THIRD GRADE READINESS SUMMER PACKET FOR DISTANCE LEARNING – EDITABLE

$9.00

THIRD GRADE READINESS SUMMER PACKET

Want to encourage learning over the summer? This THIRD GRADE SUMMER READINESS PACKET is full of fun learning activities for the summer. This product includes resources for student leaving second grade entering third grade in the fall.

Click this link to see how to organize your homework folders! Once put together, these homework activities will be ready to complete. Each week is similar to keep everything consistent. Students complete each week and get parent initials. At the end of the summer, students can turn it in to their new teacher or their previous teacher.

This homework packet includes the following skills:

-Editing

-Writing

-Phonics

-Sight word recognition

-Math

Here is what you’ll get:

-Parent Note Home

-June Homework Packet

-July Homework Packet

-August Homework Packet

-Summer Homework Folder Label

-Homework Helpers: Alphabet, Phonics, Sight Words, Reading Tools–

You Might Also Like:

–Second Grade Homework Bundle

–Summer Review for Second Grade

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSRF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSSW.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

CCSSL.2.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSSL.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSSL.2.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSSL.2.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

CCSSL.2.5

Demonstrate understanding of word relationships and nuances in word meanings.

CCSSL.2.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Math

CCSS2.MD.A.1

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

CCSS2.MD.B.5

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

CCSS2.MD.D.9

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Texas Essential of Knowledge and Skills

Language Arts

TEKSLA.2.3.D

The student uses newly acquired vocabulary expressively. The student expects to: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.

TEKSLA.2.3.B

The student uses newly acquired vocabulary expressively. The student expects to: use context within and beyond a sentence to determine the meaning of unfamiliar words;

TEKSLA.2.2.C.iv

The student expects to: demonstrate and apply spelling knowledge by: spelling multisyllabic words with multiple sound-spelling patterns;

TEKSLA.2.2.B.iv

The student expects to: demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations;

TEKSLA.2.2.C.ii

The student expects to: demonstrate and apply spelling knowledge by: spelling words with silent letters such as knife and gnat;

TEKSLA.2.2.B.iii

The student expects to: demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

TEKSLA.2.2.B.i

The student expects to: demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends;

TEKSLA.2.2.B.v

The student expects to: demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

TEKSLA.2.2.C.vi

The student expects to: demonstrate and apply spelling knowledge by: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

TEKSLA.2.2.B.ii

The student expects to: demonstrate and apply phonetic knowledge by: decoding words with silent letters such as knife and gnat;

Math

TEKSMA.2.2.A

The student expects to: use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;

TEKSMA.2.2.E

The student expects to: locate the position of a given whole number on an open number line; and

TEKSMA.2.7.A

The student expects to: determine whether a number up to 40 is even or odd using pairings of objects to represent the number;

TEKSMA.2.8.C

The student expects to: classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;

TEKSMA.2.10.A

The student expects to: explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;