Day 4 · Thursday

Objective: I can complete a study guide that covers all of Quarter 2.

Standards: D2.Geo.10.3-5, D2.His.2.3-5, D2.His.14.3-5, D2.Geo.11.3-5

Materials: Q2 study guide (Day 4 practice page, 7 items), Quarter 2 Review for social studies and its answer key (Assessments page), Scrap paper, Notebook, Highlighter, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 10. Ask: "What does climate mean?" (The usual weather of a place over many years.) Then ask: "Which Quarter 2 topic feels strongest to you? Which feels hardest?" Your child writes both at the top of the study guide.

2. Mini-Lesson · 10–15 min

   Say: "Today has two jobs: a short study guide, then the Quarter Review." Model one item from four topics. Say each question, think aloud and answer. "Which region is called America's Breadbasket?" (The Midwest.) "What is adobe?" (Sun-dried mud brick.) "What does multilingual mean?" (Speaking more than two languages.) "Is a state's capital always its biggest city?" (No.) Say: "Answer every item. If you are not sure, guess, then highlight it." Now your child does the 7-item study guide on the Day 4 practice page. Allow about 8 minutes. Check it together. For each highlighted or missed item, your child finds the notebook page where it was taught. Ask: "Can you explain the right answer in your own words?" (Look for a reason, not a copied answer.) If stuck, say: "Which week taught this? Open to that page."

3. Activity / Source Work · 15–20 min

   Quarter Review. 1) Open the Quarter 2 Review for social studies on the Assessments page. 2) Put maps and globes away. Scrap paper is fine. 3) Allow 20 to 30 minutes. It is not timed. 4) You may read every item aloud. Your child may answer out loud while you write. 5) Do not teach, hint or correct during the review. 6) Your child may look back at the review's chart at any time. Ask your child to point to the chart row used as evidence. 7) Afterward, score it with the scoring notes and find the level. If a section earns less than half its points, revisit the weeks listed for it. The review may run into notebook time. That is fine. This is a snapshot of the quarter, not a grade.

4. Notebook Entry · 10 min

   Your child lists two facts to reread tonight: "I will reread ___ on my Week ___ page." Sample: "I will reread the five regions on my Week 11 page." If the review ran long, do this entry tonight.

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise honest highlighting and steady effort.

Homework: Your child reviews the highlighted items for ten minutes. Look for each one explained aloud without the notebook.

Objective: I can practice every Quarter 2 skill to get ready for the unit test.

Standards: 3.OA.A.3, 3.OA.A.4, 3.OA.B.5, 3.OA.C.7, 3.OA.D.8, 3.OA.D.9, 3.NBT.A.3

Materials: Notebook, Pencil, Highlighter or crayon

1. Warm-Up · 5 min

   Spaced review from Week 15 Day 4. Read aloud: Sam added 298 + 405 and got 603. Your child rounds to the nearest hundred to check. (300 + 400 = 700, so 603 is too low; 298 + 405 = 703.) Then practice ×9 and ÷9 facts with no clock. Ask 9 × 4, 9 × 7, 27 ÷ 9 and 81 ÷ 9 (36, 63, 3, 9).

2. Mini-Lesson · 10–15 min

   Say: "Tomorrow brings the Week 18 check and the Unit 3 test. Today we practice one of every kind." Write the kinds as a list. Facts, unknowns, properties, order of operations, patterns, multiples of 10 and two-step problems. Ask: "Which kind feels easy? Which kind feels hard?" Work the three newest kinds aloud. First, an in-out table from Week 16 Day 4. Write IN 2, 6, 9 and OUT 10, 30, 45. Say: "I test a rule on every row. 2 × 5 = 10, 6 × 5 = 30 and 9 × 5 = 45. The rule is ×5." Say: "Even and odd, from Week 16 Day 2. A product is even when at least one factor is even." Next, a multiple of 10 from Week 16 Day 3. Write 5 × 70. Say: "70 is 7 tens. 5 × 7 tens = 35 tens = 350. So 5 × 70 = 350." Last, the order of operations from Week 15 Day 3. Write 3 + 4 × 6. Say: "Multiply first. 4 × 6 = 24. Then 3 + 24 = 27. So the answer is 27." Now your child does more. Write 6 × 30, then 20 − 2 × 7. Your child solves both aloud. (6 × 3 tens = 18 tens = 180; 2 × 7 = 14, then 20 − 14 = 6)

