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Summer Writing For Your Elementary Schooler

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Summer slide, or the tendency for students to lose academic knowledge or skills while they are out of school during summer break, is a common concern among parents and educators. For many students, literacy skills see the most regression over the summer, which is why summer writing can be so crucial for families once school lets out.

Practices to Consider

The key to encouraging summer writing, especially for struggling or reluctant writers, is to fuse function with fun. That is, make writing feel less like an assignment and more like an engaging activity by linking it to your child’s everyday summer activities.

  • Grab the sidewalk chalk and help your early elementary-level children with their sight words in the driveway or out front on the sidewalk. Because chalk can be easily brushed/swept or hosed off, children do not need to worry about perfection. Stress the fact that this meant to be a low-risk activity to practice sight words.
  • Continue using sidewalk chalk to write sight words, spelling words, or vocabulary words, but add a layer of complexity by devoting specific colors for consonants and vowels. Extend the challenge by grouping long vowels and short vowels, underlining consonant blends, etc.
  • Practice summarizing, making predictions, and extending or altering the endings of your child’s favorite bedtime story. This activity allows them to tap into their literacy skills and their creativity. It also incorporates choices—they can choose their bedtime story, decide on an alternate ending, or add on to the story to keep it going in whatever direction they’d like.
  • Use a whiteboard on the fridge to start a daily or weekly vocabulary word for the family to learn and practice. Of course, you will want to make sure that the vocabulary term is grade-level appropriate or something that your child would see in school in the coming years. The purpose is to get them excited about and proud of their expanding vocabulary. Add to the challenge by tallying every time your child uses the word properly.
  • Show children that writing can be a great way to wind down, especially at the end of those long summer days filled with physical activities. A leisurely way to settle one’s thoughts is to put them on paper. Encourage a brief daily journaling routine or start a 365 diary. The diaries are meant to capture key takeaways from the day or respond to thought-provoking, open ended questions. At the end of 365 days, your child will have an autobiographical account of their experiences and musings.
  • Frame the writing activities or journaling practices as an experience—designate a specifically cozy spot in the house with cushions and blankets, special pens, markers, and stickers. Play soft, instrumental music in the background and remove distracting technology. Parents should follow the guidelines as well and join in with their own journaling. Turn off the television, silence phones, and immerse yourself in writing for 15-20 minutes to demonstrate how a leisurely routine is cathartic and engaging for everyone.

 

Promote Intrigue in Reluctant Readers

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I am certain that everyone who has been through school has had to endure the hardship of “required reading.” For students, the complaints regarding assigned texts can range from boring and irrelevant to abstract or obscure. For some, the mandatory novels are considered beyond complex and actually cross over into arduous territory. Chaucer’s The Canterbury Tales was one such text for me—and truthfully, I haven’t touched it since sophomore year in high school English. At the time, I considered Chaucer’s collection of stories to be pointless. But what if I’d been given additional layers of questions to pique my interest while reading? Instead of simply assigning analysis and comprehension questions, encourage reluctant readers by making connections to the text that they did not know were there.

 

Questions for readers to consider

 

  • At any point in the novel, do you recognize aspects of your own personality in any of the characters? Explain.

 

      • This question prompts readers to consider the human component at play when characters develop throughout a work of literature. Good, bad, or otherwise, no matter the text, there is likely some way in which even the most unenthusiastic readers can relate to or see themselves in one of the characters.
      • The similarities or parallels that students uncover could involve personal interests, styles of speaking or behaving, familiar conflicts or insecurities, etc. The point is to challenge students to relate to the characters in some way by reflecting on themselves as “characters.”

 

  • Identify a main character’s tragic flaw. When have you seen someone, from history or pop culture, with a similar flaw? How does that person compare to or relate to the character in the novel?

 

      • Follow up with questions about how this flaw began for both people; was it caused by a similar conflict or catalyst?
      • These types of questions prompt students to consider how people from different time periods, backgrounds, and cultures can have similar flaws or difficulties.

 

  • How does the setting have a noticeable impact on one or more characters?

 

      • To recognize a setting’s impact, readers have to consider in what way the character either belongs or doesn’t belong in their society. This question encourages readers to examine social constructs, cultural norms, and belief systems and determine how our surroundings can impact one’s individuality.
      • This question also prompts students to consider the nature vs. nurture debate—in what ways are we all potentially imprinted by our environment?

