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    Quarter 2 · Weeks 10–18

    Week 11 Lesson Packet

    Building Meaning: Division, Narratives, Ecosystems & Regions

    Day 1 · Monday

    Social Studies

    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

    Builds on: Needs Week 10: where the mountains, rivers, lakes and oceans of our country are. One-minute check: ask which ocean is on the east coast (Atlantic) and which is on the west (Pacific).

    New words:
    • mesa – a hill with a flat top and steep sides
    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.

    Watch for: Thinking the Midwest is in the West because of its name, or putting Texas in the Southeast.

    Try: Say: "Long ago, people in the East called this land the Middle West." Your child touches the Great Lakes, then names the region around them.

    Exit ticket:
    1. What is a region?
    2. Which region are Texas and Arizona in?
    3. Name one state in the Midwest and one feature of that region.

    Answers: 1) An area where places share features, such as land, climate or the work people do. 2) The Southwest. 3) Answers vary. Look for a Midwest state, such as Iowa or Ohio, and plains, farms or the Great Lakes.

    Mathematics

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

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

    Builds on: Needs fact families from Week 10 Day 4 and the ×2, ×5 and ×10 strategies from Week 6. One-minute check: write 6 × 10 = 60. Your child writes the two division facts (60 ÷ 6 = 10 and 60 ÷ 10 = 6).

    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.

    Watch for: Losing track of how many fives or tens were counted, so the quotient is one too many or too few.

    Try: Your child makes one tally mark for each count and stops at the total. Then your child counts the tally marks.

    Exit ticket:
    1. What is 16 ÷ 2? Tell the strategy you used.
    2. What is 35 ÷ 5?
    3. Sam says 80 ÷ 10 is 70. Which multiplication fact shows the right quotient?

    Answers: 1) 8 (half of 16 is 8) 2) 7 3) 8 × 10 = 80, so the quotient is 8.

    English Language Arts

    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

    Builds on: Needs last week's narrative draft and the Week 2 skill of reading a character from actions. One-minute check: ask, "A boy slams his door and stomps upstairs. How does he feel?" (angry)

    New words:
    • telling – naming a feeling with a feeling word, like sad or happy
    • showing – letting the reader see the feeling through what the character does
    • body clue – something the body does that shows a feeling, like shaking hands
    • base word – the plain word before an ending is added, like skate in skating
    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.

    Watch for: Adding a body clue but keeping the feeling word too, as in "I was scared, and my hands shook."

    Try: Your child covers the feeling word with a finger and rereads. If the feeling is still clear, the word comes out.

    Exit ticket:
    1. Telling or showing? "Grandpa was proud."
    2. Rewrite this so it shows the feeling: "The puppy was scared."
    3. Read one showing sentence from your draft. What feeling does it show?

    Answers: 1) Telling. 2) Answers vary. Look for: clues such as a tucked tail, shaking or hiding under a chair, and no word scared. 3) Answers vary. Look for: body clues that match the feeling your child names.

    Science

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

    Standards: 3-LS4-3

    Builds on: Needs Week 10 Day 1: an ecosystem has living and nonliving parts. One-minute check: your child names one living and one nonliving part of a pond (sample: frog, water).

    New words:
    • habitat – the place where a plant or animal lives and gets what it needs
    • shelter – a safe place to hide, rest or raise young
    • claim – what you think is true, said in one sentence that you can back up
    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.

    Watch for: Thinking a habitat is only the nest or den, not the whole area an animal uses.

    Try: Trace everywhere a squirrel goes in a day: trees, ground, a puddle. The habitat is that whole area.

    Exit ticket:
    1. What four things does a habitat give a living thing?
    2. A pond dries up all summer. Name one animal that could no longer live there and the need it lost.
    3. Why would an emperor penguin not survive well in a hot rainforest?

    Answers: 1) Food, water, shelter and space. 2) Answers vary. Look for: a fish, tadpole or duck that lost its water, food or shelter. 3) Answers vary. Look for: it would get too hot, and it could not find its food from the cold sea.

    Print Day 1 practice pages →

    Day 2 · Tuesday

    Social Studies

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

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

    Builds on: Needs Day 1 (the five regions) and Week 10 (climate). One-minute check: ask your child to point to the Northeast and the Southeast on the colored map.

    New words:
    • wetland – land that is covered by shallow water for much of the year
    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.

    Watch for: Putting shared facts in only one circle, so the middle stays empty.

    Try: Before each card ask: "Is this true of one region or both?" Place the Atlantic coast card yourself as a model.

    Exit ticket:
    1. A town has mild winters and peanut farms nearby. Which of the two regions is it in?
    2. Where on a Venn diagram do you write a fact that is true of both regions?
    3. Why are winters warmer in the Southeast than in the Northeast?

    Answers: 1) The Southeast. 2) In the middle, where the two circles overlap. 3) The Southeast is farther south.

    Mathematics

    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

    Builds on: Needs the ×3 facts and double-double for ×4 from Week 7, and half from Week 6. One-minute check: your child tells the two doubles for 4 × 5 (10, 20). Then ask for half of 20 and half of 10 (10, 5).

