Day 5 · Friday

Objective: I can review Unit 4 so far and reflect on what I learned in the flex week.

Standards: D2.Civ.1.3-5, D2.Civ.2.3-5, D2.Civ.5.3-5

Materials: Stored Week 23 Social Studies Check (7 items) and its answer key, 12 index cards, Government grid from Day 1 and RAPPS list from Day 2, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 20. Ask: "Which court is the highest in the country?" (The Supreme Court.) Then your child tours the government grid for one minute, naming who is in each box.

2. Mini-Lesson · 10–15 min

   Say: "Today is a mixed review of Weeks 19 to 22. There are four topics: local government, branches, rights and voting." Say: "When a question feels hard, name the topic first. Then picture that notebook page." "Who leads a town's workers? Topic: local government. The mayor, or a manager in some towns." "Which branch settles what a law means? Topic: branches. The judicial branch." "Which freedom lets people gather peacefully for a cause? Topic: rights. Assembly." "What do we call a yes or no question on a ballot? Topic: voting. A ballot measure." Now your child tries. Ask: "Who signs or vetoes a bill? Name the topic first." (Branches. The President.) Ask: "Which RAPPS letter stands for asking leaders to fix a problem?" (Rights. The second P, petition.) If stuck, say: "Name the topic first: local government, branches, rights or voting."

3. Activity / Source Work · 15–20 min

   Mixed review game. 1) Write these 12 questions on cards, three per topic. Local: "Name the three levels of government." (Local, state, federal.) "Name two services a town provides." (Sample: parks, trash pickup.) "What is step two of a local decision?" (Discussion.) Branches: "Which branch does Congress belong to?" (Legislative.) "Which plan set up the three branches?" (The Constitution.) "What can a President do to a bill besides sign it?" (Veto it.) Rights: "Name two RAPPS freedoms." (Any two: religion, assembly, press, petition, speech.) "Name one responsibility children have." (Sample: follow rules.) "Is voting a right, a responsibility or both?" (Both.) Voting: "Is a sheriff a local, state or national office?" (Local.) "What happens in a debate?" (Candidates take turns answering questions.) "What must voters in almost every state do first?" (Register.) 2) Shuffle. Your child draws a card and answers aloud. Keep it if correct. A missed card goes back in the pile. 3) Tally in a chart with two columns: Topic, Right on the first try. Aim for 10 of 12. 4) Results vary. Look for the topic with the most misses, and reread that notebook page.

4. Notebook Entry · 10 min

   Keep this to 5 minutes today so the check fits. Your child writes: "This week I fixed ___. The project I liked most was ___ because ___. My goal for Week 24 is ___." Sample: "This week I fixed levels and branches. I liked the hearing most because I answered a hard question."

5. Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 23 check: 7 items, about 15 minutes. If your child is tired, give it later today. 6 or more right: move on, and add a county row to the grid with an adult. 4 or 5 right: redo the Day 1 page and play "Who handles it?" with three new problems. 3 or fewer right: reteach Day 1. Build the grid on the floor with cards and place each leader together. Praise honest reflection.

Homework: Your child shows a family member the proposal and the letter and names a favorite moment. Look for: one clear thing learned this week.

Objective: I can review fractions from Weeks 19 to 22 and reflect on what I learned.

Standards: 3.NF.A.1, 3.NF.A.2.B, 3.NF.A.3.A, 3.NF.A.3.D

Materials: Stored Week 23 check and its answer key, 8 index cards or paper slips. Write one question on each. Write three sixths as a fraction. Is 9/6 less than, equal to or greater than 1? How many jumps of 1/8 from 0 reach 5/8? Which fraction in halves sits at 2? 1/2 = ?/4. Write 4 as a fraction over 1. Compare 2/8 and 5/8. Compare 1/3 and 1/2., 3 paper strips and grid paper (to prove answers), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 19 Day 1. Say: "A shape is cut into 8 equal parts." Ask: "What fraction is one part? What fraction is five parts?" (1/8; 5/8) Then practice ×6 and ×8 facts with no clock. Ask 6 × 6, 6 × 9, 8 × 4 and 8 × 8 (36, 54, 32, 64).