3. Guided Practice · 10–15 min

   Your child highlights the two kinds on the list that feel least sure. Then work these together, and your child names each kind. 1) Unknown: n ÷ 4 = 7 (n = 28). 2) Even or odd: 8 × 7? (even, 56; one factor is even) 3) Properties: break apart 9 × 4. (5 × 4 = 20; 4 × 4 = 16; 20 + 16 = 36) 4) Two-step: 4 boxes hold 7 crayons each. 6 crayons are lost. How many are left? (4 × 7 = 28; 28 − 6 = 22) If stuck, say: "Which kind is it? Which week taught it? What did we do first there?"

4. Independent Practice · 15–20 min

   This is the Quarter 2 practice set. Your child works alone, shows the steps, and checks each division answer by multiplying. 1) 6 × 8 and 54 ÷ 9 (48 and 6). 2) Solve 5 × n = 45 (n = 9). 3) Solve 40 ÷ k = 8 (k = 5). 4) Find 2 × 7 × 5 the easy way. (2 × 5 = 10; 10 × 7 = 70) 5) 9 × 30 and 7 × 80 (270 and 560; 27 tens and 56 tens). 6) Draw an in-out table with IN 3, 5, 8 and OUT 21, 35, 56. What is the rule? (×7) 7) 4 + 6 × 5 and (4 + 6) × 5 (34 and 50). 8) Solve two word problems. 5 rows hold 8 plants each. 15 more plants arrive. How many plants are there now? (5 × 8 = 40; 40 + 15 = 55) 30 cookies and 6 more go equally into 4 bags. How many in each bag? (30 + 6 = 36; 36 ÷ 4 = 9) Mark the page together. Your child fixes each miss and tells what went wrong. List any kind to review tonight.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper with no help.

Fact fluency: ×9 and ÷9 facts

Homework: Your child reviews the listed kind for 10 minutes with the samples from today. Then solve 7 × 20 and 2 + 8 × 3 (140 and 26).

Objective: I can review the research steps and write a short report in my own words.

Standards: W.3.7, W.3.8, W.3.2.A, W.3.2.B, W.3.2.C, W.3.2.D, RI.3.4, L.3.6, L.3.4.D

Materials: Note cards and outline from Week 17, The books your child used as sources, Book glossary or children's dictionary, Notebook, Pencil

1. Warm-Up · 5 min

   Word study, 3 minutes. Your child says the word that fits. "Please ___ the oven before we bake." (preheat) "The rain fell ___ all night." (nonstop) "I ___ wet socks." (dislike) "Dad washed the window until it was ___." (spotless) Spaced review from Week 15. Ask: "What is imagery?" (Words that paint a picture for the senses.)

2. Mini-Lesson · 15 min

   Say: "Today we review research and write a short report." Walk the path aloud: question, source, note, category, outline, report. Say: "Each category becomes one paragraph. The heading turns into a topic sentence. The notes turn into detail sentences. A closing sentence wraps it up." Show these Food notes: eats mosquitoes and flies; catches bugs in the air; legs make a basket. Read the model paragraph made from them. "What Dragonflies Eat" Dragonflies are skilled hunters. They eat mosquitoes, flies and other small insects. A dragonfly also catches its prey, the animals it hunts, while flying. It holds its legs like a basket and scoops bugs out of the air. Because dragonflies eat so many mosquitoes, people are glad to see them near ponds. These fast fliers are helpful hunters. Think aloud: "The heading Food became the topic sentence. Each note grew into a sentence in new words. The writer explains the science word prey right after a comma."

3. Guided Practice · 10 min

   1) Ask: "Which linking words join the ideas in the model?" (Also, and, because.) 2) Ask: "Which sentence is the closing sentence?" (These fast fliers are helpful hunters.) 3) Fix a copied note. The book says, "Dragonflies can fly backward and hover in one place." Your child uses Read, Cover, Write. (Sample note: flies backward, hovers.) 4) Your child picks one category from the outline. Write its topic sentence together. If stuck, say: "Read your heading and its notes. What is the big idea? Say it in one sentence."

