Day 1 · Monday

Objective: I can choose a focus for my year-end community project that uses what I learned this year.

Standards: D4.6.3-5, D2.Civ.6.3-5, D2.Eco.8.3-5

Materials: Notebook, Social studies notebook pages from the whole year, Noticing list from Week 32, 6 sticky notes (or small paper slips), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 28. Ask: "Which workers help bring bread to our table?" (Sample: a farmer, a baker, a truck driver and a store worker.) Then ask the big question: "If you could improve one small thing in our community, what would it be?"

2. Mini-Lesson · 10–15 min

   Say: "Your year-end project is a Community Showcase. A showcase is a time to show finished work to others." Say: "You will propose one improvement, using all four parts of social studies." Draw four boxes in the notebook and label them. Geography: a map of where the need is. History: a then-and-now fact about the place. Economics: a cost plan, a list of prices with a total. Civics: who decides and how to ask. Say: "A good focus names a real need, one doable idea and who it helps." Model: "A book-sharing box near the playground." Say: "Some ideas help people who never paid for them. That is an external benefit. Neighbors enjoy the book box even if they did not build it." Say: "Some problems land on people who did not cause them. That is an external cost. A few people litter, and everyone at the park lives with the mess." Ask: "A neighbor plants flowers by the sidewalk and walkers enjoy them. Benefit or cost?" (An external benefit.) "Loud music at night keeps the neighbors awake. Benefit or cost?" (An external cost.) "Which part of social studies is the cost plan?" (Economics.) If stuck, say: "Who gets the good or bad effect? Did they choose it?"

3. Activity / Source Work · 15–20 min

   Choose a focus. 1) Your child flips through the year's notebook pages and the noticing list. 2) Your child writes six community needs, one on each sticky note. The civic action issue may be one of them. 3) Draw a chart in the notebook: Need | Real? | Four parts? | Kind and safe? 4) Test each note with three questions. Is it real? Can I explain it with a map, a history fact, a cost and a decision? Is it kind and safe? Your child marks a check or an X in each box. 5) Keep the note with three checks. If two tie, your child picks one and says why. 6) Your child writes a project statement: "I propose ___ at ___ to help ___." 7) Ask for evidence: "What did you see that shows the need is real?" Choices vary. Look for a place, a small idea and who it helps.

4. Notebook Entry · 10 min

   Your child copies the project statement and draws a quick sketch of the idea. Then finish these frames: "It matters because ___. One external benefit is ___." Sample: "I propose a book-sharing box at Oak Park to help kids who want new books. It matters because the library is far away. One external benefit is that neighbors can share books too."

5. Exit Ticket · 5 min

   Read the exit questions aloud. Your child answers in the notebook. Praise a small, real idea.

Homework: Your child tells a family member the project statement and asks where in town it could go. Look for a real place named.

Objective: I can read and make a picture graph where one picture stands for more than one.

Standards: 3.MD.B.3

Materials: Grid paper, Ruler, Crayons, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 34 Day 1. Ask: "Is a rectangle 5 cm by 2 cm a square? Why?" (No. Its sides are not all equal.) Then practice ×2 and ×5 facts with no clock. Ask 2 × 7, 2 × 9, 5 × 4 and 5 × 8 (14, 18, 20, 40).

2. Mini-Lesson · 10–15 min

   Say: "A picture graph shows amounts with pictures. Today each picture stands for more than 1." Draw this graph on grid paper. Write the title How We Get to School. Write the key: each face = 2 children. Rule four rows with the ruler and draw small round faces in crayon. Bus: 4 faces. Car: 3 faces. Walk: 5 faces. Bike: 1 face and half a face. Say: "The key tells how many each picture stands for." Point to the Bus row. Touch each face and count by 2s: 2, 4, 6, 8. Say: "4 faces is 4 × 2 = 8. So 8 children ride the bus." Ask: "How many children come by car?" (3 × 2 = 6) Point to the Bike row. Say: "Half a face is half of 2, which is 1. One face is 2, and 1 more makes 3." Say: "So 3 children ride a bike." Now your child does more. Ask: "How many children walk?" (5 × 2 = 10) Ask: "How many more children walk than ride a bike?" (10 − 3 = 7)

3. Guided Practice · 10–15 min

   Make a graph together. Title: Birds at the Feeder. Key: each colored square = 2 birds. The counts are Monday 10, Tuesday 6, Wednesday 5 and Thursday 12. Your child rules four rows, then tells how many squares before coloring each row. 1) Monday (5 squares, because 5 × 2 = 10). 2) Tuesday (3 squares). 3) Wednesday (2 squares and half a square; 2 squares show 4 and the half shows 1). 4) Thursday (6 squares). Ask: "Which day had the most birds?" (Thursday) If stuck, say: "Count by 2s and color one square for each count. Stop when you reach the number."

