Day 4 · Thursday

Objective: I can show what I learned in Quarter 4 on the Quarter Review and look back on my year of social studies.

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

Materials: Quarter 4 Review for social studies and its scoring notes (Assessments page), Scrap paper, Social studies notebook from the whole year, Pencil, Quiet place to work

1. Warm-Up · 5 min

   Spaced review from Week 1. Ask: "What is a community?" (A group of people who live, work or play in the same place and share things.) Your child flips through the year's notebook and says one fact from each part of the year. The parts are communities and maps, Native nations and early history, government and citizens, and economics. (Answers vary. Look for four accurate facts.) Then ask the big question: "What can you do now that you could not do when the year began?"

2. Mini-Lesson · 10–15 min

   Say: "Today you take the Quarter 4 Review. It covers Weeks 28 to 36 and has four sections." Name them: depending on each other, reading special maps, money, and civic action. Say: "It is not timed. You may look back at its chart and its notes box as often as you like." Practice each kind of question with new examples. Ask: "Put these in order for a wool hat: store clerk, sheep farmer, you, hat maker." (Sheep farmer, hat maker, store clerk, you.) Write two rows in the notebook. Maple Hill: tree symbols, medium color, snowy winters. Clay Flats: corn symbols, dark color, warm summers. Ask: "What are winters like in Maple Hill? Give evidence." (Snowy. Its row says snowy winters.) Ask: "Rosa has $24 in the bank. She withdraws $6, then deposits $10. How much is there now?" ($28. 24 - 6 = 18, and 18 + 10 = 28.) Read: "Tally: 14 cars sped past the school on Monday. A neighbor said drivers here are rude." Ask: "Which part is a fact you can check?" (The tally of 14 cars.) If stuck, say: "Put your finger on the row or sentence that proves it."

3. Activity / Source Work · 15–20 min

   Quarter Review. 1) Open the Quarter 4 Review for social studies on the Assessments page. It has 15 items. 2) Work in the quiet place. Put maps and the notebook away. Scrap paper is fine. Use no calculator, so you can see your child's work. 3) Allow 20 to 30 minutes. It is not timed. 4) You may read every item aloud. Your child may answer aloud while you write. 5) Do not teach, hint or correct during the review. 6) Your child may look back at the review's map chart and notes box at any time. 7) Afterward, score it with the scoring notes, add the points and find the level. If a section earns less than half its points, revisit the weeks listed for it. The review may run into notebook time. That is fine. This is a snapshot for the quarter report, not a grade.

4. Notebook Entry · 10 min

   Your child writes two sentences. Frames: "The topic I learned best this year was ___. One thing I want to learn more about is ___." Sample: "The topic I learned best this year was maps. One thing I want to learn more about is how laws get made." If the review ran long, do this entry tonight.

5. Exit Ticket · 5 min

   Ask the exit questions aloud. Praise steady effort and looking back at the chart for evidence.

Homework: Your child tells a family member which section felt strongest and why. Look for one reason or example.

Objective: I can review shapes, equal parts and scaled graphs for the Unit 6 test.

Standards: 3.G.A.1, 3.G.A.2, 3.MD.B.3

Materials: 5 shape cards. Before the lesson, draw each on grid paper with the ruler and cut it out. (The Week 34 cards are glued to the poster.) Square: 4 by 4. Long rectangle: 6 long and 2 tall. Rhombus with no square corners: join the middles of the sides of a rectangle 6 long and 4 tall. Trapezoid: bottom side 6 long; top side 2 long, 3 rows higher and centered. Lopsided quadrilateral: bottom side 6 long; mark a point 1 square right and 2 rows up from its left end, and a point 1 square left and 3 rows up from its right end; join the 4 points., Scissors (to cut out the cards), Index card (to check square corners), Ruler, Grid paper, Crayons, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 3. Your child finds the perimeter of a square with 5-inch sides (4 × 5 = 20 inches). Then practice ×6 and ×8 facts with no clock. Ask 6 × 7, 6 × 9, 8 × 6 and 8 × 9 (42, 54, 48, 72).

