Day 4 · Thursday

Objective: I can describe how Northwest Coast and Alaska Native nations used the ocean and land, and how they live today.

Standards: D2.Geo.4.3-5, D2.His.2.3-5

Materials: U.S. map, 8 index cards, Notebook, Pencil and markers

1. Warm-Up · 5 min

   Spaced review from Week 11. Ask: "Which region has both a rain forest and tundra?" (The West.) Then say: "Picture a place where forest meets ocean and salmon fill the rivers. What would you eat and build with?"

2. Mini-Lesson · 10–15 min

   Trace the coast from Oregon up to southeast Alaska. Say: "Giant cedar trees grow in the rain here. Nations of this coast include the Tlingit, Haida, Chinook and Coast Salish peoples." Say: "Builders split cedar into wide planks for large houses. Salmon was a main food, and it still is." Say: "Carvers make totem poles. A pole can tell a family's history or honor a person. It is not worshipped." Say: "At a potlatch, a host family feeds guests and gives gifts to mark an important event." Point to northern and western Alaska. Say: "Alaska Native peoples here include the Inupiat, Yupik and Unangan. Few trees grow on the tundra." Say: "Long ago, many families built homes partly underground. Frames of driftwood or whale bone were covered with sod." Say: "In Alaska, snow houses were mostly short-stay shelters for hunters. Inuit in Canada used them more." Say: "Today families live in modern homes, and many still fish, hunt and carve." Ask: "Why cedar on the coast but sod in the far north?" (The coast has forests. The tundra has few trees.) "Did everyone in the Arctic live in snow houses?" (No.) If stuck, say: "What grows or lives there? People used that."

3. Activity / Source Work · 15–20 min

   Read, sort and draw. 1) Read this source aloud: "A Salmon Year. Each summer, salmon swim from the ocean up the rivers of the Northwest Coast. Long ago, families caught them with nets and wooden traps. They dried and smoked the fish on racks so it would last all winter. Many nations hold a First Salmon ceremony to give thanks. Today tribal fishers still catch salmon, and their nations work to keep the rivers healthy." 2) Ask for evidence: "How did families make salmon last all winter?" (They dried and smoked it.) "Which sentence tells about today?" (The last one.) 3) Write these on eight index cards: cedar planks, salmon, totem pole, potlatch, sod, kayak, caribou, tundra. 4) Your child sorts them into Northwest Coast and Northern and Western Alaska. (The first four are Northwest Coast.) 5) With markers, your child draws a cedar plank house beside a sod-covered house. Ask: "What is each made from, and why?"

4. Notebook Entry · 10 min

   Your child makes two fact cards, Northwest Coast and Northern and Western Alaska. Each has four headings: Nations, Homes long ago, Foods, Today. Sample for the first: Tlingit and Haida; cedar plank houses; salmon and shellfish; "Tribal fishers catch salmon today." Sample for the second: Inupiat and Yupik; sod-covered homes; seal, fish and caribou; "Families still hunt and fish today."

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in the notebook. Praise answers that link a home or food to the land.

Homework: Your child tells a family member what a totem pole is and is not. Look for: it tells a family's history or honors a person, and it is not worshipped.

Objective: I can choose × or ÷ for a word problem and find the unknown number in an equation like 6 × ? = 42.

Standards: 3.OA.A.3, 3.OA.A.4

Materials: 30 counters (dried beans, coins or buttons), Sticky notes, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Days 1 to 3. Ask: "5 groups of 4. Multiply or divide?" (Multiply; 20) "20 split into 5 equal groups?" (Divide; 4) Your child explains each choice. Then practice ×6 and ÷6 facts with no clock. Ask 6 × 8, 48 ÷ 6 and 54 ÷ 6 (48, 8, 9).

2. Mini-Lesson · 10–15 min

   Say: "A story with equal groups has three numbers. They are the groups, how many in each, and the total." Say: "One of them is the unknown. Ask first: do I know the total?" Say: "If the total is unknown, multiply. If the total is known, divide." Say: "The unknown can sit in any spot of an equation." Write 6 × ? = 42. Read aloud: "Nia has 6 strings with the same number of beads on each. She uses 42 beads." Ask: "What does the ? stand for?" (The beads on each string.) "6 times what number is 42?" (7) Cover the ? with a sticky note. Your child writes 7 on the note. Read it back: 6 × 7 = 42. Say: "So the unknown is 7. Each string has 7 beads." Next write ? ÷ 3 = 7. Say: "Some marbles are shared into 3 bags. Each bag gets 7." Ask: "What does the ? stand for?" (All the marbles.) Say: "The total is unknown. Use the fact family." Say: "3 × 7 gives the total." (21) Say: "So the unknown is 21, because 21 ÷ 3 = 7." Now your child does more. Write 45 ÷ ? = 9. Your child tells what the ? could stand for, then solves and checks. (Groups, or how many in each; 5; 45 ÷ 5 = 9)