    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.

    Watch for: Taking half only once for ÷4, such as saying 28 ÷ 4 is 14.

    Try: Say "half, half" and tap the table twice. Your child writes each half on its own line before the quotient.

    Exit ticket:
    1. What is 21 ÷ 3? Write the ×3 fact that helps.
    2. Show the two halves for 32 ÷ 4.
    3. Why does half, then half again, divide a number by 4?

    Answers: 1) 7 (3 × 7 = 21) 2) Half of 32 is 16. Half of 16 is 8. So 32 ÷ 4 = 8. 3) Answers vary. Look for: two halves, each cut in half, make 4 equal groups.

    English Language Arts

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

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

    Builds on: Needs the sense detail from the Week 10 Day 3 opening and yesterday's body clues. One-minute check: ask, "Which sense is this detail: the water smelled like bleach?" (smell)

    New words:
    • specific – exact; it tells which one or what kind
    • sound word – a word that sounds like the noise it names, like buzz or clang
    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.

    Watch for: Piling up plain adjectives, as in "a big, nice, good dog," that do not help a reader picture anything.

    Try: Ask: "Could I draw it from your words?" Your child replaces any word that does not help you draw.

    Exit ticket:
    1. Rewrite this with exact sight words: "I saw a bug."
    2. Which is more specific: "some music" or "a drum thumping next door"?
    3. Read one sound detail you added today. Which word names the sound?

    Answers: 1) Answers vary. Look for: color, size, shape or movement, such as "A shiny green beetle crawled up the wall." 2) "A drum thumping next door." 3) Answers vary. Look for: an exact sound word, such as creaked, hissed or thumped.

    Science

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

    Standards: 3-LS4-3

    Builds on: Needs Day 1: a habitat gives food, water, shelter and space. One-minute check: your child names the four needs on four fingers.

    New words:
    • rainforest – a forest that is very wet, with tall trees
    • tundra – very cold, open land where the ground below stays frozen and no tall trees grow
    • grassland – wide, open land covered with grasses, with few trees
    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.

    Watch for: Thinking all deserts are hot and sandy.

    Try: Show the Gobi Desert in Asia and Antarctica on the map. Both get very little rain or snow. Dryness makes a desert, not heat.

    Exit ticket:
    1. Which habitat is warm and very wet all year?
    2. A snowy owl has thick feathers, even on its feet. Which habitat fits it, and why?
    3. Are all deserts hot? Explain.

    Answers: 1) The tropical rainforest. 2) The tundra. Thick feathers keep it warm in the cold. 3) No. A desert is a place with very little rain, and some deserts are cold.

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    Day 3 · Wednesday

    Social Studies

    Objective: I can describe the land, farming and cities of the Midwest and explain why it is called America's Breadbasket.

    Standards: D2.Geo.2.3-5, D2.Geo.11.3-5

    Builds on: Needs Day 1 (the five regions) and Week 4 (natural resources such as soil). One-minute check: ask your child to point to the Midwest and name one feature (plains, farms or the Great Lakes).

    New words:
    • breadbasket – a place that grows a great deal of grain for food
    1. Warm-Up (5 min) — Spaced review from Week 10. Ask: "Name one tributary of the Mississippi River." (The Missouri or the Ohio.) Then hold up the bread bag or cereal box. Ask: "What plant is this food made from? Where might that plant have grown?"
    2. Mini-Lesson (10–15 min) — Point to the Midwest. Say: "Much of the Midwest is flat or gently rolling. Its soil is deep and rich, and summers bring warm days and rain." Hold one hand flat and make a fist with the other. Ask: "Which land could a tractor plow in long, straight rows?" (The flat land.) Say: "Farmers here grow huge amounts of corn, soybeans and wheat. Grain is the seed of plants like wheat, corn and oats. People call the Midwest America's Breadbasket because so much grain grows there." Say: "The grain does not stay there. Trains, trucks and river barges carry it far away." Say: "Chicago grew into a big city where railroads met Lake Michigan." Ask: "Name two Midwest crops." (Corn, soybeans or wheat.) "Is bread baked on the wheat farm?" (No. Wheat goes to a mill, then a bakery.) If stuck, say: "Read the label. Which word names a plant?"
    3. Activity / Source Work (15–20 min) — Follow the grain. 1) Read the ingredient list together. Your child finds the grain. (Wheat, corn, oats or rice.) 2) Read this source aloud: "A Grain's Trip. In early summer a Kansas farmer cuts ripe wheat with a big machine. A truck hauls the grain to a tall storage tower beside the railroad. A train carries it hundreds of miles to a flour mill. The mill grinds the wheat into flour. Trucks take the flour to bakeries in many states. Some wheat rides river barges to ports and sails to other countries." 3) Your child writes farm, mill and bakery on three index cards and puts them in order. 4) Ask: "Which sentences show that Midwest grain feeds faraway places?" (Flour goes to many states. Some wheat sails to other countries.) 5) Ask: "Which vehicles are in the source?" (Truck, train, barge and ship.) 6) Your child finds Kansas, Iowa, Illinois and Chicago on the map.
    4. Notebook Entry (10 min) — Your child writes a list titled The Midwest with five facts: land, crops, one city, one lake or river, and weather. Sample: flat plains; corn and wheat; Chicago; Lake Michigan; hot summers and cold, snowy winters. Then finish the frame: "It is called America's Breadbasket because ___." Draw an ear of corn and a stalk of wheat with crayons.
    5. Exit Ticket (5 min) — Read each question aloud. Your child answers in the notebook. Praise answers that use a detail from the source.

