Objective: I can show what I know about the five U.S. regions.
Standards: D2.Geo.2.3-5, D2.Geo.10.3-5
Builds on: Needs Days 1 to 4 of this week. One-minute check: ask your child to name the five regions (Northeast, Southeast, Midwest, Southwest, West).
Materials: Blank U.S. map with state lines (printed, or traced from an atlas), Colored region map from Day 1, 5 colored pencils, Notebook, Pencil, Week 11 Social Studies Check (8 items) with answer key
Warm-Up · 5 min
Spaced review from Week 10. Ask: "What does the word HOMES help you remember?" (The five Great Lakes: Huron, Ontario, Michigan, Erie, Superior.) Then say: "Can you name a region from just one clue? Let's find out."
Mini-Lesson · 10–15 min
Play Region Riddles. Say each riddle. Your child names the region and points to it. "I have maple syrup and cold, snowy winters." (Northeast) "I have peanut farms and Atlantic beaches." (Southeast) "My grain rides trains to flour mills." (Midwest) "I have mesas and very little rain." (Southwest) "I have tundra, a rain forest and warm islands." (West) Then model a strong answer. Say: "Name the region, then give one clue as proof." Ask: "Which region is Seattle in?" Model: "The West, because it is on the Pacific coast." Now your child writes two riddles for you to solve. Ask after each: "What is your proof?" If stuck, say: "Think of the land, the weather or one city."
Activity / Source Work · 15–20 min
Regions from memory. 1) Put the Day 1 map out of sight. Give your child the blank map. 2) From memory, your child colors the five regions with five colors. 3) In each region, your child writes one state and one feature. 4) Bring back the Day 1 map. Your child checks the work and fixes mistakes with a pencil. 5) Make a chart with four columns: Region, Colored correctly, State, Feature. Your child fills one row for each region. 6) Ask: "Which region was hardest to remember? What clue will help next time?" Borders between regions are often off by a state or two. That is fine. Look for the right general area and a true feature.
Notebook Entry · 10 min
Your child finishes these frames: "The region I know best is ___. One fact about it is ___. The region I want to learn more about is ___ because ___." Sample: "I want to learn more about the West because it has tundra and islands." Look for a real feature in each sentence.
Exit Ticket · 5 min
Ask the three exit questions aloud. Then give the stored Week 11 check: 8 items, about 15 minutes. Score it with the answer key. With 6 or more right, move on to Week 12. With 4 or 5 right, revisit Day 4, the Southwest and the West. With 3 or fewer right, reteach Day 1 by coloring a blank map, then any other day missed. Praise proof given with each answer. The check adds about 15 minutes. To fit it, skip the notebook entry today, or give the check later today.
Watch for: Mixing up the Southeast and the Southwest because both names start with South.
Try: Your child lays a hand on the map and says: "South plus East is the Atlantic side. South plus West is the dry side."
Exit ticket:
Which region is your state in? Give one clue that proves it.
Name one region that touches the Pacific Ocean and one that touches the Atlantic Ocean.
Name one feature of the Southwest and one feature of the Southeast.
Show answers
Answers vary. Look for the correct region and a true clue about its land, climate or location.
The West touches the Pacific. The Northeast or the Southeast touches the Atlantic.
Answers vary. Southwest: deserts, mesas or very little rain. Southeast: mild winters, beaches, wetlands or peanut farms.
Support: Leave the Day 1 map in view for the memory task. Read each check item aloud and let your child point before writing.
Extend: Your child names and finds two states in every region from memory, with no map in view.
Homework: Your child makes up three region riddles and asks a family member to solve them. Look for a true feature in every riddle.
Practice page · Week 11, Day 5
Social Studies
I can get ready by matching places to regions and writing about a region.
Get ready: read each traveler's clue. Write the region.
Word bank: Northeast · Southeast · Midwest · Southwest · West
1.
"I see a giant cactus beside a canyon."
2.
"I ride a ferry across the water in Seattle."
3.
"I walk past a cornfield in Iowa."
4.
"I paddle through a swamp in Georgia."
5.
"I look up at tall buildings in New York City."
Write a postcard from one region. Use two true facts.
6.
Dear ____, I am visiting the ____ region. ...
