Day 5 · Friday

Objective: I can show what I know about the three branches on the Week 20 check.

Standards: D2.Civ.1.3-5, D2.Civ.5.3-5, D2.Civ.3.3-5

Materials: Stored Week 20 Social Studies Check and its answer key, Branch tree from Day 1, Poster paper or a large sheet of paper, Markers, Notebook, Pencil, 6 index cards and a sheet of paper (for the practice and reteach routes)

1. Warm-Up · 5 min

   Spaced review from Week 19. Ask: "What is a tax?" (Money that people and businesses pay to the government for shared services.) Then play Who Am I? You name a person, and your child names the branch. A senator. (Legislative.) A Cabinet member. (Executive.) A justice. (Judicial.) The Vice President. (Executive.) A representative. (Legislative.) A federal judge. (Judicial.)

2. Mini-Lesson · 10–15 min

   Say: "Today you show what you know about the three branches. First we make a poster." Title the poster paper "Who Does What?" Your child draws three columns with markers, one for each branch. In each column, your child draws one picture and writes one job. Say: "A check is one branch limiting another." Model one arrow, from Legislative to Executive. Label it: "The Senate must approve the judges and Cabinet members the President picks." Your child adds one more arrow and labels it. Ask three review questions as your child works. "How many senators are there in all?" (100.) "Which court is the highest in the country?" (The Supreme Court.) "What count of all the people happens every 10 years?" (The census.) If stuck, say: "Find that person on your branch tree."

3. Activity / Source Work · 15–20 min

   Give the stored Week 20 Social Studies Check now. It has 7 items and takes about 15 minutes. 1) Put the branch tree, the poster and the notebook away. 2) Do not time the check. You may read any item aloud. 3) Score it with the answer key and choose a route. 6 or more right: your child is ready for Week 21. With an adult, read about one real bill in a newspaper or a children's news magazine. Your child tells which branches the bill will visit. 4 or 5 right: redo the Day 1 branch tree page. Then play "Which branch?" with six new job cards. 3 or fewer right: reteach Day 1 with the branch tree. Then walk a pretend bill across the room, as on Day 2. 4) Go over each missed item together. Your child fixes it in a different color, using the tree.

4. Notebook Entry · 10 min

   Your child finishes two frames. "The branch I understand best is ___ because ___." "One check and balance I remember is ___." Sample: "I understand the judicial branch best because I was a judge. The Senate must approve the President's judges."

5. Exit Ticket · 5 min

   After the check, read the three questions aloud. Praise each answer that matches a person with the right branch.

Homework: Your child teaches the poster to a family member and asks them three questions. Look for questions that have one clear answer.

Objective: I can show what I know about fractions on a number line.

Standards: 3.NF.A.2.A, 3.NF.A.2.B, 3.NF.A.3.A

Materials: Stored Week 20 check and its answer key, Centimeter ruler (30 cm), Number cube (die), 2 beans or coins as markers, Unlined paper, turned sideways, The five stacked lines from Day 4, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 3. Your child solves 700 − 356 in columns (344). Then practice ×6 and ×8 facts with no clock. Ask 6 × 6, 6 × 9, 8 × 3 and 8 × 8 (36, 54, 24, 64).

2. Mini-Lesson · 10–15 min

   Play Number Line Hop for 10 minutes. Draw a line 24 cm long from 0 to 2, with 1 at 12 cm. Make a tick every 2 cm with the ruler. Say: "Each space is 1/6. We count our jumps from 0 for the whole game." Each player puts a bean on 0. Model one turn. Roll the number cube. Say it shows 4. Hop 4 spaces and count: "one sixth, two sixths, three sixths, four sixths." Say: "I am on 4/6." On your next turn, say you roll a 3. Count on: "five sixths, six sixths, seven sixths." Say: "I am on 7/6. That is one jump past 1." Now your child takes turns with you. After each turn, your child names the landing fraction. Ask: "Are you before 1, on 1 or past 1? How many jumps past?" Landing on 6/6 or 12/6 earns a cheer, because they are whole numbers. The first bean to reach or pass 12/6 ends the game. There is no clock.

3. Guided Practice · 10–15 min

   Do four check-style problems together. 1) A 0 to 1 line has 8 equal spaces. Which fraction is at the third tick after 0? (3/8) 2) How many equal spaces and jumps place 2/3? (3 spaces, 2 jumps) 3) Is 10/8 between 0 and 1 or between 1 and 2? (Between 1 and 2. 8/8 is 1 and 16/8 is 2.) 4) Write 4/6 = ?/3. Say: "The ? is a missing numerator." On the Day 4 lines, which thirds fraction is at the same point as 4/6? (2/3, so the missing number is 2.) If stuck, say: "Which day is this from? Sketch the line and count the jumps from 0."

4. Independent Practice · 15–20 min

   Give the stored Week 20 check now. It has 7 items. Your child needs the ruler for the drawing item. Allow about 15 minutes, with no clock running. Score it with the answer key. Choose a route by the result. 6 or more right: move on to Week 21. 4 or 5 right: find the kind of item missed. For naming a tick or counting spaces and jumps (items 1 and 2), redo Day 2 Guided Practice. For drawing a line and placing a fraction (item 3), redo Day 2 Independent Practice. For fractions past 1 (items 4 and 5), redo Day 3 Guided Practice. For equivalent fractions (items 6 and 7), redo Day 4 Guided Practice with the five lines. 3 or fewer right: reteach the Day 1 and Day 2 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.

Fact fluency: ×6 and ×8 facts

Homework: Play Number Line Hop with a family member on a 0 to 2 line in sixths. Your child names each landing fraction. Sample: a roll of 2 from 0 lands on 2/6.

Objective: I can show what I know about reasons and evidence on the weekly check.

