Day 5 · Friday

Objective: I can present my civic action project and answer questions from my audience.

Standards: D4.3.3-5, D4.1.3-5

Materials: Finished poster, Talking-point cards from Day 4, Civic Action Project rubric (24 points), Stored Week 34 check (7 items) and its answer key, About 40 coins or buttons (for reteaching), Thank-you note from Day 3, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 17. Ask: "What do you do first when a listener asks you a question?" (Repeat the question, then answer it.) Your child practices the opening line twice, looking at you: "Hi, my name is ___. My civic action project was about ___." Then ask the big question: "How can your talk make listeners care about your issue?"

2. Mini-Lesson · 10–15 min

   Say: "A strong talk has five parts: the issue, the facts, what you did, the result and what is next." Say: "Your talk is also an argument. Your claim is what the community should do. Your evidence comes from your sources." Model with the sock drive: "Our neighbors should keep giving socks. We collected 37 pairs in four days. The shelter worker told us socks run out every winter." Ask: "What is the claim?" (Neighbors should keep giving socks.) "Name the two sources." (The log count and the interview.) Show good speaking. Stand tall beside the poster. Speak slowly. Point to the graph. Look at the listeners. Teach an answer frame: "Good question. I think ___ because ___." Ask: "What if you do not know an answer?" (Say so honestly and offer to find out.) If stuck, say: "Look at the card. Look up. Then say it to one person."

3. Activity / Source Work · 15–20 min

   Present. 1) Gather a small audience, such as family, or grandparents on a video call with an adult. 2) Your child gives the talk in 3 to 5 minutes, using the poster and the cards. 3) Each listener asks one question. Your child repeats it, then answers with the frame. 4) Each listener names one thing they learned. 5) Score the whole project together with the 24-point rubric. Fill in a small chart: Rubric row | Points | One reason. 6) Your child gives the thank-you note to its helper. 7) Ask for evidence: "Which fact in your talk came from your log? Which came from another source?" Talks vary. Look for a claim and two pieces of evidence.

4. Notebook Entry · 10 min

   Your child writes a self-evaluation in the notebook. Frames: "One thing I did well was ___. Next time I will ___. My rubric score was ___." Sample: "One thing I did well was pointing to my graph. Next time I will speak more slowly. My rubric score was 20."

5. Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 34 check. It has 7 items and takes about 15 minutes. If time is short, give it later today. 6 or more right: celebrate and move on. 4 or 5 right: redo the Day 3 page. Then check the bar graph total against the log. 3 or fewer right: reteach Day 2. Line up coins or buttons for each day's count, then count up to the goal. Praise clear evidence.

Homework: Your child tells one more person about the project. Look for the result number and one next step.

Objective: I can classify quadrilaterals by their sides and corners on the Week 34 check.

Standards: 3.G.A.1

Materials: Stored Week 34 check (the Week 34 quiz) and its answer key, Quadrilateral family tree poster from Day 4, Grid paper, Ruler, Index card (to test square corners), Straws and tape from Day 2 (for reteaching), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 33 Day 1. Ask the names of polygons with 5 sides and with 6 sides (pentagon; hexagon). Then practice ×6, ×7 and ×8 facts with no clock. Ask 6 × 6, 7 × 9 and 8 × 8 (36, 63, 64).

2. Mini-Lesson · 10–15 min

   Play Draw It for 10 minutes. Say: "I name a box. You draw a shape that belongs in that box but in no box below it." Model one turn for Parallelogram. On grid paper, draw a top side 4 long. Draw the bottom side 4 long, 3 rows lower and shifted 2 squares right. Join the ends. Slide the ruler to test both pairs of sides. Test a corner with the index card. Say: "It has two pairs of same-direction sides and no square corners. Its sides are not all equal. So its lowest box is Parallelogram." Now your child takes four turns and tests each drawing. Rectangle. (Sample: 5 long and 2 tall.) Rhombus. (Sample: join the middles of the sides of a rectangle 6 long and 2 tall.) Trapezoid. (Sample: bottom side 6, top side 2, slanted ends.) Quadrilateral. (Sample: 4 different sides with no same-direction pair.) After each turn, your child walks the shape down the poster and says every name.

3. Guided Practice · 10–15 min

   Your child works on paper while you watch. Help only when asked. 1) List every name for a rectangle 4 long and 2 tall. (quadrilateral, trapezoid, parallelogram, rectangle) 2) True or false: a rhombus always has square corners. (False. Only a rhombus that is a square does.) 3) A shape has exactly one pair of same-direction sides. Which boxes hold it? (Quadrilateral and Trapezoid) 4) Your child draws any quadrilateral and lists every name that fits. (Answers vary. Check with the poster.) If stuck, say: "Start at the top of the tree. Which rules does the shape pass?"

4. Independent Practice · 15–20 min

   Give the stored Week 34 check now. It has 7 items on naming and sorting quadrilaterals. Allow about 15 minutes, with no clock running. Your child may use the ruler and index card but turns the poster over. Score it with the answer key. Then choose a route by the result. 6 or 7 right: move on to Week 35. 4 or 5 right: find the kind of item missed. For items 1, 2 and 4, squares and rectangles, redo the Day 1 Mini-Lesson. For items 3 and 5, rhombuses and parallelograms, redo the Day 2 Mini-Lesson with straws. For item 6, trapezoids, redo Day 3 Guided Practice. For item 7, drawing other quadrilaterals, redo Week 33 Day 4 Guided Practice. 3 or fewer right: reteach Day 1 with the index card and ruler. Then walk shapes down the Day 4 poster again.