    Watch for: Thinking a breadbasket is a real basket, or that bread is baked on Midwest farms.

    Try: Lay the three cards in order again. Say: "Wheat grows here, becomes flour there, and is baked near where people buy it."

    Exit ticket:
    1. What happens to wheat at a flour mill?
    2. Give one reason the Midwest is good for growing crops.
    3. How does Midwest grain reach people who live far away?

    Answers: 1) The mill grinds the wheat into flour. 2) Answers vary. Look for: flat land, deep rich soil, or warm summers with rain. 3) Trains, trucks, river barges and ships carry it.

    Mathematics

    Objective: I can divide by 6 and 7 using the matching multiplication facts.

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

    Builds on: Needs the ×6 and ×7 facts from Weeks 7 and 8 and the "times what" question from Week 10 Day 4. One-minute check: ask 6 × 4 and 7 × 3 (24, 21). Then ask: "6 times what is 24?" (4)

    1. Warm-Up (5 min) — Spaced review from Week 10. Write 45 ÷ 9 = 5. Your child names the dividend, divisor and quotient (45, 9, 5). Then warm up the facts behind today's division, with no clock. Ask: "6 times what is 18? 7 times what is 28? 6 times what is 60?" (3, 4, 10) Your child tells how one answer was found.
    2. Mini-Lesson (10–15 min) — Say: "Today the ×6 and ×7 facts help us divide." Write 42 ÷ 6. Say: "I ask: 6 times what is 42?" Write 6 × ? = 42. On grid paper, your child colors rows of 6 squares until 42 squares are colored. Count by 6s as each row is colored: 6, 12, 18, 24, 30, 36, 42. Ask: "How many rows of 6?" (7) Ask: "Is this sharing or grouping?" (Grouping. Each row is one group of 6.) Write 6 × 7 = 42. Say: "So 42 ÷ 6 = 7." Say: "Next time, start from a fact you know. 6 × 5 = 30. Two more sixes make 42. That is 7 sixes." Write 56 ÷ 7. Write 7 × ? = 56. Ask: "Which ×7 fact makes 56?" (7 × 8 = 56) Say: "I check with 5 groups and 2 groups of 8." Write 40 + 16 = 56. Say: "So 56 ÷ 7 = 8." Now your child does more. Write 36 ÷ 6 and 21 ÷ 7. Your child writes each multiplication question and solves. (6 × ? = 36, so 6. 7 × ? = 21, so 3.)
    3. Guided Practice (10–15 min) — Your child writes the multiplication question first, then the quotient. 1) 48 ÷ 6 (6 × ? = 48; 8). 2) 49 ÷ 7 (7 × ? = 49; 7). 3) 30 ÷ 6 (6 × ? = 30; 5). 4) Write 42 ÷ 7. Ask: "Which fact from today is in the same family?" (42 ÷ 6 = 7, so 42 ÷ 7 = 6.) If stuck, say: "Start at a fact you know, like 5 groups. Count on by the divisor until you reach the total."
    4. Independent Practice (15–20 min) — Your child writes each quotient and the multiplication check beside it. If a fact does not come, your child counts on from the ×5 fact. 1) 24 ÷ 6 (4; 6 × 4 = 24). 2) 70 ÷ 7 (10; 7 × 10 = 70). 3) 12 ÷ 6 (2; 6 × 2 = 12). 4) 60 ÷ 6 (10; 6 × 10 = 60). 5) Write the two division facts that go with 6 × 8 = 48. (48 ÷ 6 = 8 and 48 ÷ 8 = 6) 6) Your child colors rows of 7 on grid paper until 14 squares are colored. Your child writes the division. (2 rows; 14 ÷ 7 = 2) 7) 18 eggs are packed 6 to a box. How many boxes are filled? (18 ÷ 6 = 3) 8) A trip lasts 63 days. How many weeks is that? (63 ÷ 7 = 9) Last, your child writes each fact that felt hard on a card. The multiplication fact goes on the back. Use no clock.
    5. Exit Ticket (5 min) — Put the grid paper and cards away. Read each question aloud; your child answers on paper.

    Watch for: Mixing up 6 × 7 and 6 × 8. This gives the wrong quotient for 42 ÷ 6 or 48 ÷ 6.

    Try: Use 5 groups and one more group. For 6 × 7, write 35 + 7 = 42. For 6 × 8, write 40 + 8 = 48. Your child tells which total has 7 groups and which has 8.

    Exit ticket:
    1. What is 54 ÷ 6? Write the multiplication fact that helps.
    2. What is 35 ÷ 7?
    3. Dev says 28 ÷ 7 is 5. Which multiplication fact shows the mistake?

