Day 3 · Wednesday

Objective: I can review movement, trade, culture and immigration.

Standards: D2.Geo.7.3-5, D2.Geo.11.3-5, D2.His.14.3-5

Materials: World map, 3 pieces of yarn, each about as long as your arm, Tape, 6 index cards, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 13. Ask: "Which kind of transportation carries huge loads across oceans?" (A ship.) Then ask: "Name one thing in our home that came from another country. How did it get here?"

2. Mini-Lesson · 10–15 min

   Say: "Today we review how people, goods and ideas move." Say: "Goods move by trade. People move for jobs, school, family, climate or safety. When people move, they bring languages, foods and music. Those become part of life here." Sort to show it. Write one name on each card: bananas, wheat, lobster, a family from Syria, a student from Brazil, a grandmother from Ireland. Your child sorts them into two piles, Goods and People. (Goods: bananas, wheat, lobster. People: the other three.) Say: "Moving also causes change. After 1869, railroads reached many farm towns. Farmers could then sell wheat to far-off cities. So those towns grew." Ask: "What changed travel in 1869?" (The first railroad across the country.) "What is a refugee?" (A person who had to leave their home country because it was not safe.) "Why were many Chinese immigrants held so long at Angel Island?" (A law from 1882 kept most people from China out.) If stuck, say: "Is it a thing or a person? Things are traded. People move."

3. Activity / Source Work · 15–20 min

   Three journeys. 1) Your child tapes yarn on the world map for each journey. Journey A: bananas from Ecuador to your state. Journey B: Rosa, the girl from the Week 16 story, from Italy to New York. Journey C: pizza from Italy to New York. 2) Your child fills a chart: What moved | From and to | How | Why. 3) For each journey, your child says the what, the how and the why aloud. Ask for evidence: "Which notebook page tells you that?" Expect: Bananas, Ecuador to your state, truck then ship then truck, trade. Ecuador's warm climate grows them. Rosa, Italy to New York, ship, to join family. Pizza, Italy to New York, carried by Italian immigrants, culture moves with people. 4) Ask: "Which journey moved goods? People? Ideas?" (A, B, C.) If your child's wording differs, look for a what, a how and a why.

4. Notebook Entry · 10 min

   Your child writes: "Two reasons people immigrate are ___ and ___. Two cultural contributions are ___ and ___. One way goods travel is ___." Sample: "Jobs and safety. Pizza from Italy and tacos from Mexico. Goods travel by ship."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise answers that give a cause and an effect.

Homework: Your child rereads the Week 13 and Week 16 notebook pages to get ready for tomorrow's Quarter Review. Look for two facts retold aloud.

Objective: I can name the commutative, associative and distributive properties and use them to solve facts.

Standards: 3.OA.B.5

Materials: Grid paper, Crayons in two colors, Property reference card from Week 13 Day 5, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 16 Day 2. Ask: "Is 7 × 5 even or odd? How do you know?" (Odd, 35; both factors are odd.) Then practice ×7 and ×8 facts with no clock. Ask 7 × 4, 7 × 6, 8 × 3 and 8 × 8 (28, 42, 24, 64).

2. Mini-Lesson · 10–15 min

   Set out the property card. If it is lost, write the three names on paper. Say: "Each property has a name and a job. Ask: did I switch, group or break apart?" Outline 3 rows of 6 and 6 rows of 3 on grid paper. Ask: "What do you notice?" (Both have 18 squares.) Say: "Switch is commutative, from Week 13 Day 1. 3 × 6 and 6 × 3 are both 18." Write 2 × 3 × 5. Say: "Group is associative, from Week 13 Day 2. I may multiply any pair first." Write 2 × 3 = 6, then 6 × 5 = 30. Write 2 × 5 = 10, then 10 × 3 = 30. Say: "Same product. The second way is easier." Outline 9 rows of 7. Color 5 rows in one color and 4 rows in the other. Say: "Break apart is distributive, from Week 13 Day 3." Write 5 × 7 = 35 and 4 × 7 = 28. Ask: "Did any squares get lost?" (No. The two parts make the whole array.) Write 35 + 28 = 63. Say: "So 9 × 7 = 63." Say: "Two rules from Week 13 Day 4 help too. Any number times 1 is that number. Any number times 0 is 0." Now your child does more. Write 4 × 2 × 5 and 8 × 6. Your child solves each and names the property. The first is associative. (2 × 5 = 10; 10 × 4 = 40) The second is distributive. (5 × 6 = 30; 3 × 6 = 18; 30 + 18 = 48)

