Day 2 · Tuesday

Objective: I can research my project idea and outline it in clear steps.

Standards: D3.1.3-5, D4.2.3-5, D2.Civ.14.3-5

Materials: Research sheet (1 sheet of paper ruled into 3 columns: Kind of fact, Fact, Source), Project statement from Day 1, Store flyer or price list, With an adult: your town's website, a local newspaper or a phone call to the town office, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 7. Ask: "Name one peaceful way Cherokee people tried to stop removal." (Any one: a petition, the courts, a newspaper or sending leaders to Washington.) Your child reads the project statement aloud. Then ask: "What do you already know about this place? What must you find out?"

2. Mini-Lesson · 10–15 min

   Say: "Research turns a wish into a plan people can trust." Say: "People have long used peaceful tools to change things. In 1838 more than 15,000 Cherokee people signed a petition. The government still forced them from their homes. For many years, women marched and gave speeches to win the vote. In 1920 the 19th Amendment protected women's right to vote. Unfair rules still kept many Black and Native women from voting for years." Say: "These tools do not always work, and change can take a long time. People still use them today. They write letters, sign petitions, speak at public meetings and form volunteer groups." Ask: "Which tool could you use for your idea?" (Sample: a polite letter.) Say: "You need four facts today. Each one needs a source." Write them on the research sheet. Now: how many people use the place. Past: what the place was like long ago. Cost: one price. Who decides: the department or group in charge. Say: "The one who can say yes is the decision-maker." Ask: "Which fact could an older neighbor give you?" (The past fact.) "Why do we write each source?" (So others can check the fact.) If stuck, say: "Who would know this? That person or paper is your source."

3. Activity / Source Work · 15–20 min

   Research and outline. 1) Now fact: with an adult, count people using the place for 5 minutes. If the place is far, ask someone who goes there often. 2) Past fact: your child asks an older relative or family friend, "What was this place like when you were young?" 3) Cost fact: your child finds one price in the flyer for something the idea needs. 4) Who decides: with an adult, check the town website or newspaper, or phone the town office. 5) Your child records each one on the research sheet: Kind of fact | Fact | Source. 6) Your child writes a four-step outline in the notebook. An outline is a short list of the main parts, in order. Step 1: the need. Step 2: my idea. Step 3: what it costs and who could help pay. Step 4: who decides and how I will ask. Ask for evidence: "Which fact shows the need is real?" Look for a source beside every fact. Facts vary. If one cannot be found today, write the question and who to ask.

4. Notebook Entry · 10 min

   Your child copies the four facts with their sources and adds one question they still have. Frame: "Fact: ___. Source: ___." Sample: "Fact: 14 kids used the playground in 5 minutes. Source: my tally on Saturday. I still wonder who cuts the grass."

5. Exit Ticket · 5 min

   Your child answers the exit questions in writing. Praise every fact that has a source beside it.

Homework: Your child reads the outline to a family member and answers one question about it. Look for the four steps in order.

Objective: I can read and make a bar graph with a scale that counts by 2s, 5s or 10s.

Standards: 3.MD.B.3

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

1. Warm-Up · 5 min

   Spaced review from Day 1. Ask: "A key says each picture = 5. How many do 3 pictures show?" (15) Then practice ×10 and ×5 facts with no clock. Ask 10 × 6, 10 × 9, 5 × 7 and 5 × 9 (60, 90, 35, 45).

2. Mini-Lesson · 10–15 min

   Say: "A bar graph shows amounts with bars. The scale is the numbers up the side." On grid paper, rule a line up the left side and a line along the bottom. Write 0 where they meet. Going up, label the grid lines 10, 20, 30, 40 and 50. Say: "This scale counts by 10s." Under the bottom line write Mon, Tue, Wed, Thu and Fri. Monday is 20 minutes. Count up the scale: 10, 20. Color a bar up to the second line. Tuesday is 35 minutes. Ask: "Is 35 on a line?" (No.) Say: "35 is halfway between 30 and 40. The bar ends halfway between those lines." Color it. Wednesday is 15 minutes. Ask: "Where does 15 end?" (Halfway between 10 and 20.) Now your child does more. Your child colors Thursday at 40 and Friday at 25. (On the 40 line; halfway between 20 and 30) Add the title Minutes Read and the labels Day and Minutes. Say: "So a bar ends on a line or halfway between two lines." Keep this graph for tomorrow.

