Day 5 · Friday

Objective: I can review the hardest Quarter 2 ideas so far and reflect on my learning.

Standards: D2.Geo.10.3-5, D2.His.2.3-5, D2.Geo.11.3-5

Materials: 12 index cards for mixed review, 3D map and Breakfast Journey chart, Stored Week 14 Social Studies Check and its answer key, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 2. Ask: "A place has farms and few people. Is it urban, suburban or rural?" (Rural.) Then your child gives a short tour of the 3D map: two mountain ranges, one river, one region. Ask the big question: "What can you explain now that was tricky two weeks ago?"

2. Mini-Lesson · 10–15 min

   Say: "Today's review mixes four topics: landforms, regions, Native nations and trade." Model a full answer. Ask yourself: "Why does Florida sell oranges to Maine?" Say: "Florida is warm, so oranges grow well. Maine is too cold. A full answer has a because." Then play the card game. Write these 12 questions on cards and mix them. Landforms: "Where are the Appalachians?" (In the East.) "Which river carved the Grand Canyon?" (The Colorado.) "Which Great Lake is the largest?" (Superior.) Regions: "Which region has Seattle?" (West.) "Which region has the Everglades?" (Southeast.) "Which region has Boston?" (Northeast.) Native nations: "What did Plains nations use bison hides for?" (Clothing and tipi covers.) "Whose traditional homes are hogans?" (The Navajo Nation.) "Name a Northwest Coast nation." (Tlingit, Haida or Chinook.) Trade: "What is the fastest way to ship goods?" (Airplane.) "Is a drought a push or a pull?" (Push.) "Name a product of the Southeast." (Oranges or peanuts.) Your child draws a card, answers aloud and keeps it if correct. Missed cards go back for a second try. Ask: "How do you know?" after two or three cards. If stuck, say: "Which topic is it? Find that page in your notebook."

3. Activity / Source Work · 15–20 min

   Give the stored Week 14 Social Studies Check now. It has 7 items and takes about 15 minutes. Do not time it. You may read any item aloud. Score it with the answer key and choose a route. 6 or more right: your child is ready. Finish the key on the 3D map and check its five region flags. Then give a tour to someone new. 4 or 5 right: redo the Day 2 page on Native nations and trade. Then rewrite three more sentences in the present tense. 3 or fewer right: reteach Day 1. Color the five regions on a blank map and trace both mountain ranges by finger. If the missed items were about goods or labels, look again at the Day 4 chart. Go over each missed item together. Your child fixes it in a different color.

4. Notebook Entry · 10 min

   Your child finishes three frames. "This week I fixed ___." "The project I liked most was ___ because ___." "My goal for Weeks 15 and 16 is ___." Sample: "This week I fixed mixing up the Southeast and Southwest."

5. Exit Ticket · 5 min

   After the check, read these three questions aloud. Praise honest reflection and each answer that gives a reason.

Homework: Your child shares a favorite project from this week with a family member and explains one thing learned from it. Look for one clear fact.

Objective: I can review the skills from Weeks 10–13 and tell which ones I have mastered.

Standards: 3.OA.A.2, 3.OA.A.3, 3.OA.A.4, 3.OA.B.5, 3.OA.B.6, 3.OA.C.7

Materials: Stored Week 14 check and its answer key, 20 counters (dried beans, coins or buttons), Green and yellow crayons, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 9. Your child solves 700 − 364 (336). Then try ×7 facts with no clock. Ask 7 × 3, 7 × 6, 7 × 8 and 7 × 9 (21, 42, 56, 63). Your child tells the strategy for one. Listen for: 5 groups and 2 groups.

