Day 5 · Friday

Objective: I can show what I know about explorers, settlers, first meetings, and treaties, using more than one point of view.

Standards: D2.His.3.3-5, D2.His.4.3-5, D2.His.14.3-5

Materials: Stored Week 7 check and its answer key, Pencil, Notebook, Day 2 T-chart and Day 4 three-row chart, 4 journey cards from Day 1, World map and yarn from Day 1 (for reteaching)

1. Day 35 — Week 7 Check: Explorers and Settlers — Big Question Warm-Up · 5 min

   Spaced review from Week 4. Ask: "Name one natural resource and one thing people make from it." (Sample: trees, paper.) Then do a two-views warm-up. Say: "Settlers cut a new road through the woods." Ask for two points of view. (Settler: "Now we can reach the market." Native family: "The road cuts through woods where we gather food, and more strangers will come.")

2. Mini-Lesson · 10–15 min

   Today is review; teach nothing new. First play Flip and Tell. Lay the four journey cards face down. Your child flips one and tells who traveled, why, and choice or no choice. Model the first card yourself. Next, teach one frame for telling both sides: "Some ____, but also ____." Model it: "Some settlers and Wampanoag people helped each other, but also they came into conflict over land." Open the Day 2 T-chart. Your child reads one idea from each side and says it in the frame. Then ask: "Ousamequin and the Plymouth settlers promised to protect each other. Is that cooperation or conflict?" (cooperation) "A nation is promised land in writing and then forced off it. What was broken?" (a treaty) "Which word is fairer for Columbus in 1492, discovered or arrived? Why?" (Arrived. The Taíno already lived there.) If your child is stuck, say: "Find it on your T-chart or your cards, then tell me."

3. Activity / Source Work · 15–20 min

   Give the stored Week 7 check now. It has 7 items and takes about 15 minutes. It includes a short reading, which you may read aloud. Your child works alone. Then score it with the answer key and talk over any misses. Choose a route by the result. 6 or more right: move on to Week 8, and offer the extension below. 4 or 5 right: redo the Day 2 notebook T-chart. Then make a new T-chart with two views of a town built by a river. 3 or fewer right: reteach Day 1 with the yarn journeys and a reason card for each group. Then reread the Day 2 accounts together. If the treaty item was missed, reread the Day 4 notebook frames. On the point-of-view items, look for both sides in your child's answers.

4. Notebook Entry · 10 min

   Your child writes a short reflection with these frames: "The easiest item was ____ because ____. The hardest item was ____ because ____. One question I still have about this history is ____." Sample: "I still wonder how Tisquantum felt when he came home."

5. Wrap-Up & Exit Ticket · 5 min

   After the check, read the three exit questions aloud. Praise any answer that tells more than one side.

Homework: Tell a family member the question you still have. Look for the answer together in a library book. Look for: who wrote the book, and whose point of view it gives.

Objective: I can show what I know about ×3, ×4 and ×6 facts (Week 7 check).

Standards: 3.OA.C.7, 3.OA.A.3

Materials: Stored Week 7 check and its answer key, Playing cards, aces through 10s, 3 paper slips marked 3, 4 and 6, Grid paper and counters (for reteaching), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1 and Week 6. Your child rounds 586 to the nearest 100 (600). Then ask 5 × 7 (35) and 10 × 4 (40). Count by 6s to 60 together.

2. Mini-Lesson · 10–15 min

   Play Flip and Solve for 10 minutes. Place the three slips face down. An ace is 1. Say: "The slip is the number of groups. The card is how many in each group." Model one turn. Draw the 4 slip, then flip an 8. Say: "4 × 8. That is double-double. Double 8 is 16. Double 16 is 32." Write 4 × 8 = 32. Now your child takes every turn: draw a slip, flip a card, name the strategy and say the steps. Then your child writes the multiplication sentence. Ask each turn: "Which strategy goes with that number of groups?" A correct turn wins the card. Play about 8 turns. If a product is wrong, your child draws the array on grid paper and splits it.

3. Guided Practice · 10–15 min

   Do three check-style problems together. Your child says the strategy steps aloud. 1) 3 × 7 (14 + 7 = 21). 2) 6 × 6 (30 + 6 = 36). 3) A shelf has 4 rows of 9 jars. How many jars are there? (4 × 9 = 36) If stuck, say: "Which factor has a strategy? Say the strategy, then do one step at a time."

4. Independent Practice · 15–20 min

   Give the stored Week 7 check now. It has 8 items. Do not time it. Your child works alone for about 15 minutes, then you score it with the answer key. Choose a route by the result. 6 or more right: move on to Week 8, and play Flip and Solve again for fun. Your child explains the strategy for each fact aloud. 4 or 5 right: find the table your child missed most. For ×3 facts, redo Day 1 Guided Practice with beans. For ×4 facts, redo Day 2 Guided Practice on grid paper. For ×6 facts or word problems, redo Day 3 Guided Practice on grid paper. 3 or fewer right: reteach the Day 1 and Day 2 Mini-Lessons before starting Week 8. Build the ×2 fact with counters first. Then add one more group for ×3, or double it for ×4. Teach one each day, then give the check again. Keep every route slow and untimed.

5. Exit Ticket · 5 min

   After the check, your child answers these three questions. Then go over any missed check items together.

Fact fluency: ×3, ×4 and ×6 facts

Homework: Play 10 rounds of Flip and Solve with a family member. Say the strategy on each turn. Sample: the 6 slip and a 5 card make 6 × 5 = 30.

