Day 4 · Thursday

Objective: I can improve my project with feedback and rehearse my presentation.

Standards: D4.3.3-5, D4.5.3-5, D4.4.3-5

Materials: Project parts from Day 3 (map, cost plan, poster or letter), Feedback checklist (write 5 lines on a sheet of paper: map, history fact, cost plan, who decides, ask), Clock or kitchen timer, 4 index cards, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 6. Ask: "What is a claim?" (An answer that you can back up with evidence.) Your child says the project statement twice: once quietly, then in a big, clear presenting voice. Then ask the big question: "How can a listener help make your project stronger?"

2. Mini-Lesson · 10–15 min

   Say: "To rehearse is to practice a talk before you give it. Rehearsing finds the rough spots before your audience does." Say: "Feedback is a kind, useful comment that helps make work better. Good feedback has one star and one step. A star is a strength. A step is a fix." Show the checklist. Model with a made-up project: "Star: your cost plan is easy to read. Step: your prices add to $26, but your total says $24." Say: "We also check the argument. Is the claim clear? Does each piece of evidence have a source? Does it really support the claim?" Model: "Claim: the park needs a book box. Evidence: books are fun." Ask: "Is that strong evidence?" (No. It is an opinion with no source.) "What would be stronger?" (Sample: a tally of kids at the park, or what the librarian said.) "Does good feedback say only what is wrong?" (No. It names a strength and a fix.) If stuck, say: "Point to the checklist. Which line is strongest? Which line is missing?"

3. Activity / Source Work · 15–20 min

   Rehearse twice. 1) Your child writes cue words on three index cards. Card 1: need and map. Card 2: history fact and cost. Card 3: who decides and the ask. 2) Draw a chart in the notebook: Round | Minutes | Parts covered | Star | Step. 3) Round 1: your child presents with the project parts while the timer runs. Aim for about 3 minutes. Write the time. 4) Give one star and one step from the checklist. Then ask the three argument questions aloud. 5) Swap roles. You explain a made-up idea in a few sentences, with one mistake, such as a wrong total. Your child gives you a star and a step. 6) Your child makes the fix from step 4. Change only that one thing. 7) Round 2: your child presents again. Write the time. 8) Ask one hard question, such as "Who will take care of it?" Your child practices an answer. Expect round 2 to cover all five parts in 2 to 4 minutes. Times vary. Look for a smoother second round.

4. Notebook Entry · 10 min

   Today's entry goes on the fourth index card. Frames: "The feedback I got was ___. I changed ___. If someone asks ___, I will say ___." Sample: "The feedback I got was that my total was wrong. I changed it to $26. If someone asks who will care for the box, I will say my family will check it each week."

5. Exit Ticket · 5 min

   Your child answers the exit questions aloud. Praise taking feedback calmly and making a real fix.

Homework: Your child presents once more for a family member. Look for all five checklist parts and the ask at the end.

Objective: I can use area, perimeter, fractions, graphs and multiplication to work on my year-end performance task.

Standards: 3.MD.C.7.b, 3.MD.D.8, 3.G.A.2, 3.MD.B.3

Materials: Grid paper (1 square = 1 foot), Ruler, Crayons, Task sheet: a paper that lists Part 1 Floor plan, Part 2 Rug, Part 3 Survey graph, Part 4 Budget, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 31 Day 1. Your child finds the area and the perimeter of a 5 by 7 rectangle (35 square units; 24 units). Then practice ×4 and ×6 facts with no clock. Ask 4 × 7, 4 × 9, 6 × 6 and 6 × 8 (28, 36, 36, 48).

