Day 5 · Friday

Objective: I can show what I know about voting on the Week 22 check and run a mock election.

Standards: D2.Civ.2.3-5, D2.Civ.11.3-5, D2.Civ.9.3-5

Materials: Stored Week 22 Social Studies Check (7 items) and its answer key, Ballot box from Day 1 and blank ballot slips, one per voter, Candidate cards from Day 3, A large book or folder for a voting screen, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 19. Ask: "At a council meeting, what happens between the proposal and the vote?" (Discussion. Residents may speak for or against.) Then a quick round on this week. Ask: "Is a governor a local, state or national office?" (State.) Say: "Today you run a whole election."

2. Mini-Lesson · 10–15 min

   Say: "A fair election has four parts." Your child writes them in the notebook as you say them. "One: every voter gets one ballot. Two: voters mark ballots in private. Three: every ballot is counted once. Four: everyone accepts the count." Say: "Real elections use a list of voters. Each voter is checked off, so nobody votes twice." Ask two new questions. "A voter drops in two ballots. Which part is broken?" (Part one: one ballot each.) "A counter skips a ballot she dislikes. Which part is broken?" (Part three: every ballot is counted.) Say: "The side that loses can try again at the next election by sharing its ideas. That is how leaders change peacefully." Say: "After the wrap-up comes a short check on this week. Read each question twice." If stuck, say: "Think of our family vote on Day 1. What did we do to keep it fair?"

3. Activity / Source Work · 15–20 min

   Mock election for Park Planner. Your child is the election worker. 1) Your child writes a voter list in the notebook with every voter's name. 2) Lay out the two candidate cards. Your child gives a short, fair summary of each plan. 3) Each voter signs beside their name on the list and gets one ballot slip. 4) Each voter writes one candidate's name behind the book, folds the slip and drops it in the box. 5) Your child counts with tally marks in a chart with three columns: Candidate, Tally, Total. 6) Check the count. Does the total match the number of names signed on the list? 7) Your child announces the result. The winner thanks the voters. The other side says a kind congratulation. If there is a tie, write both names on slips and draw one from the box, as some towns do. Results vary. Look for a correct count and a secret vote.

4. Notebook Entry · 10 min

   Keep this to 5 minutes today so the check fits. Your child writes: "The winner was ___ with ___ votes out of ___. Losing an election is okay because ___." Sample: "The winner was Rosa Kim with 3 votes out of 5. Losing is okay because the other side can try again."

5. Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 22 check: 7 items, about 15 minutes. If your child is tired, give it later today. 6 or more right: move on, and find the date of the next local election with an adult. 4 or 5 right: redo the Day 2 page and sort the office cards by level again. 3 or fewer right: reteach Day 1 with a new family vote, and count the tallies together. Praise a careful count.

Homework: Your child explains to a family member how the mock election stayed fair. Look for: one ballot each, a secret vote and a checked count.

Objective: I can show what I know about comparing fractions.

Standards: 3.NF.A.3.D

Materials: Stored Week 22 check and its answer key, Fraction wall from Week 21 Day 1 (six marked strips, each 24 cm long), 10 index cards. Before the lesson, write one fraction on each. Pile A: 1/4, 2/4, 3/4, 4/4, 5/4, 6/4. Pile B: 3/3, 3/4, 3/6, 3/8., Sign cards <, > and = from Day 1, 2 drinking glasses of different sizes, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 20 Day 3. Ask: "On a 0 to 2 number line in halves, which fraction sits at 2?" (4/2) Then practice ×7 and ×8 facts with no clock. Ask 7 × 7, 8 × 4 and 8 × 8 (49, 32, 64). Ask: "How does 8 × 4 help with 8 × 8?" (Double it. 32 + 32 = 64.)

