Day 5 · Friday

Objective: I can show what I learned in Quarter 1 about communities, geography, Native nations, and settlers.

Standards: D2.Civ.6.3-5, D2.Geo.1.3-5, D2.Geo.2.3-5, D2.Geo.4.3-5, D2.Geo.5.3-5, D2.His.2.3-5, D2.His.3.3-5, D2.His.4.3-5

Materials: Quarter Review: Social Studies, Quarter 1 (Assessments page) and its scoring notes, Stored Week 9 check and its answer key, Pencil, Notebook, My Place one-pager, Scrap paper

1. Day 45 — Quarter 1 Review and Week 9 Check — Big Question Warm-Up · 5 min

   Say: "Take one slow breath." Spaced review from Week 3: ask, "What does a compass rose show?" (directions on a map) Then your child holds the My Place one-pager and says five things aloud. Name our community type, one map skill and one landform. Name the Native nation or nations of our area and our founding year. Ask the big question: "What do you know about our place now that you did not know before?"

2. Mini-Lesson · 10–15 min

   Keep this part to 10 minutes. Explain the Quarter Review. Say: "This is not a grade. It shows what stuck and what we should visit again." There are 16 items worth 34 points. There is no time limit. You may read everything aloud. Your child may look back at the map box, the two sources and the chart inside the review. Now show how to answer an open question. Ask: "Why do flat maps stretch some lands?" Say a weak answer: "Round." Say a strong answer: "Flat maps stretch some lands because Earth is round, like a globe." Ask: "What made the second answer stronger?" (It is a full sentence that says because.) Your child tries one: "How is climate different from weather?" (Sample: Climate is the usual weather over many years, but weather is only today.) If stuck, say: "Say because, then give one reason."

3. Activity / Source Work · 15–20 min

   Give the Quarter Review now, from the Assessments page. It needs 20 to 30 minutes, so it uses this block and the Notebook block. 1) Set out a pencil and scrap paper for sketching the map. 2) Your child works through all four sections. Do not teach, hint or correct. 3) Speak about Native nations in the present tense. 4) If your child tires, stop after section 2 and finish after a break. 5) Afterward, score it with the scoring notes, add the points and find the level. 6) For any section that earns less than half its points, revisit the weeks listed for it. The Assessments page suggests Day 4 for this review, and any day this week works. If you gave it on Day 4, build the My Place one-pager in this block.

4. Notebook Entry · 10 min

   The review uses most of this time. When it is done, your child says three frames aloud: "My strongest Quarter 1 topic is ____. My hardest topic is ____. My goal for Quarter 2 is ____." Your child writes them in the notebook later today. Sample goal: "I want to learn more about one Native nation near us."

5. Wrap-Up & Exit Ticket · 5 min

   Read the exit questions aloud; praise honest answers. Then stop for a real break. Give the stored Week 9 check later today, not right after the review. It has 8 items and takes about 10 minutes. Choose a route by the result. 6 or more right: move on, and add a sixth box to the one-pager. 4 or 5 right: redo the Week 9 Day 2 map page. Then your child writes five map and landform questions to quiz a family member. 3 or fewer right: reteach Week 9 Day 3 by rebuilding the timeline on slips of scrap paper.

Homework: Pick one Quarter 1 topic to keep exploring this weekend. Tell a family member why you chose it. Look for: a reason and one question to explore.

Objective: I can show what I learned in Quarter 1 on the cumulative check.

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

Materials: Stored Week 9 check and its answer key (this is the Quarter 1 cumulative check), Scrap paper, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Write 607 and 670. Your child writes <, > or = between them (607 < 670). Then ask 9 × 6, 8 × 4 and 7 × 5 (54, 32, 35).

