Day 2 · Tuesday

Objective: I can fix the trickiest ideas about rights, responsibilities and voting.

Standards: D2.Civ.2.3-5, D2.Civ.3.3-5

Materials: Scored Week 21 and Week 22 checks, Rights and responsibilities T-chart from Week 21, 10 index cards, 3 sheets of paper for label mats, Markers, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 21. Ask: "Which amendment lists freedom of speech?" (The First Amendment, in the Bill of Rights.) Then your child circles any missed item on the scored Week 21 and Week 22 checks.

2. Mini-Lesson · 10–15 min

   Lay out the T-chart. Say: "A right is a freedom the law protects for you. A responsibility is something you should do for others and your community." Say: "Voting is both." Say: "The First Amendment protects five freedoms. Here is a memory clue: RAPPS." Write the letters down the notebook page. "R is religion: follow any religion or none. A is assembly: gather peacefully. P is press: report the news." "The second P is petition: ask the government to fix a problem. S is speech: say what you think." Say: "Now the voting rules. A voter must be a U.S. citizen and at least 18. Almost every state asks voters to register. Each voter gets one vote, on a secret ballot." Say: "Jaden is 9. He cannot vote yet. He can still learn about the plans and go along when an adult votes." Ask: "Neighbors hand the council a signed request for a dog park. Which freedom is that?" (Petition.) Ask: "Why is voting on both sides of the T-chart?" (The law protects it, and the community needs it.) If stuck, say: "Ask: Is this something I am allowed to do, or something I should do for others?"

3. Activity / Source Work · 15–20 min

   Scenario sort. 1) With a marker, your child labels three mats: Right, Responsibility, Voting rule. 2) Read each scenario aloud. Your child writes two or three key words on a card, places it and gives a reason. "A news site reports that the town pool will close." (Right: press.) "A driver stops at a red light on an empty road." (Responsibility: following laws.) "A voter marks her ballot behind a screen." (Voting rule: secret ballot.) "Neighbors hold a peaceful march for a safer bridge." (Right: assembly.) "A 16-year-old must wait two more years to vote." (Voting rule: age 18.) "A shop owner pays taxes that help pay for the fire department." (Responsibility.) "A family chooses a place of worship, or none." (Right: religion.) "A student picks up litter at the playground." (Responsibility.) "Residents sign a request for a bike path." (Right: petition.) "A man who voted this morning may not vote again today." (Voting rule: one vote each.) 3) Your child counts the cards on each mat in a chart: Right, Responsibility, Voting rule. Expect 4, 3 and 3. Look for at least 8 of 10. Sorts vary. Accept another mat if the reason is good.

4. Notebook Entry · 10 min

   Under the RAPPS letters, your child writes one example of their own for each freedom. Then rewrite any missed check item correctly, with a reason. Sample: "R is religion. A family may follow any religion or none."

5. Exit Ticket · 5 min

   Read the three questions aloud. Your child answers without the mats. Praise examples your child made up alone.

Homework: Your child teaches RAPPS to a family member and gives one example for each letter. Look for: five freedoms, each with its own example.

Objective: I can find equivalent fractions and compare fractions with models.

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

Materials: 3 paper strips of the same length (cut from one sheet), Crayon, Grid paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 20 Day 2. Ask: "A 0 to 1 line shows sixths. How many jumps from 0 reach 4/6?" (4) Then practice ×6 facts with no clock. Ask 6 × 4, 6 × 7, 6 × 8 and 6 × 9 (24, 42, 48, 54). Your child names a strategy for one fact.

2. Mini-Lesson · 10–15 min

   Say: "Equivalent fractions name the same amount. Today we fold to find them." Fold a strip in half. Shade one part with the crayon. Ask: "What fraction is shaded?" (1/2) Fold it in half again and open it. Ask: "How many equal parts now? How many are shaded?" (4; 2) Say: "The shading did not change. Its new name is 2/4." Fold once more and open. Ask: "What is the name now?" (4/8) Say: "Same amount, more parts, new name. So 1/2 = 2/4 = 4/8." Now compare. Fold a second strip in half. Hold it beside the eighths strip. Say: "Both strips are the same whole." Point to one part of each. Ask: "Which is bigger, 1/2 or 1/8?" (1/2) Say: "More parts means smaller parts. So 1/2 > 1/8." Point to 2 parts, then 5 parts, of the eighths strip. Say: "These parts are the same size, and 5 is more. So 2/8 < 5/8." Now your child does more. Your child folds the third strip into fourths. Ask: "Which is bigger, 1/4 or 1/2? Which is more, 1/4 or 3/4?" (1/2; 3/4)