    Answers: 1) 9 (6 × 9 = 54) 2) 5 3) 7 × 5 = 35, not 28. Since 7 × 4 = 28, the quotient is 4.

    English Language Arts

    Objective: I can write dialogue that shows a character or moves the story forward.

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

    Builds on: Needs the word dialogue from Week 5 Day 4 and the Week 2 skill of reading a character from words and actions. One-minute check: ask, "A girl says, 'Take my umbrella. I do not mind the rain.' What is she like?" (kind or generous)

    1. Warm-Up (5 min) — Word study, about 3 minutes. Dictate: "Mom smiled and waved while I was riding." Your child writes it. Check it together: the capital, the period, and no e before -ing in riding. Ask: "What are the three base words?" (smile, wave, ride) Spaced review from Week 2. Ask: "What is a character trait?" (a word for what a character is like inside, such as brave)
    2. Mini-Lesson (10–15 min) — Say: "You know the word dialogue. It is the words characters say out loud. Good dialogue has a job." Write the three jobs. S: show what a character is like. M: move the story forward. I: share information the reader needs. Read this weak dialogue: "Hi." "Hi." "How are you?" "Fine." Ask: "What did we learn?" (nothing) Read the strong one: "Grandpa, the kite string is snapping!" Jada yelled. "Hold on with both hands," Grandpa called, running across the field. "I'm coming!" Think aloud: "Jada's line shares information. Now I know the problem. Grandpa's lines move the story, and they show he is caring and quick." Say: "People talk differently than they write. Inside the quotation marks, a character can sound real." Write: "Nope, I dunno where it went!" Say: "The narrator uses standard written English." Write: No, I do not know where it went.
    3. Guided Practice (10–15 min) — Read aloud "The Missing Lunch": Tomas unzipped his backpack at the picnic table. "My lunch is gone!" he said. "I packed it right before the bus came." His friend Bea slid half of her sandwich across the table. "Here, take this. I always bring too much," she said. Then she pointed at the fence. "Look! That squirrel is dragging a brown paper bag!" Tomas jumped up. "Come on, let's follow it!" 1) Ask: "Which job do Tomas's first lines do?" (They share information: his lunch is gone. That is the problem.) 2) Ask: "What does Bea's sandwich line show about her?" (She is kind and likes to share.) 3) Ask: "Which line moves the story forward? How?" (Sample: Bea's line about the squirrel. It gives a clue and starts the chase.) 4) Find a spot in your child's draft where a character would speak. Write one line together. Your child labels its job on a sticky note. If stuck, say: "What did someone really say right then?"
    4. Independent Practice (15–20 min) — 1) Your child adds at least three lines of dialogue to the draft in one pen. 2) Beside each line, your child writes S, M or I in the other pen. 3) Your child cuts or changes any line with no job, such as "Hi" or "OK." 4) Your child checks that the narrator's sentences use written English, such as going to, not gonna. Model: "Don't let go yet!" I yelled. (M) Checklist: three lines, a job that matches each label, no small talk, and written English outside the quotation marks.
    5. Exit Ticket (5 min) — Ask the three questions. Your child reads from the draft for question 3.

    Watch for: Writing long runs of small talk, so the story stops moving.

    Try: Ask: "If we cut this line, would the reader miss anything?" If not, your child cuts it or gives it a job.

    Exit ticket:
    1. What three jobs can dialogue do?
    2. Kai says, "I kinda wanna go." Write the sentence the way a narrator would in standard written English.
    3. Read one line of dialogue you added today. What is its job?

    Answers: 1) Show what a character is like, move the story forward, and share information. 2) I kind of want to go. (Kai kind of wants to go is also correct.) 3) Answers vary. Look for: a line that does real work and a label that matches it.

    Science

    Objective: I can name a body feature that helps an animal or plant survive and explain how it helps.

    Standards: 3-LS4-2, 3-LS4-3

    Builds on: Needs Days 1 and 2: living things fit some habitats better than others. One-minute check: ask, "Which habitat fits a camel? A sea turtle?" (Desert. Ocean.)

