Day 1 · Monday

Objective: I can explain what a citizen is and how a person becomes a U.S. citizen.

Standards: D2.Civ.2.3-5, D2.Civ.8.3-5

Materials: Notebook, Pencil, Large sheet of paper, Marker, 8 sticky notes

1. Warm-Up · 5 min

   Spaced review from Week 16. Ask: "What is an immigrant?" (A person who moves to a new country to live there.) Then ask: "You belong to a family and a town. What does it mean to belong to a country?"

2. Mini-Lesson · 10–15 min

   Say: "A citizen is a member of a country. Citizens have rights and responsibilities. A right is a freedom the law protects. A responsibility is something a person should do for others." Say: "There are two main ways to be a U.S. citizen. One is by birth. The Constitution says all persons born in the United States, and under its laws, are citizens. A child born elsewhere to an American parent is often a citizen too." Say: "The other way is naturalization. An adult from another country lives here some years, usually five. The person applies and answers questions about U.S. history and government. Last comes an oath, a serious promise." Say: "Both kinds are equally citizens. Many people are citizens of a Native nation and of the United States." Say: "Many people who live here are not citizens. Everyone must follow the laws, and many rights protect everyone." Ask: "What are the two main ways to be a U.S. citizen?" (By birth or by naturalization.) "Do the laws apply to people who are not citizens?" (Yes.) If stuck, say: "One way starts at birth. The other is chosen later."

3. Activity / Source Work · 15–20 min

   Sort and read. 1) On the large paper, draw a T-chart with the marker. Label the sides Rights and Responsibilities. 2) Your child writes each of these on a sticky note and places it. "Speak your mind." "Follow laws." "Practice your own beliefs." "Help your community." "Gather peacefully with others." "Respect other people." "Be treated fairly in court." "Vote when you are an adult." 3) For each one ask: "Does the law protect this for you, or do you do it for others?" 4) Say: "Voting is both a right and a responsibility." Move that note onto the middle line. Expect four rights, three responsibilities and voting on the line. 5) Read this made-up story aloud. "Mrs. Okoye moved from Nigeria to Ohio twelve years ago. She studied American history and government. In June she stood in a courtroom with forty people from many lands. They took the oath together. 'Now I can vote,' she said. 'I plan to vote in every election.'" 6) Ask: "How did Mrs. Okoye become a citizen? Which words are your evidence?" (Naturalization. She studied and took the oath.) "Which right did she gain?" (Voting.) Keep the chart for Day 5.

4. Notebook Entry · 10 min

   In the notebook, your child finishes "A citizen is ___" and lists the two ways. Then copy one right and one responsibility. Sample: "A citizen is a member of a country. Ways: by birth or by naturalization. Right: speak my mind. Responsibility: follow laws."

5. Exit Ticket · 5 min

   Read the three questions aloud. Praise answers that treat both kinds of citizens as equal.

Homework: Your child tells a family member one community they belong to and one responsibility in it. Look for a real duty.

Objective: I can use fraction strips to find fractions that are equal.

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

Materials: 6 paper strips, each 24 cm long and about 3 cm wide (cut them before the lesson), Centimeter ruler, A book with a straight edge, Crayons, Envelope to store the strips (keep the wall all year; it is used in Weeks 21, 22, 27 and 36), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 19 Day 3. Ask: "How many 1/6 pieces make 5/6?" (5) Then practice ÷8 facts with no clock. Ask 16 ÷ 8, 40 ÷ 8 and 72 ÷ 8 (2, 5, 9). Ask: "Which multiplication fact helps with 72 ÷ 8?" (8 × 9 = 72)

2. Mini-Lesson · 10–15 min

   Say: "Today we build a fraction wall. Every strip is the same whole." Write 1 whole on one strip. Mark the other strips with the ruler. Halves: a line at 12 cm. Thirds: lines at 8 cm and 16 cm. Fourths: lines at 6 cm, 12 cm and 18 cm. Sixths: a line every 4 cm. Eighths: a line every 3 cm. Your child writes the unit fraction on every part, such as 1/4 on each fourth. Lay the strips in rows, one under the other, in that order. Push every left end against the book edge. Say: "Equivalent fractions cover the same length of the same whole." Your child puts a finger on the end of 1/2. Stand the ruler straight down from that spot. Ask: "How many fourths end here?" (2) "How many eighths?" (4) Say: "All three end at 12 cm. So 1/2 = 2/4 = 4/8." Now your child does more. Say: "Find the end of 2/3. Which sixths end at the same place?" (4/6. Both end at 16 cm. So 2/3 = 4/6.)

