Day 2 · Tuesday

Objective: I can compare the Northeast and the Southeast using a Venn diagram.

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

Materials: Colored region map from Day 1, Large sheet of paper, 2 colored pencils, 12 index cards, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 10. Ask: "What is climate?" (The usual weather of a place over many years.) Then say: "Boston is in the Northeast. Atlanta is in the Southeast. How might January feel different in each city?"

2. Mini-Lesson · 10–15 min

   On the large paper, draw two big circles that overlap. Label them Northeast and Southeast. Say: "A Venn diagram compares two things. Facts true of both go in the middle." Teach the Northeast. "Many people live close together in big cities, like New York City and Boston. Winters are cold and snowy. People fish along the coast and make maple syrup." Teach the Southeast. "Winters are mild and summers are long and hot. Crops like peanuts and peaches grow well. The Everglades is a huge wetland in Florida." Teach what they share. "Both touch the Atlantic Ocean. The Appalachian Mountains run through both. Early English colonies began in both. Native nations live in both today, such as the Wampanoag in Massachusetts and the Seminole in Florida." Ask: "Which region is farther south?" (Southeast) "Why can peanuts grow well there?" (The warm season is long.) "Where does a shared fact go?" (The middle.) If stuck, say: "Is it true for one region or for both?"

3. Activity / Source Work · 15–20 min

   Data and card sort. 1) Read this source aloud. Usual January afternoon temperature: Boston 37 degrees, New York City 40, Atlanta 54, Miami 76. 2) Your child finds the four cities on the map, from north to south. Ask: "What pattern do you see? Give the numbers as evidence." (It gets warmer farther south, from 37 up to 76.) 3) Write one fact on each index card. Cold, snowy winters. Mild winters. Atlantic coast. Everglades. Boston. Atlanta. Early English colonies. Native nations live here today. Maple syrup. Peanuts. New York City. Appalachian Mountains. 4) Your child sorts each card onto the Venn diagram and tells why. 5) Check the sort. Northeast: cold, snowy winters, Boston, maple syrup, New York City. Southeast: mild winters, Everglades, Atlanta, peanuts. Both: the other four cards.

4. Notebook Entry · 10 min

   Your child copies the Venn diagram into the notebook, using one colored pencil for each region. Write four facts in each part. Then finish the frames: "Both regions ___. Only the Northeast ___. Only the Southeast ___." Sample: "Both regions touch the Atlantic Ocean. Only the Northeast has cold, snowy winters."

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers and points to the Venn diagram. Praise facts placed in the middle.

Homework: With a family member, your child finds one more fact about each region in a book or on a map. Look for each fact in the correct circle.

Objective: I can divide by 3 and 4 using a related fact or by halving twice.

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

Materials: 30 counters (dried beans, coins or buttons), 6 index cards or paper slips, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 10. Say: "Deal 18 beans to 6 friends. Then put 18 beans in bags of 6." Ask: "Which is sharing? Which is grouping? What is 18 ÷ 6?" (First; second; 3) Then warm up the facts behind today's division, with no clock. Ask: "3 times what is 12? 4 times what is 20? 3 times what is 30?" (4, 5, 10)

2. Mini-Lesson · 10–15 min

   Say: "Today we divide by 3 and by 4." Write 24 ÷ 3. Say: "Dividing by 3 uses the ×3 facts. I ask: 3 times what is 24?" Write 3 × ? = 24. Ask: "Which ×3 fact makes 24?" (3 × 8 = 24) Say: "So 24 ÷ 3 = 8." If the fact does not come, count by 3s with tally marks up to 24. Write 24 ÷ 4. Say: "To multiply by 4, we double-double. To divide by 4, we undo it. Half, then half again." Your child splits 24 beans into 2 equal piles. Ask: "What is half of 24?" (12) Your child splits each pile in half again. Ask: "How many piles now? How many in each pile?" (4; 6) Write 24, then 12, then 6, with an arrow for each half. Say: "I check with 4 × 6 = 24. So 24 ÷ 4 = 6." Now your child does more. Write 28 ÷ 4 and 18 ÷ 3. Your child shows both halves for the first. Your child asks the ×3 question for the second. (Half of 28 is 14. Half of 14 is 7. Then 3 × 6 = 18, so 6.)