3. Guided Practice · 10–15 min

   Your child covers each ? with a sticky note, writes the number on it and reads the equation back. Ask each time: "Which fact family is this?" 1) 5 × ? = 40 (8). 2) ? ÷ 2 = 7 (14). 3) 54 = 9 × ? (6). 4) Theo has 8 bags with 3 marbles in each. How many marbles? Ask: "Is the total known?" (No. Multiply: 8 × 3 = ?; 24 marbles) If stuck, say: "Read it as a question. What number makes this true? Try one and check."

4. Independent Practice · 15–20 min

   Your child puts each answer back in the equation to check. For problems 1 to 5, the answer is the unknown. Afterward, your child picks one of those equations and tells a story for it. 1) 8 × ? = 24 (3). 2) ? × 7 = 28 (4). 3) 63 ÷ ? = 9 (7). 4) ? ÷ 5 = 5 (25). 5) 32 = ? × 8 (4). 6) Draw an array to show 4 × ? = 20. (4 rows of 5; the unknown is 5) 7) Priya has 32 stamps in 4 equal rows. How many are in each row? Write an equation with ?. (4 × ? = 32 or 32 ÷ 4 = ?; 8 stamps) 8) 9 plates hold 6 strawberries each. How many strawberries? (9 × 6 = ?; 54 strawberries)

5. Exit Ticket · 5 min

   Read each question aloud; your child answers on paper and puts each number back to check.

Fact fluency: ×6 and ÷6 facts

Homework: Your child solves 7 × ? = 49, ? ÷ 5 = 8, 18 ÷ ? = 9 and ? × 8 = 80. Answers: 7, 40, 2, 10.

Objective: I can write a complete short narrative and share it so listeners can retell it and ask questions.

Standards: W.3.3, W.3.3.C, W.3.3.D, W.3.4, SL.3.2, SL.3.3

Materials: Writer's notebook, All drafts and plans from Weeks 10 to 12, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Give a clue. Your child says and spells the word. "A big striped cat." (tiger) "Green living things in a garden." (plants) "Songs and tunes." (music) "Staying out of sight." (hiding) Spaced review from Week 10. Ask: "Say the past tense of take and find." (took, found)

2. Mini-Lesson · 10–15 min

   Say: "You have every part. Today you put them together." Write this checklist in the notebook. 1) An opening with a time, a place, a sense detail and a character. 2) A clear problem that grows, with time-order words. 3) Showing details and at least two lines of punctuated dialogue. 4) A climax and an ending that solves the problem. Read aloud the model, "The Last Cup": On a hot Saturday morning, I set my lemonade pitcher on a table by the sidewalk. Ice clinked against the glass. My sister Rosie taped up our sign. First, a jogger ran past without looking. Then a man waved but kept walking. Soon the ice shrank to slivers. "Nobody is coming," I said, and my shoulders sagged. Suddenly, a whole soccer team jogged around the corner. "Lemonade!" the goalie shouted. I poured as fast as I could while Rosie counted quarters. Finally, one cup was left. I handed it to Rosie, and she clinked it against the empty pitcher. Think aloud: "Point 1: a hot Saturday, the sidewalk, clinking ice and Rosie. Point 2: nobody stops, with first, then and soon. Point 3: sagging shoulders and two spoken lines. Point 4: the team arrives, and the last cup is shared." Ask: "Which sentence is the climax?" (The soccer team jogs around the corner.)

3. Guided Practice · 10–15 min

   1) Your child points to the place in the plan for each checklist point. 2) Ask: "Where will your two lines of dialogue go?" (Sample: when the problem appears, and at the climax.) 3) Agree on the first sentence aloud. Check that it names a time or a place. 4) Your child tells the whole story aloud once, touching each part of the hill. If stuck, say: "Tell me just the next thing that happened."

