Day 5 · Friday

Objective: I can review Weeks 28 to 31, reflect on my learning and notice needs in my community.

Standards: D2.Eco.4.3-5, D2.Geo.2.3-5, D2.Eco.1.3-5, D2.Civ.6.3-5

Materials: 6 index cards (mixed review), Clipboard or a hard book to write on, 1 sheet of paper (noticing list), Stored Week 32 check (the Friday Check) and its answer key, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 26. Ask: "Many people want a toy, and stores have only a few. What usually happens to the price?" (It goes up.) Then ask the big question: "What is one thing near our home that works well? What is one thing that could be better?"

2. Mini-Lesson · 10–15 min

   Say: "First, a mixed review of Weeks 28 to 31." Write these six questions on cards. Your child draws a card and answers aloud. "Why can no family make everything it uses?" (No one has every skill and resource. People specialize and trade.) "Where on a map do you learn what the shading means?" (In the key.) "Name one food the U.S. buys from another country." (Bananas, cocoa or coffee.) "The balance is $9. Deposit $4, then withdraw $6." ($7.) "Is teaching a neighbor to knit a gift of talent or things?" (Talent.) "Income is $15 and costs are $9. Profit or loss?" (A $6 profit.) Now say: "Next week you start a Civic Action Project. Today we look for needs with our own eyes." Say: "I saw a cracked step at the library door, so it goes on my list." Ask: "Is 'the whole world has too much trash' something we saw today?" (No. It is too big, and we did not see it.) If stuck, say: "Open your notebook to that week and find the page."

3. Activity / Source Work · 15–20 min

   Noticing Walk. Stay beside an adult and on sidewalks or paths. 1) Fold the sheet of paper into two columns: Works well | Could be better. Put it on the clipboard. 2) Walk together for about 15 minutes around your block or a park. 3) Your child lists five things that work well and three that could be better. Samples: a clean playground, litter near a bench. 4) Beside each "could be better" item, your child writes where it is. 5) Back home, ask for evidence: "Where exactly did you see it? Who uses that place?" 6) Your child stars the one need that matters most to them. Look for things your child really saw, not guesses. Keep the list for Monday. If you cannot go out, look from a window or porch.

4. Notebook Entry · 10 min

   Your child finishes the flex week reflection. "This week I caught up on ___." "The project I enjoyed most was ___ because ___." "A need I noticed in my community is ___." Sample: "A need I noticed is litter by the bench." Keep this to 5 minutes if you give the check right after.

5. Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 32 check. It has 7 items and takes about 15 minutes. Score it with the answer key. 6 or more right: move on to Week 33. 4 or 5 right: redo Day 2, then run Station 2 with a new starting balance. 3 or fewer right: reteach Day 3 by acting out the stand with play money. Praise careful noticing. If time is short, give the check later today.

Homework: Your child shares the noticing list with the family. Look for a mark beside each need they have also seen.

Objective: I can review area, perimeter and missing sides and reflect on what I have learned.

Standards: 3.MD.C.7.b, 3.MD.C.7.d, 3.MD.D.8, 3.OA.C.7

Materials: Stored Week 32 check and its answer key, 4 index cards. Before the lesson, write one station on each. Area: a 7 by 7 square. Perimeter: a 2 by 6 rectangle. L-shape area: a 6 by 3 rectangle with a 2 by 4 rectangle on top of its left end. Unknown side: perimeter 20, length 8., Grid paper, 20 square tiles and yarn (for reteaching), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 31 Day 4. Ask: "Is a fence an area job or a perimeter job? What about carpet?" (perimeter; area) Then practice ×6, ×7 and ×8 facts with no clock. Ask 6 × 9, 7 × 7 and 8 × 8 (54, 49, 64).

2. Mini-Lesson · 10–15 min

   Play Four Stations for 10 minutes. Lay the 4 cards face down. Say: "Each card is one kind of problem from this week. Flip a card, name its kind, and solve it." Model one turn with the unknown side card. Say: "The 20 is the distance around. The two long sides use 8 + 8 = 16." Write 20 − 16 = 4, then 4 ÷ 2 = 2. Say: "So the width is 2 units." Check it: 8 + 2 + 8 + 2 = 20. Now your child takes the other three turns on grid paper. Area card, like Day 1: the 7 by 7 square. (7 × 7 = 49 square units) Perimeter card, like Day 1: the 2 by 6 rectangle. (2 + 6 + 2 + 6 = 16 units) L-shape card, like Day 1. (6 × 3 = 18 and 2 × 4 = 8. Then 18 + 8 = 26 square units.) Ask after each turn: "Did you cover the floor or walk the fence?" Put a star on any card that needed help.

