Day 3 · Wednesday

Objective: I can research my state's history, the Native nations whose homelands are there, and a notable person from the past.

Standards: D2.His.1.3-5, D3.1.3-5

Materials: Library book, encyclopedia or reliable websites about your state (a Native nation's own website is a strong source), Research sheet from Day 2, Strip of paper about 2 feet long, Scrap paper, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 12. Ask: "Name one Native nation of the Plains and one of the Southwest." (Samples: Lakota or Comanche; Hopi or the Navajo Nation.) Then ask: "Who lived in your state long before it was a state?"

2. Mini-Lesson · 10–15 min

   Say: "Every state's story began long before statehood." Say: "Record three things: a Native nation whose homeland includes the state, the statehood year, and one notable person from history." Model with Oklahoma. Draw a line on scrap paper and add each fact as you say it. Say: "The Wichita and Caddo peoples have homelands that include Oklahoma." Say: "In the 1830s the U.S. government forced other nations to move there. Two were the Cherokee and the Muscogee (Creek). You learned about the Trail of Tears in Week 7." Say: "Oklahoma became a state in 1907. Maria Tallchief was born there in 1925. She was a citizen of the Osage Nation and became a world-famous ballet dancer." Say: "Today dozens of Native nations have their governments in Oklahoma." Say: "For each source, ask who made it and when. A nation's own website tells its story in its own words." Say: "Choose a person from history, not someone who holds office today." Ask: "Which came first in Oklahoma, Native nations or statehood?" (Native nations.) "When did Oklahoma become a state?" (1907.) "Why use a nation's own website?" (It tells the nation's own story and gives facts about today.) If stuck, say: "Look at the years. The smaller number is earlier."

3. Activity / Source Work · 15–20 min

   Build a timeline. 1) Find three facts in your sources: a Native nation, the statehood year and a notable person with a year. 2) Your child fills a chart on the research sheet: Event | Year | Source. 3) Your child draws a line on the paper strip. Write "Long ago" at the left end and "Today" at the right end. 4) Above the line, add the events in order from left to right. 5) Below the line, add two events your child knows: 1869, the railroad across the country; 1892, Ellis Island opens. 6) At the right end, write: "Today the ___ Nation ___." Ask for evidence: "Was your state a state yet in 1869? How do you know?" Expect years that grow from left to right. If a nation was forced to leave, write that honestly. If sources differ, say: "Sources sometimes differ. Check a third one."

4. Notebook Entry · 10 min

   Your child writes: "___ became a state in ___. The ___ Nation's homeland includes this land. Today the ___ Nation ___. ___ was a ___ who ___." Leave one line for a fact your family adds: "In our town, ___." Sample: "Oklahoma became a state in 1907. Maria Tallchief was a dancer who became world famous."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child may use the timeline. Praise present-tense sentences about Native nations today.

Homework: Your child tells someone one surprising fact and where it was found. Look for a named source.

Objective: I can decide whether to multiply or divide and solve word problems with an unknown.

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

Materials: Notebook (for the three-box organizer), 20 counters and 5 cups (for support), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 12 Day 1. Read aloud: A baker puts 8 rolls on each tray. How many rolls fill 6 trays? (48) Ask: "What was unknown?" (the total) Then practice ×8 and ÷8 facts with no clock. Ask 3 × 8, 8 × 7, 16 ÷ 8 and 72 ÷ 8 (24, 56, 2, 9).

2. Mini-Lesson · 10–15 min

   Draw three boxes in a row. Label them groups, in each group and total. Write × between the first two boxes and = before the last. Say: "Every equal-groups story fits here. One box is unknown." Read aloud: Keisha shares 36 stickers equally among 4 friends. How many does each friend get? Ask: "Do we know the total?" (Yes, 36.) "What else do we know?" (There are 4 groups.) Write 4 in the groups box and 36 in the total box. Write s in the middle box. Say: "The letter s stands for the stickers each friend gets." Write 4 × s = 36, then 36 ÷ 4 = s. Say: "The total is known, so we divide. 4 times what is 36? I know 4 × 9 = 36. So s = 9. Each friend gets 9 stickers." Say: "When the total is the unknown, we multiply." Now your child does more. Read aloud: Ravi plants 7 rows of 5 seeds. How many seeds? Your child fills the boxes and writes an equation. (7 × 5 = t; t = 35 seeds)

3. Guided Practice · 10–15 min

   Your child fills the three boxes, writes an equation with a letter, and solves. 1) 6 tricycles have 3 wheels each. How many wheels? (6 × 3 = w; w = 18) 2) 54 cards are dealt into 6 equal piles. How many in each pile? (54 ÷ 6 = c; c = 9) 3) 40 children make teams of 8. How many teams? (40 ÷ 8 = t; t = 5) 4) Each jug holds 3 liters. How many liters do 9 jugs hold? (9 × 3 = j; j = 27 liters) If stuck, say: "Is the total known or unknown? Unknown total, multiply. Known total, divide."

