Day 5 · Friday

Objective: I can show what I know about immigration past and present.

Standards: D2.His.14.3-5, D2.His.2.3-5

Materials: Stored Week 16 check and its answer key, Comparison chart from Day 2, Story cards and yarn from Day 1 (for reteaching), U.S. map, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 10. Ask: "Which ocean is on the East Coast? Which is on the West Coast?" (Atlantic. Pacific.) Then ask: "What is the most important thing you learned about immigration this week?"

2. Mini-Lesson · 10–15 min

   Review game: Which Island? Your child puts one finger on each island on the U.S. map. Say a clue. Your child lifts the correct finger and names the island. Clues: "Open from 1892 to 1954." (Ellis.) "Poems are carved into its walls." (Angel.) "Most people waited only a few hours." (Ellis.) "It faces the Pacific Ocean." (Angel.) Teach two memory hooks. Say: "Ellis is East. Angel is West." Next, say three made-up stories. Your child names the reason. "Tomas came from Poland to join his sister." (Family.) "Linh's family left because of a war." (Safety.) "Nadia came from Morocco to study medicine." (School.) Last, model a full answer. Ask: "How were the two islands different?" Say: "Ellis Island was on the East Coast, and Angel Island was on the West Coast." If stuck, say: "Look at your chart. Read across one row."

3. Activity / Source Work · 15–20 min

   Source work. This story is made up but based on real events. 1) Read it aloud. "In 1907, Rosa sailed from Italy with her mother. When she first saw land, she squeezed her mother's hand. At Ellis Island, a doctor checked her eyes. An officer asked her name. By evening, Rosa and her mother were on a ferry to New York City. Her uncle waited there with a loaf of bread." 2) Ask for evidence each time. "How did Rosa feel when she saw land? What is your clue?" (Excited or nervous. She squeezed her mother's hand.) "How long was Rosa at Ellis Island? What is your clue?" (Less than a day. They left by evening.) "Which reason for immigrating fits? What is your clue?" (Family. Her uncle waited for them.) 3) Your child finds Italy's continent and names the ocean Rosa crossed. (Europe. The Atlantic.) Feelings answers vary. Look for a clue from the story.

4. Notebook Entry · 10 min

   Keep this to 5 minutes today so the check fits. Your child writes in the notebook: "One thing I learned about immigration this week is ___. One question I still have is ___." Sample: "I learned that people waited much longer at Angel Island. I still wonder what the poems say."

5. Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 16 check. It has 8 items and takes about 15 minutes. Score it with the answer key. 6 or more right: move on to Week 17. 4 or 5 right: redo Day 2's chart of the two islands. 3 or fewer right: reteach Day 1 with the story cards and yarn. Praise full-sentence answers. If time is still short, give the check later today.

Homework: Your child reads Rosa's story to a family member, then tells how Rosa felt and why. Look for one clue from the story.

Practice page · Week 16, Day 5

Social Studies

I can get ready by reading a story about arriving in a new country.

Show answers

Teodor Arrives

In 1921, Teodor and his father sailed from Poland across the Atlantic Ocean. After many days, Teodor saw tall buildings rise out of the morning fog, and his heart pounded. At the island station, a doctor listened to his breathing. Then an officer looked at their papers and carefully wrote their names in a big book. That afternoon, they rode a small ferry to the city. Teodor's aunt was waving from the dock with a bag of warm rolls.

Get ready: read the story. Answer each question.

1. 1.

   Where did Teodor and his father sail from?
2. 2.

   How do you think Teodor felt when he saw the city? Give a clue.
3. 3.

   What did the officer do?
4. 4.

   Who was waiting for them?

Put the story in order. Write 1, 2 and 3.

1. 5.

   They ride a ferry to the city.
2. 6.

   They sail across the ocean.
3. 7.

   An officer checks their papers.

Challenge: If you could ask Teodor one question, what would it be?

Objective: I can use patterns, even/odd rules, in/out tables and multiples of 10 on the Week 16 check.