    New words:
    • adaptation – a body feature or a behavior that helps a living thing survive where it lives
    • physical adaptation – a body part or feature that helps a living thing survive
    1. Day 53 — Physical Adaptations — Wonder Warm-Up (5 min) — Spaced review from Week 10. Ask: "Is a wooden chair living, once living or never alive?" (Once living. The wood was part of a tree.) Then ask: "Why does a sea turtle have flippers? Why does a camel have a hump?" Write your child's guesses to check later.
    2. Mini-Lesson (10–15 min) — Say: "An adaptation helps a living thing survive in its habitat. A physical adaptation is a body part or feature." Try one. Your child pushes a hand through the bowl of water with fingers spread, then with fingers closed. Ask: "Which pushed more water?" (Closed.) Say: "A sea turtle's flippers work like your closed hand. They are paddles." Say: "An owl's large eyes help it see in dim light. A cactus stores water in its thick stem. A camel's hump stores fat, not water." Say: "Animals are born with their body features. They cannot grow one by wanting it." Then say: "Animals of one kind are not all the same. A rabbit whose fur matches the ground is harder for a hawk to see. It is more likely to live and have young." Ask: "What does a camel's hump store?" (Fat, for energy.) Ask: "Two brown mice and one white mouse sit on dark soil. Which does an owl spot first?" (The white one.) If stuck, say: "Name the body part. What job does it do?"
    3. Investigation / Hands-On (15–20 min) — Bird Beak Investigation. Safety: do not eat the test food. Change one thing: the tool. Keep the same: the person, the food and 20 seconds each turn. Measure: pieces moved to the plate. 1) Set out the dish of rice as seeds. Float the cereal in the bowl as pond insects. 2) Draw a table with a row for each tool and two columns, Seeds and Pond Food. 3) You watch the clock. Your child uses each tool on the seeds for 20 seconds, moving pieces to the plate. Count, record, and put the pieces back. 4) Repeat with the cereal. 5) Ask: "Which beak was best for each food?" Often tweezers win for seeds and the spoon wins for floating food. Real results vary. Look for the pattern: no one beak is best for every food.
    4. Science Notebook Entry (10 min) — Make a chart: Living thing, Physical adaptation, How it helps. Your child fills rows for the sea turtle, owl, cactus and camel. Copy the beak table. Then give the frame: "The best beak for seeds was ___ because ___." Look for a reason from the data, such as "the tweezers moved the most." Fix the warm-up guesses if needed.
    5. Wrap-Up & Exit Ticket (5 min) — Ask the three questions aloud. Praise answers that tell how the body part helps, not only its name.

    Watch for: Thinking an animal grows an adaptation during its life because it needs one: "the giraffe stretched its neck."

    Try: Say: "Animals are born with their features. Over many generations, the ones whose features fit the habitat had more young. So those features became common."

    Exit ticket:
    1. What is a physical adaptation?
    2. A woodpecker has a strong, pointed beak. How might that help it get food?
    3. A white hare and a brown hare sit on snow. Which is more likely to escape a hunting fox? Why?

    Answers: 1) A body part or feature that helps a living thing survive in its habitat. 2) It can peck into bark to reach the insects inside. 3) The white hare. It blends in with the snow, so it is harder to see.

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    Day 4 · Thursday

    Social Studies

    Objective: I can compare the climate, landforms and cities of the Southwest and the West.

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

    Builds on: Needs Day 1 (the five regions) and Week 10 Day 4 (why climates differ). One-minute check: ask why northern Alaska is colder than Florida (it is much farther north).

    New words:
    • tundra – cold land with no trees, where the ground below the top stays frozen
    • rain forest – a thick forest that gets a great deal of rain
    1. Warm-Up (5 min) — Spaced review from Week 10. Ask: "Which river carved the Grand Canyon?" (The Colorado River.) Then say: "Phoenix and Seattle are both in the western half of our country. Would you pack the same clothes for both?"
    2. Mini-Lesson (10–15 min) — Point to the Southwest. Say: "Much of the Southwest is hot and dry. It has deserts, canyons and mesas. Its cities include Phoenix, Albuquerque and Dallas." Say: "Pueblo nations, such as the Hopi and Zuni, and the Navajo Nation have homelands here. They live here today." Point to the West. Say: "The West has the most variety. It has the Rocky Mountains, the Pacific coast and deserts in Nevada. Washington has a rain forest. Northern Alaska has tundra, cold land with no trees. Hawaii has warm islands." Hold up a fist as a mountain. Say: "Wet ocean air climbs the mountain, cools and drops its rain. The land behind the mountain stays dry." Say: "Land also gets colder the higher you climb." Ask: "Which region has tundra?" (The West, in Alaska.) "Why can a mountaintop have snow in summer?" (Higher land is colder.) "Do people live in the desert Southwest?" (Yes. It has big cities and Native nations.) If stuck, say: "Find it on the map. Is it near an ocean, high mountains or the far north?"
    3. Activity / Source Work (15–20 min) — Two cities, two climates. 1) Read this data aloud. Phoenix, Arizona: usual July afternoon 106 degrees; rain in a year, about 7 inches. Seattle, Washington: usual July afternoon 77 degrees; rain in a year, about 39 inches. 2) Your child copies the data into a small table and finds both cities on the map. 3) Ask: "Which city is hotter in July? By how many degrees?" (Phoenix, by 29.) 4) Ask: "Which city gets more rain? How many more inches?" (Seattle, 32 more.) 5) Ask: "Use the map. Why is Seattle wetter?" (It is near the Pacific, where wet ocean air arrives.) 6) Your child draws a chart with four columns: Region, Climate, Landforms, Cities. Fill one row for the Southwest and one for the West, with two entries in each box. 7) Ask: "Where could you see snowy mountains and the ocean on one trip?" (The West.)
    4. Notebook Entry (10 min) — Your child finishes two frames under the chart. "Much of the Southwest is ___ because ___." "The West has the most variety because ___." Sample: "The West has the most variety because it has mountains, coast, desert, rain forest, tundra and islands." Then sketch a mesa and a snowy peak in colored pencil.
    5. Exit Ticket (5 min) — Read each question aloud. Your child answers using the chart and data table. Praise answers that give a number or a map clue as evidence.