 

  • If you were to pull one sentence from the text to represent the entire novel’s style, which quote would you choose? How does this resonate with what you have read or experienced before?

 

      • Essentially this question is like a summary on steroids—students are challenged with finding one specific line in the chapter or novel as a whole to represent the overall message of that section.
      • This question also prompts hesitant readers to consider the purpose of specific dialogue and narration by asking how the author’s intent is most explicitly or subtly conveyed while reading.

 

  • What type of person would enjoy this type of story or novel? If you were to create the novel’s prime reader profile, what would this look like?

 

    • This type of layered question requires students to look beyond their own like or dislike of the text and consider how it may appeal to other readers.
    • This question also prompts readers to consider how and why authors make deliberate stylistic choices when crafting a story. What impact does the author hope to achieve? In what way would a reader connect with this work?

Teens & Employment Pt. II

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When teens are eager for employment, there are things to consider before diving into the workforce. Depending on a child’s age and level of independence, parents may want to assist in the process of job hunting, applying, and interviewing without fully micromanaging the operation. Previously, we discussed the importance of matching part-time opportunities with your teen’s interests or hobbies, as well as how to plan for scheduling conflicts and juggling obligations. In addition, families will want to cover a few more bases before beginning the job hunt.

 

Teens need to know that they will start at the bottom

A first part-time job, as exciting as it may be, will likely not be glamorous. As logical as it may seem, teens need to be reminded of the fact that the “tasks” required of the part-time job won’t always be entertaining or equal to their level of skill. It is important that children understand that, with little to no experience in the workforce, no job, title, or task should be considered “below” them.

 

  • Prepare teens for the cold realization that their first job is probably going to be underwhelming—and a serious check to the ego. As a new-to-the-workforce, part-time employee, teens will be spending much of their time stuffing envelopes, restocking shelves, making photocopies, scooping animal cages, filling orders, clearing tables, washing dishes, etc. They must be prepared to go into the experience with a “whatever it takes” mindset.
  • Talk to them about appreciating the experience—it’s not about the menial tasks; it’s about the greater lessons that teens garner from these part-time jobs. By starting at the bottom, teens learn about the importance of everyone’s contributions. They also gain insight into what will be required of teamwork, reliability, cooperation, diligence, and people-pleasing.
  • The workplace is one arena where effort and hardwork will always be recognized. In school, children are evaluated on the outcome or result—they do not always achieve based on the amount of effort that they put into their studies; it’s the grade that is emphasized. However, at work, employers are familiar with the learning curve. They know that newbies are being thrown into a sink-or-swim scenario and are often supportive and understanding of errors when effort is apparent. Remind your teen that, like everything worth having, a job is not going to be easy. But with the trials and tribulations that come with the part-time job, they are also gaining life skills that will benefit them greatly as they enter young adulthood.

 

A boss or manager is not the same as a teacher or parent

Today’s teens have the luxury of second, third, and sometimes fourth chances. Many school districts, in an effort to give students additional opportunities to practice reflection and error analysis, require teachers to offer a certain number of reassessments, rewrites, or retakes to students. While these practices certainly boost grade point averages and self-esteem, they do not adequately prepare students for the real world, where one opportunity is often all that is given.

 

  • Unlike parents and teachers, employers are less likely to consider emotions, personal baggage, or careless errors as legitimate excuses for missteps. Their mentality is, “If you can’t do the job, I’ll find someone else who can.”  It may seem cold, especially to a teen who is used to getting multiple opportunities to succeed. However, teens need to understand that “one and done” is often the true expectation in the adult world.
  • Remind your teen that a boss’s stern demeanor, constructive criticism, or inflexible exterior is not personal—it’s just business. Their goal is to manage the team and do right by the company or organization. When the manager asks an employee to do something, it is not exactly a request. Talk to teens about how to take initiative, follow through on a commitment, and put forth their best effort.
  • Finally, it is important for teens to know that their job is their job. Teens should not rely on parents to call employers, set up interviews, call in favors, or make excuses for their tardiness or missed shifts. Just like a college professor would not entertain excuses from students’ parents, an employer is not going to make those exceptions either. Teenagers, when responsible enough to apply for and take a part-time position, must be responsible enough to handle their own working relationship with the employer.