3. Guided Practice · 10–15 min

   Your child finds each match on the wall and checks it with the ruler. 1) Which sixths match 1/2? (3/6; both end at 12 cm) 2) Which eighths match 1/4? (2/8; both end at 6 cm) 3) Which fraction on each strip matches 1 whole? (2/2, 3/3, 4/4, 6/6 and 8/8; each strip is 24 cm long) 4) Do any thirds match 1/2? (No. 1/3 ends at 8 cm and 2/3 ends at 16 cm.) If stuck, say: "Put your finger on the end of the first fraction. Slide straight down. Which line do you touch?"

4. Independent Practice · 15–20 min

   Your child uses the wall and writes each answer in the notebook. Say: "The ? is the missing numerator. Find the match on the wall." 1) 1/2 = ?/4 (2) 2) 1/2 = ?/8 (4) 3) 3/6 = ?/2 (1) 4) 2/2 = ?/6 (6) 5) 4/4 = ?/8 (8) 6) Your child sketches two strips of the same length. One shows 4/6 shaded. The other shows the thirds that match. (2/3) 7) Ava eats 1/2 of a granola bar. Ben cuts a same-size bar into 6 equal pieces. How many pieces equal the share Ava ate? (3; 1/2 = 3/6) 8) Mia walks 2/4 of a trail. Leo walks 1/2 of the same trail. Who walks farther? (Neither. 2/4 = 1/2.) Check each answer with the ruler on the wall.

5. Exit Ticket · 5 min

   Leave the wall on the table. Read each question aloud; your child answers on paper.

Fact fluency: ÷8 facts

Homework: Store the wall in the envelope. At home, your child shows a family member two matches on the wall and writes them. Sample: 1/2 = 4/8 and 2/2 = 3/3.

Objective: I can use transitions to link my body paragraphs.

Standards: W.3.1.C, L.3.6

Materials: Essay draft and organizer, Writer's notebook, Three sticky notes, Pencil

1. Warm-Up · 5 min

   Word study, Week 21: the suffix -y and changing y to i. Say: "Add -y to a naming word to make a describing word. Rain becomes rainy. When a word ends in a consonant and y, change the y to i before -ed, -er or -est. Cry becomes cried." Your child reads and sorts six words into two columns: rainy, windy, sandy, cried, tried, happier. Spaced review from Week 20. Ask: "What question does evidence answer?" (How do you know?)

2. Mini-Lesson · 10–15 min

   Read these sentences aloud, "Three Reasons to Keep a Journal." A journal helps you remember good days. Writing every day makes your hand stronger. A journal is a safe place for big feelings. Ask: "How does that sound?" (Like a list.) Read it again with transitions. First, a journal helps you remember good days. Another reason is that writing every day makes your hand stronger. Most importantly, a journal is a safe place for big feelings. Ask: "Which way flows better?" (The second.) Write two lists. Between paragraphs: First, In addition, Another reason, Finally, Most importantly. To end the essay: For these reasons, In conclusion, All in all. Say: "Most importantly tells the reader your strongest reason is coming. Save it for last." Point to the comma after First and Most importantly. Think aloud: "The feelings reason matters most to me, so it goes last."

3. Guided Practice · 10–15 min

   1) Write the topic sentence of each of your child's body paragraphs on a sticky note. Leave off the transition. 2) Your child puts the notes in order with the strongest reason last. Ask: "Why is that one last?" (Look for: it is the most important or most convincing.) 3) Your child writes a different transition at the front of each note. (Sample: First, In addition, Most importantly.) 4) Read the three notes aloud together. Ask: "Would And then work here?" (No. And then tells time order in a story.) If stuck, say: "Which reason matters most to you? Put that note last. Now choose from the list."

