Day 5 · Friday

Objective: I can show what I know about communities, needs, and helpers.

Standards: D2.Civ.6.3-5

Materials: Stored Week 1 Social Studies Check and its answer key, The 6 need cards from Day 3, Nesting circles from Day 2, Notebook, Pencil

1. Day 5 — Week 1 Check: Communities — Big Question Warm-Up · 5 min

   Spaced review from Day 1. Ask: "What three parts make up a community?" (People, places and things we share.) Then ask the big question: "What makes a community work well?" Listen for people working together.

2. Mini-Lesson · 10–15 min

   Review this week's four ideas, one at a time. 1) Ask: "What is a community?" (People who live, work or play in one place and share things.) 2) Hold up the nesting circles. Your child names each circle from smallest to largest. 3) Ask: "A bus stop meets which need?" (Getting around.) 4) Say: "Needs and helpers are different. Safety is a need. A firefighter is a helper." Your child says "The need is ____; the helper is ____" for two more needs. Ask: "Is police a need or a helper?" (A helper. The need is safety.) If stuck, say: "The need is what the town must have. The helper is who does the work."

3. Activity / Source Work · 15–20 min

   Play "Need, Helper, Place." 1) Mix the six need cards face down. 2) Your child flips a card. 3) Your child names a helper, a local place and who runs it. Sample: Learning; a librarian; our library; local government. 4) Play all six cards. 5) Then read this problem aloud. "The town pool has no lifeguard this summer." Ask: "Who is affected?" (Swimmers and families.) "Who could decide what to do?" (Local government, such as the town council.) "Give one plan and one cost." (Hire and train a lifeguard, which costs money. Or open fewer hours, which means less swimming.) Look for answers that show people solving a problem together. Say: "People in a community can fix more together than alone."

4. Notebook Entry · 10 min

   Keep this entry to about 5 minutes so the check fits. In the notebook, your child finishes: "The easiest idea this week was ____. The hardest was ____. I appreciate my community because ____."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 1 check: 8 items, about 15 minutes, not timed. You may read items aloud. Score it with the key. If your child is tired, give the check later the same day. 6 or more right: go on to Week 2. 4 or 5 right: redo the Day 3 chart, then match the need cards to helper names. 3 or fewer right: reteach Day 1 with a street walk and the sticky-note sort. Praise full-sentence answers.

Homework: Ask a family member which community helper they depend on most and why. Look for: one written sentence that names the helper and a reason.

Objective: I can round a number to the nearest 100, and I can show what I learned this week.

Standards: 3.NBT.A.1

Materials: Stored Week 1 check and its answer key, Paper for drawing number lines, Coin or bean to slide along the line, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 4. Your child rounds 38, 255 and 409 to the nearest 10 (40, 260, 410). Then count by 100s from 130 to 930 together. Ask: "Which digit changes each time?" (The hundreds digit.)

2. Mini-Lesson · 10–15 min

   Say: "Today we round to the nearest hundred. The idea is the same as yesterday." Draw a line from 400 to 500 with a tick for every ten. Label 400, 450 and 500. Say: "450 is halfway." Put the coin on 472. Ask: "Which two hundreds is 472 between?" (400 and 500) "Is it before or past halfway?" (Past) Say: "472 is closer to 500. So 472 rounds to 500." Move the coin to 423. Ask: "Which hundred is closer?" (400) Say: "423 rounds to 400." Put the coin on 450. Say: "Halfway numbers round up, so 450 rounds to 500." Ask: "Which digit showed us before or past halfway?" (The tens digit.) Say: "Tens of 0 to 4 sit before halfway. Tens of 5 to 9 sit at halfway or past it." Now your child does more. Your child draws a line for 681 and rounds it. (Between 600 and 700; halfway is 650; 681 rounds to 700)

3. Guided Practice · 10–15 min

   Your child draws a hundreds line for each number, marks halfway and slides the coin. 1) 219 (between 200 and 300; rounds to 200). 2) 750 (halfway, so it rounds up to 800). 3) 849 (between 800 and 900; rounds to 800). Ask: "Does the 9 in the ones place matter?" (No. 849 is still before 850.) 4) A school has 364 students. About how many is that, to the nearest hundred? (400) If stuck, say: "Which two hundreds is it between? What number is halfway? Is yours before it or past it?"

4. Independent Practice · 15–20 min

   First your child rounds each number to the nearest 100. 1) 245 (200). 2) 489 (500). 3) 612 (600). 4) 875 (900). Then give the stored Week 1 check. Your child works alone for about 15 minutes. Score it with the answer key. Choose a route by the result. 6 or more right: start Week 2. 4 or 5 right: find the kind of item missed. For digit values or expanded form, redo Day 1 Guided Practice. For word form, redo Day 2 Guided Practice. For comparing, redo Day 3 Guided Practice. For rounding, redo Day 4 Guided Practice with number lines. 3 or fewer right: reteach the Day 1 and Day 3 Mini-Lessons with drawings before starting Week 2.

5. Exit Ticket · 5 min

   After the check, your child answers these three questions; then go over any missed check items together.

Fact fluency: Counting by 100s from any number

Homework: Find three books that have more than 100 pages. Round each page count to the nearest 100 and the nearest 10. Sample: 264 pages rounds to 300 and to 260.