4. Independent Practice · 15–20 min

   Your child writes an equation with a letter, then solves. 1) 9 packs hold 4 batteries each. How many batteries? (9 × 4 = b; b = 36) 2) 21 apples go equally into 3 bags. How many in each bag? (21 ÷ 3 = a; a = 7) 3) 8 weeks have 5 swim lessons each. How many lessons? (8 × 5 = n; n = 40) 4) 56 crayons are packed 8 in each box. How many boxes? (56 ÷ 8 = c; c = 7) 5) A ribbon 42 inches long is cut into 6 equal pieces. How long is each piece? (42 ÷ 6 = p; p = 7 inches) 6) Your child draws the three boxes for 7 vases of 6 flowers and solves. (7 × 6 = f; f = 42) 7) Solve 6 × m = 30 (m = 5). 8) Solve k ÷ 4 = 8 (k = 32). Last, ask: "Which problems had an unknown total?" (1, 3, 6 and 8)

5. Exit Ticket · 5 min

   Read each problem aloud. Your child writes and solves on paper.

Fact fluency: ×8 and ÷8 facts

Homework: Your child solves two problems with a letter equation. 3 bags hold 8 oranges each. How many oranges? (3 × 8 = r; r = 24) 45 photos fill albums of 9. How many albums? (45 ÷ 9 = a; a = 5)

Objective: I can take short notes in my own words and keep the order of events from a science text.

Standards: W.3.8, RI.3.3, RI.3.4, L.3.4.A, RF.3.4.A, RF.3.4.C

Materials: Paper with "From Egg to Dragonfly" copied or printed (text in the lesson), Yesterday's five facts and the books they came from, Index cards, Notebook, Pencil

1. Warm-Up · 5 min

   Word study, 3 minutes. Dictate: "She spoke softly and kindly in the darkness." Your child writes it, then checks it against your copy. Look for unchanged base words: soft, kind, dark. Spaced review from Week 16. Ask: "What is a point of view?" (How a person thinks or feels about something.)

2. Mini-Lesson · 15 min

   Say: "Notes are short phrases in your own words. They are not copied sentences. Copying a writer's words and calling them yours is plagiarism." Teach Read, Cover, Write. Step 1: read one sentence. Step 2: cover it with your hand. Step 3: write the key words you remember. Step 4: uncover and check. Read the passage aloud once while your child follows. "From Egg to Dragonfly" A dragonfly's life begins as a tiny egg laid in or near a pond. After a few weeks, a nymph, or young dragonfly, hatches. The nymph has no wings. It lives underwater, breathes with gills and hunts small water animals. As it grows, it molts many times. That means it sheds its tight old skin. After months or even years, the nymph climbs a plant stem into the air. Its skin splits one last time, and an adult dragonfly pulls itself out. When its new wings are dry, it flies away. Model with sentence 2. Read it, cover it and write in the notebook: nymph (young dragonfly) hatches, few weeks. Uncover it. Say: "Did I copy more than three words in a row? No. This is a note."

3. Guided Practice · 10 min

   Your child reads the passage aloud. Say: "If a word does not make sense, stop, reread the sentence and use the clues." 1) Ask: "What are gills for? Which words help?" (Breathing underwater; "lives underwater, breathes with gills.") 2) Ask: "What does molts mean?" (Sheds its old skin; "That means" explains it.) 3) Your child uses Read, Cover, Write on the sentence about living underwater. (Sample note: nymph: underwater, gills, hunts.) 4) Write the stages on index cards together, one card for each stage. Lay the cards in order and draw an arrow on each. (Egg near pond; nymph hatches; lives underwater and molts. Then climbs stem; skin splits and adult comes out; wings dry and it flies.) If stuck, say: "Cover the sentence. Tell me the fact out loud. Now write only the most important words."

4. Independent Practice · 20 min

   Your child turns yesterday's five facts into notes. 1) Use Read, Cover, Write for each fact. 2) Write one note on each index card, with the source title and page at the bottom. 3) If the facts show steps, number the cards in order. If one fact causes another, draw an arrow from cause to effect. 4) Check each card beside the book. No more than three words in a row should match. Sample card: "eggs laid on water plants (Pond Insects, p. 9)." Look for: short phrases, your child's own words, and a source on every card. Keep the cards for tomorrow.