Standards: 3.OA.D.9, 3.NBT.A.3

Materials: Stored Week 16 check and its answer key, Playing cards, 2s through 9s, Multiplication chart (for reteaching), Scrap paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 15. Your child solves 20 − 2 × 6 (8). Then try ×6 facts with no clock. Count by 6s to 60 together. Ask: "What is the 4th number? Which fact is that?" (24; 4 × 6 = 24)

2. Mini-Lesson · 10–15 min

   Play Flip and Tell for 10 minutes. Use the cards 2 through 9. Say: "Flip two cards. First predict: is the product even or odd? Then multiply. Last, turn the second card into tens." Model one turn. Flip a 4, then a 7. Say: "4 is even, so the product is even." Write 4 × 7 = 28. Say: "Now 4 × 70. That is 4 × 7 tens." Write 28 tens = 280. Say: "So 4 × 70 = 280." Now your child takes every turn: flip, predict, multiply, then say the tens sentence. Your child writes each turn in the notebook. For a slow fact, your child names a strategy first, such as break apart. Ask each turn: "Is there an even factor? How many tens?" A correct turn wins the two cards. There is no clock. Play about 6 turns.

3. Guided Practice · 10–15 min

   Do three check-style problems together. 1) Find the rule. IN is 16, 24 and 40. OUT is 2, 3 and 5. (Divide by 8) 2) Is 9 × 6 even or odd? Why? (Even, because 6 is even; 54) Your child checks the ones digit of the product. 3) 5 × 60 (5 × 6 tens = 30 tens = 300). If stuck, say: "Which day is this from? What did we draw or say then?"

4. Independent Practice · 15–20 min

   Give the stored Week 16 check now. It has 8 items. Your child works alone for about 15 minutes, then you score it with the answer key. The chart stays put away during the check. Scrap paper for stick drawings is fine. Choose a route by the result. 6 or more right: move on to Week 17. 4 or 5 right: find the kind of item missed. For chart and skip-counting patterns, redo Day 1 Guided Practice with the chart. For even and odd products, redo Day 2 Guided Practice. For multiples of 10, redo Day 3 Guided Practice with stick drawings. For in-out tables, redo Day 4 Guided Practice. 3 or fewer right: reteach the Day 3 and Day 4 Mini-Lessons, one each day. Then 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. Question 3 has no single right answer, so listen for a clear reason.

Fact fluency: ×6 facts

Homework: Play 6 turns of Flip and Tell with a family member. Then solve 3 × 70, 6 × 60 and 8 × 90. Answers: 210, 360, 720.

Objective: I can compare two texts on one topic and answer questions with evidence.

Standards: RL.3.9, RI.3.9, RI.3.6

Materials: Stored Week 16 check and its answer key, Paper with the two giraffe texts copied or printed (text in the lesson), Fables, articles and skate park pieces from Days 1 to 3, Highlighter, Notebook, Pencil

1. Warm-Up · 5 min

   Word study, 3 minutes: an untimed spelling check. Say each word in a short sentence: helpful, thankful, colorful, careless, useless, spotless. Challenge word: wonderful. Your child checks each word against the list and rewrites any missed word once. Spaced review from Week 10. Ask: "Name three time-order words." (Any three, such as first, next, then, later, finally.)

2. Review · 10–15 min

   Review the week with the texts from Days 1 to 3 on the table. Your child answers aloud and points to the proof. 1) Ask: "How are the settings of the two Fern fables different?" (Oak woods in fall and winter; a creek in spring.) 2) Ask: "Which article tells about a lodge? Which chart column is that?" (Article A; Only Article A.) 3) Ask: "Ruby writes 'finally.' What does that word show about her point of view?" (She wanted a skate park and waited for it.) 4) Say: "The dam blocks the water, so ___." (A pond forms.) Ask: "Which part is the cause?" (The dam blocks the water.) 5) Your child says the conclusion stem from memory. (Based on both texts, I think ___ because ___ and ___.) Reteach on the spot anything your child cannot answer.

