Day 2 · Tuesday

Objective: I can name the different communities I belong to, from smallest to largest.

Standards: D2.Civ.6.3-5

Materials: 4 paper circles in 4 sizes, cut out before the lesson (trace a cup, bowl, plate and pot lid), 1 large sheet of paper (bigger than the largest circle), Markers, Glue stick or tape, Notebook, Pencil

1. Day 2 — You Belong to Many Communities — Big Question Warm-Up · 5 min

   Spaced review from Day 1. Ask: "Is an empty building a community? Why?" (No. A community needs people.) Then ask the big question: "Can you belong to more than one community at the same time?" List every group your child names, such as family, a team or a class.

2. Mini-Lesson · 10–15 min

   Say: "You belong to many communities at once. Some fit inside each other." Lay the four circles in a row, smallest to largest. Touch each one. Say: "Our family lives in our neighborhood. Our neighborhood is in our town. Our town is in our state. Our state is in our country." Ask: "Which is bigger, our town or our state?" (Our state.) Ask: "Is our neighborhood inside our town or outside it?" (Inside.) Say: "Some communities are not places. A team, a class or a club is an interest community. People join because they like the same thing." Ask: "Is a chess club a place community or an interest community?" (An interest community.) Say: "Each community gives you something, and you give something back." If stuck, say: "Start at our front door. What is all around our home? What is all around that?"

3. Activity / Source Work · 15–20 min

   1) With a marker, your child writes FAMILY and your family name on the smallest circle. 2) NEIGHBORHOOD and your street name go on the next circle. 3) TOWN or CITY and its name go on the third. Use your county if you live outside a town. 4) STATE and its name go on the largest circle. 5) Glue the circles in a stack, smallest on top. Glue the stack onto the sheet of paper. 6) Write COUNTRY and its name on the sheet. 7) Beside the stack, list two interest communities. Look for circles that grow from the center out. Ask: "Point to every community you are in right now." (Your child points to all of them.)

4. Notebook Entry · 10 min

   In the notebook, draw a three-column chart: Community | Who is in it | What I do there. Your child fills in four rows, with at least one interest community. Sample row: Art class | 8 kids and Ms. Ruiz | I paint on Thursdays.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise answers that tell what your child gives to a community, not only what it gives back.

Homework: Show a family member the nesting circles and ask which communities they belong to. Look for: one of theirs added to the notebook chart.

Objective: I can read and write 3-digit numbers in standard form, word form and expanded form.

Standards: 2.NBT.A.3

Materials: 15 index cards (or paper cut into 15 pieces), Place-value chart drawn on paper, 10 counters (dried beans, coins or buttons), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 1. Your child writes 482 in expanded form (482 = 400 + 80 + 2). Then play Making 10 with 10 beans. Hide some beans under your hand and show the rest. Ask: "You see 7. How many are hidden?" (3, because 7 + 3 = 10.) Show 4 next. (6 are hidden, because 4 + 6 = 10.) Then show 9. (1 is hidden.)

2. Mini-Lesson · 10–15 min

   Say: "Today we write one number three ways." Write 248 in the chart. Say: "This is standard form. It uses digits." Read it slowly: two hundred forty-eight. Write those words. Say: "This is word form. We say the hundreds first, then the tens and ones." Point to the short line in forty-eight. Say: "A short line joins the tens word and the ones word." Your child writes the expanded form: 248 = 200 + 40 + 8. Next write 305. Ask: "How many tens?" (0) Say: "We do not say the zero. We say three hundred five, with no and." Write 305 = 300 + 5. Say: "In digits, the 0 must stay. It holds the tens place." Now your child does more. Say "four hundred twelve." Your child writes all three forms. (412; four hundred twelve; 412 = 400 + 10 + 2) Ask: "Why is it not 4012?" (Twelve already fills the tens and ones places.)