3. Guided Practice · 10–15 min

   Your child solves each one, names the property, and points to it on the card. 1) 5 × 9 is the same as 9 × ? (5; commutative) 2) Find 5 × 5 × 2 the easy way. (5 × 2 = 10; 10 × 5 = 50; associative) 3) Break apart 6 × 6 on grid paper with two colors. (5 × 6 = 30; 1 × 6 = 6; 30 + 6 = 36; distributive) 4) 4 × 1 and 6 × 0 (4 and 0; the rules for 1 and 0, from Week 13 Day 4) If stuck, say: "Did you switch, group or break apart? Find that word on the card."

4. Independent Practice · 15–20 min

   Your child solves each one and writes the property name. 1) 6 × 9 is the same as 9 × ? (6; commutative) 2) Find 5 × 7 × 2 the easy way. (5 × 2 = 10; 10 × 7 = 70; associative) 3) Break apart 8 × 8 on grid paper with two colors. (5 × 8 = 40; 3 × 8 = 24; 40 + 24 = 64; distributive) 4) Break apart 9 × 9. (5 × 9 = 45; 4 × 9 = 36; 45 + 36 = 81; distributive) 5) 1 × 6 and 5 × 0 (6 and 0; the rules for 1 and 0) 6) Which property turns 3 × 5 × 2 into 3 × 10? (associative; the product is 30) 7) A tray has 7 rows of 4 muffins. Split it into 5 rows and 2 rows. How many muffins? (5 × 4 = 20; 2 × 4 = 8; 20 + 8 = 28; distributive) 8) Mia has 2 boxes. Each box holds 5 bags of 8 marbles. How many marbles? (2 × 5 = 10; 10 × 8 = 80; associative)

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper and may look at the property card.

Fact fluency: ×7, ×8 facts

Homework: Your child solves four problems and names each property. 1) 7 × 3 is the same as 3 × ? (7; commutative) 2) 5 × 4 × 2 (40; associative) 3) Break apart 7 × 5 (25 + 10 = 35; distributive) 4) 9 × 0 (0; the rule for 0)

Objective: I can review poetry terms and compare two texts in a discussion and a paragraph.

Standards: RL.3.4, RL.3.5, RL.3.9, SL.3.1.A, SL.3.1.C

Materials: Paper with the two rain poems copied or printed (text in the lesson), Venn diagram drawn on paper, Notebook, Pencil

1. Warm-Up · 5 min

   Word study, 3 minutes. Dictate: "Dad will unlock the door and quickly preheat the oven." Your child writes it, then checks it against your copy. Look for the prefixes un- and pre- and the suffix -ly. Spaced review from Week 17. Ask: "What is a source?" (Where a fact comes from, such as a book.)

2. Mini-Lesson · 15 min

   Say: "Today we review poetry and comparing." Review the poetry words. A line is one row of words. A stanza is a group of lines. A rhyme scheme uses letters to show which lines rhyme. Rhythm is the pattern of strong beats. Imagery is words that paint a picture for the senses. Nonliteral language does not mean exactly what it says. Read Poem 1 aloud twice. Tap the beats the first time. "Rain on the Roof" The rain taps softly on my roof, Like tiny horses, hoof by hoof. It sings me songs till I'm asleep, And fills the puddles, wide and deep. Think aloud: "Roof and hoof rhyme, so they are A and A. Asleep and deep are B and B. The scheme is AABB. It has four lines and one stanza. Rain cannot sing. 'It sings me songs' is nonliteral. It means the sound is gentle." Ask: "Which senses does this poem use?" (Hearing and sight.)

3. Guided Practice · 10 min

   Your child reads Poem 2 aloud. "After the Storm" The clouds drift off, a flock of gray, The sun peeks through a crack, The dripping trees all seem to say, "Come out! The blue is back!" 1) Ask: "What is the rhyme scheme?" (ABAB. Gray and say rhyme; crack and back rhyme.) 2) Ask: "The clouds are called 'a flock of gray.' What does that really mean?" (The clouds move away together like a group of gray animals.) 3) Fill in the Venn diagram together. Both: rain, four lines, one stanza, rhyme, nonliteral language. Only Poem 1: AABB, night, a sleepy mood. Only Poem 2: ABAB, day, a cheerful mood. 4) Discuss: "Which poem has stronger images?" First, each of you marks one line as evidence. Take turns. Use the starters "I agree because..." and "I disagree because..." If stuck, say: "Point to the last word in each line. Which ones sound alike?"