Objective: I can show what I know about main idea, key details, and cause and effect.

Standards: RI.3.2, RI.3.8

Materials: Week 7 English Language Arts Check and its answer key (find it with the Week 7 lessons), Reader's notebook, Highlighter, Pencil, Your child's own nonfiction book

1. Warm-Up · 5 min

   Word study, open syllables. Give a spelling check with no timer. Say each word, then a short sentence: paper, bacon, even, spider, robot, music. Challenge word: tomato. Correct it together, and your child rewrites any missed word. Spaced review from Week 5. Ask: "Is 'the hare lost the race' an event or a central message?" (An event.)

2. Mini-Lesson · 10–15 min

   Say: "Let's pull the week together with one new paragraph." Write it in the notebook or read it aloud. Title: Tall Eaters. 'Giraffes are built to reach food that other animals cannot. A long neck lifts a giraffe's head as high as a second-floor window. Its tongue is about 18 inches long, so it can pull leaves from between sharp thorns. Tough lips protect its mouth because the branches are prickly. A baby giraffe is called a calf.' Think aloud: "The neck, tongue and lips all help a giraffe reach its food. The first sentence covers them all, so it is the main idea." Your child highlights it. Say: "Now I test a detail. The neck detail supports the main idea because height lets a giraffe reach leaves no other animal can."

3. Guided Practice · 10–15 min

   1) Ask: "Which sentence does not belong? Why?" (A baby giraffe is called a calf. It is not about reaching food.) 2) Ask: "Find a reason in the paragraph. Which word signals it?" (The branches are prickly. The signal word is because.) 3) Ask: "What type is the sentence about the tongue: simple, compound or complex?" (Compound. The word so joins two complete thoughts.) 4) Ask: "What type is the last sentence?" (Simple. It is one complete thought.) If stuck, say: "Go back to the paragraph. Put your finger on the words that prove it."

4. Independent Practice · 15–20 min

   Give the Week 7 English Language Arts Check now. It has 8 items. Your child works alone for about 15 minutes and may highlight in the passage. Score it with the answer key, then choose a route. 6 or more right: move on to Week 8. 4 or 5 right: redo the Day 4 practice page and the Day 4 Guided Practice. 3 or fewer right: reteach the Day 1 Mini-Lesson with the paragraph tree, then Day 2. After the check, your child reads their own nonfiction book.

5. Exit Ticket · 5 min

   After the check, your child answers these three questions in the notebook. Then go over any missed check items together.

Homework: Read a nonfiction book for 15 minutes. Your child writes one sentence that gives the main idea of a page. Look for: an idea that covers the whole page.

Objective: I can present my magnet design, explain the science and check it against the criteria.

Standards: 3-PS2-4, 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

Materials: Finished shoebox cabinet, Science notebook with the test chart, Stored Week 7 Science Check and its answer key, Pencil

1. Day 35 — Present and Check — Wonder Warm-Up · 5 min

   Spaced review from Week 2. Ask: "A book rests on a table. Are the forces on it balanced or unbalanced?" (Balanced. Its motion is not changing.) Say: "Your shut door stays still too. The forces on it are balanced." Then ask: "How do engineers show other people that a design works?" (They show test results.)

2. Mini-Lesson · 10–15 min

   Keep this to 10 minutes and the presentation to 15, so the check fits. Say: "A design talk has four parts: the problem, the design, the science and the evidence. Evidence is what your tests showed." Model a talk about a different design. Say: "My problem: papers slid off the fridge. My design: a clothespin with a magnet on the back. The science: the magnet attracts the steel door. My evidence: it held 4 sheets and dropped at 5." Ask: "Which sentence gave my test result?" (It held 4 sheets and dropped at 5. That is the evidence.) "Which sentence told the science?" (The magnet attracts the steel door.) "What numbers will you give as your evidence?" (The two clip counts.) Then your child holds up five fingers and names the engineering steps in order. (Define the problem, plan, build, test, improve.) Your child finds the notebook page for each step. If stuck, say: "Point to your chart. Read me the two numbers." Your child practices the talk once.

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

   Your child presents the finished shoebox cabinet to a family member, or to you. 1) State the problem and one criterion. 2) Show the design. Say what the magnet attracts. 3) Run the shake test live: door-side down, 5 gentle shakes. 4) Share the clip counts for Version 1 and Version 2. 5) Ask the listener, "How would you improve it?" Then answer one question from the listener. Look for the science and the numbers. If the live test fails, say: "Real results vary. Tell us what you would check first." Safety: put the magnets away afterward, out of reach of little children.

4. Science Notebook Entry · 10 min

   In the notebook, your child writes each criterion in pencil and marks Yes or No, using the test chart. Then: "My latch meets ___ of the 3 criteria. Next time I would ___." Sample: "My latch meets 2 of the 3 criteria. Next time I would use thinner tape so it opens with one finger."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions. Praise answers that use test results. Then give the stored Week 7 Science Check: 7 items, about 10 minutes, working alone. Score it with the key. 6 or more right: move on. 4 or 5 right: redo the Day 4 tests after one new change. 3 or fewer right: reteach the Day 1 Mini-Lesson. Sort criteria and constraints for a new problem, such as a lunchbox lid.

Homework: Your child tells a family member about the design and its one improvement. Look for: the problem, the change and one number from the tests.