2. Mini-Lesson · 10–15 min

   Play Fraction Compare for 10 minutes. Keep the two piles apart, face down. Say: "Pile A fractions share a denominator. Pile B fractions share a numerator." Model one turn. Flip two cards from Pile A: 5/4 and 2/4. Say: "Same denominator, so the pieces are the same size. 5 pieces is more than 2 pieces. So 5/4 > 2/4." Place the > card between them. Flip two cards from Pile B: 3/8 and 3/4. Say: "Same numerator. Fourths are bigger pieces than eighths. So 3/8 < 3/4." Now your child takes every turn. Your child flips two cards from one pile, places a sign card and says the whole sentence. Ask each turn: "Which number is the same, the numerator or the denominator?" A correct sentence with a reason wins both cards. Check doubts on the wall. 5/4 and 6/4 are more than 1 whole. Switch piles after each turn. When a pile runs out, mix its cards and use them again.

3. Guided Practice · 10–15 min

   Do four check-style problems together. 1) 1/6 ___ 5/6 (<; same-size pieces, and fewer of them) 2) Order 1/3, 1/8 and 1/4 from least to greatest. (1/8, 1/4, 1/3) 3) Is 3/8 more or less than 1/2? (Less. 1/2 = 4/8, and 3/8 < 4/8.) 4) Set out the two glasses. Dan drinks 1/2 of the small glass of milk. Eva drinks 1/2 of the large glass. Do they drink the same amount? (No. The wholes are different sizes.) If stuck, say: "Which number is the same? Are the pieces the same size, or is the count the same?"

4. Independent Practice · 15–20 min

   Give the stored Week 22 check now. It has 7 items. Allow about 15 minutes, with no clock running. Put the wall away. Your child may draw. Score it with the answer key. Then choose a route by the result. 6 or more right: move on to Week 23. 4 or 5 right: find the kind of item missed. Item 1, same denominator: redo Day 1 Guided Practice. Items 2, 3 and 5, same numerator and ordering: redo Day 2 Guided Practice. Items 4 and 6, equal to 1/2 or compared with 1/2: redo the Day 3 Mini-Lesson and Guided Practice. Item 7, wholes of different sizes: redo the strip folding in the Day 1 Mini-Lesson. 3 or fewer right: reteach the Day 1 and Day 2 Mini-Lessons with the wall before Week 23.

5. Exit Ticket · 5 min

   After the check, your child answers these three questions; then go over any missed check items together.

Fact fluency: ×7 and ×8 facts

Homework: Play Fraction Compare with a family member for 10 minutes. Your child says each sentence and its reason. Sample: 1/4 < 3/4, because the pieces are the same size.

Objective: I can make inferences and use context clues on the weekly check.

Standards: RL.3.1, L.3.4.A, SL.3.1

Materials: Stored Week 22 weekly check (8 items) and its answer key, Reader's notebook with this week's charts, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study: spelling check, not timed. Say each word while your child writes it: rainbow, snowman, playground, backyard, toothbrush, bookshelf. Challenge word: grandmother. Correct them together. For any miss, your child writes the two small words, then the whole word. Spaced review from Week 21. Ask: "What is a call to action?" (An ending that asks the reader to do something.)

2. Mini-Lesson · 10–15 min

   Say: "Let's warm up both skills on one old fable." Read this traditional fable from Aesop aloud. "The Crow and the Pitcher": A crow had flown all morning under a hot sun. She was parched, so thirsty that her throat felt like sand. At last she spotted a pitcher, a tall jug, beside a garden wall. A little water sat at the bottom, but her beak could not reach it. The crow looked at the pitcher. Then she looked at the pebbles on the path. One by one, she dropped pebbles into the pitcher. Slowly the water rose. At last, the crow drank. Think aloud with the formula: "Clue: she drops pebbles one by one until the water rises. I know that takes a plan and a long time. I infer the crow is clever and patient." Then model a word: "Parched. The clue says 'so thirsty.' That is a definition clue. Swap check: She was very thirsty. It fits." Your child points to both clues in the fable.