2. Mini-Lesson · 10–15 min

   Spend 10 minutes on two-step problems. Say: "Some problems need two steps. Answer the first step, then use it." Read aloud: Mei has 425 beads. She buys 180 more. Then she uses 260. How many beads are left? Ask: "What happens first?" (She gets more, so add.) Write 425 + 180 = 605. Ask: "What happens next?" (She uses some, so subtract.) Write 605 − 260 = 345. Say: "A letter can stand for the number we want. Let b be the beads left." Write 425 + 180 − 260 = b, so b = 345. Check with rounding: 400 + 200 − 300 = 300, which is close. Now your child does more. A shop has 7 boxes of 6 pencils. It sells 20 pencils. How many pencils are left? (7 × 6 = 42; 42 − 20 = 22)

3. Guided Practice · 10–15 min

   Do four check-style problems together. 1) Round 372 to the nearest 10 and the nearest 100 (370, 400). 2) 538 + 294 (832). 3) 900 − 467 (433). 4) A shelf has 5 rows of 7 jars. How many jars? (5 × 7 = 35) If stuck, say: "Read it again. What is the question asking? Which skill fits?"

4. Independent Practice · 15–20 min

   Give the stored Week 9 check now. It is the Quarter 1 cumulative check. Find it with the Week 9 lessons, like every weekly check. It has 8 items from the whole quarter. Allow about 20 minutes, and more if your child needs it. Then score it with the answer key. Choose a route by the result. 6 or more right: start Quarter 2. For fun, your child writes a five-problem quiz for a family member, with an answer key. 4 or 5 right: match each miss to a review day. For rounding or adding, redo Week 9 Day 1 Guided Practice. For subtracting, redo Week 9 Day 2. For groups and arrays, redo Week 9 Day 3. For facts, redo the Week 9 Day 4 card sort. For two-step problems, redo today's Mini-Lesson with new numbers. 3 or fewer right: teach Week 9 Days 1 to 4 again. Use base-ten drawings for adding and subtracting, and counters for arrays. Then give the check a second time. The Quarter 1 Review is a separate paper on the Assessments page and takes 20 to 30 minutes. It is suggested for Day 1, but any day this week works, apart from this check.

5. Exit Ticket · 5 min

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

Fact fluency: ×2 to ×10 facts

Homework: Your child redoes two missed check items with a family member and explains each fix. If none were missed, solve 7 × 8 and 900 − 356 (56; 544).

Objective: I can show what I learned in Quarter 1 on the Week 9 check and the Quarter 1 Review.

Standards: RL.3.1, RL.3.2, RL.3.3, RI.3.2, RI.3.5, W.3.1

Materials: Week 9 English Language Arts Check and its answer key (find it with the Week 9 lessons), Quarter 1 Review: Reading & Writing (Assessments page), if not given on Day 2, Reader's notebook, Pencil, Highlighter

1. Warm-Up · 5 min

   Word study, plurals. Give a spelling check with no timer. Say each word, then a short sentence: plants, toys, dishes, glasses, stories, families. Challenge word: sandwiches. Correct it together, and your child names the rule for any missed word. Spaced review from Week 3. Ask: "How is a quote different from a paraphrase?" (A quote uses the author's exact words in quotation marks. A paraphrase uses your own words.)

2. Mini-Lesson · 10 min

   Say: "Today you show what you learned this quarter. Let's warm up with one short tale." Read aloud this traditional fable from Aesop. Title: The Bundle of Sticks. 'A farmer had three children who quarreled all day. One evening he handed them a bundle of sticks tied with string. "Break it," he said. Each child tried and failed. Then he untied the string and gave them the sticks one at a time. Snap, snap, snap! "Alone, you break easily," the farmer said. "Together, you are strong." The next morning the children shared the chores without a single quarrel.' 1) Ask: "Who are the characters, and what is the setting?" (A farmer and his three children. A farm, one evening and the next morning.) 2) Ask: "What trait does the farmer show? Prove it." (Wise. He teaches with sticks and says, "Together, you are strong.") 3) Ask: "What is the central message?" (People are stronger when they work together.) 4) Ask: "Folktale, fable or myth? Why?" (A fable. It is very short and teaches a moral. Not every fable has animals.)

