Day 1 · Monday

Objective: I can name and describe common landforms and find them near where I live.

Standards: D2.Geo.5.3-5, D2.Geo.2.3-5

Materials: Notebook, Pencil, Play dough or clay (about 1 cup), 1 paper plate, 6 sticky notes, 1 bath towel, 4 thick books, A physical map of the United States (atlas or library book)

1. Day 16 — Landforms — Big Question Warm-Up · 5 min

   Spaced review from Week 3. Say: "A map scale says 1 inch = 10 miles. Two farms are 3 inches apart. How far is that?" (30 miles.) Then ask the day's wonder: "Is the land near our home flat, bumpy or steep? Why is land not the same shape everywhere?" Take every idea.

2. Mini-Lesson · 10–15 min

   Say: "A landform is a natural shape of the land. Today we learn six." Lay the towel flat on a table. Say: "Wide, flat land is a plain." Push the towel up into one tall, pointed peak. Say: "Very tall land with steep sides is a mountain." Make a small, rounded bump. Say: "A hill is raised land too, but lower and gentler." Make two peaks and point between them. Say: "Low land between hills or mountains is a valley." Now set two stacks of two books a finger-width apart. Say: "Each flat top is like a plateau. A plateau is high land with a flat top." Point into the gap. Say: "This deep, narrow gap with steep sides is like a canyon. A river often carves a canyon, very slowly, over a very long time." Ask: "Which landforms rise up?" (Mountain, hill and plateau.) "Which are low places between higher land?" (Valley and canyon.) "Which one has a flat top?" (The plateau.) If your child is stuck, say: "Does it go up, go down, or stay flat?"

3. Activity / Source Work · 15–20 min

   Build and find. 1) Your child shapes all six landforms from play dough on the paper plate. 2) Your child writes each name on a sticky note and labels each model. 3) Read these clues. Your child points to the right model. "I am the tallest landform, and my sides are steep." (Mountain.) "I am low land with higher land on both sides." (Valley.) "You could run across me for miles and never climb." (Plain.) "I am high, but my top is flat." (Plateau.) "My walls are steep rock, and I am deep and narrow." (Canyon.) "I am a gentle bump you can walk up easily." (Hill.) 4) Open the physical map. Together find the Rocky Mountains, the Great Plains, the Colorado Plateau and the Grand Canyon. Ask: "What on this map shows that the Rocky Mountains are high land?" (Brown color or shading, as the key explains.) Models differ. Look for the right shape.

4. Notebook Entry · 10 min

   In the notebook, your child sketches and labels all six landforms in pencil. Then your child finishes two frames. "Near my home there is a ____. I know because ____." Sample: "Near my home there is a hill. I know because our street slopes up to the park." If your land is flat, "plain" is a fine answer.

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Your child answers without looking at the models. Praise answers that describe the shape of the land, not only its name.

Homework: On a walk or drive, your child spots one landform and draws it. Look for a correct name and one detail, such as "a hill with gentle sides."

Objective: I can show equal groups and find how many in all.

Standards: 3.OA.A.1

Materials: 30 counters (dried beans, coins or buttons), 7 paper plates or cups, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 3. Write 600 − 125. Your child solves it (475). Then count by 2s to 20 together. Ask: "What comes after 14?" (16)

2. Mini-Lesson · 10–15 min

   Say: "Today we make equal groups. Equal groups all have the same number." Set out 4 plates. Put 3 beans on each plate, counting aloud. Ask: "How many groups?" (4) "How many in each group?" (3) Say: "We have 4 groups of 3." Touch each plate and count by 3s: 3, 6, 9, 12. Say: "4 groups of 3 is 12 in all." Next, put 2, 5 and 3 beans on three plates. Ask: "Are these equal groups?" (No. The plates hold different numbers.) Now your child does more. Say: "Make 2 groups of 5." Ask: "How many groups? How many in each? How many in all?" (2, 5, 10)

3. Guided Practice · 10–15 min

   Your child builds each one with plates, then draws circles with dots inside. 1) 5 groups of 2 (10). Count together: 2, 4, 6, 8, 10. 2) 3 groups of 5 (15). 3) 2 groups of 4 (8). 4) Set out plates holding 4, 4 and 3 beans. Ask: "Equal groups?" (No. Add 1 bean to the last plate.) If stuck, say: "Set out the plates first. How many plates? Now put the same number on each."