2. Mini-Lesson · 10–15 min

   Say: "For two days you will design a Reading Corner. It uses four kinds of math." Read the task sheet aloud. Say: "Each part earns up to 3 points. One point is for correct math. One is for labels and units. One is for a clear explanation." Model a small sample first, an art corner. On grid paper, draw a rectangle 5 squares long and 3 squares tall. Label the sides 5 ft and 3 ft. Say: "Area covers the floor, so I multiply." Write 5 × 3 = 15 square feet. Say: "Perimeter goes around, so I add all four sides." Write 5 + 3 + 5 + 3 = 16 feet. Say: "So the art corner has an area of 15 square feet and a perimeter of 16 feet." Now your child does more. This is Part 1. Your child rules a Reading Corner 8 squares long and 6 squares tall. Your child labels the sides and finds both measures. (8 × 6 = 48 square feet; 8 + 6 + 8 + 6 = 28 feet)

3. Guided Practice · 10–15 min

   Work on Part 2, the rug. Your child draws a rug 4 squares long and 3 squares tall inside the corner. 1) What is the area of the rug? (4 × 3 = 12 square feet) 2) Edging goes around the rug. How many feet of edging is that? (4 + 3 + 4 + 3 = 14 feet) 3) Your child splits the rug into 4 equal reading spots and colors each one. How many squares are in each spot? What fraction of the rug is each spot? (3 squares; 1/4) 4) How much floor is not under the rug? (48 − 12 = 36 square feet) If stuck, say: "Does it cover or go around? Cover means multiply. Around means add all four sides."

4. Independent Practice · 15–20 min

   Your child works alone on Part 3, the survey graph. Say: "24 classmates named a favorite kind of book. Adventure 9, animals 6, mysteries 4 and comics 5." 1) Draw a scale that counts by 2s from 0 to 10. (0, 2, 4, 6, 8, 10) 2) Draw the adventure bar. (Halfway between 8 and 10.) 3) Draw the animals bar. (On the 6 line.) 4) Draw the mysteries bar. (On the 4 line.) 5) Draw the comics bar. (Halfway between 4 and 6.) 6) Add a title and two labels. Check the total. (9 + 6 + 4 + 5 = 24) 7) How many more classmates chose adventure than mysteries? (9 − 4 = 5) 8) How many fewer chose comics than adventure and animals together? (9 + 6 = 15; 15 − 5 = 10) Save every page for tomorrow.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper and writes the unit.

Fact fluency: ×4 and ×6 facts

Homework: Your child adds a bookshelf space 5 squares long and 1 square tall to the plan. Find its area and perimeter (5 square feet; 12 feet).

Objective: I can put together a finished portfolio with a cover, a table of contents and a note for each piece.

Standards: W.3.6, W.3.5, W.3.10

Materials: Six portfolio pieces, Reflection from Day 2 and goals from Day 3, Folder or binder, Cover paper and markers, Lined paper for notes, Stapler or hole punch, Computer or tablet for typing, if you have one, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Say dozen, pedal, metal and travel. Ask: "Which word means twelve?" (dozen) "Which one do you push with your foot on a bike?" (pedal) Your child says one sentence with metal and one with travel. Spaced review from Week 1. Ask: "Which part of a book lists what is inside, in order?" (the table of contents)

2. Mini-Lesson · 10–15 min

   Say: "A finished portfolio tells the story of your year." List its parts on paper. 1) A cover with your name and the title "My Third Grade Portfolio." 2) A table of contents. 3) The six pieces in date order. 4) A "Why I Chose This" note before each piece. 5) The reflection and goals at the end. Show one line of a table of contents: "2. The Day the Tent Fell Down (November), narrative." Say: "Each line has a number, a title, a month and the kind of writing." Read this model note for that story. Its title is "Why I Chose This": I chose this story from November because it was the first time I wrote dialogue with correct quotation marks. I rewrote the ending twice so the problem was really solved. Think aloud. Say: "The first sentence names the skill. The second sentence tells about effort or revising." Ask: "What skill does this note name?" (dialogue with correct quotation marks)

3. Guided Practice · 10–15 min

   1) Your child puts the six pieces in date order. Ask: "Why does date order help a reader?" (The reader can see the writing grow.) 2) Write the table of contents together, one numbered line for each piece. If you have a computer, your child types it. You help with saving and printing. Handwriting is fine too. 3) Your child writes the first "Why I Chose This" note. Check for two sentences: one names the skill, and one tells about effort or revising. 4) Ask: "Does your note tell why you chose it, or only what it is?" If stuck, say: "Which test did this piece pass on Day 1? Start with 'I chose this because.'"

