Day 1 · Monday

Objective: I can review local government and the three branches at each level.

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

Materials: Government grid from Week 23 (or a new 3-by-3 grid drawn on paper), 10 index cards, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 19. Ask: "Who leads many towns and cities? Which group votes on local laws?" (A mayor. The council.) Then ask: "Which leader works closest to our home: the mayor, the governor or the President?"

2. Mini-Lesson · 10–15 min

   Say: "Today we review four skills." Lay out the grid. Its rows are Federal, State and Local. Its columns are Makes laws, Carries out laws and Decides cases. Skill 1. Say: "Government has three levels. Local runs a town or county. State runs the state. Federal runs the whole country." "Native nations have their own governments too." Skill 2. Point down each column. Say: "The legislative branch makes laws. The executive branch carries out laws. The judicial branch decides what laws mean." "The branches repeat at each level. A state has a legislature, a governor and state courts." Skill 3. Say: "Local government provides services, such as parks, libraries and fire trucks. Taxes pay for them." Skill 4. Say: "A local decision has four steps: proposal, discussion, vote and action." Ask: "Which branch does a governor lead, and at which level?" (Executive, state.) "Who chooses Supreme Court justices?" (The President chooses, and the Senate must approve.) "A neighbor asks the council for a bike rack at the park. Which step is that?" (A proposal.) If stuck, say: "Ask two questions. Which level? Then: make, carry out or decide?"

3. Activity / Source Work · 15–20 min

   Job sort. 1) Write ten job cards: mayor, city council, governor, state legislature, President, Congress, Supreme Court, firefighter, librarian, state court judge. 2) Your child places each card on the grid by level and branch. Firefighters and public librarians carry out local services, so they go with the mayor. 3) Check with this chart. Federal: Congress | President | Supreme Court. State: state legislature | governor | state court judge. Local: city council | mayor, firefighter, librarian | no card. A local or county court would fill the last box. 4) Play "Who decides?" Read three problems. A streetlight is out on our block. (Local, carries out laws.) Should the state change its driving age? (State, makes laws.) Should there be a new law about national parks? (Federal, makes laws.) 5) Your child fills in: "Our mayor or local leader is ___. Our governor is ___. Our U.S. senators are ___ and ___." Leave a blank if you are unsure, and find out together later. Look for at least 8 of 10 cards placed correctly. Move any others and say why.

4. Notebook Entry · 10 min

   Your child writes one sentence for each branch, then lists the four steps. Sample: "The legislative branch makes laws. The executive branch carries out laws. The judicial branch decides what laws mean. The steps are proposal, discussion, vote and action."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise answers that name both the level and the branch.

Homework: Your child explains the grid to a family member and fills any blanks together. Look for each leader named with a level and a branch.

Objective: I can review fractions as equal parts and place fractions on a number line.

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

Materials: Centimeter ruler, Paper, Crayons, Fraction wall from Week 21 Day 1 (six marked strips, each 24 cm long; for support), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 26 Day 4. Ask: "9 jars hold 3 liters each. How many liters is that in all?" (9 × 3 = 27 liters) Then practice ×6 facts with no timer. Ask 6 × 4, 6 × 7 and 6 × 9 (24, 42, 54).

2. Mini-Lesson · 10–15 min

   Say: "This week we review Quarter 3. Today is fractions as equal parts and on a number line." Draw a rectangle. Split it into 8 equal parts and shade 6. Say: "From Week 19 Day 1: the denominator tells how many equal parts make the whole. The numerator tells how many parts we count." Ask: "What fraction is shaded?" (6/8) Say: "From Week 19 Day 3: 6/8 is six parts of size 1/8." Now use a number line, from Week 20 Day 2. Say: "I place 4/6. The whole is the distance from 0 to 1." Draw a 0 to 1 line 12 cm long. Make a mark every 2 cm for 6 equal spaces. Jump 4 spaces from 0. Say: "So 4/6 is at 8 cm." Next, from Week 20 Day 3, draw a 0 to 2 line 16 cm long. Write 1 at 8 cm. Make a mark every 2 cm for fourths. Count 5 jumps from 0. Say: "So 5/4 is at 10 cm, one jump past 1." Now your child does more. Your child places 5/8 on a 0 to 1 line 16 cm long. (at 10 cm; 5 jumps of 2 cm)

