Day 5 · Friday

Objective: I can show what I know about communities, geography, and Native nations in the Unit 1 test.

Standards: D2.His.1.3-5, D2.His.2.3-5, D2.Geo.2.3-5, D2.Geo.4.3-5, D2.Civ.6.3-5

Materials: Week 6 check (7 items), Unit 1 test (Assessments page), Pencil, Notebook, Scrap paper

1. Day 30 — Week 6 Check and Unit 1 Test — Big Question Warm-Up · 5 min

   Spaced review, one question per earlier week. "Name a community need." (Sample: safety.) "Name the three community types." (Urban, suburban and rural.) "Name the four cardinal directions." (North, south, east and west.) "Name one landform and one body of water." (Sample: a hill and a pond.) Today's big question: "What are the most important ideas in Unit 1?"

2. Mini-Lesson · 10–15 min

   Review this week's ideas with new questions. Say: "Native peoples were the first people here, and Native nations are living nations today." Ask: "Finish it: 'The Navajo Nation has its capital in ____.'" (Window Rock, Arizona.) Say: "Each nation used the resources of its own region." Ask: "Which resource did Tlingit and Haida builders use for plank houses?" (Cedar.) "What did Hopi farmers do so corn could grow in dry land?" (They planted it deep to reach water.) Say: "Knowledge of the land passes from elders to children." Ask: "Name one way it is passed on." (Stories, songs or hands-on practice.) Say: "Good readers compare sources." Ask: "Why read two sources about one nation?" (Each tells things the other does not.) If your child misses one, say: "Let us find that day's notebook page." Reread it together, then ask again.

3. Activity / Source Work · 15–20 min

   Give the Unit 1 test. Find it on the Assessments page. It has five sections: communities, community types, map skills, land and resources, and Native nations. The whole test takes 30 to 35 minutes with no rush, which is longer than this block. So split it. Today, give sections 1 to 3, about 20 minutes. Give sections 4 and 5 later today or on your next school day, about 15 minutes. 1) Read the adult directions on the test first. 2) You may read every item and source box aloud. 3) Your child may look back at the map box and the sources at any time. 4) Give scrap paper for sketching the test's map. 5) Do not teach or hint during the test. 6) Score it when all five sections are done, using the scoring notes. They name the weeks and days to revisit for any weak section. Look for the section that needs more practice, not only the total.

4. Notebook Entry · 10 min

   Keep this short today. In the notebook, your child finishes two frames in pencil. "The Unit 1 topic I know best is ____. One thing I want to learn more about Native nations is ____." Sample: "I want to learn more about how the Ojibwe harvest wild rice."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Then give the stored Week 6 check, 7 items with a short reading, about 10 minutes. Give it after a short break or later the same day. The reading is about the Makah Tribe of Washington State. Makah Tribe is the name the nation uses for itself. With 6 or more right on the check, move on. With 4 or 5 right, redo the Day 2 chart and match each home to its resource. With 3 or fewer right, reteach the Day 4 Mini-Lesson and reread both sources. Then list three things the nation does now. Praise present-tense sentences about Native nations.

Homework: Your child tells a family member the three most important ideas from Unit 1. Look for one idea each about communities, geography and Native nations.

Objective: I can show what I know on the Week 6 fact check and the Unit 1 test.

Standards: 3.OA.C.7, 3.NBT.A.1, 3.NBT.A.2, 3.OA.A.1, 3.OA.A.3, 3.OA.D.8

Materials: Stored Week 6 check (this week's fact check) and its answer key, Unit 1 test and its answer key (Assessments page), Fact cards made on Days 1 to 3, 3 paper slips labeled Doubles, Tens and Half, Counters and grid paper (allowed on the test), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Your child rounds 563 to the nearest 10 (560) and the nearest 100 (600). Then count by 5s to 50 together.

2. Mini-Lesson · 10–15 min

   Play Strategy Sort for 10 minutes. Lay the three slips in a row. Mix the fact cards face down. Say: "Flip a card. Name the strategy. Say the product. Put the card under its slip." Model one turn. Flip 5 × 4. Say: "Half of the ×10 fact. 10 × 4 = 40. Half of 40 is 20." Put the card under Half. Now your child takes every turn. Ask each time: "Which factor tells you the strategy?" A fact such as 2 × 5 fits two slips; either is right. Stop after about 12 cards. Then warm up two older skills. Your child solves 456 + 287 (743) and 603 − 278 (325). Remind your child to estimate first and to check subtraction by adding.

3. Guided Practice · 10–15 min

   Give the stored Week 6 check now. It is this week's fact check, with 8 items. Do not time it. Your child may draw, skip-count or use any strategy. Score it with the answer key and note each missed fact. Choose a route for next week. 6 or more right: move on to Week 7. 4 or 5 right: match each miss to a day. Missed ×2 facts: redo Day 1 Guided Practice. Missed ×10 facts: redo Day 2 Guided Practice. Missed ×5 facts or the last two items: redo Day 3 Guided Practice. 3 or fewer right: reteach the Day 1, 2 and 3 Mini-Lessons, one each day. If stuck, say: "Skip it for now. Come back and name the strategy."

4. Independent Practice · 15–20 min

   Give the Unit 1 test from the Assessments page. Allow 30 to 40 minutes, so this block runs longer than usual. The test is not timed. Take a short break between parts if your child is tired. Read the directions for each part aloud. Your child may use counters and grid paper but no multiplication chart. Do not teach or hint. If your child is stuck, say: "Do your best, then we can move on." Score it with the answer key and find the level at the end. Then choose a route by part. Place value missed: revisit Week 1 Days 1 to 3. Rounding missed: revisit Week 1 Days 4 and 5. Adding missed: revisit Week 2 Days 3 and 4. Subtracting missed: revisit Week 3 Days 3 and 4. Equal groups and arrays missed: revisit Week 4 Days 1 to 3. Facts missed: revisit Week 6 Days 1 to 3.

