Day 1 · Monday

Objective: I can name the five regions of the United States and find my own region.

Standards: D2.Geo.2.3-5, D2.Geo.10.3-5

Materials: Blank U.S. map with state lines (printed, or traced from an atlas), U.S. map with state names, 5 colored pencils, 1 sticky note, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 10. Ask: "Name the two big mountain ranges and tell where each one is." (Rocky Mountains, West. Appalachian Mountains, East.) Then say: "Fifty states are a lot to remember. How could we sort them into a few groups?" Accept ideas such as weather or location.

2. Mini-Lesson · 10–15 min

   Say: "A region is an area where places share features, like land, climate or the work people do. Geographers often sort the states into five regions." Point to each on the map. Northeast: the Atlantic coast, cold winters and big, old cities. Southeast: warm weather, beaches and a long growing season. Midwest: wide plains, farms and the Great Lakes. Southwest: deserts and mesas. Say: "A mesa is a hill with a flat top and steep sides." West: high mountains, the Pacific coast, Alaska and Hawaii. Say: "Different books draw the lines a little differently. That is fine." Ask: "Which region has deserts and mesas?" (Southwest) "Which region has the Great Lakes and many farms?" (Midwest) "Why might two books show different regions?" (Regions are a way of sorting, and people draw the lines differently.) If stuck, say: "Find the state on the map. What ocean, lake or country is near it?"

3. Activity / Source Work · 15–20 min

   Region coloring. 1) Your child picks one colored pencil for each region and draws a key. 2) Color the states from this list. Northeast: Maine down to Pennsylvania and New Jersey. Southeast: Delaware and Maryland south to Florida, then west to Arkansas and Louisiana. Kentucky and West Virginia belong here too. Midwest: Ohio west to North Dakota, South Dakota, Nebraska and Kansas, with Missouri. Southwest: Texas, Oklahoma, New Mexico and Arizona. West: the other eleven states, counting Alaska and Hawaii. 3) Count the states in each color. Expect 9, 14, 12, 4 and 11. That makes 50. 4) Your child puts the sticky note on your state and names its region. 5) Ask for evidence from the map: "Which two regions touch the Atlantic Ocean?" (Northeast and Southeast) "Which region has the most Great Lakes shoreline?" (Midwest)

4. Notebook Entry · 10 min

   Your child draws a chart with three columns: Region, One state, One feature. Fill five rows. Sample row: Southwest, Arizona, deserts and mesas. Then finish the frame: "I live in the ___ region. One feature of my region is ___." Look for a feature that fits your region's land or climate.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers and points to the colored map as proof. Praise every answer backed by the map.

Homework: Your child tells a family member which region you live in and names one feature of it. Look for a feature of land or climate.

Objective: I can quickly divide by 2, 5 and 10 using multiplication facts I know.

Standards: 3.OA.C.7, 3.OA.B.6

Materials: 20 counters (dried beans, coins or buttons), 10 index cards or paper slips, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 10. Your child writes the fact family for 10, 3 and 30. (10 × 3 = 30, 3 × 10 = 30, 30 ÷ 10 = 3, 30 ÷ 3 = 10.) Then warm up the facts behind today's division, with no clock. Ask: "2 times what is 8? 5 times what is 20? 10 times what is 90?" (4, 4, 9)

2. Mini-Lesson · 10–15 min

   Say: "The ×2, ×5 and ×10 strategies each have a division partner." Write 14 ÷ 2. Say: "Dividing by 2 makes 2 equal groups. That is finding half." Your child splits 14 beans into 2 equal piles. Ask: "How many are in each pile?" (7) Say: "Half of 14 is 7. I check with 2 × 7 = 14. So 14 ÷ 2 = 7." Write 70 ÷ 10. Draw 7 sticks for 7 tens. Ask: "How many tens are in 70?" (7) Say: "I check with 7 × 10 = 70. So 70 ÷ 10 = 7." Write 30 ÷ 5. Count by 5s and make a tally mark for each count: 5, 10, 15, 20, 25, 30. Ask: "How many fives make 30?" (6) Say: "Counting fives is grouping. Each count is one group of 5." Say: "I check with 6 × 5 = 30. So 30 ÷ 5 = 6." Ask: "Why check with multiplication?" (They are in the same fact family.) Now your child does more. Write 18 ÷ 2, 40 ÷ 10 and 15 ÷ 5. Your child names each strategy, solves and says the multiplication check. (Half of 18 is 9. 40 is 4 tens. Three fives make 15.)