3. Guided Practice · 10–15 min

   Your child works on paper while you watch. Help only when asked. 1) A yard is 6 feet by 8 feet. A sandbox covers 12 square feet of it. How much yard is open? (6 × 8 = 48; 48 − 12 = 36 square feet) 2) A pen uses 16 feet of fence. Which rectangle holds the most area? (4 by 4, area 16 square feet) 3) A rectangle has an area of 40 square units. One side is 8. (8 × s = 40; s = 5) 4) Reflect. Your child names one skill that got stronger this week and shows one problem that proves it. (Answers vary.) If stuck, say: "Which day is this like? What did we build or draw that day?"

4. Independent Practice · 15–20 min

   Give the stored Week 32 check now. It has 7 items on area, perimeter and unknown sides. Allow about 20 minutes, with no clock running. Your child may sketch on grid paper. Score it with the answer key. Then choose a route by the result. 6 or 7 right: move on to Week 33. 4 or 5 right: find the kind of item missed. For items 1 and 2, area and perimeter of a rectangle, redo the Day 1 Mini-Lesson. For item 3, the L-shape, redo Day 1 Guided Practice. For items 4 and 5, unknown sides, redo Day 2 Guided Practice. For item 6, open floor, redo Day 3 Guided Practice. For item 7, the fence, redo the Day 4 Mini-Lesson. 3 or fewer right: reteach Day 1 with tiles and yarn, then Day 2, before Week 33.

5. Exit Ticket · 5 min

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

Fact fluency: ×6, ×7 and ×8 facts

Homework: Your child redoes two missed check items with a family member and explains each fix. If none were missed, your child finds both measures of a 5 by 10 rectangle (50 square units; 30 units).

Objective: I can review the skills from this quarter and reflect on which ones I have mastered.

Standards: W.3.8, W.3.2.C, L.3.1.F, L.3.5.A, RL.3.7

Materials: Week 32 English Language Arts Check, Writer's notebook, Illustrated fable, Expert Card, Pencil

1. Warm-Up · 5 min

   Word study (about 3 minutes). Give a quick spelling check with no clock. Say each word and a short sentence: tough, taught, friend, does, again, enough. Challenge word: although. Your child writes in the notebook. Correct it together. Your child rewrites any missed word and underlines its tricky part. Spaced review from Week 27. Ask: "Which word fits? The otters groom ___ fur: there, their or they're?" (their)

2. Mini-Lesson · 10–15 min

   Say: "Today we review with five quick stations, then you take the weekly check." Read aloud "A Raft of Otters": Sea otters often rest together in a group called a raft. A raft may hold just a few otters or more than a hundred. Males and females usually rest in separate rafts. Before a nap, an otter may wrap itself in long strands of kelp. The kelp is anchored to the sea floor, so it holds the otter in place while the waves roll by. Model Station 1, paraphrase. Think aloud: "The first sentence says otters often rest together in a group called a raft. I cover it. In my own words: A raft is a group of sea otters resting side by side. The meaning is the same, and most words changed." Then name the other stations: joining sentences, agreement, nonliteral words and story pictures.

3. Guided Practice · 10–15 min

   Do the stations together, about two minutes each. 1) Station 2. Ask: "Join these with so: An otter wraps itself in kelp. It does not drift away." (An otter wraps itself in kelp, so it does not drift away.) 2) Station 3. Ask: "Fix the verbs: The otters rests in a raft. A raft hold many otters." (rest, holds) 3) Station 4. Say: "Kelp is the otter's seat belt." Ask: "Is kelp really a seat belt? What does it mean?" (No. Kelp holds the otter safely in place.) 4) Station 5. Your child points to one panel of the illustrated fable and tells what the picture adds. (Look for: a feeling, a mood or a detail.) Then your child reads one follow-up question from the Expert Card notes. If stuck, say: "Which skill is this station about? Tell me its rule, then try again."