    Watch for: Thinking the whole West is hot desert.

    Try: Go back to the data table. Say: "Seattle gets 39 inches of rain." Your child points to Washington's rain forest and Alaska's tundra.

    Exit ticket:
    1. What is tundra, and in which state is it found?
    2. Seattle gets far more rain than Phoenix. Give one reason.
    3. Name one Native nation whose homeland is in the Southwest.

    Answers: 1) Cold land with no trees and frozen ground below the top. It is found in Alaska. 2) Answers vary. Look for: Seattle is near the Pacific Ocean and gets wet ocean air, or Phoenix is in a desert. 3) Answers vary. Look for: Hopi, Zuni, Navajo (Diné) or another Southwest nation.

    Mathematics

    Objective: I can divide by 8 and 9 using multiplication facts and patterns.

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

    Builds on: Needs the ×8 facts as doubles of ×4 facts and the ×9 facts, both from Week 8. One-minute check: ask 8 × 5 and 9 × 4 (40, 36). Then ask for half of 40 (20).

    1. Warm-Up (5 min) — Spaced review from Week 10. Your child writes the fact family for 6, 9 and 54. (6 × 9 = 54, 9 × 6 = 54, 54 ÷ 6 = 9, 54 ÷ 9 = 6.) Then warm up the facts behind today's division, with no clock. Ask: "8 times what is 16? 9 times what is 27? 8 times what is 80?" (2, 3, 10) Your child tells how one answer was found.
    2. Mini-Lesson (10–15 min) — Say: "Today we divide by 8 and by 9." Write 32 ÷ 8. Say: "To multiply by 8, we can double three times. To divide by 8, we undo it. Half, half, half." Your child splits 32 beans into 2 equal piles. Ask: "What is half of 32?" (16) Your child splits each pile in half. Ask: "How many piles? How many in each?" (4; 8) Your child splits each pile in half once more. Ask: "How many piles now? How many in each?" (8; 4) Write 32, then 16, then 8, then 4, with an arrow for each half. Ask: "Why three halves?" (They make 2 groups, then 4 groups, then 8 groups.) Say: "I check with 8 × 4 = 32. So 32 ÷ 8 = 4." Write 72 ÷ 9. Say: "I ask: 9 times what is 72?" Write 9 × ? = 72. Say: "Nine groups is 10 groups minus one group. Try 8 in each group." Write 80 − 8 = 72. Say: "So 9 × 8 = 72, and 72 ÷ 9 = 8." Ask: "Add the digits of 72. What do you get?" (7 + 2 = 9) Say: "The digits of a ×9 product add to 9. That is a quick check." Now your child does more. Write 64 ÷ 8 and 45 ÷ 9. Your child writes the three halves, then the ×9 question. (32, 16, 8. Then 9 × ? = 45, so 5.)
    3. Guided Practice (10–15 min) — Your child writes three halves for ÷8 and the multiplication question for ÷9. 1) 72 ÷ 8 (36, 18, 9). 2) 81 ÷ 9 (9 × ? = 81; 9). 3) 54 ÷ 9 (9 × ? = 54; 6). 4) Write 36 ÷ 9. Ask: "Could the quotient be 5? How do you know?" (No. 9 × 5 = 45, not 36. It is 4.) If stuck, say: "For 8, write the total and take half three times. For 9, ask: 9 times what?"
    4. Independent Practice (15–20 min) — Your child writes each quotient and shows the halves or the multiplication check. 1) 40 ÷ 8 (20, 10, 5). 2) 27 ÷ 9 (3; 9 × 3 = 27). 3) 63 ÷ 9 (7; 9 × 7 = 63). 4) 80 ÷ 8 (40, 20, 10). 5) Solve two facts from Day 3 with the multiplication question: 42 ÷ 6 and 56 ÷ 7 (7, 8). 6) Your child draws 16 dots and splits them in half three times. Your child writes the division. (16 ÷ 8 = 2) 7) 48 pencils are packed equally into 8 boxes. How many pencils are in each box? (48 ÷ 8 = 6) 8) A rope is 90 feet long. It is cut into 9 equal pieces. How long is each piece? (90 ÷ 9 = 10 feet) 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.

    Watch for: Taking half only twice for ÷8, such as saying 64 ÷ 8 is 16.

    Try: Draw three steps down the page, marked half, half, half. Your child writes one number on each step, then checks by multiplying.

    Exit ticket:
    1. Show the three halves for 24 ÷ 8.
    2. What is 18 ÷ 9? Write the multiplication fact that helps.
    3. Mia takes half of 56 two times and says 56 ÷ 8 is 14. What did she miss?

    Answers: 1) 12, 6, 3. So 24 ÷ 8 = 3. 2) 2 (9 × 2 = 18) 3) One more half. Half of 14 is 7, so the quotient is 7.