4. Independent Practice · 15–20 min

   Your child draws circles and dots, then writes "__ groups of __ is __." 1) 3 groups of 4 (12). 2) 5 groups of 3 (15). 3) 6 groups of 2 (12). 4) 4 groups of 5 (20). 5) 7 groups of 2 (14). 6) You draw 2 circles with 6 dots in each. Ask: "How many groups of how many?" (2 groups of 6 is 12.) 7) Four cars have 4 wheels each. How many wheels in all? (16) 8) 5 bags hold 5 apples each. How many apples in all? (25) Check each total by skip-counting.

5. Exit Ticket · 5 min

   Read each question aloud; your child answers on paper with no plates and draws for question 3.

Fact fluency: Skip-counting by 2s

Homework: Find 3 sets of equal groups at home, such as socks in pairs. Draw one and write how many in all. Sample: 4 pairs of socks, 4 groups of 2 is 8.

Objective: I can name the features of a folktale and use the pictures to understand it.

Standards: RL.3.2, RL.3.7

Materials: Reader's notebook, Pencil, Crayons, Your child's own book

1. Warm-Up · 5 min

   Word study, consonant-le. Write table, maple, title, apple, little, puzzle. Say: "Each word ends with a consonant plus le. Those three letters make the last syllable. Count back three letters and split." Your child draws the lines. (ta|ble, ma|ple, ti|tle, ap|ple, lit|tle, puz|zle) Ask: "Which first syllables end in a vowel?" (ta, ma, ti) Say: "A syllable that ends in a vowel is open, and its vowel says its name. The others end in a consonant. They are closed, so the vowel is short." Read all six. Spaced review, Week 3. Ask: "What is text evidence?" (The exact words in a text that prove an answer.)

2. Mini-Lesson · 10–15 min

   Say: "A folktale is a story people told aloud for many years. Folktales often have a clever character, things that happen in threes, and a lesson." Write those three features as a checklist. Read aloud "Stone Soup," a folktale told in many countries of Europe: [A hungry traveler came to a village. Every door was shut, and everyone hid their food. The traveler filled a pot with water, set it over a fire, and dropped in a smooth stone. "Stone soup," he said loudly. "It would taste even better with one carrot." A woman crept out with a carrot. "An onion would make it perfect," he said. A man brought an onion. "Beans would make it fit for a king." A boy ran up with beans. Soon the pot was full, and the whole village ate together. "All that from one stone?" asked the boy. The traveler only smiled.] Think aloud: "The traveler never begs. He makes people curious instead. That is clever, so I check the first box."

3. Guided Practice · 10–15 min

   1) Ask: "What happens three times?" (He asks for one more food. A carrot, an onion and beans come.) 2) Ask: "What lesson does the village learn?" (When everyone shares a little, there is enough for all.) 3) Say: "Pictures add to the words. They can show a mood, the feeling of a scene." Say: "Imagine the first picture in a book of this tale: shut doors, crossed arms, a face behind a curtain." Ask: "What mood is that?" (Unfriendly or worried.) 4) Say: "Now imagine the last picture: one long table, full bowls, people laughing." Ask: "What changed, and which words in the story match?" (The mood is happy. "The whole village ate together.") If stuck, say: "Point to the three foods. Now tell me who brought each one."

4. Independent Practice · 15–20 min

   Your child works in the reader's notebook. 1) Draw the village with crayons at the beginning and at the end. Show the mood in the faces and doors. 2) List the three folktale features with a story example for each. 3) Write the lesson in one sentence. 4) Finish: "My picture shows ___, which the words do not say." Look for: two pictures that clearly differ; an example for each feature; a lesson about sharing, not a retelling. Sample: "Clever character: the traveler. Pattern of three: carrot, onion, beans. Lesson: A little sharing feeds everyone."