3. Guided Practice · 10–15 min

   Make a second graph together. 20 children named a favorite sport. Soccer 8, basketball 5, swimming 4 and baseball 3. Use a scale that counts by 2s. 1) Your child labels the scale. (0, 2, 4, 6, 8, 10) 2) Soccer is 8. Where does the bar end? (On the 8 line.) 3) Basketball is 5. Where does it end? (Halfway between 4 and 6.) 4) Your child draws swimming and baseball. (On the 4 line; halfway between 2 and 4) Your child adds a title and both labels. Check the total: 8 + 5 + 4 + 3 = 20. If stuck, say: "Count up the scale by 2s. Is your number on a line or between two lines?"

4. Independent Practice · 15–20 min

   Your child makes a bar graph of laps run. Ava 25, Ben 45, Cal 20 and Dee 35. 1) Draw a scale that counts by 5s from 0 to 50. (0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50) 2) Draw the four bars, a title and two labels. (Each bar ends on a line.) 3) Who ran the most laps? Who ran the fewest? (Ben; Cal) 4) How many laps in all? (25 + 45 + 20 + 35 = 125) 5) A scale counts by 10s. A bar ends halfway between 70 and 80. What does it show? (75) 6) A scale counts by 2s. Where does a bar for 9 end? (Halfway between 8 and 10.) 7) Mia graphs pages read on a scale that counts by 10s. Her bar ends halfway between 40 and 50. How many pages? (45) 8) A scale counts by 5s. Leo's bar ends on the sixth line above 0. How many points? (6 × 5 = 30) Check each bar end with the ruler.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper and may sketch a scale.

Fact fluency: ×10 and ×5 facts

Homework: Your child makes a bar graph of favorite colors on a scale that counts by 2s. Red 7, blue 10 and green 4. Red ends halfway between 6 and 8. The other two bars end on lines.

Practice page · Week 35, Day 2

Mathematics

I can read and make a bar graph with a scale that counts by 2s, 5s or 10s.

Show answers

Laps Swum

Scale: 0, 10, 20, 30, 40, 50. Monday's bar ends halfway between 10 and 20. Tuesday's bar ends on 30. Wednesday's bar ends halfway between 20 and 30. Thursday's bar ends on 40.

Use the bar graph above. The scale counts by 10s.

1. 1.

   How many laps on Monday?
2. 2.

   How many laps on Wednesday?
3. 3.

   Which day had the most laps?
4. 4.

   How many laps in all?

Make a bar graph with a scale that counts by 2s: chess 6, tag 9, jump rope 4, soccer 7.

Game	Votes

1. 5.

   Where does the bar for tag end?
2. 6.

   Where does the bar for chess end?
3. 7.

   Why use a scale of 5 or 10 for big numbers?

Challenge: On a scale that counts by 5s, where does a bar for 35 end?

Materials: ruler

Objective: I can write a reflection about my growth as a reader and writer using school words like revise, evidence and paragraph.

Standards: W.3.10, W.3.4, L.3.6, L.3.1.C

Materials: Writer's notebook, The six portfolio pieces from Day 1, Paper for a word bank, Highlighter, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Write chicken, wagon, animal, tunnel and camel. Your child splits each word into syllables and underlines the schwa ending. (chick|en, wag|on, an|i|mal, tun|nel, cam|el) Spaced review from Week 3. Ask: "What is text evidence?" (the exact words that prove an answer) Then write this word bank on paper: revise, edit, evidence, paragraph, linking word, dialogue, source, main idea.

2. Mini-Lesson · 10–15 min

   Say: "A reflection is writing about your own learning." Write four prompts in the notebook. 1) What skill did I master this year? 2) What kind of reading do I like best now? 3) What surprised me? 4) What is still hard? Read this model aloud, "A Reader Who Checks": In September, I answered questions about stories from memory. Now I go back and find evidence in the text. My reading notebook proves it, because my fall answers have no quotes and my spring answers do. My biggest growth is patience. I used to stop after one draft, but I revised my fable two times. Summaries are still hard for me, so I will keep practicing main idea. Think aloud. Say: "I will mark the school words with the highlighter: evidence, text, draft, revised, main idea." Say: "The writer makes a claim: 'Now I go back and find evidence.' Then comes the proof from a real notebook." Say: "Growth and patience are abstract nouns. They name ideas you cannot touch." Ask: "What is still hard for this writer, and what is the plan?" (Summaries. The writer will keep practicing main idea.) Tell your child to use two abstract nouns, such as growth, pride, effort or confidence.