3. Guided Practice · 10–15 min

   Hold a short talk; each speaker gives an idea and a reason. 1) Ask: "At the end, is the crow proud or just relieved?" Each of you picks one and names a clue. (Either works with a clue. Proud: her plan worked. Relieved: she was so thirsty.) 2) Ask: "We may not agree. Can both ideas be good inferences?" (Yes, as long as each idea has a clue.) 3) Ask: "Is 'the crow is angry' a good inference?" (No. No clue backs it.) 4) Your child states the rule. (Inferences can differ, but each one needs a clue.) If stuck, say: "Point to the words that made you think so."

4. Independent Practice · 15–20 min

   Give the stored Week 22 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 23. For a stretch, your child writes three inferences from a picture book, with a clue for each. 4 or 5 right: redo the Day 1 practice page. Then your child makes inferences from three mystery objects in a bag. 3 or fewer right: reteach Day 1 with real clues, such as a wet umbrella. Say the formula aloud for each clue. Reteach Day 4 as well if the word-meaning 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 these three questions about the fable. Then go over any missed check items together.

Homework: Read for 15 minutes. Write one inference about a character and the clue that helped. Look for the word "because" joining the two.

Objective: I can identify climate regions and match living things to the climate where they live.

Standards: 3-ESS2-2, 3-LS4-3

Materials: Week 22 Science Check (7 items) and its answer key, Climate map and notebook charts from Days 1 to 4, 10 index cards, Science notebook and pencil

1. Day 110 — Week 22 Review and Weekly Check — Wonder Warm-Up · 5 min

   Spaced review from Week 20. Ask: "Dad says, 'Bring a coat, it is chilly tonight.' Is he talking about weather or climate?" (Weather. Tonight is one short time.) Then play one round of Climate Charades. Your child acts out life in one climate, and you guess it. Big question: "Can you match any living thing to its climate and say why?"

2. Mini-Lesson · 10–15 min

   Keep this part to 10 minutes so the check fits. Say: "Scientists combine clues to name a climate. Listen for temperature and water clues." Read each traveler's note. Your child names the climate type. Note 1: "I packed shorts and a raincoat. Monkeys call from giant trees, and it pours most afternoons." (Tropical.) Note 2: "I wear a heavy parka in July. The sea is frozen and no trees grow." (Polar.) Note 3: "My water bottle is my best friend. The ground is bare and cracked, and rain is rare." (Arid.) Note 4: "The air got colder as we climbed. Snow lies at the top, but flowers bloom far below." (Mountain.) Ask: "Which climate type is missing?" (Temperate.) Your child makes up a temperate note. (Sample: "Leaves turn red in fall, and it snows in winter.") If stuck, say: "Ask two things. How warm is it? How wet is it?" Settle any mix-up with the climate map and charts.

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

   Living Things Match. Keep it to 15 minutes. 1) Write the five climate types on five cards. 2) Write one living thing on each of five more cards: toucan, camel, maple tree, snowy owl, mountain goat. 3) Mix the cards. Your child pairs each living thing with a climate and gives one reason. 4) Check with this table. Toucan: tropical; it eats fruit from rainforest trees. Camel: arid; it can go many days without drinking. Maple tree: temperate; it drops its leaves before the cold winter. Snowy owl: polar; thick feathers cover even its toes. Mountain goat: mountain; its hooves grip steep rock. 5) Swap test. Put the maple tree with tropical. Ask: "Would it survive well, less well or not at all? Why?" (Less well or not at all. Sample reason: a maple needs a cold season for its winter rest.) Accept other true reasons.

4. Science Notebook Entry · 10 min

   In the notebook, give the frames: "The climate I would most like to visit is ___ because ___. I would pack ___." Look for packing choices that fit the climate, such as a parka and boots for a polar trip.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise reasons. Then give the Week 22 Science Check: 7 items, about 10 minutes, worked alone. Score it with the answer key. 6 or more right: make a mini fact book about one climate region. 4 or 5 right: redo the Day 4 polar and desert chart, then replay the match with new animals. 3 or fewer right: reteach Day 1 by coloring the climate map together, naming each region and color.

Homework: Your child packs a pretend suitcase for one climate region and lists five items. Look for a reason for each item, such as "sun hat for the desert sun."