4. Independent Practice · 15–20 min

   You draw this graph for your child to read. Title: Shells We Found. Key: each shell picture = 5 shells. Ana: 3 pictures. Ben: 2 pictures. Cora: 4 pictures. Dev: 1 picture. 1) How many shells did Ana find? (3 × 5 = 15) 2) How many did Ben find? (2 × 5 = 10) 3) How many did Cora find? (4 × 5 = 20) 4) How many shells did all four find? (15 + 10 + 20 + 5 = 50) 5) How many more shells did Cora find than Dev? (20 − 5 = 15) 6) A key says each picture = 2. How many pictures show 16? (8) 7) A key says each sun = 5 sunny days. April has 7 suns. How many sunny days is that? (7 × 5 = 35) 8) Lena uses a key of 2. She must show 15 goals. How many pictures does she draw? (7 and a half; 7 pictures show 14)

5. Exit Ticket · 5 min

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

Fact fluency: ×2 and ×5 facts

Homework: Your child counts four kinds of things at home, such as spoons, forks, cups and plates. Then your child makes a picture graph with a key of 2. Sample: 8 spoons is 4 pictures, and 5 cups is 2 and a half.

Practice page · Week 35, Day 1

Mathematics

I can read and make a picture graph where one picture stands for more than one.

Show answers

Favorite Snack

Key: each apple = 4 students. Popcorn: 3 apples. Fruit: 5 apples. Crackers: 2 apples. Yogurt: 1 and a half apples.

Use the graph above. Each apple stands for 4 students.

1. 1.

   How many students chose popcorn?
2. 2.

   How many students chose fruit?
3. 3.

   How many students chose yogurt?
4. 4.

   How many students voted in all?
5. 5.

   How many more chose fruit than crackers?

Make a picture graph of these votes with the key: each star = 2 votes. Red 8, blue 6, green 3, yellow 10.

Color	Stars (each = 2 votes)

1. 6.

   How many stars for green?
2. 7.

   How many stars for yellow?

Challenge: With a key of 5, how many pictures show 25?

Objective: I can look through my year of writing, talk about how it changed, and choose my best pieces.

Standards: W.3.10, W.3.5, SL.3.1, SL.3.1.A, SL.3.1.B, SL.3.1.C, RF.3.3.C, L.3.2.F

Materials: Writing folders and notebooks from the whole year, Sticky notes in four colors (or four colored pencils), A large table or floor space, Writer's notebook, Paper, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Say: "In these words the last syllable has a weak vowel. It sounds like a quick 'uh.' That sound is called schwa. You cannot hear which vowel to write, so you must remember the ending." Write garden, dozen, button, metal, pedal and travel. Your child claps each word and sorts it by ending. (-en: garden, dozen. -on: button. -al: metal, pedal. -el: travel.) Spaced review from Week 15. Ask: "What is imagery?" (words that paint a picture using the senses)

2. Mini-Lesson · 10–15 min

   Say: "A portfolio is a collection of work that shows how you grew as a reader and writer." Tell the plan: today choose, tomorrow reflect, Day 3 set goals, Day 4 build, Day 5 share. Write the three choosing tests on paper. Skill: it shows a skill you learned. Effort: it shows hard work and revising. Proud: it is a piece you are proud of. Next, model how to notice growth. Read these two samples from one writer, "Two Dog Pieces": September: "I like my dog. He is fun. We play." May: "My dog, Pickle, waits by the door every afternoon. When I get home, he spins in circles because he is so excited." Think aloud. Say: "I noticed the May piece has longer sentences. I noticed a linking word, because. I noticed a detail that shows how the dog feels." Ask: "Which test does the May piece pass?" (Skill. It uses a linking word and a strong detail.) Say: "Each time, I gave a reason I could point to."