A Teen’s First Job Pt. I

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So your teen is set on part-time employment to make some extra spending money—great news! However, there are several discussions that should happen before teens take the plunge and make that serious commitment.

 

Encourage your teen to start by brainstorming his/her interests

One solid starting point when teens begin considering a part-time job is to point them in the direction of their own interests. It is much more enjoyable to invest your time and work somewhere when the job revolves around things you enjoy. Ask teens to think about what they like—then brainstorm from there.

 

    • If he/she prefers the outdoors, consider the following options: lawn mowing, mulching or other landscaping jobs, dog walking, raking leaves, assisting a summer camp, lifeguarding, bicycle delivery service, park service, etc.
    • If he/she enjoys animals, consider applying for dog or cat sitting, pet stores, zoo assistance, pet groomers, pet training schools, pet boarding companies, veterinary help, or rescue organizations.
    • If he/she is interested in helping others, think about retirement communities, church camps, child care programs, babysitting, food/clothing/book collection for the needy, hospitals or clinics, and programs to help people with disabilities or Special Olympics.
    • If he/she prefers art or literature, consider employment at local bookstores, libraries, museums, painting/crafting studios, music venues, or local newspaper or magazine publications.

 

Consider how the work schedule will fit in with life BEFORE applying

As much as teens may be thinking about all of the wonderful ways in which a little extra cash can help them, they need to really think about the time commitment that this part-time job will require. If school comes first, this potential job will come second—meaning that activities with friends, spontaneous weekend trips, and hangouts will all be pushed to the backburner. With this level of commitment, your child will need to consider the following:

 

  • How much time he/she is able to commit per week; some employers will want to hire only when employees can work a minimum of 10 hours per week, for example. You will need to sit down as a family and really crunch the numbers to ensure that the hours required for the job are realistic for your teen’s prior commitments.
  • Logically speaking, how would your teen get to and from his place of employment? If he has a car, that is much more manageable. However, if he isn’t driving yet, or shares the family car, public transportation may need to be arranged. Does he know the bus loops? Is the job within a walkable or bikeable distance? How long would he need to carve out in order make it to his shifts on time?
  • Your teen must also be prepared to make scheduling sacrifices. Besides school work and family obligations, the job will have to come first. That might mean missing the big game, a last-minute ski trip, or having to decline someone’s sweet 16. Will it be a bummer? Yes, but that is the level of commitment that even a part-time job will require. Teens must be prepared to say “no” when a social event conflicts with the work schedule or weekend shift. If they are not ready to sacrifice fun for funds, then it is not quite time for a job yet.
  • Tardiness at work is not the same thing as tardiness in school—there is no detention as retribution. Instead, if your teen is late to work, she must be prepared to face the difficult, sometime irreparable consequences. Discuss the fact that both the employer and your teen’s fellow coworkers are relying on her to show up on time. Being late to work often has ripple effects of which your teen may need to be reminded. Her tardiness might mean that customers have to wait, the business may lose money, other employees may have to cover her absence. Essentially, tardiness is a reflection of one’s level of care and responsibility. Remind your teen that showing up late, even once without notice or a justifiable reason, is a very bad look.

Chronic Health Conditions and Summer Safety

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Summer safety is an important topic for all families. However, children with chronic health conditions (CHC) may be more prone to certain accidents or medical emergencies, making summer safety a crucial area of concern. From the most common CHC, asthma, to diabetes, epilepsy and anemia, health concerns can potentially add a layer of complication to summer fun.