3. Guided Practice · 10–15 min

   1) Choose one portfolio piece together. Ask prompt 1. Your child answers aloud and points to proof in the piece. 2) Write one strong sentence together with this frame: "My ___ shows I can ___ because ___." Sample: "My frog report shows I can explain science words because I told what a tadpole is." 3) Ask prompts 2, 3 and 4. Your child answers each in a complete sentence. 4) Ask: "Which abstract noun names how you feel about this piece?" (Sample: pride or confidence.) If stuck, say: "Open the piece. Put your finger on the best part. What skill is that?"

4. Independent Practice · 15–20 min

   Your child writes a reflection called "My Year as a Reader and Writer." 1) Write one short paragraph of 3 or 4 sentences for each of prompts 1, 2 and 3. 2) End with two sentences on what is still hard and what to do about it. 3) Highlight the school words. Checklist: each paragraph answers its prompt. Every claim has proof from a real piece. At least four school words are highlighted. At least two abstract nouns are used. Look for a sentence such as: "My confidence grew when I read my essay to Grandpa."

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child keeps the reflection and the model open.

Homework: Read your reflection to a family member. Ask them to name the school words they heard (10 minutes).

Practice page · Week 35, Day 2

English Language Arts

I can write a reflection with school words and abstract nouns.

Show answers

Malik's Reflection

At the start of third grade, my stories were only a few sentences long. Then I learned to use dialogue and linking words. I revised my research report three times, and every fact has a source. Now I feel pride when I read my work aloud. My confidence grew all year. Spelling is still hard, so I check my words with a dictionary.

Use the reflection above, then write your own sentences.

1. 1.

   Circle the two abstract nouns that name feelings: words for feelings you cannot touch.

2. 2.

   Underline three school words.

3. 3.

   What evidence shows Malik grew as a writer?
4. 4.

   What is still hard for Malik?
5. 5.

   Name one skill you mastered and a piece that proves it.
6. 6.

   Use an abstract noun such as growth or pride in a sentence about your year.

Fill in the missing ending: -en, -on, -al or -el.

1. 7.

   butt____
2. 8.

   met____

Challenge: What is a reflection?

Objective: I can write a plan with materials, steps, a fair test and a data table.

Standards: 3-5-ETS1-3

Materials: Science notebook, Ruler or tape measure marked in centimeters, Materials for the chosen investigation (or the sample test kit from Day 1), Pencil

1. Day 172 — Plan Your Investigation — Wonder Warm-Up · 5 min

   Spaced review from Week 6. Ask: "What is a variable?" (Anything that can change in a test.) Then your child reads the Day 1 question aloud. Now the wonder. Ask: "Could a stranger repeat your test from your notes alone?"

2. Mini-Lesson · 10–15 min

   Say: "A good plan has four parts. Materials, numbered steps, what stays the same, and a data table made before you start." Model the sample plan and write it in pencil in the notebook as you talk. Materials: 1 marble, the grooved ruler, 3 books, the cup with a doorway, tape, a tape measure. Steps. One: prop the ruler's 30 end on the 3 books. Two: tape a start line at the low end and set the cup's rim on it. Three: hold the marble at the 10 mark and let go without a push. Four: measure from the start line to the cup's rim, in centimeters. Five: run 3 trials, then repeat from the 20 mark and the 30 mark. Kept the same: the marble, the cup, the ramp, the floor and the start line. Draw the table with five columns: Start mark, Trial 1, Trial 2, Trial 3, Middle number. Say: "One odd roll can fool us. Three trials let us see what usually happens." Ask: "What is the one variable we change?" (The start mark.) "Why draw the table before the test?" (So each result is written down right away.) "Would it be fair to swap in a bigger marble halfway?" (No. Then two things would change.) If stuck, say: "Pretend I have never seen your test. What do I do first?"

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

   Write the Plan. 1) Your child lists every material, with amounts. 2) They write at least 5 numbered steps. 3) They list at least 3 things to keep the same. 4) They name the one thing to change and what to measure, with the tool and the unit. Use the ruler or tape measure for any length. 5) They draw a blank data table with a row for each setup and a column for each of 3 trials. 6) They write a prediction with "because." 7) You read the steps aloud and act them out exactly as written. Your child fixes any step that leaves you guessing. Expect one or two gaps on the first try. That is normal. The plan is ready when you could follow it without asking a question. Safety: an adult checks the plan and does any cutting.

4. Science Notebook Entry · 10 min

   Your child completes the plan page with six headings: Question, Prediction, Materials, Steps, Kept the Same, Data Table. Then they finish two frames. "One thing that might go wrong is ___. If it does, I will ___." Sample: "The marble might miss the doorway. If it does, I will note it and do that trial again."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise steps that are clear enough for someone else to follow.

Homework: Gather every material on the list into one box for tomorrow. Look for: each item on the list is in the box.