4. Independent Practice · 15–20 min

   1) Give the stored Week 32 English Language Arts Check. It has 8 items and takes about 15 minutes. Your child works alone. Check it with the answer key, and your child corrects each missed item. 2) Follow this route. 6 or more right: your child is ready for next week. 4 or 5 right: redo the Day 2 practice page, then compare three family shoes with -er and -est words. 3 or fewer right: reteach Day 1 with a short animal article and two tricky words. 3) Your child writes a reflection of three or four sentences. If time is short, your child says it aloud. Use the frames: "The activity that helped me most was ___ because ___. I feel sure about ___. I still need practice with ___."

5. Exit Ticket · 5 min

   Ask the three questions to close the flex week. Your child may look at the passage and the reflection.

Homework: Teach one station skill to a family member with your own example. Then read your own book for 15 minutes.

Objective: I can review traits, inheritance, environment and variation and reflect on my learning.

Standards: 3-LS3-1, 3-LS3-2, 3-LS4-2

Materials: Week 32 Science Check (7 items) and its answer key, Bean cups and Bean Log from Week 31, Ruler marked in centimeters, Science notebook and pencil

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

   Final bean measurement: measure the tallest sprout in each cup in centimeters and record both. Your child names 3 differences between the cups. Spaced review from Week 13. Ask: "In a science argument, what does reasoning do?" (It tells how the evidence supports the claim.) Then the big question. Ask: "What did two weeks of bean data show?"

2. Mini-Lesson · 10–15 min

   Mixed review. Ask six questions aloud. 1) "What is a trait?" (A feature of a living thing.) 2) "Name an inherited trait of a rabbit." (Sample: long ears.) 3) "Name a learned behavior of a horse." (Sample: carrying a rider.) 4) "What is variation?" (Differences among living things of one kind.) 5) "Give an example of variation that helps survival." (Sample: sand-colored lizards hide well on sand.) 6) "Name two parts of the environment that change how a plant grows." (Any 2: light, water, soil, wind, warmth.) Reteach any miss from the notebook. Then model an argument with the moth hunt. Say: "A claim answers the question. Evidence is data. Reasoning tells why the evidence fits." Say: "Claim: newspaper moths had an advantage on newspaper. Evidence: I caught 2 newspaper moths and 7 white moths. Reasoning: moths that match the background are harder to see." Ask: "Which sentence had numbers?" (The evidence.) If stuck, say: "Which sentence could you check by counting?" Keep this part to 12 minutes.

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

   Bean Experiment Wrap-Up. 1) Read the Bean Log together. Your child circles the final heights and colors. 2) They draw the two final sprouts side by side and label each height. 3) They write three sentences from frames. "Claim: Bean plants grown in the dark ___." "Evidence: The dark sprouts were ___ centimeters tall and ___. The light sprouts were ___ centimeters tall and ___." "Reasoning: Both cups had the same ___, ___ and ___. Only ___ was different, so ___." 4) Check that the claim and evidence match the log. Dark sprouts are often taller, thinner and pale yellow. Sprouts in light are often shorter, sturdier and green. Real results vary. Write what your own data shows. If one cup has no sprouts, that is the evidence. Talk about possible causes, such as too much water. 5) Now move the Dark cup into the light and watch it for 3 days. Keep this part to 15 minutes.

4. Science Notebook Entry · 10 min

   Reflection page. Your child finishes three frames. "Three things I learned about traits are ___." "My favorite investigation was ___ because ___." "One question I still have is ___." Sample: "My favorite investigation was the camouflage hunt because I was the bird."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise answers that use data. Then give the Week 32 Science Check, which has 7 items. Allow about 10 minutes, later today if time is short. Your child works alone. Score it with the key. With 6 or more right, design a mammal with 3 traits that help it survive in a desert. With 4 or 5 right, redo the Day 2 camouflage hunt on a new background, such as a patterned towel. With 3 or fewer right, reteach Day 1. Act out 6 cards and decide "born with" or "had to learn."

Homework: Show the bean cups and Bean Log to a family member. Explain what light does for plants. Look for: evidence read from the log.