3. Guided Practice · 10–15 min

   Your child draws each one. Each answer names the lesson where the skill was first taught. 1) Split a square into 8 equal parts. Name one part. (1/8; Week 24 Day 1) 2) How many pieces of size 1/4 make 3/4? (3; Week 19 Day 3) 3) Place 2/3 on a 0 to 1 line 12 cm long. (at 8 cm; Week 20 Day 1) 4) Ask: "Is 6/6 less than, equal to or more than 1? What about 7/6?" (Equal to 1; more than 1; Week 19 Day 4) If stuck, say: "The denominator tells how many equal parts or spaces. The numerator tells how many to count."

4. Independent Practice · 15–20 min

   Your child draws on paper and uses the ruler for every number line. 1) You draw a rectangle with 3 equal parts and shade 1. Your child names it. (1/3) 2) You draw a rectangle with 8 equal parts and shade 7. Your child names it. (7/8) 3) Split a square into fourths in two different ways. (Sample: 4 strips; a 2-by-2 grid.) 4) How many pieces of size 1/6 make 5/6? (5) 5) Place 2/6 on a 0 to 1 line 12 cm long. (at 4 cm) 6) Place 6/4 on a 0 to 2 line 16 cm long. (at 12 cm; 2 jumps past 1) 7) A pan of cornbread is cut into 8 equal pieces. The family eats 5 pieces. What fraction is eaten? What fraction is left? (5/8; 3/8) 8) A trail is 1 mile long, with a sign at every fourth. Nia stops at the third sign. How far has she walked? (3/4 mile)

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper and may draw.

Fact fluency: ×6 facts

Homework: Your child draws a 0 to 2 line 16 cm long in fourths and places 1/4, 3/4, 5/4 and 7/4. (at 2 cm, 6 cm, 10 cm and 14 cm)

Objective: I can review opinion writing by planning and writing a short opinion piece with reasons, evidence and linking words.

Standards: W.3.1, W.3.1.A, W.3.1.B, W.3.1.C, W.3.1.D

Materials: Writer's notebook, Highlighter, Pencil

1. Warm-Up · 5 min

   Word study: homophones. Say: "Homophones sound the same. Their spellings and meanings are different." Write there, their, they're, to, too, two. Your child reads them and matches each to a meaning you say. (There: a place. Their: belongs to them. They're: they are. To: toward. Too: also, or more than enough. Two: the number.) Say: "There has the word here inside. Both name places." Spaced review from Week 11. Write: Mom said Come and eat. Your child adds the marks. (Mom said, "Come and eat.")

2. Mini-Lesson · 10–15 min

   Say: "This week we review Quarter 3. Today is opinion writing." Read this model aloud. "A Tree for Every Schoolyard": Have you ever stood in line on a blazing hot playground? I think every school should plant shade trees. First, trees keep kids cool. For example, the bench under our one oak is always the first seat taken. In addition, trees bring nature close. Last spring our class watched robins build a nest outside the window. Shade trees make a schoolyard better. So grab a shovel and ask your principal for a planting day! Think aloud: "The first sentence is the hook. It is a question. The second sentence states the opinion." Point to the opinion. Say: "The body gives two reasons. Each reason has evidence. I ask, 'How do I know?' The crowded bench answers that." Point to First, For example, In addition and So. Say: "These linking words connect the ideas." Say: "The ending restates the opinion and tells readers what to do."

3. Guided Practice · 10–15 min

   Plan a new piece together: "Should kids write thank-you notes by hand?" Draw four boxes in the notebook: Opinion, Reason 1, Reason 2, Reason 3. 1) Your child says and writes the opinion. (Sample: "Kids should write thank-you notes by hand.") 2) Your child lists three reasons. (Samples: a note shows you care; people keep notes; it is good writing practice.) 3) For each reason ask: "How do you know?" Your child jots one piece of evidence. (Sample: "Grandma keeps my note on her fridge.") 4) Your child says a hook aloud and stars the two strongest reasons. If stuck, say: "Tell me why. Now tell me something that happened that proves it."