5. Exit Ticket · 5 min

   After the test, your child answers these three questions aloud or on paper. Then go over any missed test items together.

Fact fluency: ×2, ×5 and ×10 facts

Homework: Practice any facts missed on the fact check with the fact cards for 10 minutes. Say the strategy for each one. Sample: 5 × 8, half of 80, 40.

Objective: I can show what I know about text features on the Week 6 check and the Unit 1 test.

Standards: RI.3.5, RI.3.7, RL.3.2, RL.3.3

Materials: Week 6 English Language Arts Check (find it with the Week 6 lessons), Unit 1 test (Assessments page), Your child's own nonfiction book, Reader's notebook, Pencil

1. Warm-Up · 5 min

   Word study check, not timed. Say each word in a sentence, and your child writes it in the reader's notebook: kite, slide, sleep, corn, candle, maple. Challenge word: thirsty. Correct together and name each syllable type. Spaced review, Week 3. Ask: "What stem do we use to give text evidence?" (I know because the text says, "___.")

2. Mini-Lesson · 10 min

   Say: "Today has two parts: the weekly check and the first part of the Unit 1 test. Let's warm up." Play Which Tool? Ask: "You want the chapter about volcano safety. Where do you look?" (The table of contents.) "You want every page that mentions lava." (The index.) "You want to know what a photo shows." (The caption.) "You want the part of a page about ash clouds." (The heading.) Your child finds one heading, one caption and one bold word in their nonfiction book. Then your child explains each story term in one sentence: character trait, text evidence, central message, moral, myth. Model two test habits: "Before I answer, I look back and put my finger on the proof. If a question is hard, I skip it and come back."

3. Guided Practice · 15 min

   Your child takes the Week 6 English Language Arts Check alone. It has 8 items and takes about 15 minutes. Read the directions aloud, but give no hints. Score it later with the answer key. 6 or more right: your child is ready for Unit 2. 4 or 5 right: redo the Day 2 practice page, then hunt for text features in a nonfiction book. 3 or fewer right: reteach Day 2, and Day 4 if the glossary or index items were missed. Give a five-minute stretch break before the test.

4. Independent Practice · about 30 min

   The Unit 1 test is on the Assessments page. The whole test takes 45–55 minutes and may be split over two sittings. Today your child does the fable section and the text features section, about 30 minutes. Finish the other sections in a second sitting, later today or tomorrow. Follow the adult directions printed on the test. You may read each set of directions aloud, and also the questions about the reading. The story and the text features page are for your child to read alone. Give no spellings and no hints. If your child finishes early, they read their own nonfiction book quietly. Score with the test's key. Its notes name the weeks and days to revisit for each section.

5. Exit Ticket · 5 min

   Ask the questions aloud after the test sitting. Spoken answers are fine today.

Homework: Read nonfiction for 15–20 minutes. Use one text feature to find a fact, and tell it to a family member.

Objective: I can show what I know about motion patterns and all of Unit 1: forces, friction and magnets.

Standards: 3-PS2-1, 3-PS2-2, 3-PS2-3

Materials: Stored Week 6 science check (7 items) and its answer key, Unit 1 science test, printed from the Assessments page, with its scoring notes, Pendulum from Day 1, Science notebook and pencil

1. Day 30 — Week 6 Check and Unit 1 Test — Wonder Warm-Up · 5 min

   Spaced review of Unit 1 words. Swing the pendulum. Ask: "What pattern do you see? What will it do next?" (It swings back and forth. It will come back.) Then say each word, and your child tells or shows its meaning. The words: force, balanced, unbalanced, friction, pole, attract, repel, static electricity, pattern. Reteach any shaky word in one sentence. Say: "Today you show what you know. Take your time."

2. Mini-Lesson · 10–15 min

   Give the stored Week 6 science check now: 7 items, about 10 minutes. Your child works alone, and you may read items aloud. Do not go over answers yet, because the unit test comes next. If your child is stuck on an item, say: "Skip it for now. Come back to it at the end." Score the check with its answer key when today's work is done. 6 or more right: your child is ready for Week 7. 4 or 5 right: redo the Day 2 fair test with one new string length. 3 or fewer right: reteach Day 1 by counting swings aloud with a short and a long string. Then repeat Day 2.

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

   Give the Unit 1 test, found on the Assessments page. It covers Weeks 1 to 6: pushes and pulls, balanced forces, friction, magnets, static electricity and motion patterns. Allow 35 to 40 minutes. That is longer than this lesson slot, so splitting it over two days is fine. A good split: 1) Today, do the first two sections, about 20 minutes. 2) On the next school day, do the last two sections. You may read every question, table and answer choice aloud. Do not explain science words or hint. No magnets or other materials are used, so put the pendulum away. Short answers in your child's own words are fine. Score with the notes under each section. They name the weeks to revisit. If your child tires, stop after a section and say: "Good thinking. We will finish this later."

4. Science Notebook Entry · 10 min

   After the test, your child writes a reflection with three frames. "One thing I know well is ___." "One thing I want to keep practicing is ___." "An investigation I would like to do again is ___." Sample: "I know magnets well. I want to keep practicing force arrows. I would like to do the marble run again."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud as a calm close to the unit. Praise effort and careful thinking, not the score.

Homework: Teach a family member your favorite force demo from Unit 1. Listen for your child naming the force and telling what it did.