4. Independent Practice · 15–20 min

   Your child works in the essay draft. 1) Check that every body paragraph starts with a transition. 2) Check that no transition repeats. 3) Put a comma after First, In addition, Most importantly or Finally. 4) Choose a transition for the conclusion and write it in the bottom box of the organizer. You will use it on Day 3. 5) Read the whole draft aloud in a quiet voice. Fix any spot where the ideas jump. Sample fix: "Cats are clean. Most importantly, cats are calm" becomes "Another reason is that cats are clean. Most importantly, cats are calm." Look for: three different transitions, the strongest reason last, and commas in place.

5. Exit Ticket · 5 min

   Your child answers questions 1 and 2 in the notebook and points to the organizer for question 3.

Homework: Read for 15 to 20 minutes. Find two transition words in your book. Copy the sentences they begin. Look for: words such as first, next, also or finally at the start of a sentence.

Objective: I can explain what causes thunder and lightning and the safety steps to take in a thunderstorm.

Standards: 3-ESS3-1

Materials: Paper lunch bag, Flashlight, Clock or watch that shows seconds, Index card, Science notebook and pencil, Crayons

1. Day 101 — Thunderstorms and Lightning Safety — Wonder Warm-Up · 5 min

   Spaced review from Week 4. Ask: "You rub a balloon on wool and it lifts bits of tissue. What did the balloon pick up?" (An electric charge, called static electricity.) Then the wonder. Ask: "In a storm, do you see the flash first or hear the boom first? Why might that be?"

2. Mini-Lesson · 10–15 min

   Say: "Severe weather is weather strong enough to be dangerous. A danger like that is called a hazard." Say: "Charge builds up inside tall, dark storm clouds, like on the balloon but far greater." Say: "Lightning is a giant spark of electricity. It jumps inside a cloud or between a cloud and the ground." Say: "Lightning heats the air around it very fast. The air spreads out with a boom. That boom is thunder." Say: "Light travels much faster than sound. So the flash reaches you first." Teach the count. Say: "Count the seconds from flash to boom. Every 5 seconds is about 1 mile." Ask: "The gap is 20 seconds. How far?" (About 4 miles, because 20 ÷ 5 = 4.) Say: "When thunder roars, go indoors." Say: "If you can hear thunder, lightning is close enough to strike. Wait 30 minutes after the last thunder." Safe places are a sturdy building or a hard-topped car with the windows up. Now a design. Say: "A lightning rod is a metal rod on a roof. A wire joins it to the ground. It gives lightning a safe path into the ground and protects the building." Ask: "Is a tent a safe place? Why not?" (No. It is not a sturdy building.) If stuck, say: "Count by 5s on your fingers. Each finger is one mile."

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

   Storm Science and Safety Practice. Safety: pop the bag away from faces, ears and pets. 1) Blow up the paper bag, hold the neck shut and pop it. Say: "Air rushing outward fast makes a bang. Thunder is the same idea, far bigger." 2) Play Flash and Clap. You flash the flashlight, wait, then clap. Your child counts the seconds on the clock from flash to clap. 3) Try gaps of 5, 25 and 40 seconds. Your child records in a table with two columns: Seconds, Miles. 4) Expect 1, 5 and 8 miles. 5) Walk to the place your family would shelter in a storm. 6) Your child names three places to avoid outdoors: open fields, water, and under a lone tall tree.

4. Science Notebook Entry · 10 min

   Your child makes a Thunderstorm Safety Card on the index card. It says: "When thunder roars, go indoors." It lists three places to avoid and the 30-minute wait. In the notebook they draw a tall thundercloud with lightning in crayon and finish this frame. "We see lightning before we hear thunder because ___." Sample: "We see lightning before we hear thunder because light travels much faster than sound."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise calm, exact safety steps.

Homework: Show your family the Thunderstorm Safety Card. Agree on the indoor place you will go in a storm. Look for: your child says the rule and the 30-minute wait from memory.