Day 5 · Friday

Objective: I can show what I know about U.S. landforms, rivers, lakes and oceans.

Standards: D2.Geo.2.3-5, D2.Geo.5.3-5

Materials: U.S. map, Blank U.S. outline (printed, or traced from your map onto plain paper), Pencil and colored pencils, Notebook, Week 10 Social Studies Check (8 items) with answer key

1. Warm-Up · 5 min

   Spaced review from Week 3. Ask: "Which map tool shows north, south, east and west?" (The compass rose.) Then say: "Today you are the mapmaker. Can you find a place from one clue?"

2. Mini-Lesson · 10–15 min

   Play Clue and Point with the map open. Say a clue. Your child points and names the place. Clues: "The mountain range that runs from Canada to New Mexico." (Rocky Mountains) "The mountain range that runs from Maine to Alabama." (Appalachian Mountains) "A tributary that starts at Pittsburgh." (Ohio River) "The ocean east of us." (Atlantic Ocean) "The river that carved the Grand Canyon." (Colorado River) "The Great Lake farthest east." (Lake Ontario) Then model a strong answer. Say: "A strong answer uses a place name and a direction word." Ask: "Where is Alaska?" Model: "Alaska is northwest of the 48 states, next to Canada." Now your child gives you three clues. Ask after each: "Which direction word could you add?" If stuck, say: "Find it on the map first. Then tell what is beside it."

3. Activity / Source Work · 15–20 min

   Memory map. 1) Close the map. Give your child the blank outline. 2) From memory, your child draws and labels eight things. Two mountain ranges. The Mississippi River with its two tributaries. The Great Lakes. Both oceans. Canada and Mexico. 3) Open the map. Your child checks each feature and fixes mistakes in a different color. 4) Make a small chart with three columns: Feature, Drawn from memory, In the right place. Your child fills one row for each feature with yes or no. 5) Ask: "Which feature was hardest to place? What clue will help next time?" Expect the lakes and tributaries to be hardest. That is normal.

4. Notebook Entry · 10 min

   Your child finishes these frames: "The easiest part of this week was ___. The hardest part was ___. My favorite landform or river is ___ because ___." Sample: "My favorite is the Colorado River because it carved the Grand Canyon." Look for a real fact in the last sentence.

5. Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 10 check: 8 items, about 15 minutes. Score it with the answer key. With 6 or more right, move on to Week 11. With 4 or 5 right, revisit Day 4, the Great Lakes and climate. With 3 or fewer right, reteach Day 2 with the paper models, then any other day missed. Praise clear direction words. The check adds about 15 minutes. To fit it, skip the notebook entry today, or give the check later today.

Homework: Your child writes three place clues for a family member to solve on a map. Look for a direction word in each clue.

Objective: I can show what I know about division models, division sentences and fact families on the Week 10 check.

Standards: 3.OA.A.2, 3.OA.B.6

Materials: Stored Week 10 check and its answer key, 8 paper slips marked 12 ÷ 2, 15 ÷ 3, 20 ÷ 4, 18 ÷ 6, 21 ÷ 3, 30 ÷ 5, 14 ÷ 7 and 16 ÷ 8, 1 coin, 30 counters (dried beans, coins or buttons), Paper triangles from Day 4 (for reteaching), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 2. Your child solves 465 + 278 in columns (743). Then practice ×8 facts with no clock. Ask 8 × 3, 8 × 6 and 8 × 7 (24, 48, 56). Your child tells how one answer was found.

2. Mini-Lesson · 10–15 min

   Play Flip a Story for 10 minutes. Place the 8 slips face down. Say: "Draw a slip and flip the coin. Heads means sharing. Tails means grouping." Model one turn. Draw 20 ÷ 4 and flip tails. Say: "Tails is grouping. The divisor is the size of each group. I make piles of 4." Build piles of 4 with 20 beans. Ask: "How many piles?" (5) Say: "So 20 ÷ 4 = 5. The quotient is 5. A multiplication fact in this family is 5 × 4 = 20." Ask: "What would heads look like?" (4 piles with 5 beans in each.) Now your child takes every turn. Your child draws a slip, flips the coin and builds the piles. Then your child says the division sentence, names the quotient and tells a multiplication fact in the family. Ask each turn: "Is the divisor the number of groups or the size of each group?" A correct turn wins the slip. There is no clock. Play about 6 turns.

3. Guided Practice · 10–15 min

   Do three check-style problems together. 1) Your child draws 28 ÷ 4 as sharing. (4 circles with 7 dots in each; 28 ÷ 4 = 7) 2) Your child draws 28 ÷ 4 as grouping. (7 rings of 4 dots.) Ask: "What stayed the same?" (The total, the divisor and the quotient.) 3) Your child writes the fact family for 4, 9 and 36. (4 × 9 = 36, 9 × 4 = 36, 36 ÷ 4 = 9, 36 ÷ 9 = 4.) If stuck, say: "Is the divisor the number of groups or the size of a group? Draw that part first."

4. Independent Practice · 15–20 min

   Give the stored Week 10 check now. Find it with the Week 10 lessons. Your child works alone for about 15 minutes, then you score it with the answer key. Beans are fine for sharing and grouping items. Choose a route by the result. 6 or more right: move on to Week 11. 4 or 5 right: find the kind of item missed. For sharing, redo Day 1 Guided Practice. For grouping, redo Day 2 Guided Practice. For dividend, divisor and quotient, redo Day 3 Guided Practice. For fact families, redo Day 4 Guided Practice with the paper triangles. 3 or fewer right: reteach the Day 1 and Day 2 Mini-Lessons with beans, one each day. Then give the check again.