See tips, strategies, and considerations below to ensure that concerns about CHCs are covered over the summer months:

  • Since humidity, heat, and poor air quality can awaken asthma symptoms or increase the severity of an attack, parents should keep informed of weather reports, heat index, and air quality reports when families are planning to spend consecutive hours or days outside.
  • Activities such as camping, swimming, hiking, rock climbing, etc. can pose a more significant threat to young asthma sufferers because of the combination of outdoor allergens, heat, and heavy breathing brought on by cardio activities. Some research suggests that only 4 minutes of breathing in hot, humid air can present an onset of asthma symptoms.
  • Parents should make sure that inhalers are full and on hand if needed. Consult your pediatrician if the prescription is expired or dosages need to be adjusted. When growth spurts hit, parents should be especially sure that dosages are accurate for full effectiveness.
  • The pool is a great activity for keeping children cool; however, a lesser-known asthma culprit is chlorine. For some asthma sufferers, chlorine can bring about coughing, tightness of the chest, and other asthma symptoms.
  • Since heat and humidity increase perspiration, monitoring and maintaining blood sugar levels can become trickier in the summer months. Throw in exercise and outdoor activities—and blood sugar level instability increases even more. Parents should make sure that children are hydrating even more than they typically do, as dehydration can cause blood sugar to spike. Sugary, caffeinated drinks are additionally problematic and should be limited to maintain safe blood sugar levels.
  • Insulin storage is another consideration for parents of diabetics. If traveling, be sure to pack insulin in a cooler, but not directly on ice. Insulin should also be kept out of direct sunlight and excessive heat, as that can degrade it.
  • Light-headedness, fatigue, sweating, nausea, and vomiting are symptoms of heat stroke, but they could also be a sign of more. Parents should be sure to test their child’s blood sugar more frequently to ensure that mild signs of overheating are not actually symptoms of low blood sugar.
  • For children with seizure disorders like epilepsy, summer activities like swimming, attending sleep away camp, or traveling can bring about additional concerns. Parents should make sure that children are always supervised by an adult that is aware of the seizure condition when they are in or around a swimming pool or other body of water.
  • For children whose seizures are brought on by certain light sensitivities, parents should be especially aware of the threat that sunlight or glare can cause. Car rides when sunlight is flickering or light reflecting off surfaces of water can potentially trigger an episode. Pediatricians and ophthalmologists can direct patients to specially-tinted polarized lenses to help with light sensitivity issues.
  • In the summer months, eczema can become more than a nuisance for children—it can be downright unbearable. Parents can help children by providing cool towels, refrigerated gels and lotions, light cotton, loose-fitting clothing for outdoor activities, and plenty of water for hydrating throughout the day.
  • Removing sweaty clothing and rinsing sweat off of the body immediately can help keep rashes at bay.
  • Using hypoallergenic skin care products, including sunscreen, wet wipes, moisturizers, and insect repellant can help to skin flare-ups at bay as well.

Summer Slide, Part II

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Incentivizing reading can be a great way to jumpstart young learners’ motivation during the summer. Of course, the larger goal is for children and teens to garner intrinsic motivation for reading and learning down the line, but until that point, parents can encourage the practice with small, consistent incentives.

Here are a few examples to get you started with incentivizing young learners this summer:

  • Set up a tally or sticker chart to track that your child reads something every day. Whatever that “something” might be could vary from child to child. Perhaps it’s the comics in the morning paper, or a cupcake recipe for an upcoming family reunion, or the closed captioning or subtitles of their favorite TV show. Whatever the stipulations may be, holding children accountable for tracking their reading is a good way to begin combatting the summer slide.
  • Camouflage research skills by asking for your child’s help. Depending on age, the research questions can begin very simply, such as, “What is the weather going to look like later tonight during your baseball game?” Or, “What are the showtimes for the movie that you want to see this weekend? Are there better options for showtimes at a different theater nearby?” For older learners, parents can encourage middle and high schoolers to research places to visit, local attractions, events, or summer festivals, or even long-weekend options for a mini-family vacation. Guide their research by providing some critical guiding questions and reputable websites for perusal.
  • Research free educational events, activities, or programs in the area over the summer. In addition to many school-sponsored events and resources, the internet has a plethora of free educational websites that allow students to access digital games, tools, and practices from their living room. School and local library websites are great places to start when combing through reputable online educational resources. Many sites, like Scholastic, Flocabulary, NewsELA, ReadWriteThink, and Edutopia allow students to filter the materials based on interests, grade level, Lexile level, text length, etc. Virtual field trips also provide students with opportunities to see and experience locations that may otherwise be inaccessible.
  • Take learning outdoors to utilize the summer weather and natural surroundings. Simple activities such as planting flowers or herbs, visiting a state park or zoo, or starting a neighborhood initiative is a great way to show children that learning takes place everywhere—not just within the classroom. This also allows learners to take an active role in their learning, instead of the typical passive learning that we often see in schools. For older children and teens, parents can encourage financial competency and budgeting by helping middle and high schoolers begin a neighborhood dog walking, lawn mowing, yard sale, or recycling project. In doing this, children a practicing essential skills and strategies, while gaining a sense of independence and responsibility as well. The cash flow is always a great incentive, too!
  • Encourage literacy skills by providing your child with a photo journal for summer activities and travels. Children might use a smartphone or Polaroid camera to capture important memories or events over the summer. Then they can provide written captions, reflections, and other personal insights to accompany the photos. The photo journal also acts as a great memento for looking back on summer memories.