Challenge:Write a riddle about a region for a grown-up to guess.
Materials: U.S. region map
Mathematics
Objective: I can show my division facts are getting quick and accurate on the Week 11 check.
Standards: 3.OA.C.7
Builds on: Needs the division strategies from Days 1 to 4. One-minute check: your child tells the strategy for ÷2, ÷4 and ÷8. Listen for: half; half, half; half, half, half.
Materials: Stored Week 11 check and its answer key, 12 index cards or paper slips marked 54 ÷ 6, 36 ÷ 6, 30 ÷ 6, 49 ÷ 7, 63 ÷ 7, 35 ÷ 7, 64 ÷ 8, 40 ÷ 8, 16 ÷ 8, 81 ÷ 9, 54 ÷ 9 and 27 ÷ 9, Scrap paper, Grid paper (for reteaching), Notebook, Pencil
Warm-Up · 5 min
Spaced review from Week 10. Write 40 ÷ 5 = 8. Your child names the dividend, divisor and quotient (40, 5, 8). Then practice division facts with no clock. Ask 18 ÷ 2, 35 ÷ 5, 50 ÷ 10 and 28 ÷ 4 (9, 7, 5, 7). Your child tells how one answer was found.
Mini-Lesson · 10–15 min
Say: "Every divisor has a strategy. Let us list them." Write the list together and keep it in view. For ÷2: half. For ÷4: half, half. For ÷8: half, half, half. For ÷5: count fives. For ÷10: count tens. For ÷3, ÷6, ÷7 and ÷9: ask the multiplication question. Then play Flip and Prove for 10 minutes. Place the 12 cards face down. Model one turn. Flip 49 ÷ 7. Say: "The divisor is 7. I ask: 7 times what is 49?" Write 7 × ? = 49. Say: "7 × 7 = 49. So 49 ÷ 7 = 7." Now your child takes every turn. Your child flips a card and names the strategy. Then your child says the quotient and proves it with a multiplication fact. Scrap paper for halves or tally marks is fine. Ask each turn: "What is the divisor? Which strategy fits?" A correct turn wins the card. A missed card goes back in the pile. There is no clock. Play about 8 turns.
Guided Practice · 10–15 min
Do three check-style problems together. 1) 45 ÷ 9 (5; 9 × 5 = 45). 2) 80 ÷ 8 (40, 20, 10). 3) 24 pencils are shared equally among 4 tables. How many pencils go to each table? (24 ÷ 4 = 6) If stuck, say: "What is the divisor? Which strategy goes with it? Say the strategy before you answer."
Independent Practice · 15–20 min
Give the stored Week 11 check now. Find it with the Week 11 lessons. Your child works alone for about 15 minutes, then you score it with the answer key. Scrap paper for strategy steps is fine. Choose a route by the result. 6 or more right: move on to Week 12. 4 or 5 right: find the kind of fact missed. For ÷2, ÷5 or ÷10, redo Day 1 Guided Practice. For ÷3 or ÷4, redo Day 2 Guided Practice. For ÷6 or ÷7, redo Day 3 Guided Practice on grid paper. For ÷8 or ÷9, redo Day 4 Guided Practice. For the story item, redo problems 7 and 8 from Day 4 with a sketch. 3 or fewer right: reteach the Week 10 Day 4 Mini-Lesson on fact families. Then reteach the Day 3 and Day 4 Mini-Lessons and give the check again.
Exit Ticket · 5 min
After the check, your child answers these three questions; then go over any missed check items together.
Watch for: Guessing a nearby fact in place of using a strategy, such as answering 7 for 56 ÷ 7.
Try: Your child says the multiplication check aloud before writing a quotient. For this one: "7 × 7 is 49, not 56."
Fact fluency: ÷6, ÷7, ÷8, ÷9 facts
Exit ticket:
What is 36 ÷ 4? Tell the strategy you used.
What is 63 ÷ 9? Write the multiplication fact that helps.
Which division facts feel strongest, and which still need work?
Show answers
9 (half of 36 is 18; half of 18 is 9)
7 (9 × 7 = 63)
Answers vary. Look for: named divisors and a plan, such as more turns with the ÷7 cards.
Support: Read each check item aloud. Let your child write the strategy steps on scrap paper before answering.