3. Guided Practice · 10–15 min

   Your child works in the notebook and reads each answer aloud. 1) Write 736. Your child writes word form and expanded form (seven hundred thirty-six; 736 = 700 + 30 + 6). 2) Say "five hundred sixty." Your child writes standard and expanded form (560; 560 = 500 + 60). 3) Write 900 + 4. Your child writes standard and word form (900 + 4 = 904; nine hundred four). 4) Ask: "Which is six hundred seventeen: 670 or 617?" (617) If stuck, say: "Say the number slowly. How many hundreds do you hear? What tens and ones come next?"

4. Independent Practice · 15–20 min

   For problems 1 to 5, your child makes three cards: standard form, word form and expanded form. 1) 519 (five hundred nineteen; 519 = 500 + 10 + 9). 2) 240 (two hundred forty; 240 = 200 + 40). 3) 803 (eight hundred three; 803 = 800 + 3). 4) 117 (one hundred seventeen; 117 = 100 + 10 + 7). 5) 666 (six hundred sixty-six; 666 = 600 + 60 + 6). 6) Shuffle the 15 cards. Your child matches each set of three and reads it aloud. (5 sets, as in problems 1 to 5) 7) A sign says a trail is four hundred fifty-two steps long. Write that number in digits. (452) 8) A book has 390 pages. Leo writes "three hundred nine." Is he right? (No. Three hundred nine is 309. The book has three hundred ninety pages.)

5. Exit Ticket · 5 min

   Put the cards away; your child writes the answers, and you check how each zero is handled.

Fact fluency: Making 10 (pairs that add to 10)

Homework: Write your house number or a book page number in word form and expanded form. Sample: 128 is one hundred twenty-eight, and 128 = 100 + 20 + 8.

Objective: I can name the characters and the setting of a story and use pictures to learn more about them.

Standards: RL.3.3, RL.3.7, RF.3.4.B

Materials: Reader's notebook, Pencil and crayons, An illustrated picture book from your child's shelf

1. Warm-Up · 5 min

   Word study: mark the vowels. Write kit, kite, cub, cube, plan, plane. Your child puts a dot under each short vowel. Your child crosses out each silent e and draws a line over the long vowel. Ask: "What job does the silent e do in kite?" (It makes the i say its name.) Spaced review from Day 1. Ask: "Which part of a book lists the chapters and their pages?" (The table of contents.)

2. Mini-Lesson · 10–15 min

   Say: "Characters are the people or animals in a story. The setting is where and when the story happens." Write Characters, Where and When across a notebook page. Read "The Indoor Park" aloud. On a gray Saturday morning, Rosa pressed her nose to the apartment window. Rain drummed on the fire escape. "No park today," sighed her little brother, Teo. Rosa looked around the small kitchen. A mountain of empty boxes sat by the door, left over from Grandma's move. "We can build our own park," she said. Soon the kitchen floor had a cardboard slide, a box tunnel and a paper sun taped to the fridge. When the rain finally stopped, Teo did not even notice. After reading, think aloud. Say: "Who is in this story? I see Rosa and her brother Teo. They are the characters." Write the names under Characters. Say: "Now the setting. Where? The words apartment window and small kitchen tell me." Write an apartment kitchen under Where. Say: "When? The first sentence says a gray Saturday morning." Write it under When. Say: "A setting always has two parts, where and when."

3. Guided Practice · 10–15 min

   1) Ask: "Who is the main character, the one the story follows most?" (Rosa. She has the idea and builds the park.) 2) Ask: "How does the rainy setting cause the problem?" (Rain means no trip to the park.) 3) Reread the sentence about rain on the fire escape. Ask: "Was the rain really playing a drum?" (No. It made loud tapping sounds.) Say: "Words that do not mean exactly what they say are nonliteral." 4) Open the picture book to one picture. Ask: "Look closely. What does the picture tell you about the place or a character that the words leave out?" (Sample: snow on the ground, or a worried face.) If stuck, say: "Cover the words. What can you tell about the place and the time from the picture alone?"

4. Independent Practice · 15–20 min

   1) Your child draws and colors the setting of "The Indoor Park" as they picture it. 2) The drawing shows at least three details from the story. 3) Your child labels where and when on the drawing. 4) Under it, your child writes: My picture shows ___ because the story says ___. Good details: rain on the window, the box tunnel, the cardboard slide, the paper sun. Sample: My picture shows a paper sun because the story says it was taped to the fridge. Look for: every detail can be found in the story. Last, your child reads the story aloud once and sighs Teo's line.