Objective: I can show what I know about book parts, characters, setting, sequence and central message.

Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.5

Materials: Week 1 English Language Arts Check (find it with the Week 1 lessons), Reader's notebook, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study: spelling check, not timed. Say each word in a short sentence, and your child writes it: cap, kite, hope, cube, plan, slide. Challenge word: pancake. Correct together. For any miss, your child says the vowel sound and rewrites the word. Spaced review from Day 1. Ask: "What does an illustrator do?" (Makes the pictures in a book.)

2. Mini-Lesson · 10–15 min

   Say: "Today you show what you learned this week. First we warm up with a new story." Read "A Cape for Max" aloud. On Friday after school, Dev found his little dog, Max, shaking in the cold garage. "You need a coat," Dev said. He hunted for one and found only an old red towel. First, he cut a hole for Max's head. Next, he tied the corners with string. Max trotted around the yard in his new cape, tail high. "Not fancy," said Dev, "but warm." Think aloud through the week's tools. Say: "Tool 1 is characters. I see Dev and his dog, Max." Say: "Tool 2 is setting. Where? A cold garage and a yard. When? Friday after school." Say: "Tool 3 is order. I can tell it with first, next and finally." Say: "Tool 4 is the central message. I ask what a reader should learn."

3. Guided Practice · 10–15 min

   1) Your child retells the story in three sentences with sequence words. (First, Dev found Max shaking in the cold. Next, he made a cape from a towel. Finally, Max trotted around, warm.) 2) Ask: "What is the central message? Use the stem." (This story teaches that simple things can fix a problem. I know because Dev made a warm cape from an old towel.) 3) Ask: "Find two past-tense verbs. What is the present form of each?" (Samples: found, find; tied, tie; trotted, trot.) 4) Ask: "Why is the word for lowercase in the title?" (It is a small word in the middle.) If stuck, say: "Look back at the story. Put your finger on the words that tell you."

4. Independent Practice · 15–20 min

   Give the Week 1 English Language Arts Check. It has its own short story and 8 questions. Your child works alone for about 15 minutes. You may read the directions aloud. Score it with the answer key. 6 or more right: your child is ready for Week 2. 4 or 5 right: redo the Day 3 practice page, then retell a favorite movie with sequence words. 3 or fewer right: reteach Day 3, beginning, middle and end, before moving on. Afterward, your child reads their own book and adds one line to page 1 of the notebook.

5. Exit Ticket · 5 min

   Ask the three questions about "A Cape for Max." Your child answers aloud in full sentences and may look back.

Homework: Read your book for 15 to 20 minutes. Write its central message so far with the stem: This story teaches that ___. I know because ___.

Objective: I can show what I know about pushes, pulls and how forces change motion.

Standards: 3-PS2-1

Materials: Stored Week 1 Science Check and its answer key, Ball, Toy car, Eraser, Pencil, Science notebook

1. Day 5 — Week 1 Check: Forces — Wonder Warm-Up · 5 min

   Review game from Days 1 to 4. Say an action. Your child calls "Push!" or "Pull!" and says "away" or "toward." Kick a ball (push, away). Tug a wagon handle (pull, toward). Press a light switch (push, away). Drag a blanket up to your chin (pull, toward). Wonder question: "Can you invent your own test that proves a force changes motion?"

2. Mini-Lesson · 10–15 min

   Keep this review to 10 minutes and the Investigation to 15, so the check fits at the end. Say: "Let's put the week together." First idea: roll the toy car away, then drag it back. Ask: "Which was the push? How do you know?" (Rolling it away. It moved away from me.) Second idea: say "start, speed up, slow down, stop, change direction." Your child shows each one on the ball. Third idea: drop the eraser. Ask: "What pulled it? Did the puller touch it?" (Gravity. No.) Check: "I blow a feather off the table. Push or pull?" (a push from moving air) "A still toy car sits on a flat table. What must happen before it moves?" (A push or a pull must act on it.) If stuck, say: "Show me with the car first. Then tell me in words."

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

   Keep this to 15 minutes. Your child designs one small test that shows a force changing motion. 1) Choose one change, such as turning a rolling car with one pencil tap. 2) Name the force and write a prediction. 3) Run the test twice in exactly the same way. Keep the same car, floor, start spot and kind of tap. 4) Record in a chart with columns Try, What I Did, and What Happened. 5) Report: "Was the result the same both times?" Expect similar results, not identical ones. Real results vary. Look for the pattern.

4. Science Notebook Entry · 10 min

   Your child sketches the test with an arrow for the force, then finishes two frames. "One thing a force can do is ___. I showed it by ___." Sample: "One thing a force can do is change direction. I showed it by tapping a rolling car from the side."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions first. Then give the stored Week 1 Science Check: 7 items, about 10 minutes. Your child works alone. You may read items aloud. Score it with the answer key. 6 or more right: start Week 2. 4 or 5 right: redo the Day 1 push and pull chart, then hunt for pushes and pulls in one room. 3 or fewer right: reteach the Day 1 Mini-Lesson with the toy car, saying "away" or "toward." Then repeat the five changes from Day 4. Praise clear direction words.

Homework: Your child teaches a family member 3 things a force can do and shows each with a ball. Look for the right name for each change.