Day 4 · Thursday

Objective: I can describe the many languages spoken in the U.S., including Native languages.

Standards: D2.Geo.4.3-5, D2.Geo.7.3-5, D2.Civ.14.3-5

Materials: 5 index cards, World map, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 6. Ask: "What is a reservation?" (Land set aside by treaty or law as a homeland for a Native nation.) Then ask the big question: "How many ways can you say hello?"

2. Mini-Lesson · 10–15 min

   Say: "People in the United States speak at least 350 languages at home." "English is spoken most. Spanish is second. Chinese, Tagalog, Vietnamese, Arabic, French and Korean are common too." Say: "A bilingual person can use two languages. A multilingual person can use more than two." Say: "Native nations have their own languages. Navajo is the most widely spoken Native language in the United States." Tell the hard part honestly. Say: "Long ago, the government sent many Native children to boarding schools far from home." "Children there were punished for speaking their own languages. So many languages lost speakers." Say: "Today the Cherokee, Wampanoag and Lakota nations run language classes and schools." "Native leaders also worked to change the law. In 1990, Congress passed the Native American Languages Act." "It says the United States will protect Native languages." Ask: "Why did many Native languages lose speakers?" (Children were punished for speaking them at boarding schools.) Ask: "What are Native nations doing about it today?" (Teaching their languages in classes and schools.) Ask: "Mia speaks Tagalog, English and Spanish. Which new word fits her?" (Multilingual.) If stuck, say: "Listen again." Then reread that part slowly.

3. Activity / Source Work · 15–20 min

   Hello cards. 1) Your child makes five cards. Write the greeting, how to say it and the language. Hola (OH-lah), Spanish. Spoken in Spain, Mexico and most of Central and South America. Ni hao (nee how), Mandarin Chinese. Spoken in China. Bonjour (bohn-ZHOOR), French. Spoken in France and parts of Canada. Marhaba (MAR-hah-bah), Arabic. Spoken in Egypt and across North Africa and the Middle East. Yá'át'ééh (yah-ah-teh), Navajo. Spoken in the Navajo Nation, in the U.S. Southwest. These spellings are close, not perfect. Speakers may say the words a little differently. 2) Practice each greeting aloud together. 3) Your child lays each card on the map where the language is spoken. 4) Ask: "Which of these languages began here in North America? What is your evidence?" (Navajo. Its card sits on the Southwest.) Ask: "Which card could sit on more than one continent?" (Spanish, French or Arabic.) Check that the Navajo card is on the Southwest of the United States.

4. Notebook Entry · 10 min

   Your child writes a greeting list with three columns: Greeting, Language, Where it is spoken. Then finish the frame: "Being bilingual helps people because ___." Sample: "They can talk with more people, like grandparents and new friends."

5. Exit Ticket · 5 min

   Read the questions aloud. Your child answers in the notebook. Praise a greeting said with care.

Homework: Your child teaches a family member one greeting and shows where people say it. Look for the language name and a place.

Objective: I can estimate by rounding to check whether my answer makes sense.

Standards: 3.OA.D.8, 3.NBT.A.1, 3.NBT.A.2

Materials: Paper for drawing number lines, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Your child rounds 238 and 651 to the nearest 100 (200, 700). Your child rounds 67 to the nearest 10 (70). Then add tens in your head with no clock. Ask 40 + 30, 260 + 50 and 380 + 40 (70, 310, 420).

2. Mini-Lesson · 10–15 min

   Say: "An estimate is a close answer from rounded numbers. It tells us if an exact answer is reasonable." Write 312 + 489. Ask: "What is each number to the nearest 100?" (300 and 500) Write 300 + 500 = 800. Your child adds in columns. (801) Ask: "Is 801 close to 800?" (Yes.) Ask: "Why is the estimate not exactly 801?" (We rounded both numbers.) Say: "So 312 + 489 = 801, and that is reasonable." Ask: "What if someone wrote 701?" (It is too far from 800. Check again.) Say: "Now a two-step story." Read: "Ava has 3 boxes of 9 markers and 18 more. How many markers?" Say: "Estimate first. 9 is close to 10, and 18 is close to 20." Write 3 × 10 = 30, then 30 + 20 = 50. Your child solves exactly. (3 × 9 = 27; 27 + 18 = 45) Say: "45 is close to 50. Both numbers were rounded up, so the estimate is a bit high. So 45 markers is reasonable." Now your child does more. Write 624 − 287. Your child estimates, solves and decides. (600 − 300 = 300; 337; reasonable)