3. Guided Practice · 10–15 min

   Your child names the strategy, solves and says the multiplication check. 1) 10 ÷ 2 (5; 2 × 5 = 10). 2) 40 ÷ 5 (8; 8 × 5 = 40). Count by 5s with tally marks: 5, 10, 15, 20, 25, 30, 35, 40. 3) 90 ÷ 10 (9; 9 × 10 = 90). 4) Write 50 ÷ 5 and 50 ÷ 10. Ask: "Which quotient is greater? Why?" (50 ÷ 5 = 10 and 50 ÷ 10 = 5. Smaller groups make more groups.) If stuck, say: "What are you dividing by? Think halves, fives or tens. Now count them."

4. Independent Practice · 15–20 min

   Your child writes each quotient and may use beans, sticks or tally marks. 1) 12 ÷ 2 (6). 2) 25 ÷ 5 (5). 3) 20 ÷ 10 (2). 4) 6 ÷ 2 (3). 5) 10 ÷ 5 (2). 6) Your child draws 100 as sticks of ten and writes the division by 10. (10 sticks; 100 ÷ 10 = 10) 7) 20 socks are sorted into pairs. How many pairs are there? (20 ÷ 2 = 10) 8) Lena has 45 cents in nickels. How many nickels does she have? (45 ÷ 5 = 9) Last, your child writes each fact that felt hard on a card. The answer and strategy go on the back. Sort the cards into "know it" and "still building" piles. Use no clock.

5. Exit Ticket · 5 min

   Put the beans and cards away. Read each question aloud; your child answers on paper.

Fact fluency: ÷2, ÷5, ÷10 facts

Homework: Your child practices the still-building cards for 10 minutes with no clock, saying the strategy first. Then your child explains 70 ÷ 10 to a family member. Sample: 70 is 7 tens, so the quotient is 7.

Objective: I can show a character's feelings with actions and body clues instead of just naming the feeling.

Standards: W.3.3.B, L.3.3.A

Materials: Narrative draft, Writer's notebook, Two colored pencils, Mirror

1. Warm-Up · 5 min

   Word study, about 3 minutes. Say: "This week's rule: when a word ends in silent e, drop the e before -ed or -ing." Write hope. Cross out the e and add -ed: hoped. Compare it with hopped from last week. Your child reads smiled, baked, hoped, making, riding and skating, then sorts them under -ed and -ing. Say: "The base word is the plain word before the ending." Ask: "What is the base word of skating?" (skate) Spaced review from Week 10. Ask: "Name three time-order words." (Any three: first, next, then, suddenly, finally.)

2. Mini-Lesson · 10–15 min

   Say two sentences: "I was scared." "My hands shook, and I could not swallow." Ask: "Which one helps you feel it?" (the second) Say: "Telling names the feeling. Showing lets the reader see what the body does." Read the pair. Telling: Priya was nervous before her piano recital. Showing: Priya's fingers tapped her knees. She checked the program for the fourth time and swallowed hard as the girl before her bowed. Think aloud: "There is no feeling word here. I see tapping fingers, a fourth check and a hard swallow. Those are body clues. They tell me Priya is nervous." Make a T-chart in the notebook with feelings on the left and body clues on the right. Nervous: tapping, swallowing. Happy: bouncing, grinning. Angry: tight fists, hot face. Add sad together. (Sample: slumped shoulders, a quiet voice.)

3. Guided Practice · 10–15 min

   Read aloud "The Art Show": Ravi found his painting on the gym wall. A blue ribbon hung beside it. His mouth dropped open, and he stood very still. Then he bounced on his toes and tugged his mom's sleeve. Across the room, his friend Cole stared at the floor. Cole's shoulders drooped, and he pushed his hands deep into his pockets. 1) Ask: "How does Ravi feel first, and then next? Which clues tell you?" (Surprised: his mouth dropped open. Then excited: he bounced and tugged.) 2) Ask: "How does Cole feel? Which clues tell you?" (Sad or let down: he stared at the floor, and his shoulders drooped.) 3) Act out one feeling at the mirror. Your child names the body clues, then you swap. 4) Pick one telling sentence from your child's draft. Rewrite it together with two body clues. If stuck, say: "Show me with your face and body. Now say what your body did."

4. Independent Practice · 15–20 min

   1) Your child finds two telling sentences in the draft and underlines each feeling word in one color. 2) Your child rewrites each one as showing in the other color, with two body or sense clues. 3) The feeling word must be gone. 4) Your child reads both versions aloud and keeps the stronger one. If the draft has no telling sentences, your child adds two showing sentences where feelings ran high. Model. Telling: I was embarrassed. Showing: My ears burned, and I stared at my shoes. Checklist: no feeling word, two clues, and a reader could guess the feeling.