5. Exit Ticket · 5 min

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

Fact fluency: ×8 facts

Homework: Play 8 turns of Flip a Story with a family member. Say the division sentence each turn. Sample: 18 ÷ 6 with heads is sharing, so 6 piles of 3 and 18 ÷ 6 = 3.

Objective: I can show what I know about narrative parts, small moments and time-order words.

Standards: W.3.3, W.3.3.A, W.3.3.C

Materials: Stored Week 10 check and its answer key, Pencil, Writer's notebook, Narrative draft

1. Warm-Up · 5 min

   Word study, about 3 minutes. Give an untimed spelling check: clapped, hugged, sitting, getting, dropped, running. Challenge word: forgetting. Correct it together. Your child circles each doubled letter. Ask: "Why does forgetting double its t?" (The last part, get, is said the strongest, and it ends in one vowel and one consonant.) Spaced review from Week 9. Ask: "Write the plurals of box and berry." (boxes, berries)

2. Review · 10–15 min

   Review the week with a new story. Read aloud "The Hiccups": Right after lunch on Wednesday, our class sat reading on the library rug. The room was so quiet I could hear pages turn. Suddenly, a hiccup popped out of me. Then came another, even louder. My friend Dario started to giggle. Next, Ms. Okafor handed me a paper cup of water. I sipped slowly and held my breath. Finally, the hiccups stopped, and Dario gave me a thumbs-up. 1) Your child names all five narrative parts. (Narrator: a student who says I. Characters: the narrator, Dario and Ms. Okafor. Setting: Wednesday after lunch, the library rug. Events: hiccups, giggles, water. Ending: the hiccups stop.) 2) Ask: "Is this a small moment? Which test proves it?" (Yes. It has a clear start and end, minutes apart.) 3) Ask: "Which four words tell the order?" (Suddenly, Then, Next, Finally) 4) Ask: "Find three verbs that doubled a letter before -ed." (popped, sipped, stopped) Ask: "Which verbs are irregular?" (Any of: was, sat, came, held, gave.)

3. Guided Practice · 10 min

   Your child checks the draft with you. 1) Your child reads the draft aloud. 2) Your child labels the five parts in the margin. 3) Your child counts the time-order words. Are there four different ones? 4) Your child checks three -ed words for spelling. Then say: "Next is the weekly check. It has a short story and 8 items. You read the story on your own." If stuck on a part, say: "Point to the words that tell when and where."

4. Weekly Check · 15 min

   Give the stored Week 10 English Language Arts Check. It has 8 items. Your child works alone with the notebook closed. You may read the directions aloud, but not the story. Score it with its answer key. 7 or more right: your child is ready for Week 11. 5 or 6 right: revisit Day 4, then redo the Day 4 practice page. 4 or fewer right: reteach Day 1 before moving on. Tell a short story and point to its five parts.

5. Exit Ticket · 5 min

   Go over the check together first. Then ask the three questions, which your child answers from the draft.

Homework: Read your draft aloud to a family member and ask them to name the setting. Then read your own book for 15 minutes. Look for: the listener can name both a time and a place.

Objective: I can show what I know about ecosystems, ecosystem roles and living vs. nonliving things.

Standards: 3-LS4-3, 3-LS1-1

Materials: Week 10 Science Check (7 items) and its answer key, Pencil, Blank paper and crayons, Bean bag from Day 2, Science notebook

1. Day 50 — Week 10 Check: Ecosystems — Wonder Warm-Up · 5 min

   Spaced review from Week 8. Ask: "In a fair test, how many things do you change?" (One. Everything else stays the same.) Then look at the bean bag from Day 2. Ask: "Has a root appeared? What does that tell us?" (A sprouting seed is living.) Say: "Today you show what you know about ecosystems."

2. Mini-Lesson · 10–15 min

   Review the week's three big ideas, with no rush. First, the Living Checklist. Hold up the bean bag. Ask: "Which checklist lines is this bean showing?" (It took in water and it is growing.) Second, food roles. Say: "A dandelion, a ladybug that eats tiny insects, and mold on a peach." Ask: "Which role does each one have?" (Producer, consumer, decomposer.) Ask: "Is the ladybug an herbivore or a carnivore?" (Carnivore.) Third, links. Ask: "In a garden, how do rain and plants affect each other?" (Rain gives plants the water they need to grow.) If stuck on a role, say: "Does it make food, eat food, or break down dead things?"

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

   Mini-Ecosystem Design. Keep this to 15 minutes. 1) On blank paper your child draws a small pond or garden ecosystem. 2) It must follow the 2-2-1-3 rule: 2 producers, 2 consumers, 1 decomposer and 3 nonliving parts. 3) They label each living thing P, C or D. 4) They draw one arrow from a food to the animal that eats it. 5) Check together with a tally: P, C, D and Nonliving. Expect counts of 2, 2, 1 and 3 or more. If the sun or water is marked P, ask: "Is it alive by our checklist?" Drawings will differ. Look for a real example in every group.

4. Science Notebook Entry · 10 min

   Give two frames: "The idea I know best is ___." "One thing I want to remember is ___." Look for a science idea from this week. Sample: "One thing I want to remember is that a seed is living."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three questions about the drawing. Then give the Week 10 Science Check, which has 7 items and takes about 10 minutes. If time is short, give it later today. Your child works alone; then score it with the key. With 6 or more right, move on. With 4 or 5, redo the Day 3 card sort, then sort 10 kitchen or yard items as on Day 2. With 3 or fewer, reteach Day 2 by testing 6 real objects with the checklist.

Homework: Teach a family member the three roles: producer, consumer and decomposer. Look for one true example of each from the kitchen or yard.