Summer Slide

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For those who are not immersed in the educational realm on a daily basis, the term “summer slide” may conjure up nostalgic memories of sunny afternoons at the pool. For academia, however, summer slide is a dreaded term—one that is not associated with a relaxing pool day at all. Instead, summer slide refers to the loss of academic skills and knowledge over the course of the summer months when students are not in school.

Statistically, summer slide poses a greater threat to students of lower socioeconomic standing, or those considered “at-risk” and most adversely affected by the achievement gap. While research suggests that summer slide is a larger factor for students who may not have access to educational experiences, materials, and books over the summer, the grim truth is that regardless of a family’s income, any student is susceptible to the loss of knowledge and skills while being out of school for the summer months. With some research indicating that summer slide could mean a loss of 20-30% of information gained over the previous school year, summer slide is valid concern for educators and parents to consider.

Fortunately, there are many ways to combat summer slide. For children and teens, summer reading packets, math booklets, and the like are most often met with groans. Summer is supposed to be a time of freedom from stress; it’s a time for adventure and exploration! So, if parents truly want to sell a child on schoolwork during the summer, they really must package it appropriately.

  • Provide an ample amount of what teachers call “student choice.” Children are much more likely to invest their time and attention in a book or learning activity if it involves an aspect of interest. Additionally, a sense of agency and independence comes with children and teens having a say in what they would like to read or participate in.

  • Parents of reluctant readers will want to provide multiple modes of texts as well. Consider purchasing the audiobook or ebook so that your child can listen while following along. If lengthy chapter books bring dread, expand literature options to graphic novels, magazines, or adapted versions of the classics. Again, the more a young reader has to choose from, the more likely he or she is to land on something pleasurable.

  • Plan for activities that relate to or expand upon parts of the curriculum from that previous school year. Children are always surprised when topics or facts from the classroom suddenly apply in “real life.” Parents can check the school district’s website for curriculum materials or email the child’s teachers to review the major concepts, novels, or skill sets that students were to have mastered that year. Then, with that knowledge, parents can select materials or push children in the direction of texts and activities that incorporate those skills. For example, if parents know that their middle schooler read The Diary of Anne Frank over the winter term, they may want to select from sub-genres involving WWII, Holocaust survival stories, or other autobiographical works that feature a strong, young narrator.

  • Getting the whole family involved in summer learning can help to motivate children and teens as well. Consider starting a weekly family book club, in which each member reads the assigned pages and then participates in an informal chat about their thoughts on the chapter or events so far. The key to keeping the momentum and enthusiasm going is to ensure that the book talk remains as informal as possible. Throw pillows and blankets around the living room, set out snacks or use the night as an excuse to have a pizza party while discussing the book. Since a movie night can be a great incentive for children, think about choosing a book that also has its own film adaptation.

  • Connect the reading material to real life experiences. For instance, if a child is starting middle school next year, provide her with YA book options that feature a preteen navigating through middle school. If soccer camp is on the agenda for the summer, find reading materials—nonfiction, fiction, or biographical—that center around soccer, soccer players, or the history of the sport. The secret to keeping kids reading is to keep the material fresh and relevant.

