math Magician: Practice automaticity in addition and subtraction http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html Math Playground: Practice of 3 rd grade math concepts http://www.mathplayground.com/ Students will be accessed on these skills during the first week of school. 7

THIRD GRADE READINESS Every child is special and unique and develops at their own pace; however, there are certain skills and knowledge that we as teachers feel are essential for social and academic growth, development, and achievement in school. The following is a checklist of essential developmental skills children need to meet before they enter 3 rd grade at the Academy for Classical Education. Reading Decoding Words The student can apply second grade phonics skills to read smoothly and expressively. Reading Fluency The student can read at least 90 words per minute at the beginning of third grade. Reading Comprehension - The student can read a multi-paragraph passage and answer questions regarding details from the passage. Writing With guidance and support from adults and peers, the student can write one well-written paragraph which includes 3-5 sentences about a single topic. English/Grammar The student can identify a noun, verb, adjective, adverb, and pronoun. The student can also punctuate and capitalize a complete sentence. Math Fact Fluency Student has memorized all addition and subtraction facts through 20. In order for students to show fact fluency, one problem must be solved within 3 seconds. Understand Place Value Students must be able to identify the value of each digit in a 3-digit number (ones, tens, hundreds). Counting Students can count within 1000; skip-count by 2s, 3s, 4s, 5s, 10s, and 100s. Operations Students can add and subtract 2-digit numbers with regrouping. Telling Time Students can tell and write time from analog and digital clocks to the nearest 5 minutes using a.m. and p.m. Money Students can solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using dollar signs and cent signs appropriately. In order for students to solve word problems, they must also be able to accurately count coin combinations of quarters, dimes, nickels, and pennies. Fractions Students can divide circles and rectangles into two, three, or four equal parts; describe the parts using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Calendar Skills - Students know the number of months in a year, days in the week, the amount of days in the year, and the number of hours in a day. 8

Supply List For a Successful 2018-2019 School Year 2 packs Wide Ruled Paper 2 packs White, lined index cards (3x5) 1 Pencil box for supplies 6 Composition Notebooks 3 packs Ticonderoga pencils (pre-sharpened) 8 Glue Sticks 1 bottle Elmer s Glue 1 pair Small Scissors 2 reams Plain white copy paper 1 ream Colored copy paper 1 pack Sticky Notes 1 pack Crayola colored pencils 1 pack Red Pens 1 pack Yellow Highlighters 1 1 inch heavy white duty 3 ring binder with clear front pocket 4 Expo dry erase markers (black) 2 Ultra-fine tip black dry erase markers 1 box 24-count Crayola crayons 1 box 8-count Crayola markers 3 boxes Facial Tissues 1 bottle Hand Sanitizer 1 box Gallon-sized zip bags (Girls bring) 1 box Sandwich-sized zipped bags (Boys bring) 1 Anti-bacterial surface wipes 1 pack Eraser caps 1 Indian in the Cupboard ISBN-10: 0375847537; ISBN-13: 978-0375847530 WISHLIST Laminating pouches Colored Expo Markers Card Stock Packing tape Washi tape Duct tape Page Protectors 9