2. Mini-Lesson · 10–15 min

   Play Flip and Prove for 10 minutes. Mix the 8 cards face down. Say: "Flip a card and answer it. Then prove it with a strip or a number line." Model one turn. Flip the 9/6 card. Draw a 0 to 2 line 12 squares long on grid paper. Tick every square to show sixths. Count 9 jumps from 0. Say: "6/6 is 1 whole. 9/6 is 3 jumps past 1. So 9/6 is greater than 1." Now your child takes every turn: flip, answer, prove. A correct turn wins the card. There is no clock. Ask each turn: "How could you show that?" Answers for the other cards, in the order listed in the materials: 3/6; 5 jumps; 4/2; 2; 4/1. The last two are 2/8 < 5/8 and 1/3 < 1/2.

3. Guided Practice · 10–15 min

   Do four check-style problems together. 1) Your child draws a 0 to 1 line 6 squares long and places 4/6 (4 jumps from 0). 2) Fold a strip into fourths and shade 2 parts. Fold it once more. Your child fills in 2/4 = ?/8 (4). 3) Compare 1/8 and 1/2 (1/8 < 1/2; eighths are smaller parts). 4) A quilt has 6 equal squares. 3 are blue. Your child names the blue part two ways (3/6 and 1/2). If stuck, say: "Draw it or fold it. What does the denominator tell you?"

4. Independent Practice · 15–20 min

   Give the stored Week 23 check now. Find it with the Week 23 lessons. It has 7 items. Allow about 15 minutes, with no clock running. Your child may draw number lines and fold strips. Do not teach or hint during the check. Score it with the answer key, then choose a route. 6 or 7 right: move on to Week 24. 4 or 5 right: reteach the kind of item missed. Items 1 and 2, number lines: redo the Day 1 Mini-Lesson on the floor line. Items 3 and 4, equivalent fractions: redo Day 2 Guided Practice problems 1 and 2. Items 5 and 6, comparing: redo Day 2 Guided Practice problems 3 and 4. Item 7, the quilt: redo the Day 3 Mini-Lesson. 3 or fewer right: reteach the Day 1 and Day 2 Mini-Lessons before Week 24. Last, your child finishes three sentences in the notebook: "I used to think ___. Now I know ___. I still want to practice ___."

5. Exit Ticket · 5 min

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

Fact fluency: ×6 and ×8 facts

Homework: Your child shares the three notebook sentences with a family member. Then your child shows one fraction idea with a folded strip. Sample: 1/2 = 2/4.

Objective: I can review Weeks 19–22 and reflect on my growth as a reader and writer.

Standards: W.3.1, RL.3.1, L.3.4.A, W.3.1.C

Materials: Stored Week 23 weekly check (8 items) and its answer key, Reader's notebook, Writing folder, Highlighter, Pencil

1. Warm-Up · 5 min

   Word study: spelling check, not timed. Say each word while your child writes it: taller, longest, readable, movement, cried, notebook. Challenge word: comfortable. Correct them together. Your child rewrites any missed word and underlines the tricky part. Spaced review from Week 13. Ask: "What does the prefix re- mean in reread?" (Again.)

2. Mini-Lesson · 10–15 min

   Say: "One short essay can review the whole unit." Read this aloud. "A Garden for Maple Street": I think the empty lot on Maple Street should become a garden. First, a garden would give neighbors fresh food. Last summer, Mr. Ortiz grew enough beans in two pots to feed six families. Also, a garden would bring people together. Right now the lot is desolate, empty and lonely, with only weeds and one bent sign. Most importantly, kids could learn how plants grow. Let's ask the city for the lot this spring! Model the first answer: "What is the opinion? I look for 'I think.' The empty lot should become a garden." Then your child takes over. 1) Ask: "Reason or evidence: Mr. Ortiz grew enough beans to feed six families?" (Evidence. It is an example someone could check.) 2) Ask: "Which linking words do you see?" (First, Also, Most importantly.) 3) Ask: "Find desolate. What might it mean, and what is your clue?" (Empty and lonely. A definition clue.) 4) Ask: "What can you infer from the weeds and the bent sign?" (Nobody takes care of the lot.)

3. Guided Practice · 10–15 min

   1) For any miss, turn to that week's notebook page together. 2) Your child explains the rule in their own words. 3) Your child makes up one new example. (Sample for evidence: "Our tomato plant grew six inches in a week.") 4) Ask: "Which reason in the essay has no evidence yet?" (Bringing people together, or kids learning.) Your child says one sentence of evidence for it. (Sample: "At my cousin's garden, neighbors trade vegetables.") If stuck, say: "Ask the sentence, 'How do you know?'"