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in full sentences, aloud or in the notebook. Circle any missed idea to revisit tomorrow.

Homework: Read your own book for 15–20 minutes. Then ask a family member for a story they heard as a child. Listen for one folktale feature and name it: a clever character, a pattern of three or a lesson.

Practice page · Week 4, Day 1

English Language Arts

I can name the features of a folktale and use a picture to understand it.

Show answers

The Clever Weaver

Long ago, a greedy king told a village by the river, "Bring me cloth so fine that I cannot see it, or pay me a sack of gold." The first weaver tried and failed. The second weaver tried and failed. The third weaver, a girl named Asha, handed the king an empty box. "Here is cloth so fine you cannot see it," she said. The king could not call it missing without breaking his own rule. He laughed, and the village kept its gold.

Find the folktale features.

1. 1.

   Who is the clever character?
2. 2.

   What happens in threes?
3. 3.

   What lesson does this folktale teach?
4. 4.

   What could the king's face in the picture show that the words do not say?
5. 5.

   How were folktales passed down?

Count back three letters and split each word.

1. 6.

   table

2. 7.

   apple

3. 8.

   candle

Challenge: Draw the village at the end of the story. Show how the people feel.

Objective: I can show that magnet poles attract or repel each other without touching.

Standards: 3-PS2-3

Materials: 2 bar magnets or 2 disc magnets (not flat fridge-sheet magnets), 1 steel paper clip, Masking tape and a marker, 2 round pencils (rollers), Toy car (only if you use disc magnets), Red and blue crayons, Science notebook and a pencil for writing

1. Day 16 — Magnets: Attract and Repel — Wonder Warm-Up · 5 min

   Spaced review from Week 3. Ask: "What force slows a book sliding on a rug? Do the surfaces have to touch?" (Friction. Yes.) Then hold a magnet just above the paper clip until it jumps. Ask: "Did anything touch the clip before it moved?" (No.) Say: "Today we find out how magnets push and pull across a gap."

2. Mini-Lesson · 10–15 min

   Safety: never put magnets in a mouth, and keep them away from phones and bank cards. Say: "A magnet's force is strongest at its poles. Every magnet has a north pole and a south pole." Point to them: the two ends of a bar magnet, or the two flat faces of a disc magnet. If the poles are not marked, find two ends that push each other away. Tape N on both and S on the other two. The labels only need to match. Say: "Attract means pull together. Repel means push apart." Bring N toward S and let them snap. Ask: "Attract or repel?" (Attract.) Turn one magnet around. Your child pushes N toward N and feels the push. Ask: "Attract or repel?" (Repel.) "Did the magnets touch before you felt it?" (No.) Say: "Opposite poles attract. Like poles repel." If stuck, say: "Same letters push away. Different letters pull together."

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

   1) Lay the two pencils side by side, a finger apart. Rest one bar magnet across them so it can roll. For disc magnets, tape one on its edge to the front of the toy car instead. 2) Draw a chart with three columns: Poles facing, Prediction, What happened. Make four rows: N to N, S to S, N to S, S to N. 3) Your child predicts attract or repel for one row. 4) Your child slowly brings the second magnet toward the first and stops a finger-width away. Look for the first magnet rolling toward or away. 5) Record it, then do the next row. Change only which poles face each other. Keep the same magnets and slow speed. Expect repel for the two like pairs and attract for the two opposite pairs. If the roller spins around and snaps on, say: "Real results vary. It turned so opposite poles could meet. Try again, more slowly." Ask: "What made the magnet roll away?" (Like poles faced each other.)

4. Science Notebook Entry · 10 min

   Your child draws the four pairings as two small magnets each, with the facing letters. Add arrows: pointing apart for repel, pointing together for attract. Then write the rule: "Opposite poles ___. Like poles ___." Sample: arrows apart on N to N and S to S; "Opposite poles attract. Like poles repel."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions; your child answers aloud or in writing. Praise the words attract, repel and pole used correctly.

Homework: Find two magnets at home. Try to make them attract. Then turn one around and try to make them repel. Draw what happened, with arrows. Flat fridge magnets may only slide, because their poles are in tiny stripes.