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child may look back at the story. Answers should be full sentences.

Homework: Read for 15 to 20 minutes. Then make a chart with Characters, Where and When for that book. Look for both parts of the setting.

Practice page · Week 1, Day 2

English Language Arts

I can name the characters and setting and use a picture to learn more.

Show answers

The Snow Fort

On the first snowy afternoon of winter, Malik and his grandma stepped into the backyard. The snow was a thick white blanket over the grass. Malik packed snow into a bread pan to make blocks. Grandma stacked the blocks into walls. Soon their fingers were icicles, but the fort was almost done. As the sky turned orange, Malik set the last block on top. "Hot cocoa time!" said Grandma, and they raced to the warm kitchen.

Answer about the story.

1. 1.

   Who are the characters?
2. 2.

   Where does most of the story happen?
3. 3.

   When does it happen?
4. 4.

   What could the picture show that the words do not say?
5. 5.

   "The snow was a thick white blanket" means:

   ○ The snow was a real blanket.○ The snow covered the grass thickly.○ Grandma brought a blanket.
6. 6.

   Read the story aloud two times. Use a happy voice for Grandma's words. Check the box when you are done.

Is the vowel sound short or long? Circle one.

1. 7.

   slid

   ○ short○ long
2. 8.

   slide

   ○ short○ long
3. 9.

   hope

   ○ short○ long

Challenge: "Their fingers were icicles." What does this really mean?

Objective: I can compare gentle and strong pushes and tell how they change motion.

Standards: 3-PS2-1

Materials: Tennis ball or other small ball, Cotton ball or a small scrap of paper crumpled into a ball, Drinking straw, Tape measure or ruler, Masking tape, Science notebook, Pencil

1. Day 2 — Many Kinds of Pushes — Wonder Warm-Up · 5 min

   Review from Day 1. Say: "Finish my sentence. A force is a push or a ___." (pull) Ask: "I shove a box away from me. Which one is it?" (a push) Then roll the ball gently to your child. Wonder question: "Does a harder push always send a ball farther? How could we find out?"

2. Mini-Lesson · 10–15 min

   Say: "Pushes can be gentle or strong. A stronger push changes motion more." Tap the ball gently. Then push it firmly. Ask: "Which push made the ball start off faster?" (the strong one) Say: "Air can push too." Blow through the straw at the cotton ball. Ask: "What pushed the cotton ball?" (moving air from your breath) Say: "Scientists make a prediction before they test. Then they run a fair test. In a fair test we change only one thing. Today we change how strong the push is. We keep the same ball, the same floor and the same start line." Check: "What one thing will we change?" (how strong the push is) "Name one thing we keep the same." (the ball, the floor or the start line) If stuck, say: "If we also changed the ball, could we tell what made the difference?"

3. Investigation / Hands-On · 15–20 min

   Work on a rug or low carpet if you can. Balls roll very far on bare floors. Safety: roll the ball, never throw it, and clear the floor first. 1) Tape a start line. 2) Your child predicts which push sends the ball farthest. 3) Your child gives a gentle one-finger push from the line. 4) Mark where the ball stops with tape. Measure from the line to the nearest inch. 5) Do a second gentle try. 6) Repeat with two medium pushes, then two strong pushes. Record in a chart with rows Gentle, Medium and Strong and columns Try 1 and Try 2. Expect the strong pushes to go farthest. If the ball hits a wall, write "hit wall." Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Your child copies the chart neatly, then finishes these frames. "The ball went farthest with the ___ push. My numbers were ___ and ___ inches. A stronger push made the ball ___." Sample: "The ball went farthest with the strong push. My numbers were 80 and 92 inches. A stronger push made the ball go faster and farther."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions. Your child points to the chart row that proves the first answer. Praise any answer that uses a measured number.

Homework: Your child finds 3 pushes at home, such as a door, a drawer and a light switch. They write whether each push was gentle or strong and what happened. Look for a stronger push linked to more motion.