4. Independent Practice · 20 min

   Your child writes a short report of two paragraphs, one for each of two categories. 1) Write the main question as a title. 2) For each paragraph, write a topic sentence, 2 or 3 facts from the notes and a closing sentence. 3) Explain at least one science word for the reader. Check its meaning in a glossary or dictionary. 4) Join ideas with a linking word in each paragraph: also, another, and, more or but. 5) List the titles of the sources at the bottom. Tick this checklist. Two topic sentences. Facts in my own words. One science word explained. Sources listed. Look for: no sentence that matches a source book word for word.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers from the finished report.

Homework: Read your own book for 15 to 20 minutes. Then read your report to a family member and ask what they learned. Look for: one fact they can repeat.

Practice page · Week 18, Day 4

English Language Arts

I can check a research paragraph for its parts.

Show answers

Look: A research paragraph

1. The topic sentence tells what the whole paragraph is about.
2. Two or three facts in your own words follow, joined with linking words like also, and, but or because.
3. Explain any science word for the reader. End with a closing sentence.

Sea Otters at Dinnertime

Sea otters have clever ways to eat. They float on their backs and use their bellies as tables. An otter dives for clams and crabs. It also brings up a flat rock and cracks the shells open on its chest. Otters eat a lot because they need energy to stay warm. Their fur is dense, which means the hairs grow very close together. These furry swimmers are smart diners!

Use the paragraph above.

1. 1.

   Underline the topic sentence.

2. 2.

   Circle two linking words.

3. 3.

   Which science word does the writer explain? What does it mean?
4. 4.

   Write the closing sentence.
5. 5.

   Put the research steps in order: categories, notes, question, source.
6. 6.

   Write a topic sentence for one category in your own report.

Add -ly or -ness.

1. 7.

   quick → ____ (in a quick way)
2. 8.

   kind → ____ (being kind)

Objective: I can design an ecosystem with food chains and use it to predict what happens when it changes.

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

Materials: Large paper or poster board, Crayons or colored pencils, Pencil, 1 index card for the task checklist, Science notebook

1. Day 89 — Q2 Performance Task: Design an Ecosystem — Wonder Warm-Up · 5 min

   Spaced review from Week 17. Ask: "What must every ecosystem model include?" (Producers, consumers, decomposers and nonliving parts such as light, water, air and soil.) Then the wonder. Ask: "If you could design any real kind of ecosystem on paper, which would you choose?"

2. Mini-Lesson · 10–15 min

   Say: "Today is a performance task. You design an ecosystem and use it to predict changes." Write the seven-item checklist on the index card and read it together. 1) Choose a real ecosystem type, such as a pond, forest or desert. 2) Draw and label 1 producer, 2 consumers and 1 decomposer. 3) Include 3 nonliving parts. 4) Draw 2 food chains with arrows, starting at the sun. 5) Label one adaptation for one animal. 6) Predict 3 changes, each with "because." 7) Give one solution and a claim about how well it works. Model a pond in the notebook. Write: sun, algae, tadpole, heron, with arrows. Say: "If the algae die, the tadpoles have less food, because tadpoles eat mostly algae." Say: "Problem: trash washes into the pond. Solution: a cleanup day and a bin by the path. My claim: it helps a lot at low cost, but people must repeat it." Ask: "Which checklist item needs arrows?" (Item 4.) Ask: "What makes a claim about a solution strong?" (It tells how well the solution works and gives a reason.) Ask: "May I draw a dragon?" (No. Use real living things from that ecosystem.) If stuck, say: "Pick the place you know best. Name one plant there. Start with that."

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

   Complete the Task. Your child works alone; help with reading and spelling only. 1) They choose the ecosystem and sketch lightly in pencil on the large paper. 2) They draw and label the living and nonliving parts. 3) They add the food chain arrows and one adaptation label. 4) On the back, they write three predictions and one solution with its claim. 5) They tick each checklist item, then add color. 6) Score together in a table with two columns: Item, Points. Give 2 points for complete and correct, 1 for partly there and 0 for missing. The total is 14 points. Expect the decomposer and the solution claim to be the most common gaps. If one is missing, your child adds it now in pencil.

4. Science Notebook Entry · 10 min

   Your child writes a short task report: the ecosystem, both food chains, the three predictions, the solution and the score. They finish this frame. "The part I did best was ___. The part I would improve is ___." Sample: "The part I did best was my food chains. The part I would improve is my claim about the solution."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child points to the design. Name one checklist item done well and one to improve. Praise reasons more than drawing skill.

Homework: Show your ecosystem design to a family member. Explain one prediction and your solution. Look for: the word because and one limit of the solution.