2. Mini-Lesson · 10–15 min

   Say: "Today we review shapes, equal parts and graphs for the Unit 6 test." Squares, rectangles and rhombuses came in Week 33 Day 4 and Week 34 Days 1 and 2. Hold up the square card. Check each corner with the index card. Measure each side. Say: "4 square corners make it a rectangle. 4 equal sides make it a rhombus. So a square is a rectangle and a rhombus too." Equal parts came in Week 24 Day 1 and Week 33 Day 3. On grid paper, draw a rectangle 6 squares long and 2 squares tall. Ask: "How many squares in all?" (6 × 2 = 12) Say: "Split it into 3 equal parts." Write 12 ÷ 3 = 4. Draw two lines so each part has 4 squares. Color each part. Say: "So each part is 1/3 of the rectangle." Scaled graphs came in Week 35 Days 1 to 3. Say: "A key says each picture = 5. Then 7 pictures show 7 × 5 = 35." Now your child does more. Your child draws a rectangle 4 squares long and 2 squares tall, then splits it into 4 equal parts. (2 squares each; each part is 1/4)

3. Guided Practice · 10–15 min

   Work these together. 1) Your child sorts the 5 shape cards and gives each its most specific name. Check corners and sides first. (square, rectangle, rhombus, trapezoid, quadrilateral) 2) Ask: "Is every rhombus a square?" (No. Its corners do not have to be square.) 3) Draw a rectangle 6 squares long and 4 squares tall. Split it into 6 equal parts. How many squares are in each part? What fraction is each part? (24 ÷ 6 = 4 squares; 1/6) 4) Draw a bar graph of kites on a scale that counts by 10s. Red 30, blue 45 and green 20. How many fewer blue kites than red and green together? (30 + 20 = 50; 50 − 45 = 5) If stuck, say: "For shapes, check corners, then sides. For parts, count the squares. For graphs, read the key or scale first."

4. Independent Practice · 15–20 min

   Your child works alone. 1) Polygons, Week 33 Days 1 and 2. Draw a hexagon and an octagon. Count the sides and vertices of each. (6 and 6; 8 and 8) 2) A quadrilateral has 4 square corners. Its sides are 5 cm, 3 cm, 5 cm and 3 cm. Name it. (rectangle) 3) Trapezoids, Week 34 Day 3. Draw a quadrilateral with exactly one pair of same-direction sides. Give its most specific name. (trapezoid) 4) A shape has 4 equal sides and 4 square corners. Give three names for it. (square, rectangle, rhombus) 5) Draw a square 4 squares long and 4 squares tall. Split it into fourths in two different ways. (4 squares in each part) 6) A key says each picture = 5. A row has 8 pictures. How many does it show? (8 × 5 = 40) 7) A scale counts by 10s. Monday's bar ends halfway between 50 and 60. Tuesday's bar ends at 30. How many more on Monday? (55 − 30 = 25) 8) A key says each picture = 2. Ana has 8 pictures. Ben has 5 and a half pictures. How many more does Ana have? (16 − 11 = 5)

5. Exit Ticket · 5 min

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

Fact fluency: ×6 and ×8 facts

Homework: Your child draws a rectangle 3 squares long and 2 squares tall. Your child splits it into thirds (2 squares in each part). Then name three special quadrilaterals. Sample: square, rectangle, rhombus.

Objective: I can review speaking, listening and grammar skills for the year-end test.

Standards: SL.3.4, SL.3.2, SL.3.3, L.3.1, L.3.1.B, L.3.1.D, L.3.1.F, L.3.1.G, L.3.2, L.3.2.B, L.3.2.C

Materials: 3 note cards (index cards), Writer's notebook, The seven practice sentences in this lesson, copied onto paper, A favorite book from this year, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Say enough, careful, unhappy and enjoy. Ask: "Which word means as much as you need?" (enough) "Which word means not happy?" (unhappy) Your child says one sentence with careful and one with enjoy. Spaced review from Week 13 Day 4. Your child fixes the capitals: "we flew to florida in june." (We flew to Florida in June.)

2. Mini-Lesson · 10–15 min

   Say: "A clear talk has a main idea and details, a steady voice and eye contact. That is from Week 33. A good listener can recount the main points and ask a question. You have done that since Week 1." Now write six grammar rules on paper, each with its example. 1) Subjects and verbs agree, Week 13: "One bird sings. Two birds sing." 2) Irregular past tense, Week 10: go, went; eat, ate; bring, brought. 3) Irregular plurals, Week 9 word study: child, children; mouse, mice; tooth, teeth. 4) A comma between city and state, Week 8: Denver, Colorado. 5) Dialogue, Week 11: quotation marks around the exact words, with the end mark inside. 6) Comparing, Weeks 2 and 19: use -er or more, never both. Think aloud on one. Say: "'The puppies was muddy.' Puppies means more than one, so I need were."