4. Independent Practice · 15–20 min

   Your child writes the piece in four short paragraphs of 2 or 3 sentences each. Plan on about 20 minutes. It is a guide, not a race. Paragraph 1: hook, topic and opinion. Paragraphs 2 and 3: one starred reason each, with evidence and a linking word. Paragraph 4: restate the opinion and end with a call to action. Then your child highlights the opinion and circles the linking words. Checklist: 1) A hook and one opinion sentence. 2) Evidence for both reasons. 3) At least three linking words. 4) An ending that tells readers what to do.

5. Exit Ticket · 5 min

   Your child keeps the finished piece open and answers each question from it.

Homework: Your child reads the opinion piece to a family member, who names the strongest reason (10 minutes). Look for a reader who can retell the opinion.

Objective: I can review weather tools, weather versus climate and climate regions.

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

Materials: Science notebook with the pages from Weeks 19 to 22, and pencil, Thermometer, rain gauge and wind streamer from Week 19, World map or globe, Climate graph from Week 20 Day 2 (Day 97), 6 slips of paper, Review question cards from Week 23 Day 5 (Day 115), if you kept them

1. Day 131 — Q3 Review: Weather and Climate — Wonder Warm-Up · 5 min

   Spaced review from Week 26. Ask: "How does a waxy coating help a desert plant?" (It slows water from escaping.) If you kept the review question cards from Week 23, your child answers two of them. Then ask: "Say what weather is and what climate is, one sentence each." (Weather is what the air is like at one place and time. Climate is the usual weather of a place over many years.)

2. Mini-Lesson · 10–15 min

   Say: "Today we check five skills." 1) Tools. Ask: "What does a wind vane show?" (The direction the wind comes from.) Ask: "A streamer blows toward the south. Name the wind." (A north wind.) 2) Reading a thermometer. Say: "Each small mark is 2 degrees. The liquid is 3 marks above 70." Ask: "What is the reading?" (76°F.) 3) Weather or climate. Ask: "Hail fell during soccer practice?" (Weather.) Ask: "July is usually our driest month?" (Climate. The clue word is usually.) 4) Climate types. Ask: "Are all deserts hot? Give an example." (No. The Gobi is a cold desert. Arid means dry.) Ask: "Why is it colder high on a mountain?" (The air gets colder as you climb.) 5) Data. In the notebook, draw a pictograph: 3 suns for April and 5 suns for June. Say: "Each sun stands for 5 sunny days in a made-up town." Ask: "How many sunny days does June usually have? How many more than April?" (25 days. 25 − 15 = 10 more.) If stuck, say: "Find the page for that week. Read me one line."

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

   Weather and Climate Stations. Set four stations around the table. Station 1: your child takes a full reading with the thermometer, rain gauge and streamer. They write one report sentence with the time, the temperature in °F, the rain in inches and the wind. Station 2: write these six statements on the slips. "Snow is falling right now." "Our autumns are usually windy." "Tonight will be clear and cold." "The high plains get little rain most years." "The wind knocked over our trash can today." "Summers by this lake are mild every year." Your child sorts them and underlines each clue word. (Weather: 1, 3 and 5. Climate: 2, 4 and 6.) Station 3: on the map, they point to one place for each of the five climate types. (Sample: tropical, the Amazon; arid, the Sahara; temperate, the eastern United States; polar, Antarctica; mountain, the Andes.) Station 4: on the climate graph, they name the warmest and coldest months. Record the stations in a table with three columns: Station, Done, One thing to fix. Readings differ by day and place. Say: "Real results vary. Look for the pattern."

4. Science Notebook Entry · 10 min

   Your child writes a one-page summary of Weeks 19 to 22 with three headings. The headings are Weather Tools, Weather and Climate, and Climate Regions. They write two facts under each. Sample: "A rain gauge needs straight sides. Wind is named for where it comes from."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child may use the map for the last one. Circle any station that needed a fix, and start there tomorrow.

Homework: Read your summary page to a family member and teach them one fact. Look for: a fact explained in your child's own words.