2. Mini-Lesson · 10–15 min

   Say: "Today we mix every skill from Weeks 10 to 13. Before each item, name the tool you will use." List the tools together: division pictures, fact families, stories with × or ÷, unknown numbers and break apart. Say: "Good mathematicians also check their work." Write 35 ÷ 5. Ask: "What is the quotient?" (7) Say: "Now I check with multiplication." Write 5 × 7 = 35. Say: "So 35 ÷ 5 = 7, and my check agrees." Next, read: "36 stickers go in groups of 4. How many groups?" Ask: "Do we know the total?" (Yes, 36.) "So do we multiply or divide?" (Divide.) Write 36 ÷ 4 = ?, then the check 4 × 9 = 36. Say: "So there are 9 groups." Ask: "Was that sharing or grouping?" (Grouping. We knew how many were in each group.) Now your child does more. Write ? ÷ 4 = 6. Ask: "Which fact family helps? What is the unknown?" (4, 6 and 24; the unknown is 24) Your child checks by writing 24 ÷ 4 = 6.

3. Guided Practice · 10–15 min

   Do one of each kind together. 1) Your child writes the fact family for 4, 7 and 28. Look for two multiplication facts (4 × 7 = 28, 7 × 4 = 28). Look for two division facts (28 ÷ 4 = 7, 28 ÷ 7 = 4). 2) 6 × ? = 54 (9). 3) Your child solves 9 × 7 by breaking 9 into 5 and 4 (35 + 28 = 63). 4) Your child solves 2 × 6 × 5 the easy way. Listen for: 2 × 5 = 10, then 10 × 6 = 60. If stuck, say: "Which week is this from? What did we build or draw then?"

4. Independent Practice · 15–20 min

   Give the stored Week 14 check now. It has 7 items on this week's catch-up and party work. Allow about 15 minutes, with no clock running. Beans and sketches are fine. Score it with the answer key. Your child colors each item green for "got it" or yellow for "practice more." Then choose a route by the result. 6 or 7 right: move on to Week 15. 4 or 5 right: find each yellow item. For items 1 and 2, redo Day 1 Guided Practice. For items 3, 4 and 5, redo Day 2 Guided Practice. For item 6, redo Day 3 Guided Practice. For item 7, redo Day 4 Guided Practice. 3 or fewer right: reteach the Day 1 and Day 2 Mini-Lessons, one each day. Then give the check again. Was an older skill shaky in Guided Practice? Revisit Week 10 Day 4 for fact families and Week 12 Day 4 for unknown numbers. Revisit Week 13 Days 2 and 3 for the properties.

5. Exit Ticket · 5 min

   After the check, read each question aloud. Your child solves question 1 on paper and tells you the other two answers. Praise honest yellow marks. They show what to practice next.

Fact fluency: ×7 facts

Homework: Practice each yellow skill for 10 minutes with 3 problems copied from that day's lesson. No yellow items? Solve 63 ÷ 7 and 8 × ? = 64. Answers: 9; the unknown is 8.

Objective: I can review the skills from Weeks 10–13 and reflect on my growth as a writer.

Standards: W.3.3, W.3.5, L.3.2.C, L.3.1.F

Materials: Stored Week 14 check and its answer key, Notebook, Published picture book, Narrative drafts from Weeks 10–13, Pencil

1. Warm-Up · 5 min

   Flex week, mixed review day. Word study, about 3 minutes: a quick spelling check with no clock. Say each word, then say it in a short sentence: untie, unsafe, replay, refill, disobey, dishonest. Add the challenge word disconnect. Your child writes all seven in the notebook. Correct them together, and your child rewrites any missed word. Spaced review from Week 11. Ask: "Show, don't tell. Give one body clue for cold." (Sample: My teeth chattered.)

2. Mixed Review · 10–15 min

   This block is the stored Week 14 English Language Arts Check. It has 8 items and one short picture book page to read. Say: "Read each direction twice. Take your time." Your child works alone with a pencil. Then score it with the answer key. 7 or more right: move on to Week 15. For more practice, your child makes a 4-page mini book with two lines of dialogue. 5 or 6 right: redo the Day 1 practice page. Then build four dialogue sentences with sticky notes and tag cards. 4 or fewer right: reteach Day 1 before Week 15. Cut bread shapes from paper for the quotation marks and build sentences together.