4. Independent Practice · 15–20 min

   1) Give the stored Week 23 weekly check now. It has 8 items. Your child works alone for about 10 minutes. Score it with the answer key. Choose a route by the result. 6 or more right: start Week 24. For a stretch, your child gives the speech to a new listener and answers two questions. 4 or 5 right: redo the Day 2 practice page. Then your child infers from three new clue cards you write. 3 or fewer right: reteach Day 1 and Day 2 before Week 24. Use Prove It and the four detective steps, with real objects as clues. 2) In the time left, your child writes a three-sentence reflection. Sentence one: the skill I am proudest of, with a folder page as proof. Sentence two: one skill that is still tricky and my plan for it. Sentence three: a favorite moment from the Opinion Fair. 3) Your child writes one goal for Week 24 and highlights it. If time runs short, finish the reflection as homework. Look for a named skill and a real page as proof.

5. Exit Ticket · 5 min

   Your child answers from "A Garden for Maple Street" and the reflection page.

Homework: Finish your reflection if needed. Share it with a family member and tell your goal for next week. Then read for 15 minutes. Look for a goal that names one skill.

Objective: I can review what I learned about weather, climate and severe weather and set a goal for the next weeks.

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

Materials: Week 23 Science Check (7 items) and its answer key, Science notebook from Weeks 19 to 23, 6 index cards, Markers or pencil, Weather tools from Week 19

1. Day 115 — Flex Review and Reflection — Wonder Warm-Up · 5 min

   Spaced review from Week 21. Ask: "What is the eye of a hurricane?" (The calm center of the storm.) Then a mixed round, with no rush. "What does an anemometer measure?" (Wind speed.) "Which climate type is found on high peaks?" (Mountain.) "Weather or climate: 'A storm is coming tonight'?" (Weather.) Big question: "Which big idea do you know best, and which needs practice?"

2. Mini-Lesson · 10–15 min

   Keep this part to 10 minutes so the check fits. Say: "Today we look back at Weeks 19 to 22. We find what we know well and what needs practice." List six big ideas in the notebook. They are the five parts of weather, weather tools and weather versus climate. Add climate patterns in data, severe weather safety and climate regions. Ask one question on each idea before your child rates it. Samples: "Name three of the five parts of weather." (Any three: temperature, precipitation, wind, clouds, humidity.) "Take one reading with any weather tool. What does it show?" (Answers vary.) "A pictograph shows 7 suns for June. Each sun stands for 2 sunny days. How many sunny days is that?" (14.) "Which two climate regions are cold?" (Polar and mountain.) Your child then rates each idea: thumbs up, sideways or down. If stuck on a rating, say: "Could you teach this idea to a younger child?" Say: "Next week you become an engineer and build a weather instrument. Knowing the tools will help."

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

   Make-Your-Own Review Quiz. Keep it to 15 minutes. 1) With a marker or pencil, your child writes one question on each of the 6 cards. Each card covers a different big idea. The answer goes on the back. 2) Check each card against the notebook. Fix any answer that does not match. 3) Your child quizzes you. Miss one on purpose and let them correct you with evidence. 4) Mix the cards and quiz your child. 5) For each thumbs-down idea, your child rereads that notebook page and adds one new fact. Look for questions with one clear, correct answer. Sample card: "Why keep a thermometer in the shade?" Back: "Sunshine makes it read too high." Keep the cards for the Quarter 3 Review in Week 27.

4. Science Notebook Entry · 10 min

   Give the frames: "I am proud of ___. I still want to practice ___. My goal for next week's building project is ___." Sample: "I am proud of reading the thermometer. I still want to practice wind names. My goal is to build a tool that really works."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise honest ratings. Then give the Week 23 Science Check: 7 items, about 10 minutes, worked alone. Score it with the answer key. 6 or more right: add a "Did you know?" card for each big idea and quiz a family member. 4 or 5 right: redo the Day 2 clue-word lists, then sort five new weather and climate cards. 3 or fewer right: reteach Day 1 by drawing pretend thermometers together and naming the wind outdoors with the streamer.

Homework: Your child quizzes a family member with three review cards. Look for your child explaining any answer the person misses.