3. Guided Practice · 10–15 min

   1) Sort the year's work into four piles by quarter. Use dates, or go by the kind of writing. Quarter 1 (Weeks 1 to 9) has fables and opinion paragraphs. Quarter 2 (Weeks 10 to 18) has narratives, poems and a short report. Quarter 3 (Weeks 19 to 27) has the opinion essay. Quarter 4 (Weeks 28 to 36) has the research report. Mark each pile with one color. 2) Talk about each pile with these stems: "I noticed ___." "I agree, and ___." "I see it differently because ___." Start with: "In Quarter 2, I noticed you began using dialogue." Your child answers with a stem and a reason. 3) Ask: "Which pile shows the biggest change from the one before? What changed?" (Answers vary. Look for a named skill.) 4) Hold up one piece. Ask: "Which test does this pass? Why?" If stuck, say: "Point to one thing here that you could not do in September."

4. Independent Practice · 15–20 min

   1) Your child chooses six pieces. They need at least one from each quarter, and the research report must be one of them. 2) On a sticky note for each piece, your child writes the test it passes and one skill word. Sample: "Effort. I revised my ending twice. Skill word: dialogue." 3) Your child checks that the six pieces show different kinds of writing: narrative, opinion, informative and a poem if possible. 4) Your child lists the six titles in the notebook. Look for: one piece from early fall, a reason on every note, and at least three kinds of writing.

5. Exit Ticket · 5 min

   Ask the three questions aloud. For the third, your child holds up the piece and points to the part they mean.

Homework: Tell a family member which piece makes you proudest and one way your writing changed this year (10 minutes). Look for the stem "I noticed."

Objective: I can choose a testable question for my science fair investigation.

Standards: 3-5-ETS1-1, 3-5-ETS1-3

Materials: Science notebook from the whole year (for ideas), 5 sticky notes or slips of paper, Pencil, Sample test kit, used all week if your child has no other idea: 1 marble, a 30-centimeter ruler with a center groove (or a strip of stiff cardboard folded into a V and marked every 10 centimeters), 3 same-size books, 1 small, light paper cup, scissors, masking tape and a tape measure marked in centimeters

1. Day 171 — Choose a Science Fair Question — Wonder Warm-Up · 5 min

   Spaced review from Week 31. Ask: "In our bean test, what one thing did we change? What stayed the same?" (The light changed. The seeds, soil and water stayed the same.) Then the wonder. Ask: "What have you wondered about this year that you could test at home?"

2. Mini-Lesson · 10–15 min

   Say: "This week you run your own science fair investigation. It starts with a testable question. You change one thing and measure or count a result." Compare two questions. "Why are magnets cool?" has nothing to measure. "Does a bigger magnet lift more paper clips?" can be tested. Now show the sample kit. An adult cuts a doorway in the cup's rim, about 3 centimeters wide and tall. Prop the ruler's 30 end on the 3 books. Set the cup upside down at the low end, doorway facing the ramp. Hold the marble at the 10 mark and let go. Ask: "What could we change?" (Where the marble starts.) "What could we measure?" (How far the cup slides, in centimeters.) Say: "Our sample question is: Does a higher start make a marble push a cup farther?" Give two more samples. "Which paper soaks up the most water?" "Does a sugar cube dissolve faster in warm or cold water?" Say: "You may solve a design problem instead. Name the need, the criteria and the constraints." Sample: "Park the cup in a taped zone. Criteria: it stops there in 2 of 3 trials. Constraints: one ruler, up to 4 books, 20 minutes." Ask: "Is 'Why is the sky pretty?' testable?" (No. There is nothing to measure.) If stuck, say: "What will you change? What will you measure or count?"

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

   Question Brainstorm. 1) Your child flips through the science notebook and writes 5 questions, one on each sticky note. 2) For each note, they answer three things. What will I change? What will I measure or count? Can I do it this week with things at home? 3) Record the answers in a table with four columns: Question, Change, Measure, Doable. 4) They cross out any question with nothing to measure, or one that needs more than 2 days. 5) They circle the strongest question. 6) An adult checks that it is safe: no flames, no strong cleaners and no harm to animals. Expect at least one question to pass all three checks. If none passes, use the sample question.

4. Science Notebook Entry · 10 min

   Your child writes four frames in pencil. "My question is ___. I will change ___. I will measure ___ in ___. I chose it because ___." Sample: "My question is: Does a higher start make a marble push a cup farther? I will change the start mark. I will measure the slide in centimeters. I chose it because I like ramps."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise any question that names what to change and what to measure.

Homework: Explain the question to a family member and ask for their prediction. Look for: your child names what changes and what is measured.