4. Independent Practice · 15–20 min

   1) Your child writes the other five notes on lined paper, two sentences each. 2) Your child designs the cover with markers. 3) Your child puts the portfolio together in the folder: cover, table of contents, then each note with its piece. The reflection and goals go last. Fasten the pages with the stapler or hole punch. 4) Your child checks the order against the table of contents and fixes any mismatch. Look for: every note names a skill, the pieces run from earliest to latest, and the contents page matches.

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child uses the finished portfolio to answer.

Homework: Practice the opening of tomorrow's share. Say your first two sentences to a family member (10 minutes).

Practice page · Week 35, Day 4

English Language Arts

I can put together a portfolio with a table of contents and notes.

Show answers

Table of Contents

1. My Summer Story (September) – narrative 2. The Best Season (November) – opinion 3. Snow Poem (December) – poem 4. How Sea Turtles Travel (April) – research report

Use the table of contents above.

1. 1.

   Which piece is a poem?
2. 2.

   What number is the research report?
3. 3.

   Why are the pieces in date order?
4. 4.

   Name the four main parts of a portfolio.
5. 5.

   Write a 'Why I Chose This' note for the Snow Poem. Name a skill and the effort.

Circle the correct spelling.

1. 6.

   Which is correct?

   ○ travle○ travel
2. 7.

   Which is correct?

   ○ garden○ gardin

Challenge: Write the table of contents for your own portfolio.

Objective: I can make a graph of my data and write a conclusion with a claim, evidence and reasoning.

Standards: 3-5-ETS1-3

Materials: Data table from Day 3 (Day 173), Graph paper, Ruler, Colored pencils, Science notebook, pencil, and tape or glue

1. Day 174 — Analyze and Conclude — Wonder Warm-Up · 5 min

   Spaced review from Week 34. Ask: "Name four parts of a bar graph." (A title, labels, a scale that starts at 0, and bars.) Then your child looks at the data table. Ask: "What do you notice first?" Now the wonder. Ask: "Do your numbers answer your question?"

2. Mini-Lesson · 10–15 min

   Say: "A conclusion answers your question with evidence. It has three parts." The claim is one sentence that answers the question. The evidence is numbers from the data. The reasoning tells why the evidence supports the claim. Write this made-up sample data, in centimeters. From the 10 mark: 4, 5, 3. From the 20 mark: 8, 7, 9. From the 30 mark: 12, 13, 11. Say: "First find the middle number in each row. Put 4, 5, 3 in order: 3, 4, 5. The middle is 4." Ask: "Which number is in the middle of 8, 7, 9?" (8) "For 12, 13, 11?" (12) Now model the conclusion. Claim: "A higher start makes the marble push the cup farther." Evidence: "The middle slide was 4 centimeters from the 10 mark and 12 from the 30 mark." Reasoning: "Only the start mark changed, so the higher start caused the longer slide." Ask: "Which part uses numbers?" (The evidence.) "What if the data does not match the prediction?" (The claim follows the data. It is still good science.) If stuck, say: "Cover your prediction. What do the numbers say?"

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

   Graph and Conclude. 1) Your child circles the middle number in each row of the data table. 2) On graph paper, they draw a bar graph with the ruler. The setups go along the bottom. The measurement goes up the side. 3) They number the scale from 0 in even steps, such as 1s, 2s or 5s. 4) They draw one bar for each middle number and shade it with a colored pencil. 5) They add a title and label both sides, with the unit. 6) They write a claim, evidence with two numbers, and reasoning. 7) They compare the result with the prediction. Keep every bar the same width. Check that the claim matches the graph. The made-up sample gives bars at 4, 8 and 12, rising like steps. Your own numbers will differ. If your bars are close together, the change may matter very little. Say: "Real results vary. Look for the pattern."

4. Science Notebook Entry · 10 min

   Your child tapes the graph into the notebook and writes the conclusion below it with four frames. "My claim is ___. My evidence is ___. This shows ___ because ___. My prediction was ___." Sample: "My claim is that a higher start pushes the cup farther. My evidence is 4 centimeters and 12 centimeters."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise every claim that matches the data, even when the prediction was wrong.

Homework: Practice explaining the graph aloud to a family member in about two minutes. Look for: the claim and two numbers.