How to Plan for Summer Learning Opportunities—Middle School

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Here we are—we find ourselves in the middle of spring, with summer just around the corner! As the school year begins to wind down, summer learning opportunities are likely to be the last thing on a middle school student’s mind. As much as preteens and teens would prefer to set aside the school work for a while, the truth is, summer learning opportunities enrich students’ academics and prevent the typical learning gaps that summer can bring. That said, now is the perfect time to begin to look at options for educational summer plans. Whether debating between formal summer school options, camps, or groups, or if you are looking at less structured options for learning, there are a plethora of options for engaging your middle schooler in some summer learning opportunities!

For students entering middle school, the summer after 5th grade can be the perfect opportunity for students to begin accruing their SSL (Student Service Learning) hours toward their 75–hour graduation requirement. Volunteer work, even outside of fulfilling the SSL graduation requirement, allows families to investigate certain needs in their community and reach out to those organizations by volunteering their time. The first step when helping your middle schooler decide how to proceed with their SSL hours is to discuss and identify specific community needs and the service options available to meet those needs. For instance, if your teen is particularly interested in “going green” projects, help him or her explore the local organizations devoted to preservation, recycling, or other green initiatives. Beyond working toward a graduation requirement, through service, middle schoolers begin to develop a sense of independence, responsibility, advocacy, self-worth, cooperation, strategizing, and goal-setting. The service opportunities, especially in our area so close to D.C., are truly limitless.

For some out–of–the–box learning opportunities for your middle schooler, check out Montgomery County Recreation and Parks Summer Guide for 2018. There you will find summer camps for all ages and interests. For children on the younger side of middle school with a culinary interest, options such as Baking Boot Camp, Cook Offs, and Food & Fitness are great programs to get them learning all about their culinary talents. For older middle schoolers with a tech savvy spark, MoCo offers camps for robotics, game development, filmmaking, lego engineering, Youtubing, and a long list of STEM (science, technology, engineering, and mathematics) camps. For your active middle schooler always on the go, check out the many sports and outdoor camps, which offer everything from kayaking, lacrosse, karate, and flag football, to horseback riding, archaeology, and ultimate frisbee.    

If you are in need of activities that are even more subtle in terms of instruction, below are a few options and ideas that are less structured than camps or courses, but still allow for some learning in disguise.

When planning a vacation or long weekend over the summer, allow your middle schooler to complete a little research of the location. Depending on what they are able to find, perhaps have them plan an activity or select a “hot spot” for the family to check out during the trip. This subtle activity allows middle schoolers to put their research skills to the test for a real-world purpose.

Provide tokens or incentives for middle schoolers to try out new chores or ways of helping around the house. For instance, teach your teen how to mow the lawn and monitor his lawn mowing skills until he’s mastered the routine. Challenge your child to a laundry competition, in which you race to sort or fold laundry. Plan a sibling versus sibling cook-off, with each parent acting as the sous chef or supervisor of the cooking battle. Subtle challenges such as these allow preteens and teens to attempt new skills or tasks without the pressure of outright school work.

Select a series of movies versus books to read and binge watch together during the rainy summer days/nights. Read and watch together as a family, then discuss which version was better and why. Talk about how the characters either did or did not represent what each person had imagined in their head. Were there any glaring differences between the book and the movie?

How to Plan for Summer Learning Opportunities—High School

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For most high school students, there is nothing more exciting than the approaching summer months. At this point in the school year, much of the attention is focused on the freedom, leisure, and flexibility that starts as soon as that final school bell rings. Consequently, as the school year begins to wind down, summer learning opportunities are hardly even a consideration for high school students. They are more concerned about having a break from learning and school work. That said, there are ways that parents can promote various essential learning opportunities for high schoolers over the summer.

An obvious item on the to-do list is for high schoolers to explore their college and university preferences. Besides the thousands of books, websites, information sessions, and other resources that students can consult, summer provides high schoolers with the luxury to actually visit the schools that have piqued their interests. Depending on a high schoolers’ age, financial and academic options, and overall plans for the future, parents will want to encourage a various range of college visits over the summer. Parents should also encourage high schoolers to visit more schools than they anticipate applying for. The more campuses, schools, and programs that students are exposed to, the better prepared they will be when decision time comes. Additionally, high school students will want to visit schools on alternate ends of the “spectrum.” For instance, students should get the feel for a small liberal arts college versus a larger state school, a school within a closer proximity to home versus one that is farther away, schools with a heavy Greek or athletic following versus schools with a more academic focus.