3. Guided Practice · 10–15 min

   Your child says the strategy, solves and checks by multiplying. 1) 15 ÷ 3 (5; 3 × 5 = 15). 2) 36 ÷ 4 (half is 18, half again is 9). 3) 12 ÷ 3 (4; 3 × 4 = 12). 4) 16 ÷ 4 (half is 8, half again is 4). If stuck, say: "For 3, ask: 3 times what? For 4, cut the total in half, then in half again."

4. Independent Practice · 15–20 min

   Your child writes each quotient. For ÷4 facts, your child writes both halves. 1) 9 ÷ 3 (3). 2) 8 ÷ 4 (half is 4, half again is 2). 3) 6 ÷ 3 (2). 4) 20 ÷ 4 (half is 10, half again is 5). 5) 30 ÷ 3 (10). 6) Your child draws 12 dots, rings two halves, then splits each half again. Your child writes the division. (12 ÷ 4 = 3) 7) A ribbon is 40 inches long. It is cut into 4 equal pieces. How long is each piece? (40 ÷ 4 = 10 inches) 8) 27 children line up in rows of 3. How many rows are there? (27 ÷ 3 = 9) Last, your child writes each fact that felt hard on a card. The strategy goes on the back. 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: ÷3, ÷4 facts

Homework: Your child practices the still-building ÷3 and ÷4 cards for 10 minutes with no clock, saying the strategy first. Sample: 36 ÷ 4, half is 18, half again is 9.

Objective: I can add specific sight and sound details to my narrative.

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

Materials: Narrative draft, Writer's notebook, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Write wave, close, hide, skate and make. Your child crosses out each e and adds the ending you name: waved, closed, hiding, skating, making. Ask: "Which letter did every word lose?" (the silent e) Spaced review from Week 10. Ask: "What four things go in a strong opening?" (time, place, sense detail, character)

2. Mini-Lesson · 10–15 min

   Stand at a window for about a minute. Your child lists three things seen and three things heard. Say: "Specific details beat general ones." Write birds, then two crows fighting over a crust of bread. Ask: "Which can you picture?" (the crows) Ask: "Which verb is stronger: the truck made a noise, or the truck beeped?" (beeped) Say: "For sight, tell color, shape, size or movement. For sound, tell how loud it is, or use a sound word like buzz, clang or hiss." Show a before and after. Before: The market was busy. After: Crates of shiny purple eggplants lined the sidewalk. A seller called, "Two for a dollar!" while a delivery truck beeped as it backed up. Think aloud: "My sight details are shiny, purple and lined up. My sound details are the seller's call and the beeping truck. I never wrote busy, but you can tell."

3. Guided Practice · 10–15 min

   Read aloud "At the Laundromat": Six washers hummed in a row. Behind one round window, red socks tumbled through gray, soapy water. A dryer buzzed, and a tall man in a green cap jumped up to open it. Coins clinked into the machine beside me. My little brother pressed his nose to the glass and watched our towels spin. 1) Ask: "Find two sight details. Is each a color, a size or a movement?" (Sample: red socks tumbled, color and movement; a tall man in a green cap, size and color.) 2) Ask: "Find three sound words." (hummed, buzzed, clinked) 3) Upgrade two items from the window list together. (Sample: car becomes a muddy white van rumbling past.) 4) Pick one moment in the draft. Add two sight details and one sound detail together. If stuck, say: "Could I draw it from your words? What color is it? What is it doing?"

4. Independent Practice · 15–20 min

   1) Your child rereads the whole draft. 2) Your child adds at least five specific details: three for sight and two for sound. 3) Your child marks each one in the margin with a small eye or ear. 4) Your child swaps two plain words, such as big, nice or loud, for exact ones. Sample: A dog barked becomes A small gray dog yapped behind the fence. Look for: each detail names a color, size, shape, movement or exact sound.

5. Exit Ticket · 5 min

   Ask the three questions. Your child uses the draft for question 3.