5. Exit Ticket · 5 min

   Read each question aloud. Your child may look back at the passage for questions 1 and 2.

Homework: Read your own book for 15 to 20 minutes. Then turn two sentences from any nonfiction book into short notes. Look for: key words only, and no more than three copied words in a row.

Practice page · Week 17, Day 3

English Language Arts

I can take short notes in my own words and keep events in order.

Show answers

Look: Read, Cover, Write

1. Read one sentence.
2. Cover it with your hand.
3. Write the key words you remember as a short note, then check.

How a Monarch Butterfly Grows

A monarch butterfly begins as a tiny egg stuck to a milkweed leaf. Soon a caterpillar hatches and eats and eats. It sheds, or loses, its skin several times as it grows. Next, it hangs upside down and forms a hard case called a chrysalis. Inside, its body changes completely. After one to two weeks, a butterfly crawls out, dries its wings and flies away.

Use the passage above.

1. 1.

   Make a short note: 'Soon a caterpillar hatches and eats and eats.'
2. 2.

   Make a short note: 'Next, it hangs upside down and forms a hard case called a chrysalis.'
3. 3.

   What does 'sheds' mean? What clue helped?
4. 4.

   Number the stages in order: chrysalis, egg, butterfly, caterpillar.
5. 5.

   Why should notes be in your own words?
6. 6.

   Read the passage aloud. Did any word not make sense? Write it and tell how you fixed it.

Write the word that fits.

1. 7.

   Kim spoke ____ to the baby. (soft + ly)
2. 8.

   We could not see in the ____. (dark + ness)

Objective: I can show how energy moves through my model ecosystem with food chain arrows.

Standards: 3-LS4-3

Materials: Model from yesterday, Yarn or paper strips, scissors and tape, About 8 sticky notes, 1 index card for the sun, Science notebook and pencil

1. Day 83 — Show Energy and Food Chains — Wonder Warm-Up · 5 min

   Spaced review from Week 12. Ask: "Where does the energy in every food chain start?" (The sun.) Then ask: "Where does energy enter your model? Where do the dead leaves go?"

2. Mini-Lesson · 10–15 min

   Say: "Energy enters as sunlight. Producers use it to make food. Then energy moves each time something is eaten." Show it with four sticky notes: sun, clover, caterpillar, wren. Draw an arrow between each pair. Ask: "What does each arrow show?" (Energy moving from the food to the eater.) Now add two more notes: dead leaves and mold. Say: "Leaves fall and animals leave waste. Decomposers break those down, and nutrients go back into the soil. Plant roots take the nutrients up again." Draw arrows from dead leaves to mold, from mold to soil, and from soil back to clover. Say: "Earthworms and pill bugs are consumers that eat dead leaves. That speeds up the loop." Say: "This is the decomposer loop. Energy moves one way along the chain. Nutrients go around and around." Ask: "Is a decomposer the top hunter?" (No. It breaks down dead things from every part of the chain.) For a terrarium, add one more idea. Say: "Water leaves the damp soil and plants and goes into the air inside. It turns back into drops on the cool walls and runs down. The same water is used again." If stuck, say: "Start at the sun. Who uses sunlight to make food? Who eats that?"

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

   Energy Arrows. An adult helps with the scissors. 1) Your child draws a sun on the index card and sets it beside the model. 2) They cut yarn or paper arrows and tape on the first chain, from the sun to the last eater. On a terrarium, use sticky-note arrows on the outside wall. 3) They add a second chain. If two chains share a living thing, the model shows a small web. 4) They add the decomposer loop: dead leaves, decomposer, soil. Label each arrow end with a sticky note. 5) Terrarium only: look for water drops on the walls today and tomorrow morning. Record them in a table with three columns: Time, Drops seen, Where. Expect every chain to begin at the sun and then a producer. Drops often form on the cooler side. Say: "Drops depend on warmth and how damp the soil is. Real results vary." No drops? Mist lightly and check again tomorrow.

4. Science Notebook Entry · 10 min

   In the science notebook, your child draws both food chains and the decomposer loop, then finishes two frames. "Energy enters my model as ___." "Nutrients return to the soil because ___." Sample: "Energy enters my model as sunlight. Nutrients return to the soil because mold and pill bugs break down the dead leaves."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise chains that start at the sun and a loop that returns to the soil.

Homework: Explain one chain in your model to your family. Look for: a start at the sun.