3. Guided Practice · 10–15 min

   Draw bars on grid paper. 1) Draw a bar 6 squares long. Draw lines to make 3 equal parts. Shade 2 parts (2/3). Now draw a line at every square. Ask: "What is the new name?" (4/6) 2) Draw a bar 8 squares long with 4 equal parts. Shade 2 parts (2/4). Draw a line at every square. Your child names it in eighths (4/8). 3) Compare 2/8 and 7/8 (2/8 < 7/8; same-size parts, and 7 is more). 4) Compare 1/3 and 1/4 (1/3 > 1/4; thirds are bigger parts). Check with two bars 12 squares long. Mark thirds every 4 squares and fourths every 3 squares. If stuck, say: "Are the parts the same size? Or is the number of parts the same?"

4. Independent Practice · 15–20 min

   Your child may fold or draw for any item. 1) 1/2 = ?/4 (2) 2) 1/2 = ?/8 (4) 3) 4/8 = ?/4 (2) 4) Draw a bar 6 squares long. Shade 3 squares. Name the shaded part in sixths and in halves (3/6 and 1/2). 5) Compare 1/6 and 4/6 (1/6 < 4/6). 6) Compare 3/6 and 3/8 (3/6 > 3/8). 7) Rosa and Tim have granola bars of the same size. Rosa eats 3/4 of hers. Tim eats 3/8 of his. Who eats more? (Rosa; fourths are bigger parts than eighths) 8) Kim paints 2 of 4 equal parts of a fence. Ben paints 4 of 8 equal parts of a same-size fence. Who paints more? (They paint the same amount; 2/4 = 4/8)

5. Exit Ticket · 5 min

   Put the strips away. Read each question aloud; your child answers on paper and may draw.

Fact fluency: ×6 facts

Homework: Fold a strip into 4 equal parts and shade 2. Write two names for the shaded part (2/4 and 1/2). Then write one comparison, such as 1/4 < 3/4.

Objective: I can make inferences and figure out word meanings using clues (catch-up day).

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

Materials: Reader's notebook, Five sticky notes, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study: mark the parts. Write cleaner, readable, movement, rainy, cried. Your child underlines each base word and circles the ending. (clean + er, read + able, move + ment, rain + y, cry + ed.) Ask: "What happened to the y in cried?" (It changed to i before -ed.) Spaced review from Week 13. Write "The kittens naps in the sun." Ask: "Fix the verb." (The kittens nap in the sun.)

2. Mini-Lesson · 10–15 min

   Say: "Today we practice inferring again, this time with detective steps." Write the four steps. Step 1: find a clue. Step 2: say what you know. Step 3: make the inference. Step 4: check that every clue fits. Read this aloud. "The Mystery at the Pond": When Rosa reached the pond, the water was still. Then small V-shaped ripples slid across it, and a stick floated past with its bark chewed off. On the muddy bank, the edge of the pond, stood a stump with a pointed top. Wood chips lay all around it. Rosa smiled and whispered, "You've been busy." She sat down on a log to wait, as still as a stone. Model the first two steps: "A stick with its bark chewed off. I point to it. I know some animals chew wood. I am not ready to infer yet. One clue is not enough, so I look for more."

3. Guided Practice · 10–15 min

   Run the steps together. 1) Your child points to three more clues. (Ripples, the pointed stump, wood chips.) 2) Ask: "Which animal chews trees and swims? What do you infer?" (A beaver. A beaver lives at this pond.) 3) Check it. Ask: "Would a duck fit every clue?" (No. Ducks swim, but they cannot chew wood.) 4) Find the word ripples. Ask: "What do you think ripples are? Point to your clue words." (Small waves. Clues: "V-shaped" and "slid across" the water.) Write the inference and the word meaning in the notebook. If stuck, say: "Which animal from last week gnaws on trees?"

4. Independent Practice · 15–20 min

   1) Your child writes one clue from the story on each of the five sticky notes. 2) Sort the notes under two headings in the notebook: Clues About the Animal, Clues About Rosa. 3) Write one inference for each heading. Start with "I infer ___ because ___." 4) Read your child's own book for the last ten minutes. Jot one inference with two clues. Look for at least two clues for the beaver. Look for Rosa's feeling (happy, pleased or excited) backed by her smile and whisper. Sample: "I infer Rosa is pleased because she smiled and whispered to the beaver."