4. Independent Practice · 15–20 min

   1) Your child writes the complete story, about one page or 12 to 15 sentences. The parts from Days 2 and 3 can be copied in. 2) Your child ticks each checklist point and adds what is missing. 3) Your child reads the story aloud to you. 4) You retell it: who, the problem and how it ended. Your child says whether you heard it right. 5) You ask two questions, such as "How did you feel right before the climax?" Your child answers with a detail and may add it to the story. Look for: all four checklist points, and a retelling that matches the story.

5. Exit Ticket · 5 min

   Ask the three questions. Your child answers with the finished story in hand.

Homework: Read your story to a family member. Ask them to retell it in three sentences and to ask one question. Look for: your child answers the question with a detail.

Practice page · Week 12, Day 4

English Language Arts

I can check a story against a checklist and ask a listener's question.

Show answers

Look: My story checklist

1. An opening with a time, a place, a sense detail and a character, then a clear problem.
2. Time-order words, sense details and punctuated dialogue in the middle.
3. A climax and an ending that solves the problem.

Lost in the Library

On Saturday afternoon, Dev and his dad went to the big library downtown. The rooms smelled like old paper. Dev wandered off to find a dinosaur book. When he looked up, his dad was gone! First, he checked the picture-book room. Next, he searched by the computers. His heart pounded. Then he remembered his dad's words: "If we get split up, go to the front desk." Dev hurried to the desk, and the librarian called his dad's name. A minute later, Dad jogged around the corner with a dinosaur book. "Looking for this?" he asked. Dev laughed and hugged him tight.

Check the story above.

1. 1.

   Write the time and place from the opening.
2. 2.

   Write three time-order words.
3. 3.

   Write one sense detail.
4. 4.

   What is the climax?
5. 5.

   Retell the story in 3 sentences: beginning, problem, ending.
6. 6.

   Write one How, Why or What question you could ask the writer.

Circle the word that is spelled right.

1. 7.

   Which is right?

   ○ diging○ digging
2. 8.

   Which is right?

   ○ bakeed○ baked

Objective: I can predict what might happen to a food web when one living thing is removed or the habitat changes.

Standards: 3-LS4-4, 3-LS4-3

Materials: Food web from Day 3, About 8 sticky notes, Science notebook, Pencil

1. Day 59 — What If a Link Is Removed? — Wonder Warm-Up · 5 min

   Spaced review from Week 7. Ask: "A latch must hold a door shut. Is that a criterion or a constraint?" (A criterion. It says what the design must do.) Then ask: "What if a sickness made all the rabbits vanish from our web?" Let your child guess.

2. Mini-Lesson · 10–15 min

   Say: "A food web is connected. A change to one part can affect other parts." Cover the rabbit card with your hand. Say: "The fox and the hawk have less food. They may eat more mice, or move away. The clover may spread with fewer rabbits eating it." Say: "Some changes are big and some are small. It depends on what else an animal can eat." Tell a real case: "Wolves were brought back to Yellowstone National Park in 1995. Elk changed where they grazed. In some places, young trees by streams grew back. Scientists still study how much the wolves caused." Ask: "Who loses a food if the rabbits vanish?" (The fox and the hawk.) Ask: "Why might the clover spread?" (Fewer animals eat it.) Ask: "Would the fox starve right away?" (No. It also eats mice and berries.) If stuck, say: "Put a finger on the missing card. Follow each arrow in, then each arrow out."

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

   Remove-a-Link Test. 1) Cover the rabbit with a sticky note marked X. 2) Your child traces each arrow touching the rabbit. For each living thing it reaches, they write a prediction on a sticky note. Samples: "Fox: less food, so it may eat more mice." "Clover: may spread." 3) Ask: "If foxes eat more mice, what might happen to the snake?" (It has less food too.) 4) Habitat change. Say: "A storm knocks down most of the berry bushes. The mouse, robin and fox lose a food." Offer two solutions. A: plant new berry bushes of the kind that grew there. B: put out bread every day. Your child makes a claim and gives a reason. Look for: A, because bushes feed many animals for years. Bread is not their natural food. Predictions will differ. Each needs a what and a why.

4. Science Notebook Entry · 10 min

   Make a chart with four columns: Change, Who is affected, What might happen, Why. Your child fills 3 rows, including the rabbit and the storm. Look for rows like: "Rabbits gone, fox, eats more mice, because it lost a food." Then give the frame: "The better solution is ___ because ___."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three questions with the web in view. Praise predictions that say "might" and give a "because."

Homework: Talk with a family member about an animal whose habitat is shrinking, such as monarch butterflies. Look for one way people help, such as planting milkweed.