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 any missed check items with a family member. If none were missed, your child teaches the tree poster to a family member. Then ask 6 × 8, 7 × 7 and 8 × 9 (48, 49, 72).

Objective: I can show what I know about scripts, expression, illustrations and performing.

Standards: RF.3.4.B, SL.3.4, RL.3.5, RL.3.7

Materials: The stored Week 34 check, printed, Pencil, Paper, Script from Day 1, the story from Day 2 and the poem card from Day 3, Your child's own picture book or illustrated storybook, Reader's notebook

1. Warm-Up · 5 min

   Word study, about 3 minutes. Give a quick spelling check with no clock. Say each word, and your child writes it: city, pencil, circle, dance, orange, giraffe. Challenge word: celery. Correct it together. Your child circles the letter that follows each c or g. Spaced review from Week 22. Say: "Lena hugged her old dog, and her eyes filled with tears." Ask: "How does Lena feel? What is the clue?" (Sad. She cries and hugs the dog.)

2. Mini-Lesson · 10–15 min

   Review the week with a game called Director. Say: "I will read a line the wrong way. You are the director. Fix me and name the clue." 1) From the Day 1 script, shout Desi's whispered line. (Wrong. The stage direction says whispering.) 2) From "Midnight Snack," read the Picture 2 lines in a sleepy voice. (Wrong. The picture shows wide eyes, and there is an exclamation point.) 3) Read line 1 of the poem as "The little creek is wide a week." Ask: "What should a reader do?" (Stop, read it again and change it to awake.) 4) Ask: "The creek 'hums beneath the bridge.' What does that really mean?" (The water makes a soft, steady sound.) After each one, your child reads the line the right way.

3. Guided Practice · 10–15 min

   Give the stored Week 34 check. It has 8 items. Your child works alone for about 10 to 15 minutes. You may read the directions aloud, but give no hints. Score it together, and your child says each missed answer aloud the right way. Then choose the next step. 6 or more right: your child is ready and writes a four-line script for two characters. 4 or 5 right: redo the Day 2 practice page and reread the Day 2 story with expression. 3 or fewer right: revisit Day 1. Read the script with a toy for each character and act out every stage direction.

4. Independent Practice · 15–20 min

   1) Your child chooses a favorite page from their own picture book. 2) Your child reads it aloud twice and tries to make the second read better. 3) In the notebook, your child writes two sentences on how the illustration helped them choose a voice. Sample: "The picture shows rain and a tiny boat. I read slowly in a worried voice." 4) For fun, your child performs the script or the poem one more time. Look for: a clear change between the two reads, and a picture detail named in the writing.

5. Exit Ticket · 5 min

   Ask the three questions to close the week. Your child keeps the picture book open for the second one.

Homework: Read a favorite poem or script aloud to a family member for 10 minutes. Use at least three different voices.

Objective: I can explain how to survey, graph and describe variation in a trait.

Standards: 3-LS3-1

Materials: Week 34 Science Check (7 items) and its answer key, Bar graph from Day 3 (Day 168), Pencil and ruler, Science notebook

1. Day 170 — Week 34 Check: Trait Survey — Wonder Warm-Up · 5 min

   Spaced review from Week 30. Ask: "All dogs belong to one species. What does species mean?" (One kind of living thing.) Then your child holds up the graph and names the most common choice. Now the wonder. Ask: "Could you read the data from a survey you did not make?"

2. Mini-Lesson · 10–15 min

   Say: "Today you are a data detective with someone else's survey." Draw this tally chart in the notebook as your child watches. Title: Coat Color of Horses at One Farm. Brown: one bundle and three marks. Black: three marks. Gray: four marks. Ask: "How many horses were brown?" (8) "How many horses were checked in all?" (15, because 8 plus 3 plus 4 is 15.) "Which coat color did the fewest horses have?" (Black.) "How many more horses were brown than gray?" (4) Say: "These horses are one species, yet their coats vary. Each foal inherits its coat color from its parents." Ask: "The farmer says all horses everywhere are mostly brown. Is the chart enough evidence?" (No. It tells about one farm only.) If stuck, say: "Find the row. Count the bundle as five. Then count on."

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

   Stump the Grown-Up. 1) Your child draws a bar graph of the horse data in the notebook. They use the ruler, a title, labels and a scale from 0 to 8. 2) They write two questions that the graph can answer. 3) You answer both aloud, and you get one wrong on purpose. Your child finds the mistake and proves it with the graph. 4) Lay the horse graph beside your child's own graph. They name one way the two are alike and one way they differ. 5) Fill in a small table with three columns: Skill, Got it, Practice. The skills are counting tallies, finding the total, finding how many more, and drawing the scale. Keep the bars the same width and the steps even. Expect bars at 8, 3 and 4. Expect "both show variation" as the way they are alike.

4. Science Notebook Entry · 10 min

   Your child writes a reflection with three frames. "My strongest survey skill is ___. The skill I will practice is ___. My most interesting finding was ___." Sample: "My strongest skill is tallying. I will practice drawing the scale. My most interesting finding was that no dog had medium fur."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise answers with numbers. Then give the Week 34 Science Check, which has 7 items. Your child works alone for about 10 minutes, later today if time is short. Score it with the key. With 6 or more right, check 10 more for the same trait and see whether the pattern changes. With 4 or 5 right, redo the Day 3 page with the data on the check. With 3 or fewer right, reteach Day 2 by tallying family hair textures in bundles of five.

Homework: Tell a family member what the survey showed about variation. Look for: the word "vary" and at least one number.