5. Exit Ticket · 5 min

   Read each question aloud. Your child writes the answers with the story in view.

Homework: Read for 15 minutes. Write one inference about a character with two clues. Look for two different clues, not the same one twice.

Practice page · Week 23, Day 2

English Language Arts

I can make inferences and figure out word meanings with clues.

Show answers

Look: Detective steps

1. Find the clue.
2. Say what you know.
3. Make the inference, then check that every clue fits.

Prints in the Snow

When Amir opened the back door, the snow was smooth except for a line of small prints. Each set showed two long back feet and two small round front prints. The prints led to the garden, where the carrot tops had been nibbled down to stubs. Amir grinned and ran to get his camera.

Be a detective.

1. 1.

   What animal do you infer visited the yard?
2. 2.

   Underline two clues about the animal.

3. 3.

   How does Amir feel? Which clue shows it?
4. 4.

   What do you think Amir will do with his camera?
5. 5.

   What does stubs mean in this story?

Use the y-to-i rule.

1. 6.

   happy + er = ____
2. 7.

   cry + ed = ____

Challenge: Write one clue you could add to the story to show the rabbit is still nearby.

Objective: I can tell weather from climate and explain the safety plan for severe weather.

Standards: 3-ESS2-2, 3-ESS3-1

Materials: 12 index cards, Marker and pencil, Safety poster from Week 21, Science notebook

1. Day 112 — Flex Catch-Up: Weather vs. Climate and Safety — Wonder Warm-Up · 5 min

   Spaced review from Day 1. In the notebook, sketch a scale with 30 and 40 labeled and 5 spaces between. Draw the liquid 2 marks above 30. Ask: "What is the reading?" (34°F.) Then the wonder. Ask: "Weather alerts use the words watch and warning. Which one means act right now?" Take a guess.

2. Mini-Lesson · 10–15 min

   Clue 1: time words. Say: "Weather words tell about one short time: today, now, tonight, tomorrow, yesterday. Climate words tell the long pattern: usually, most years, every summer, all year." Say: "It is windy this afternoon." Ask: "Weather or climate? Which words told you?" (Weather. This afternoon.) Say: "Our falls are usually cool and dry." Ask the same. (Climate. Usually.) If stuck, say: "Cover the weather word. Is the sentence about one time or many years?" Clue 2: alert words. Say: "A watch means dangerous weather could happen, so be ready. A warning means it is happening or about to happen nearby, so act now." Ask: "The radio says 'severe thunderstorm watch.' Is it time to get ready or to act?" (Be ready. Sample: plan where to go indoors.) Ask: "It changes to a severe thunderstorm warning. Now what?" (Act now. Go indoors and stay away from windows.) Say: "Watch means get set. Warning means go."

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

   Clue-Word Sort and Alert Drill. 1) Write these 8 sentences on cards with the marker. "Sleet is hitting the window right now." "Tonight will be clear and cold." "Yesterday a strong wind knocked over our trash can." "It is 85°F at the park this afternoon." "Our town usually gets about 40 inches of snow a year." "July is our hottest month most years." "This desert gets very little rain in a normal year." "Winters on this mountain are always long." 2) Your child underlines the clue word on each card in pencil and sorts the cards into two piles. Expect the first four under weather and the last four under climate. 3) Write four alerts on cards: flood watch, winter storm warning, high wind watch, tornado warning. 4) Hold up one at a time. Your child says "Be ready" or "Act now" and names one action. Use the safety poster for ideas. Samples: flood watch, know the way to higher ground. Winter storm warning, stay indoors and off the roads. High wind watch, plan to bring loose things indoors. 5) For the tornado warning, your child walks to your family's safe place from Week 21.

4. Science Notebook Entry · 10 min

   Your child makes two lists, Weather clue words and Climate clue words, with at least four in each. Then give the frames: "A watch means ___. A warning means ___. If I hear a warning, I will ___." Sample: "A watch means be ready. A warning means act now. If I hear a warning, I will go to our safe place."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise answers that name the clue word.

Homework: Your child quizzes a family member with three sentences of their own, weather or climate. Look for a clear clue word in each.