3. Guided Practice · 10 min

   Your child reads both texts aloud, then rereads Text 2 with expression. Text 1, "Reaching High" Giraffes are the tallest land animals. Their long necks let them reach leaves at the tops of trees. A giraffe's tongue can be about 18 inches long, so it can pull leaves from between sharp thorns. Text 2, "A Risky Drink" A giraffe gets most of its water from the leaves it eats. To drink from a pond, it must spread its front legs wide and lower its long neck. Because this takes time, a lion could sneak close. Your child highlights the facts, then sorts them aloud. 1) Ask: "Which fact belongs in a Both column?" (Giraffes have long necks, or giraffes eat leaves.) 2) Ask: "Which fact is only in Text 2?" (Any one: most of its water comes from leaves; it spreads its legs to drink.) 3) Ask: "Which word in Text 2 signals a cause?" (Because.) 4) Your child says a conclusion with the stem. Sample: "Based on both texts, I think a long neck helps and hurts a giraffe. It reaches high leaves, and it makes drinking slow." If stuck, say: "Touch the fact in Text 1. Now look for it in Text 2."

4. Weekly Check · 15 min

   Give the stored Week 16 English Language Arts Check now. It has 8 items and its own two short texts. Your child reads the texts and works alone for about 15 minutes. You may read the directions aloud. Do not rehearse the items first. Score it with the answer key, then choose a route. 7 or more right: move on to Week 17. 5 or 6 right: redo the Day 2 practice page and the Day 2 Guided Practice. 4 or fewer right: reteach the Day 2 lesson with two highlighter colors before Week 17. Also look at which items were missed. For point of view, revisit Day 3. For cause and effect or the conclusion, revisit Day 4.

5. Exit Ticket · 5 min

   Go over any missed check items together. Then your child answers these three questions about the giraffe texts and the week.

Homework: Read your own book for 15 to 20 minutes. Then find two books at home about the same animal or topic. Tell a family member one fact they share and one fact only one book has.

Objective: I can present my local ecosystem findings clearly, using facts and details from my field journal.

Standards: 3-LS4-3, SL.3.4

Materials: Week 16 Science Check (7 items) and its answer key, Field journal, photos or sketches, and food web, 1 index card for speaking notes, Science notebook and pencil

1. Day 80 — Field Report and Week 16 Check — Wonder Warm-Up · 5 min

   Spaced review from Week 14. Ask: "What is camouflage?" (Colors or patterns that help a living thing blend in, so hunters miss it.) Ask: "Did anything in your square blend in?" Then your child practices an opening line. "My study square is ___. The most common living thing I found was ___."

2. Mini-Lesson · 10–15 min

   Teach the four-part field report, about three minutes long. Part 1 tells where the square is and what it looked like. Part 2 shows the most interesting living things with one sketch or photo. Part 3 explains one food chain from the sun to the last eater. Part 4 gives one possible pattern and one new question. Now compare two sentences aloud. Say: "I saw some bugs." Then say: "I counted 11 ants on Visit 1 and 4 ants on Visit 2." Ask: "Which sentence uses facts from a journal?" (The second.) Ask: "What makes it stronger?" (It has names and numbers.) Teach three speaking tips. Face your listeners. Speak slowly and loudly enough to hear. Pause and point to a picture after each part. Ask: "What do you do after each part?" (Pause and point to a picture.) If stuck, say: "Open the journal to Visit 1. Read one number. Turn it into a sentence."

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

   Field Report. 1) Your child writes four short notes on the index card, a few words for each part. 2) They practice once aloud, alone. 3) They present to at least one family member, pointing to the journal, sketches and food web. 4) The listener fills in a small table with two columns: Part, Included. The listener also counts facts with numbers. 5) The listener asks one question. Your child answers by looking in the journal. 6) Pack up the study square with an adult. Remove any sticks and string, and leave the site as you found it. Expect all four parts and at least two facts with numbers. If a part is skipped, point to that note on the card. Your child adds it then.

4. Science Notebook Entry · 10 min

   In the science notebook, your child writes a self-check with two frames. "One thing I did well in my report was ___. Next time I will ___." They also record the listener's question and their answer. Sample: "One thing I did well was pointing to my food web. Next time I will speak more slowly."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise facts taken straight from the journal. Then give the Week 16 Science Check, which has 7 items. Allow about 10 minutes, later today if time is short. Score it with the key. With 6 or more right, plan a third visit and add a tally column. With 4 or 5 right, redo the Day 4 page and build one more food chain. With 3 or fewer right, reteach Day 2 by tallying one window view together.

Homework: Teach a family member to tally living things seen from one window for five minutes. Compare your two tallies. Look for: one mark for each thing seen and a named most common living thing.