Standards: W.3.1.B, RI.3.1, SL.3.1

Materials: Stored Week 20 weekly check (8 items) and its answer key, Essay draft, Writer's notebook, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study: spelling check, not timed. Say each word, then use it in a sentence: washable, enjoyable, fixable, movement, excitement, pavement. Challenge word: measurement. Your child writes all seven in the notebook. Correct them together. Ask: "Which words keep the final e before -ment?" (movement, excitement, pavement, measurement) Spaced review from Week 19. Ask: "Where does the opinion go in an introduction?" (Last, after the hook and the topic.)

2. Mini-Lesson · 10–15 min

   Play Evidence Detective. Read aloud "A Crosswalk for Maple Street." Most importantly, a crosswalk would keep walkers safe. In fact, I counted 42 cars passing our corner in ten minutes. For example, Mr. Dunn waits a long time to cross with his cane. When I walked to the bus last week, a truck driver did not see me until I waved. That is why Maple Street needs a crosswalk. Think aloud: "The first sentence tells why. It is the reason." Read the paragraph again, one sentence at a time. Your child names the job of each remaining sentence. (Sentence 2: a fact. Sentence 3: an example. Sentence 4: a personal experience. Sentence 5: the closing sentence.) Ask: "Which starters helped you decide?" (In fact, For example, When I)

3. Guided Practice · 10–15 min

   Hold a three-minute discussion. 1) Ask: "Which piece of evidence in the crosswalk paragraph is strongest? Why?" (Any choice with a reason, such as "The 42 cars, because anyone can count them.") 2) Build on the answer with "I agree with you, and also ..." or disagree with "I see it differently because ...". 3) Your child answers you with one of the same two starters. 4) Ask the same question about your child's own essay. They read their strongest evidence aloud and tell what kind it is. If stuck, say: "Which sentence would change a neighbor's mind? Tell me why."

4. Independent Practice · 15–20 min

   Give the stored Week 20 weekly check now. It has 8 items. Your child works alone for about 15 minutes. Score it with the answer key. Choose a route by the result. 6 or more right: move on to Week 21. For a stretch, your child adds one fact from an article to the essay and names the source. 4 or 5 right: redo the Day 1 practice page. Then write five new pairs of reason and evidence cards for your child to sort. 3 or fewer right: reteach Day 1 with the WHY and HOW DO YOU KNOW T-chart. Sort the ten cards aloud together. Reteach Day 3 as well if the fact and opinion items were missed. For the rest of the block, your child reads their own book.

5. Exit Ticket · 5 min

   After the check, your child answers the three questions aloud. Then go over any missed check items together.

Homework: Read for 15 to 20 minutes. Then tell a family member one opinion that the author or a character had. Tell how you know. Look for: words or actions from the book used as proof.

Objective: I can tell weather from climate and describe climate patterns and types.

Standards: 3-ESS2-2

Materials: Week 20 Science Check (8 items) and its answer key, World Climate Chart from Day 4, World map or globe, Science notebook and pencil

1. Day 100 — Week 20 Review and Weekly Check — Wonder Warm-Up · 5 min

   Spaced review from Week 19. Ask: "Why do we keep an outdoor thermometer in the shade?" (Sunshine heats it, so it reads warmer than the air.) Then play Quick Sort. Your child calls out weather or climate. "Sleet is tapping the window now." (Weather.) "Our springs bring strong winds in most years." (Climate.) Now the wonder. Ask: "Could two towns have the same weather today but different climates?" (Yes. Today can match while the usual patterns differ.)

2. Mini-Lesson · 10–15 min

   Say: "To describe a climate, scientists combine information: temperature, rain and location." Show this table. Town A: January 20°F, July 70°F, 30 inches of rain and snow a year. Town B: January 78°F, July 82°F, 90 inches of rain a year. Ask: "Which town has seasons that change a lot?" (Town A. July is 50 degrees warmer than January.) Ask: "Which town is likely near the equator? Why?" (Town B. It is hot in both months and very rainy.) Ask: "Which climate type fits each town?" (A is temperate. B is tropical.) Ask: "One April day it is 60°F in both towns. Do they have the same climate?" (No. One day is weather.) If stuck, say: "Look at January and July. Are the numbers close together or far apart?"

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

   Climate Detective. 1) Read each clue aloud. Your child finds the place on the map, names the climate type and gives evidence. Singapore: almost on the equator, hot and rainy in every month. Alice Springs, Australia: in the dry middle of the country, with about 11 inches of rain a year. Tokyo, Japan: four seasons, with hot summers and cool winters. Northern Greenland: ice covers the land, and it stays below freezing most of the year. La Paz, Bolivia: over 2 miles high in the Andes, with cool days all year. 2) They record in a table with three columns: Place, Type, Evidence. 3) Your child also points to one Day 4 place of each type on the World Climate Chart. Expect tropical, arid, temperate, polar and mountain, in that order.

4. Science Notebook Entry · 10 min

   Your child finishes these frames in the notebook. "One place with a ___ climate is ___. My evidence is ___. Its weather today could still be ___ because ___." Sample: "One place with a polar climate is northern Greenland. My evidence is that ice covers the land. Its weather today could still be sunny because one day is only weather."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise evidence from the table or map. Then give the Week 20 Science Check: 8 items, about 10 minutes, worked alone. Give it later today if time is short. Score it with the answer key. 6 or more right: compare a city in another climate type with your own town. 4 or 5 right: redo the Day 1 sort, then write four new cards and underline the clue words. 3 or fewer right: reteach Day 1 with a two-pile card sort and Day 4 with the map notes.

Homework: Explain the difference between weather and climate to a family member, with one example of each. Look for: a "now" example and a "usually" example.