Extend: Your child writes one sharing story and one grouping story for 54 ÷ 6, then solves both. Answer: 9 each time.
Homework: Play 10 turns of Flip and Prove with a family member. Say the strategy each turn. Sample: 64 ÷ 8 is half, half, half: 32, 16, 8. Check: 8 × 8 = 64.
Practice page · Week 11, Day 5
Mathematics
I can get ready for my weekly check with a mixed review.
Solve each fact. Say the strategy you used.
1.
10 ÷ 5 = ____
2.
16 ÷ 4 = ____
3.
30 ÷ 6 = ____
4.
63 ÷ 7 = ____
5.
27 ÷ 9 = ____
6.
40 ÷ 8 = ____
Solve the problem.
7.
Hamza has 20 toy cars in 4 equal rows. How many cars are in each row?
Challenge:Write two division facts that have an answer of 6.
English Language Arts
Objective: I can show what I know about sensory details, showing feelings and punctuating dialogue.
Standards: W.3.3.B, L.3.2.C
Builds on: Needs Days 1 to 4: showing feelings, specific details, dialogue jobs and dialogue punctuation. One-minute check: ask, "Does the comma come before or after the closing quotation mark?" (before it, inside the marks)
Materials: Stored Week 11 check and its answer key, Pencil, Narrative draft, Writer's notebook
Warm-Up · 5 min
Word study, about 3 minutes. Give an untimed spelling check: hoped, baked, closed, making, writing, chasing. Challenge word: decided. Correct it together. Your child writes the base word beside each one. (hope, bake, close, make, write, chase, decide) Spaced review from Week 10. Ask: "Which is a small moment: 'My Year in Second Grade' or 'The Night the Lights Went Out'?" (the second one)
Review · 10–15 min
Review by fixing a weak sample. Say: "Good writers fix weak writing. This sample tells a feeling, uses fuzzy words and has no dialogue marks." Read aloud "At the Bakery": I went to the bakery with my uncle. I was excited. There was food. Something made a noise. Can I pick one I asked. Sure said my uncle. Copy it into the notebook. 1) Your child rewrites "I was excited" as showing. (Sample: I bounced on my toes and pulled my uncle toward the door.) 2) Your child makes "There was food" and "Something made a noise" specific. (Sample: Rows of cinnamon rolls shone under the glass. The oven bell dinged.) 3) Your child punctuates the two spoken lines. ("Can I pick one?" I asked. "Sure," said my uncle.) 4) Ask: "How could the uncle's line do a bigger job?" (Sample: "Pick two, one for your sister," shows he is thoughtful.)
Guided Practice · 10 min
Your child checks the draft against four points. 1) One feeling is shown with body clues. 2) There are sight and sound details. 3) Each line of dialogue has a job. 4) Each line of dialogue has correct marks. Your child fixes one weak spot for any point that is missing. 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 point, say: "Find one place and fix just that one."
Weekly Check · 15 min
Give the stored Week 11 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 12. 5 or 6 right: revisit Day 4, then redo the Day 4 practice page. 4 or fewer right: reteach Day 1 at the mirror. Then your child writes one punctuated line for each feeling.
Exit Ticket · 5 min
Go over the check together first. Then ask the three questions, which your child answers from the draft.
Watch for: Opening the quotation marks on a line of dialogue but never closing them.
Try: Your child counts the quotation marks in each line. The count must be even.
Exit ticket:
Read one showing sentence from your draft. Which body clue did you use?
Read your most specific detail. Is it a sight or a sound?
Pick a spoken line in your draft. Name its punctuation marks in order.
Show answers
Answers vary. Look for: a real body clue and no feeling word.
Answers vary. Look for: a detail with a color, size, movement or exact sound, sorted correctly.
Answers vary. Look for: opening marks, then a comma or end mark, then closing marks. A tag that comes last ends with a period.
Support: Read every direction on the check aloud. Give a short stretch break after the reading items.
Extend: Your child writes a three-line conversation with one question and one exclamation, all correctly punctuated.
Homework: Read a page from your own book aloud, using a different voice for each speaker. Then finish 15 minutes of reading. Look for: your child's voice changes at each speaker tag.