    English Language Arts

    Objective: I can use quotation marks, commas and capital letters correctly in dialogue.

    Standards: L.3.2.C, L.3.2.E, L.3.2.F, L.3.2.G

    Builds on: Needs the Week 3 lesson on quotation marks around exact words, and yesterday's dialogue lines. One-minute check: ask, "What do quotation marks tell a reader?" (These are someone's exact words.)

    New words:
    • speaker tag – the words that tell who is talking, like said Liam
    1. Warm-Up (5 min) — Word study, about 3 minutes. Say each sentence with both choices. Your child picks and spells the right word. "I ___ for snow all week: hoped or hopped?" (hoped) "Dad ___ the door quietly: shared or closed?" (closed) "The dog is ___ a squirrel: chasing or skating?" (chasing) Spaced review from Week 10. Ask: "Say the past tense of go and see." (went, saw)
    2. Mini-Lesson (10–15 min) — Write this with no marks: I'm hungry said Liam. Ask: "Which words did Liam say out loud?" (I'm hungry) Write three rules large in the notebook. Rule 1: put quotation marks around the exact spoken words. Rule 2: put the comma, question mark or exclamation point inside the closing quotation mark. Rule 3: capitalize the first spoken word. Think aloud, adding each mark in red: "I open the marks before I'm. The comma goes after hungry, then I close the marks. Said Liam is the speaker tag, and the period ends the whole sentence." Result: "I'm hungry," said Liam. Show a question: "Where is my backpack?" asked Rosa. Say: "A question keeps its question mark, with no extra comma." Show the tag first: Mom said, "Dinner is ready." Say: "When the tag comes first, the comma follows the tag. The end mark still sits inside the closing marks."
    3. Guided Practice (10–15 min) — Your child fixes each line on the sheet in red and explains every mark. 1) can we go to the park asked Omar ("Can we go to the park?" asked Omar.) 2) Dad said put on your coat (Dad said, "Put on your coat.") 3) this soup is too hot said Nell ("This soup is too hot," said Nell.) 4) "Wait for me"! yelled Gus. ("Wait for me!" yelled Gus.) If stuck, say: "Read it aloud. Put one finger where the talking starts and one where it stops."
    4. Independent Practice (15–20 min) — 1) Your child fixes every line of dialogue in the draft. Each correct mark and capital gets a small tick. 2) Your child circles each word ending in -ed or -ing and checks it against both rules. Double after one short vowel and one consonant: hopped, running. Drop a silent e: smiled, riding. 3) Your child looks up the base word of any doubtful word in the dictionary. Many entries list the -ed and -ing forms. 4) Your child writes two new lines, one with the tag first and one with the tag last. Look for: marks in pairs, the comma or end mark inside, a capital first word, and endings spelled by rule.
    5. Exit Ticket (5 min) — Ask the three questions. Your child writes the first two with all their marks.

    Watch for: Putting the comma outside the quotation marks, as in "I'm tired", Liam said.

    Try: Say: "The comma belongs to the spoken words, so it stays inside the marks." Your child traces the closing marks around it.

    Exit ticket:
    1. Add the marks and capitals: I lost my tooth said Ben
    2. Add the marks and capitals: Aunt Jo asked who wants pie
    3. Find a spoken line in your draft. Does its comma or end mark come before or after the closing quotation mark?

    Answers: 1) "I lost my tooth," said Ben. (An exclamation point in place of the comma is also correct.) 2) Aunt Jo asked, "Who wants pie?" 3) Before it, inside the marks. Your child points to it in the draft.

    Science

    Objective: I can name an action an animal does that helps it survive and explain how it helps.

    Standards: 3-LS4-3

    Builds on: Needs Day 3: a physical adaptation is a body part that helps a living thing survive. One-minute check: your child names one from yesterday and how it helps (sample: flippers work as paddles).