3. Guided Practice · 10–15 min

   1) Your child gives a talk of about one minute on a favorite book from this year. It needs the title, what happens and two reasons they liked it. 2) You recount the two reasons and ask one follow-up question. Your child answers with a detail. 3) Switch jobs. You give a short talk about a book you love. Your child recounts your main points and asks one follow-up question. 4) Ask: "What made that talk easy to follow?" (Sample: a clear main idea, or details in order.) If stuck on recounting, say: "Hold up two fingers. What did I say first? What did I say second?"

4. Independent Practice · 15–20 min

   1) Your child plans a book talk of 2 or 3 minutes on three note cards. Card 1 has the title and a hook. Card 2 tells what happens. Card 3 tells why to read it. They give the talk and answer one question with a detail. 2) Your child fixes the seven practice sentences in the notebook. a) My sisters walks to the park. (walk) b) Last night we eated soup. (ate) c) Three mans fixed the roof. (men) d) I brang my lunch. (brought) e) Grandpa lives in Tulsa Oklahoma. (Tulsa, Oklahoma) f) watch out for the puddle yelled Nico ("Watch out for the puddle!" yelled Nico.) g) My tower is more tall than yours. (taller) Check the answers together.

5. Exit Ticket · 5 min

   Ask the three questions. Your child writes the first two answers and says the third.

Homework: Explain three grammar rules from today to a family member, each with your own example (10 minutes).

Objective: I can explain inherited traits, the environment's effect on traits, variation and fossils.

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

Materials: Science notebook pages from Weeks 28 to 35, and a pencil, 12 index cards, plus 5 slips of paper for headings, Model fossil from Week 33 Day 2 (Day 162), Marker

1. Day 179 — Review: Traits, Variation and Fossils (Q4) — Wonder Warm-Up · 5 min

   Spaced review from Week 29. Ask, with no rush: "Inherited or learned: a duck's webbed feet? Tying shoes? A dog fetching a ball? A rose's petal color?" (Inherited, learned, learned, inherited.) Your child explains one choice. Then the wonder. Ask: "Which Quarter 4 idea surprised you most?"

2. Mini-Lesson · 10–15 min

   Say: "Today we look back at Quarter 4: traits, variation and fossils." Your child finds the page for each idea. Week 28: a trait is a feature of a living thing. Inherited traits pass from parents to offspring. Offspring of the same parents vary, because each gets a different mix. Week 29: learned behaviors come from practice, teaching or watching others. Week 30: individuals of one species vary. Some differences give an advantage in surviving, finding mates and having offspring. Weeks 29 and 31: the environment can change how traits grow. Ask: "What did your two bean cups show?" Your child answers from the notebook page. Week 33: fossils are remains or traces of living things from long ago, often found in rock. They show what lived and what a place was like. Hold up the model fossil. Ask: "What can our clay model not show about real fossils?" (The very long time, and minerals slowly hardening into rock.) Week 34: a survey uses data to show variation. Ask: "A moth's wings match the tree bark. How is that an advantage?" (Birds miss it, so it is more likely to live and have offspring.) If stuck, say: "Born with it? Practiced it? Or did the surroundings change it?"

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

   Mixed Card Sort. 1) With the marker, write these on the 12 cards. A cheetah's spots. The color of a tulip's petals. Riding a bike. Speaking a language. A pine tree bent by steady wind. A dandelion that grows flat in a mowed lawn. Puppies of different colors in one litter. A moth that matches bark. Apples of different sizes on one tree. A dinosaur footprint. A fern fossil in Antarctica. A shell turned to stone. 2) Write five headings on the slips: Inherited, Learned, Environment, Variation, Fossils. 3) Your child sorts every card and gives a reason for each. 4) Missed cards go in a Practice pile. Find the notebook page for each and sort it again. Expect this sort. Inherited: spots, petal color. Learned: bike, language. Environment: bent pine, flat dandelion. Variation: puppies, moth, apples. Fossils: footprint, fern, shell. A card may fit two headings. Accept it with a sound reason.

4. Science Notebook Entry · 10 min

   Your child makes a one-page Quarter 4 review with 4 boxes: Traits, Environment, Variation, Fossils. Each box gets one example and a small drawing. Sample for Variation: "Puppies in one litter have different fur colors."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child answers with the notebook closed. Praise every answer that gives a reason. If the Quarter 4 Review is not done yet, give it later today or tomorrow.

Homework: Teach a family member one Quarter 4 idea from the notebook. Look for: one example and a "because."