For students nearing graduation, the summer months may be the final opportunity for students to accrue their remaining SSL (Student Service Learning) hours toward their 75–hour graduation requirement. At this stage in the game, admissions officers will look for trends in service and community outreach to get a better idea of the student as a whole. Encourage your high school student to think about programs, foundations, or charities that connect to their future career goals or specific strengths. Again, these service hours contribute to the holistic picture that a high school graduate’s application will paint.

Encourage your high schooler to look into part-time summer employment. More than the extra cash that he or she will pocket, the vital lessons that a first job can provide are truly priceless. The résumé, application, and interview process alone can give high schoolers a real taste of what college and career readiness looks like. Additionally, a summer job, no matter how small, prepares students for adulthood by providing practice of major life skills. Time management, listening skills, following instructions, communication skills, and working in a team or collaborative setting are just a few of the things that I learned from my part-time summer jobs in high school. Furthermore, no matter the job, the employment itself shows admissions officers and hiring managers that this person is reliable, can handle responsibility, and can multitask while taking direction. If nothing else, the summer job provides your high schooler with a sense of independence and self-worth—there is nothing like the satisfaction that comes with that first earned paycheck! (A professional reference never hurts either!)

How to Plan for Summer Learning Opportunities—Elementary

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As the school year begins to wind down, summer learning opportunities may be the last thing on a child’s mind. However, now is the perfect time to begin to look at options for educational summer plans. Whether debating between formal summer school options, camps, or groups, or if you are looking at less structured options for learning, we have plenty ideas for your elementary schooler!

For students entering kindergarten, first, or second grade, Montgomery County Public Schools offers additional instruction and enrichment focused primarily on literacy and math skills. This free, five–week summer program is offered at over 20 elementary schools around the county. The typical 4-hour session has been extended to 6.5 hours and will include additional instruction involving the arts and sciences. The Extended Learning Opportunity—Summer Adventures in Learning (ELO SAIL) provides free bus transportation to and from the elementary school from various neighborhood stops. The program also provides students with breakfast and lunch during the duration of the program. Parents can find out more about the ELO SAIL program and how to register through the MCPS website.

A similar program, ELO STEP, Summer Title I Enrichment Program, provides learning and enrichment opportunities in programming and advanced mathematics for students in grades 3, 4, and 5 who are enrolled in a Title I school. While selection is limited to a specific criteria of students, the free 5-week program offers rigorous instruction focused around critical thinking skills, advanced mathematical concepts, and hands-on learning experiences for elementary schoolers. Visit the MCPS website or call 240-740-4600 to obtain additional information.

A less structured summer learning opportunity for elementary schoolers might involve planning for Student Service Learning (SSL) hours. While students cannot begin to accrue SSL hours until they have exited grade 5 and begun middle school, the summer months offer great opportunities to get your elementary schooler thinking about what type of service projects he or she might be interested in for the upcoming school year. Volunteer work, even outside of fulfilling the SSL graduation requirement, allows families to investigate certain needs in their community and reach out to those organizations by offering or volunteering their time. If your elementary schooler is an animal lover or avid nature-seeker, consider contacting a local shelter, veterinary clinic, state park, or community group to see how your child could begin volunteering, even if on a casual basis. The key here is to allow your elementary schoolers to begin to seek out activities, causes, and needs that interest them. Once they reach middle school, and these hours begin to work towards their graduation requirement, children will have already had the experience of joining a new group, working with others for a common goal, and socializing with people of different age ranges and backgrounds.

Consider using chores or allowances as opportunities for older elementary schoolers to learn about financial responsibility, budgeting, and money management. Instead of simply handing over the cash or “prize” for completing their weekly chore chart, talk with your children about why they earned what they did. Talk about what actions it may take to earn more or what might cause them to earn less money. Then, ask them if there is something specific that they would like to save for. Help them plan out a saving schedule or system that helps them to accumulate their earnings toward that goal. Help them track their saving and spending so that they begin to understand how to plan for money coming in and money going out. Additionally, talk about how to keep track of or store cash. Where should your child not take cash? How should cash be handled or not handled? These informal financial lessons disguise summer learning while providing real-world applications and skills.