    New words:
    • behavioral adaptation – something an animal does that helps it survive
    • migrate – to travel to another place each year for food or better weather
    • hibernate – to spend winter in a long, deep rest with the body slowed down
    • nocturnal – active at night
    • instinct – something an animal does without being taught
    1. Day 54 — Behavioral Adaptations — Wonder Warm-Up (5 min) — Spaced review from Week 1. Ask: "Name three ways a force can change how a ball moves." (Any 3: start it, stop it, speed it up, slow it down, change its direction.) Then ask: "Why do many birds fly south in the fall?" (Food such as insects gets hard to find in winter.)
    2. Mini-Lesson (10–15 min) — Say: "A behavioral adaptation is something an animal does that helps it survive." Try it on your child. Say: "You have thumbs. You put on a coat when it is cold. Which one is a has, and which one is a does?" (Thumbs: has. Coat: does.) Teach five behaviors. Say: "To migrate is to travel for food or better weather. Many monarch butterflies fly to Mexico for winter." Say: "To hibernate is to rest deeply all winter. A groundhog's heartbeat and breathing slow down, which saves energy." Say: "Nocturnal animals, like most owls, are active at night. A killdeer is a small bird. It may fake a hurt wing to lead a fox away from its nest. A squirrel stores nuts." Say: "Many of these are instincts. The animal does them without being taught." Ask: "A bat hunts at night. What is the word?" (Nocturnal.) Ask: "Geese fly south each fall. Which behavior is that?" (Migrating.) Ask: "A chipmunk hides seeds in fall. How does that help?" (It has food in winter.) If stuck, say: "Is it something the animal has, or something it does?"
    3. Investigation / Hands-On (15–20 min) — Behavior Charades and Sort. 1) Write one animal on each card: groundhog, monarch butterfly, owl, killdeer, Arctic tern, gray squirrel. 2) Your child draws a card and acts out its behavior while you guess. Switch roles. 3) Sort the cards and say how each behavior helps. Groundhog: hibernates. Monarch and Arctic tern: migrate. Owl: nocturnal. Killdeer: fakes a hurt wing. Gray squirrel: stores food. 4) Has or Does? Draw a two-column tally, Physical and Behavioral. Read each statement; your child marks a column. A porcupine has quills. Geese fly south. A rose has thorns. A beaver builds a lodge. A turtle has a shell. A rabbit freezes when a hawk flies over. Expect 3 marks in each column: the "has" ones are physical.
    4. Science Notebook Entry (10 min) — Make a chart: Animal, Behavior, How it helps it survive. Your child fills a row for all 6 cards. Then give the frame: "Migrating and hibernating both help animals survive winter, but ___." Look for: "animals that migrate leave, and animals that hibernate stay and rest."
    5. Wrap-Up & Exit Ticket (5 min) — Ask the three questions aloud. Praise answers that say how the behavior helps the animal survive.

    Watch for: Saying hibernating animals are just sleeping, or mixing up physical and behavioral adaptations.

    Try: For every example ask: "Is it something the animal has or does?" Explain that in hibernation the heartbeat and breathing slow far more than in sleep.

    Exit ticket:
    1. What is a behavioral adaptation?
    2. A hummingbird flies to a warmer place each fall. Name the behavior and tell how it helps.
    3. A fox has thick winter fur and hunts at dusk. Which one is physical, and which is behavioral?

    Answers: 1) Something an animal does that helps it survive. 2) Migrating. It can find flowers and insects to eat during winter. 3) Thick fur is physical. Hunting at dusk is behavioral.

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    Day 5 · Friday

    Social Studies

    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).

    1. 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."
    2. 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."
    3. 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.
    4. 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.
    5. 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:
    1. Which region is your state in? Give one clue that proves it.
    2. Name one region that touches the Pacific Ocean and one that touches the Atlantic Ocean.
    3. Name one feature of the Southwest and one feature of the Southeast.

    Answers: 1) Answers vary. Look for the correct region and a true clue about its land, climate or location. 2) The West touches the Pacific. The Northeast or the Southeast touches the Atlantic. 3) Answers vary. Southwest: deserts, mesas or very little rain. Southeast: mild winters, beaches, wetlands or peanut farms.

    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.

    1. 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.
    2. 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.
    3. 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."
    4. 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.
    5. 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."

    Exit ticket:
    1. What is 36 ÷ 4? Tell the strategy you used.
    2. What is 63 ÷ 9? Write the multiplication fact that helps.
    3. Which division facts feel strongest, and which still need work?

    Answers: 1) 9 (half of 36 is 18; half of 18 is 9) 2) 7 (9 × 7 = 63) 3) Answers vary. Look for: named divisors and a plan, such as more turns with the ÷7 cards.

    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)

    1. 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)
    2. 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.)
    3. 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."
    4. 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.
    5. 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:
    1. Read one showing sentence from your draft. Which body clue did you use?
    2. Read your most specific detail. Is it a sight or a sound?
    3. Pick a spoken line in your draft. Name its punctuation marks in order.

    Answers: 1) Answers vary. Look for: a real body clue and no feeling word. 2) Answers vary. Look for: a detail with a color, size, movement or exact sound, sorted correctly. 3) Answers vary. Look for: opening marks, then a comma or end mark, then closing marks. A tag that comes last ends with a period.

    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).

    1. 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."
    2. 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."
    3. 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.
    4. 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."
    5. 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:
    1. Name one desert challenge and the adaptation on your animal that solves it.
    2. Would your desert animal survive well in the tundra? Give one piece of evidence.
    3. What is the difference between a physical and a behavioral adaptation?

    Answers: 1) Answers vary. Look for: a feature or behavior matched to a real desert challenge. 2) Answers vary. Look for: evidence from its features, such as "no, its thin fur would not keep it warm." 3) A physical adaptation is something a living thing has. A behavioral adaptation is something it does.

    Print Day 5 practice pages →

    Worksheets

    • math — Day 51 — Division Facts: ÷2, ÷5, ÷10
    • math — Day 52 — Division Facts: ÷3, ÷4
    • math — Day 53 — Division Facts: ÷6, ÷7
    • math — Day 54 — Division Facts: ÷8, ÷9
    • math — Day 55 — Division Facts Mastery

    Assessments

    • math — Unit Assessment 5 — Division Concepts & Facts