3. Guided Practice · 10–15 min

   Your child estimates first, then solves, then says "reasonable" or "check again." 1) 198 + 415 (200 + 400 = 600; 613; reasonable). 2) 387 + 256 (400 + 300 = 700; 643). Say: "643 is a bit far from 700. Round to the nearest 10 instead." (390 + 260 = 650; reasonable) 3) Jun has 3 bags of 8 apples and picks 19 more. How many apples? (About 24 + 20 = 44; 24 + 19 = 43; reasonable) 4) A shop has 506 pens and sells 189. How many are left? (About 500 − 200 = 300; 317; reasonable) If stuck, say: "Which hundred is each number closest to? Add or subtract those first."

4. Independent Practice · 15–20 min

   Your child writes the estimate, then the exact answer, then "reasonable" or "check again." Estimates come first, before any exact work. 1) 735 − 362, to the nearest 10 (740 − 360 = 380; 373). 2) 276 + 418, to the nearest 100 (300 + 400 = 700; 694). 3) 903 − 587, to the nearest 100 (900 − 600 = 300; 316). 4) 149 + 263, to the nearest 10 (150 + 260 = 410; 412). 5) Draw a number line from 500 to 600 and mark 562. Which hundred is closer? (600) 6) Tia says 328 + 254 is 482. Estimate to check her. (300 + 300 = 600; 482 is too far; the sum is 582) 7) A farm has 6 pens with 9 hens in each, and 28 chicks. How many birds? (About 60 + 30 = 90; 54 + 28 = 82) 8) A school has 418 books. It gets 5 boxes of 8 more. How many books now? (About 420 + 40 = 460; 418 + 40 = 458)

5. Exit Ticket · 5 min

   Read each question aloud; your child answers on paper and may draw a number line. Question 2 needs an estimate and a sentence.

Fact fluency: adding tens mentally

Homework: Estimate to the nearest 100, then solve: 467 + 238 and 812 − 395. Answers: 500 + 200 = 700 and 705; 800 − 400 = 400 and 417. Your child tells whether each exact answer is reasonable.

Objective: I can find images in a poem and explain what a picture or illustration adds.

Standards: RL.3.4, RL.3.7, L.3.5.A

Materials: A sheet of paper with 'Fog' copied by hand, One illustrated book from your child's shelf, Notebook, Colored pencils, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Your child picks the word that fits each sentence: preview, nonliving or misread. "We watched a ___ of the movie before it came out." (Preview.) "A rock is a ___ thing." (Nonliving.) "I ___ the sign and went the wrong way." (Misread.) Then your child uses misbehave in a sentence. Spaced review from Week 11. Ask: "Give one sound detail about this room." (Sample: The fridge hums.)

2. Mini-Lesson · 10–15 min

   Say "fresh-baked bread". Ask: "What do you see, smell and feel?" (Answers vary.) Say: "Words that make a picture in your mind are called imagery. Imagery uses the senses. Poets often use nonliteral language: words that do not mean exactly what they say." Copy this poem on paper with a new row at each slash, then read it aloud. "Fog": The fog slides in, a soft gray sheet, / It swallows up the end of our street. / The lampposts wear their cloudy hats, / And whisper to the hiding cats. Think aloud. Say: "'It swallows up the end of our street.' Can fog really swallow? No. Fog has no mouth. The poet means the fog covers the street, so I cannot see the end." Ask: "Do lampposts wear hats?" (No. The fog sits on top of them like a hat.) Add one fact. Say: "Real fog is a cloud that touches the ground. It is made of tiny drops of water."

3. Guided Practice · 10–15 min

   1) Your child underlines "a soft gray sheet" with a pencil. Ask: "Which senses does it use? What is the poet really saying?" (Sight and touch. The fog is pale, thick and gentle, spread out like a bedsheet.) 2) Your child underlines "wear their cloudy hats". Ask the same questions. (Sight. Fog wraps around the tops of the lamps.) 3) Say: "The fog is thick today." Ask: "Literal or nonliteral?" (Literal. It means just what it says.) 4) Open the illustrated book to one picture. Ask: "What can you learn from this picture that the words leave out? What mood does it make?" (Answers vary. Look for: one detail and one feeling word.) If stuck, say: "Could this really happen? If not, what is the poet comparing it to?"