5. Exit Ticket · 5 min

   Ask the three questions. Your child writes the answer to question 2.

Homework: Read your own book for 15 minutes. Find one sentence where the author shows a feeling. Copy it and name the feeling. Look for: a body clue rather than a feeling word.

Practice page · Week 11, Day 1

English Language Arts

I can show a feeling with body clues instead of naming it.

Show answers

Look: Show, don't tell

1. Telling names the feeling: Sam was cold.
2. Showing tells what the body does: Sam's teeth chattered, and he hugged his arms.
3. Leave out the feeling word. Let the reader figure it out.

Before the Race

Zuri stood at the starting line. Her legs bounced up and down, and she kept retying her shoelace. Her stomach flipped. When the whistle blew, she shot forward. At the finish line, she threw both arms in the air and grinned so wide her cheeks hurt.

Use the story above.

1. 1.

   How does Zuri feel at the start? Write one body clue.
2. 2.

   How does Zuri feel at the end? Write one body clue.
3. 3.

   'Omar was angry.' Is this telling or showing?

   ○ telling○ showing
4. 4.

   'Omar's face got hot, and he crossed his arms.' Is this telling or showing?

   ○ telling○ showing
5. 5.

   Rewrite so it shows: 'Ella was tired.'

Drop the e, then add the ending.

1. 6.

   smile + ed → ____
2. 7.

   ride + ing → ____
3. 8.

   chase + ing → ____

Challenge: Write two body clues that show someone is surprised.

Objective: I can explain that a habitat gives a living thing the food, water, shelter and space it needs.

Standards: 3-LS4-3

Materials: 12 index cards, Science notebook, Pencil

1. Day 51 — What Is a Habitat? — Wonder Warm-Up · 5 min

   Spaced review from Week 10. Ask: "Name one producer and one consumer that live in a pond." (Producer: algae, a water lily or a cattail. Consumer: a frog, fish or duck.) Then ask: "Where does a polar bear live? Where does a camel live? Could they trade homes for a month?" Let your child guess, and say: "Let's find out why not."

2. Mini-Lesson · 10–15 min

   Say: "A habitat is the place where a plant or animal lives and gets what it needs." Hold up four fingers. Say: "A habitat gives food, water, shelter and space." Touch a finger for each as you tell about a robin. Say: "A backyard gives a robin worms and berries, puddles to drink from, a tree for its nest, and room to fly." Then say: "In any habitat, some living things survive well. Some survive less well. Some cannot survive at all." Say: "A squirrel in a forest full of nuts survives well. In a park with three trees it survives less well." Ask: "Which need does a puddle meet for a robin?" (Water.) Ask: "Why does the forest squirrel do better?" (More food and more shelter.) Ask: "Could a pond fish survive on dry sand?" (No. It has no water.) If stuck, say: "Hold up four fingers: food, water, shelter, space. Check each one."

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

   Habitat Match. 1) Write one name on each card. Animals: polar bear, camel, clownfish, robin, frog, squirrel. Habitats: Arctic sea ice, desert, coral reef, backyard tree, pond edge, forest. 2) Your child matches each animal to its habitat and gives one reason, using a need. 3) Check the pairs. Polar bear: sea ice. Camel: desert. Clownfish: coral reef. Robin: backyard tree. Frog: pond edge. Squirrel: forest. 4) Mix-up test. Move three animals and rate each: survives well, less well, or not at all. Write the ratings in a three-row table. Clownfish in the desert: not at all, with no sea water, food or shelter. Squirrel in one backyard tree: less well, with fewer nuts. Robin in the forest: well, with worms, berries and trees. Accept any rating backed by a need.

4. Science Notebook Entry · 10 min

   Make a chart with four columns: Animal, Habitat, Food, Shelter. Your child fills it in for the robin, frog, squirrel and clownfish. Look for: frog, pond edge, insects, water plants. Clownfish: tiny sea animals and algae for food, a sea anemone for shelter. Then give two frames: "A habitat must give ___, ___, ___ and ___." "My claim: a ___ survives well in a ___ because ___."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three questions aloud. Praise answers that name the need a habitat does or does not meet.

Homework: Find 3 habitats near home, such as a tree, a garden bed or a patch of grass. Look for one plant or animal named for each.