Homework: Sit in one room for three minutes. Write three sight details and two sound details. Then read your own book for 15 minutes. Look for: colors, sizes, movements and exact sounds.

Practice page · Week 11, Day 2

English Language Arts

I can add exact sight and sound details.

Show answers

Look: Make it exact

1. General: a bird. Exact: a red cardinal hopping on the fence.
2. For sight, tell color, size, shape or movement.
3. For sound, use sound words like buzz, clang, crunch or hiss.

The Storm

Thunder boomed over the rooftops. Fat gray clouds rolled across the sky, and the streetlights blinked on even though it was noon. Rain drummed on the car roof. A small brown dog dashed under the bus shelter and shook itself, spraying water everywhere.

Use the paragraph above.

1. 1.

   Write one sight detail.
2. 2.

   Write one sound detail.
3. 3.

   Circle the two sound words.

4. 4.

   Which is more exact?

   ○ a car○ a dented blue truck
5. 5.

   Which is more exact?

   ○ the clang of the school bell○ a noise
6. 6.

   Make it exact with a sight detail: 'There was a cat.'

Write the base word. Put the e back.

1. 7.

   waved → ____
2. 8.

   writing → ____
3. 9.

   closed → ____

Objective: I can describe five world habitats and name living things that survive well in each.

Standards: 3-LS4-3

Materials: World map or globe, Five sticky notes labeled Rainforest, Desert, Tundra, Ocean, Grassland, 10 slips of paper, Science notebook, Pencil

1. Day 52 — Habitats Around the World — Wonder Warm-Up · 5 min

   Spaced review from Week 4. Ask: "Two magnets push each other apart. What does that tell you about the poles that face each other?" (They are the same kind of pole.) Then show the map. Point to northern Alaska and to the Sahara in Africa. Ask: "How might living in these two places be different?"

2. Mini-Lesson · 10–15 min

   Describe each habitat by its weather, its plants and one animal. Stick each note on the map as you go. Say: "A tropical rainforest is warm and very wet all year. Tall trees grow in layers. Sloths live there." Put the note on the Amazon in South America. Say: "A desert gets very little rain. It can be hot or cold. Cactus plants and camels live in deserts." Use the Sahara. Say: "The tundra is very cold, with frozen ground below and no tall trees. Mosses and caribou live there." Use northern Alaska. Say: "The ocean is salt water, sunny on top and dark far below. Sea turtles live there." Say: "A grassland is open land with grasses and few trees. Bison and zebras live on grasslands." Use the middle of North America. Ask: "Which habitat gets very little rain?" (Desert.) Ask: "Which habitat is salt water?" (Ocean.) Ask: "Where do tall trees grow in layers?" (Rainforest.) If stuck, say: "Ask two things. How wet is it? How warm is it?"

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

   Habitat Sort. 1) Write one animal on each slip: toucan, sloth, camel, fennec fox, caribou, Arctic fox, sea turtle, octopus, bison, zebra. 2) Your child lays each slip beside a habitat note on the map. A fennec fox is a small desert fox. 3) For each, they give one piece of evidence. Sample: "The caribou has thick fur for the cold tundra." 4) Check with a two-column table, Habitat and Animals. Rainforest: toucan, sloth. Desert: camel, fennec fox. Tundra: caribou, Arctic fox. Ocean: sea turtle, octopus. Grassland: bison, zebra. 5) Mix-up test. Move the sloth to the tundra. Ask: "Could it survive there? What is your evidence?" (No. It is too cold, and there are no trees or leaves.) Some animals live in more than one habitat. Accept any match backed by evidence.

4. Science Notebook Entry · 10 min

   Make a chart with four columns: Habitat, Weather, 2 animals, 1 producer. Your child fills a row for all 5 habitats. Look for producers such as tall trees, cactus, moss, seaweed or tiny algae, and grass. Then give the frame: "My claim: a ___ survives well in the ___ because ___."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three questions aloud. Praise answers that use weather or plants as evidence.

Homework: Find your state on a map. Write 2 sentences. Look for the kind of habitat near you and one animal that lives in it.