4. Independent Practice · 15–20 min

   1) In the notebook, your child sketches a favorite image from "Fog" in color. They add one detail the poem does not mention, such as the color of the cats. 2) Under the sketch they finish this frame: "The poem tells me ___. My drawing also shows ___." 3) They write a 2-line poem with one image about rain, snow or sun. Sample: "The snow lays quilts on every car, / And hushes streets both near and far." Look for three things. The sketch matches a line of the poem. The added detail is new. The 2-line poem uses at least one sense.

5. Exit Ticket · 5 min

   Your child keeps "Fog" in view. Ask the three questions aloud and listen for the word nonliteral in the second answer.

Homework: Find one image in any poem or song. Draw it and write the line under the drawing. Look for: a line that uses a sense.

Practice page · Week 15, Day 4

English Language Arts

I can find images and nonliteral language in a poem.

Show answers

Look: Imagery

1. Imagery is language that paints a picture using the senses.
2. Literal words mean just what they say. Nonliteral words do not.
3. Ask: Can that really happen? If not, what does the poet mean?

Sunset at the Beach

The sun melts down like orange jam, The waves come crashing: slam, slam, slam! The sand is warm beneath my toes, The sea breeze tickles at my nose.

Use the poem above.

1. 1.

   Underline an image that uses sight.

2. 2.

   Which sense does 'The sand is warm beneath my toes' use?
3. 3.

   Which sense does 'slam, slam, slam' use?
4. 4.

   Can the sun really melt like jam? What does the poet mean?
5. 5.

   'The sand is warm beneath my toes' is ____.

   ○ literal○ nonliteral
6. 6.

   Draw your favorite image. Then write: The words say ___. My picture adds ___.

Write what each word means.

1. 7.

   nonliving
2. 8.

   misread

Objective: I can compare life cycles and explain that all living things are born, grow, reproduce and die.

Standards: 3-LS1-1

Materials: 1 large sheet of paper, Yellow, green, blue and gray crayons, This week's bean, butterfly and frog drawings, Bean cup and Bean Log, Science notebook and pencil

1. Day 74 — Comparing Life Cycles — Wonder Warm-Up · 5 min

   Spaced review from Week 13. Ask: "Name one animal that lives in a group and one that is solitary." (Sample: wolf; tiger.) Check the bean cup and log any change. Then the wonder. Say: "A bean plant and a puppy seem nothing alike. What could their lives have in common?"

2. Mini-Lesson · 10–15 min

   Say: "Life cycles differ, but all share four parts: birth, growth, reproduction and death." Say: "Birth is the start: being born, hatching or sprouting. Reproduction means making young. Not every single animal has young, but every kind does." Hold up a fist. Raise one finger for each part as your child repeats it. Say: "Now the patterns. A butterfly changes through four very different stages. A frog changes from tadpole to adult. A dog is a mammal. A puppy is born alive and looks like a small dog. It grows slowly, with no metamorphosis." Say: "A dog's life: born, puppy, adult, has puppies, grows old and dies." Say: "Plants do not move around. They still sprout, grow, make seeds and die." Ask: "Does a puppy go through metamorphosis?" (No. It looks like a small adult.) "What is birth for a bean plant?" (Sprouting from the seed.) "What is reproduction for a bean plant?" (Making new seeds.) If stuck, say: "Does the young one look like its parent, only smaller?"

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

   Life Cycle Comparison Chart. 1) On the large paper, draw 4 columns: Bean plant, Butterfly, Frog, Dog. 2) Your child writes each life's stages in order, using this week's drawings. (Bean: seed, seedling, adult plant, flowers, fruit with seeds. Butterfly: egg, larva, pupa, adult. Frog: egg, tadpole, froglet, adult. Dog: newborn puppy, growing puppy, adult dog.) 3) Your child colors the shared parts in every column. Circle the birth stage in yellow. Shade the growing stages green. Underline the stage that reproduces in blue. Write "dies" in gray at the bottom. 4) Ask: "Which life cycles have metamorphosis?" (Butterfly and frog.) "Which young one looks like a small adult?" (The puppy.) "What is your evidence?" (The stages in the chart.) Look for all four colors in every column.

4. Science Notebook Entry · 10 min

   Your child copies the chart in short form. Then they finish: "All life cycles include ___, ___, ___ and ___. The ___ life cycle is different because ___." Sample: "The dog life cycle is different because the puppy looks like its parents."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three questions aloud, and let your child point to the chart. Praise answers that use the chart as evidence.

Homework: Ask a family member about a pet or animal they watched grow up. Write 3 sentences about its life cycle. Look for birth, growth and one more part. Keep the bean damp.