Practice page · Week 11, Day 5
English Language Arts
I can get ready for my week check on details and dialogue.
Get ready: answer each one.
1.
Underline the body clue: 'Lucia's knees shook as she walked onstage.'
2.
What feeling does that clue show?
3.
Make it exact: 'a flower.'
4.
Punctuate: can I help asked Nora
5.
Name one job that dialogue can do.
Drop the e, then add the ending.
6.
bake + ed → ____
7.
decide + ing → ____
Challenge:Challenge word: arrive + ing → ____
Science
Objective: I can show what I know about habitats and adaptations and design an animal suited to a desert.
Standards: 3-LS4-2, 3-LS4-3
Builds on: Needs Days 1 to 4. One-minute check: your child says "has" or "does" for thick fur, hunting at night and long legs (has, does, has).
Materials: Week 11 Science Check (7 items) and its answer key, Blank paper, Pencil and crayons, Science notebook
Day 55 — Week 11 Check: Habitats & Adaptations — Wonder Warm-Up · 5 min
Spaced review from Week 10. Ask: "Why is a rabbit called a consumer?" (It eats plants. It cannot make its own food.) Then ask: "What four needs does a habitat meet?" (Food, water, shelter, space.) Say: "Today you invent an animal that fits the desert."
Mini-Lesson · 10–15 min
Review the week by building one argument together. Say: "A claim is what you think is true. Evidence is the facts that back it up." Model it: "My claim: a cactus survives well in a desert. My evidence: its thick stem stores water, and its spines protect it." Ask: "Would a pond frog survive well in a desert? Give your evidence." (No. Its skin would dry out, and it needs water for its eggs.) Ask: "A fennec fox has big ears that let heat escape. Is that physical or behavioral?" (Physical.) Ask: "It rests in a burrow through the hot day. Physical or behavioral?" (Behavioral.) If stuck, say: "Ask whether the animal has it or does it. Then ask which need it helps with."
Investigation / Hands-On · 15–20 min
Design a Desert Animal. Keep this to 15 minutes. 1) Together, list four desert challenges: little water, hot days, cold nights and few places to hide. 2) On blank paper, your child invents an animal with at least 2 physical adaptations and 1 behavioral adaptation. 3) They draw it and add one arrow for each adaptation, with a label telling how it helps. 4) Check with a small table: Adaptation, Has or Does, Challenge it solves. Every row must name a challenge from the list. Samples: sandy fur, has, hides it from hunters. Hunts at night, does, avoids the heat. Designs will differ. Look for a real match in every row.
Science Notebook Entry · 10 min
Give two frames: "My claim: my desert animal can survive because ___." "My best evidence is ___." Look for an adaptation matched to a desert challenge. Sample: "My best evidence is that it stores water in its tail."
Wrap-Up & Exit Ticket · 5 min
Ask the three questions about the design. Then give the Week 11 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 4 has-or-does game with 6 new animals. With 3 or fewer, reteach Day 1 by building a shoebox habitat for a toy animal.
Watch for: Giving the invented animal exciting features that solve no desert problem, such as wings of fire.
Try: For each feature ask: "Which desert problem does this solve?" Cross out any feature with no answer.
Exit ticket:
Name one desert challenge and the adaptation on your animal that solves it.
Would your desert animal survive well in the tundra? Give one piece of evidence.
What is the difference between a physical and a behavioral adaptation?
Show answers
Answers vary. Look for: a feature or behavior matched to a real desert challenge.
Answers vary. Look for: evidence from its features, such as "no, its thin fur would not keep it warm."
A physical adaptation is something a living thing has. A behavioral adaptation is something it does.
Support: Read each check item aloud. For the design, give a drawing with 3 blank arrows to label.
Extend: Your child designs a second animal for the tundra with 3 adaptations. Look for each one matched to a tundra challenge.
Homework: Read a library book or article about a desert or Arctic animal for 10 minutes. Look for 2 adaptations written down.
Practice page · Week 11, Day 5
Science
I can get ready for my Week 11 check by designing an animal suited to a desert.
Get ready: invent a desert animal. Draw it and label how each part helps.
1.
List 2 desert challenges.
2.
Draw your animal with 2 physical adaptations and 1 behavioral adaptation. Add an arrow for each one.