3. Guided Practice · 10–15 min

   Go over the check together. 1) Read each missed item aloud. Your child names the skill it tests. (Dialogue, agreement, pictures, address commas or prefixes.) 2) For each missed skill, your child finds one example in the drafts. They fix it or explain why it is right. 3) If nothing was missed, your child finds one line of dialogue in the picture book. They explain each mark in it. 4) Keep a tally in the notebook of skills that need another look. (Look for: an honest list of one to three skills.) If stuck, say: "Which rule helps here: the dialogue sandwich, the seesaw or the address lines?"

4. Reflection · 15–20 min

   Your child spreads out the drafts and the picture book. They write a reflection of 5 or 6 sentences in the notebook. It answers three questions. What is the strongest part of my best narrative? Which skill improved the most, and where can I see it? What will I work on next? Give these frames: "The strongest part of my story is ___ because ___. I got better at ___. In an early draft I wrote, '___.' Later I wrote, '___.' Next I will work on ___." Short model: "I got better at showing feelings. In an early draft I wrote, 'I was scared.' Later I wrote, 'My hands went cold on the ladder.'" Checklist: it names one skill. It copies one early sentence and one later sentence. It ends with one goal.

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child points to the drafts for the first one.

Homework: Share the reflection with a family member and show your favorite page of the picture book. Look for: your child naming one skill that grew.

Objective: I can review my Weeks 10–13 science learning and set a goal for the next unit.

Standards: 3-LS4-3, 3-LS4-2, 3-LS2-1

Materials: Week 14 Science Check (7 items) and its answer key, 6 index cards for review cards, Science notebook from Weeks 10 to 14, Pencil and crayons

1. Day 70 — Flex Review and Reflection — Wonder Warm-Up · 5 min

   Spaced review from Week 13. Ask: "Name one benefit and one cost of living in a group." (Sample: lookouts; sharing food.) Then show and tell. Your child picks a favorite notebook page since Week 10 and explains it in one minute. Big question: "Which science idea do you know best now?"

2. Mini-Lesson · 10–15 min

   Before you begin, write the six review cards from the next activity. Say: "Today you visit six stations. Each has one big idea: food roles, habitats, adaptations, food chains, food webs and animal groups." Model one sample. Say: "Sort sunflower, hawk and mushroom into roles. I ask myself how each one gets food." Say: "A sunflower makes its own food, so it is a producer. A hawk eats animals, so it is a consumer. A mushroom breaks down dead things, so it is a decomposer." Ask: "What question did I ask myself?" (How does it get food?) "What is the question for adaptations?" (Is it something the animal has or does?) "Which way do food chain arrows point?" (From the food to the eater.) Say: "After each card, tell me how you know." If stuck on a card, say: "Find the notebook page for this idea and read it to me." Keep this part to 10 minutes.

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

   Mixed Review Stations. Lay the cards around the room. Your child walks to each one, answers aloud and tells how they know. 1) Sort fern, owl and mold into roles. (Producer, consumer, decomposer.) 2) Name the habitat with very little rain. (Desert.) 3) Has or does: a hawk's sharp claws, then a monarch's trip to Mexico. (Has, physical. Does, behavioral.) 4) Fix the chain hawk → mouse → seeds. (Seeds → mouse → hawk.) 5) Herons and big fish both eat minnows. The herons leave. What may happen to the minnows? (There may be more minnows at first. The big fish may get more food.) 6) Give one reason prairie dogs live in groups. (Watchers warn the others of danger.) Star any card your child should practice more. Keep the stations to 15 minutes.

4. Science Notebook Entry · 10 min

   Reflection page. Frames: "The science idea I understand best is ___. One idea I want to practice is ___. My favorite activity this week was ___ because ___." Your child adds one crayon drawing from the week. Sample: "The science idea I understand best is camouflage. One idea I want to practice is food chain arrows."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise answers that give a reason. Then give the Week 14 Science Check: 7 items, about 10 minutes, worked alone. Score it with the answer key. 6 or more right: start Week 15. 4 or 5 right: redo the Day 2 page, then sort 8 new adaptations into has and does. 3 or fewer right: reteach Day 1 with the Energy Toss and paper arrows.

Homework: Teach a family member the camouflage hunt or the pill bug test. Look for the one thing changed and the result.