3. Guided Practice · 5–10 min

   1) Ask: "Where is a paragraph's main idea often found?" (In the topic sentence, which is often first.) 2) Ask: "Name the four parts of an opinion paragraph." (Opinion, reasons, linking words, conclusion.) 3) Skim the directions on the check together. Say: "Highlight your proof in a passage before you answer. On a writing item, tick off each part as you write it." If your child seems nervous, say: "This shows us what to practice next. It is not a grade."

4. Independent Practice · 30–40 min

   Part 1. Give the Week 9 English Language Arts Check. It has 8 items. Your child works alone for about 15 minutes. Score it with the answer key, then choose a route. 6 or more right: your child is ready for Quarter 2. 4 or 5 right: redo the Day 3 practice page and the Day 3 Guided Practice. 3 or fewer right: reteach Day 1 using the five-box page, then Day 3. Part 2. The Quarter 1 Review for Reading & Writing is on the Assessments page. It takes about 30 minutes. If your child took it on Day 2, go over its results together now. If not, give it after a short break. Today will then run about 15 minutes over. You may also give it on another day. Use its scoring notes to choose which weeks to revisit.

5. Exit Ticket · 5 min

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

Homework: Your child picks the Quarter 1 skill that felt hardest and practices it for 10 minutes with a book. Look for: your child can name the skill and show one try.

Objective: I can show what I learned about forces, magnets, patterns and design in Quarter 1.

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

Materials: Stored Week 9 Science Check and its answer key, Pencil, 1 book, 1 magnet and 1 steel paper clip, Objects for your child's 3 favorite demos (such as the toy car and ramp, the pendulum or the shoebox latch), Science notebook

1. Day 45 — Quarter 1 Review and Week 9 Check — Wonder Warm-Up · 5 min

   Spaced review from Week 8. Ask: "Why do scientists run three trials instead of one?" (One trial could be an odd result.) Then take two slow breaths together. Your child names one Quarter 1 investigation they are proud of. Ask: "What did it show you?"

2. Mini-Lesson · 10–15 min

   Keep this to 10 minutes and the showcase to 15, so the check fits. Say: "Scientists share what they know in three moves: show it, name it, explain it." Model with the book. Slide the book across the table and let it stop. Say: "Show: I pushed the book and it stopped. Name: friction. Explain: friction slowed the book because the surfaces rubbed." Now your child tries with the magnet and paper clip. Ask: "What did you show?" (The magnet pulled the clip.) "What is the force called?" (Magnetism.) "Explain it with 'because.'" (Sample: "The clip moved because a magnet attracts steel.") "Did the magnet need to touch the clip?" (No. It is a non-contact force.) If stuck, say: "First tell what happened. Then tell me the force word."

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

   Quarter 1 showcase. 1) Your child picks 3 favorite investigations from the notebook. 2) For each one, set up the objects and do it once. 3) Your child shows it, names the force or idea, and explains with "because." 4) You fill in a chart: Investigation | Force or idea | "Because" sentence. Listen for these ideas. Unbalanced forces change motion. Friction slows sliding and rolling things. Magnets attract iron and steel. Like poles repel. A pattern helps us predict. Engineers test and improve. If a demo goes differently today, say: "Real results vary. What pattern do you still see?" Safety: keep the rolling path clear, and put small magnets away afterward.

4. Science Notebook Entry · 10 min

   In pencil, your child writes three sentences: "In Quarter 1 I learned ___. I got better at ___. In Quarter 2 I want to investigate ___." Sample: "In Quarter 1 I learned that magnets attract steel. I got better at running fair trials. In Quarter 2 I want to investigate animals."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions and celebrate. Then give the stored Week 9 Science Check: 8 items, about 10 minutes, working alone. Score it with the key. 6 or more right: move on to Quarter 2. 4 or 5 right: redo the Day 4 practice items and test each missed idea with a real object. 3 or fewer right: reteach the Day 1 or Day 2 review lesson, whichever matches the missed items. If the Quarter 1 Review is not done yet, give it on another day.

Homework: Your child shares the science notebook with a family member and picks a favorite page. Look for: your child explains the page, not just shows it.