4. Independent Practice · 20 min

   Your child writes a paragraph of 5 to 7 sentences that compares the two poems. Use these frames if needed: "Both poems ___. In 'Rain on the Roof,' ___. In 'After the Storm,' ___. One difference is ___. I like ___ better because ___." Tick this checklist. It names each poem. It gives two details from each poem. It tells how the poems are alike and how they differ, with both and but. It ends with a closing sentence. Sample opening: "Both poems are about rain, but they feel different." Look for: details that are matched to the right poem.

5. Exit Ticket · 5 min

   Read each question aloud. Your child looks at both poems and may tap the table.

Homework: Read your own book for 15 to 20 minutes. Then read one of the rain poems to a family member. Tell them its rhyme scheme and one image.

Practice page · Week 18, Day 3

English Language Arts

I can review poetry words and compare two poems.

Show answers

Two Poems

Kite My kite is a fish in a sea of blue, It swims through clouds, then dives into view. I hold the string and run, run, run, It wiggles its tail up near the sun. Leaf One red leaf lets go of its tree, It twirls in the air, As light as can be, And lands in my hair.

Use the two poems above.

1. 1.

   What is the rhyme scheme of 'Kite'?
2. 2.

   What is the rhyme scheme of 'Leaf'?
3. 3.

   Write one image from 'Leaf' and the sense it uses.
4. 4.

   'My kite is a fish' is ____.

   ○ literal○ nonliteral
5. 5.

   Write one way the poems are alike.
6. 6.

   Write one way they are different.
7. 7.

   Which poem has stronger images? Tell why with a line from it.

Write what the word means.

1. 8.

   nonstop

Objective: I can show what I know about Quarter 2 science on a written knowledge check.

Standards: 3-LS1-1, 3-LS2-1, 3-LS4-2, 3-LS4-3, 3-LS4-4

Materials: Quarter 2 Review: Science printout (from the Assessments page), Pencil, Scrap paper for sketches, Science notebook

1. Day 88 — Q2 Science Knowledge Check — Wonder Warm-Up · 5 min

   Spaced review from Week 13. Ask: "Name two animal group names, like a pack of wolves." (Any two: colony of bees, flock of birds, school of fish, pod of dolphins, herd of elephants.) Then a calm start. Your child takes three slow breaths. On the scrap paper they write three science words they feel sure about. Now the wonder. Say: "You have learned a lot since Week 10. Today you get to see how much."

2. Mini-Lesson · 10–15 min

   Say: "Today you take the Quarter 2 Review for science. It is a snapshot, not a grade." Find it on the Assessments page. It has four sections and samples Weeks 10 to 17. Allow 20 to 30 minutes, and do not rush your child. You may read every question, table and choice aloud as often as asked. Please do not explain science words or give hints. Teach four tips. Listen to each question twice. Sketch for food chains and life cycles. Use "because" when a question asks why. Skip a hard question and come back to it. Practice the tips on one item in the notebook. Say: "Draw a 3-link food chain for a meadow. Start with a producer." You draw clover, rabbit, hawk with arrows and labels. Ask: "What did I include that earns credit?" (A producer first, arrows toward the eater, and labels.) Ask: "A question asks why. Which word helps?" (Because.) Ask: "What do you do with a hard question?" (Skip it and come back.) If your child gets stuck during the review, say only: "Take a breath. Listen again. Draw what you know."

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

   Take the Quarter 2 Review. 1) Set a quiet table with the printout, pencil and scrap paper. 2) Your child works alone. Read aloud whenever asked. Short breaks between sections are fine. 3) When finished, your child rereads every answer once. 4) Score it together, using the notes under each section. Give partial credit where the notes say so. The total is out of 32 points. 5) Record the result in a table with three columns: Section, Points earned, Topic to revisit. Circle any section with missed questions. Those topics are the focus for Days 4 and 5. If your child needs more time, use the notebook time too. Then do the reflection aloud. Expect some sections to be stronger than others. That is normal and useful to know.

4. Science Notebook Entry · 10 min

   Your child writes a reflection with three frames. "My strongest Quarter 2 topic is ___. The topic I want to review again is ___. To review it I will ___." Sample: "My strongest topic is life cycles. The topic I want to review again is food webs. To review it I will redraw my Week 12 web."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise steady effort, sketches and every use of "because," not the score.

Homework: Reread the 2 notebook pages you chose. Fix one old mistake on each. Look for: the fix written in a different color.