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    Standards this week

    Social Studies

    • D2.Geo.7.3-5 Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.Day 1, 3
    • D2.His.14.3-5 Explain probable causes and effects of events and developments.Day 1, 2, 3, 4, 5
    • D2.His.2 Compare life in specific historical time periods to life today.Day 2, 5
    • D2.His.16.3-5 Use evidence to develop a claim about the past.Day 2
    • D3.4.3-5 Day 2
    • D2.His.12.3-5 Day 2
    • D2.His.11.3-5 Day 2
    • D2.Civ.10.3-5 Identify the beliefs, experiences, perspectives, and values that underlie people's own and others' points of view about civic issues.Day 4

    Mathematics

    • 3.OA.D.9 Identify arithmetic patterns and explain them using properties of operations.Day 1, 2, 4, 5
    • 3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90.Day 3, 5
    • 3.OA.C.7 Fluently multiply and divide within 100; know products of two one-digit numbers.Day 3, 4

    English Language Arts

    • RL.3.9 Compare and contrast themes, settings, and plots of stories by the same author.Day 1, 5
    • RL.3.2 Recount stories and determine the central message, lesson, or moral.Day 1
    • SL.3.1 Engage effectively in a range of collaborative discussions, building on others' ideas.Day 1
    • RI.3.9 Compare and contrast the most important points and key details in two texts on the same topic.Day 2, 4, 5
    • RI.3.4 Determine the meaning of general academic and domain-specific words.Day 2
    • L.3.6 Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.Day 2
    • L.3.4.A Use sentence-level context as a clue to the meaning of a word or phrase.Day 2
    • L.3.4.C Day 2
    • RF.3.3.C Day 2
    • RF.3.4.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Day 2
    • RI.3.6 Distinguish own point of view from that of the author of a text.Day 3, 5
    • SL.3.1.A Day 3
    • SL.3.1.B Day 3
    • SL.3.1.C Day 3
    • SL.3.1.D Day 3
    • L.3.5.B Day 3
    • RI.3.3 Describe relationships between events, ideas, or steps using sequence and cause/effect.Day 4
    • RI.3.8 Describe the logical connection between sentences and paragraphs in a text.Day 4

    Science

    • 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.Day 1, 2, 3, 4, 5
    • 3-LS2-1 Construct an argument that some animals form groups that help members survive.Day 3
    • SL.3.4 Report on a topic or text with appropriate facts and relevant details, speaking clearly.Day 5

    See what your state adds or places differently

    Suggested daily schedule
    8:30–8:45 AM15 minMorning Circle / Read-Aloud / Calendar
    8:45–10:00 AM75 minEnglish Language Arts
    10:00–11:00 AM60 minMathematics
    11:00–11:15 AM15 minSnack and Movement Break
    11:15–12:00 PM30–45 minScience (every day)
    12:00–12:45 PM30–45 minSocial Studies (every day)
    12:45–1:30 PM45 minLunch and Choice Time
    1:30–2:15 PM45 minSpecials: PE / Art / Music (rotating)
    2:15–2:45 PM30 minIndependent Reading & Journaling

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    Day 1 · Monday

    Social Studies

    I can explain what immigration means and name reasons people move to a new country.

    D2.Geo.7.3-5D2.His.14.3-5

    Builds on: Needs Week 13 Day 1, where your child learned that pushes and pulls make people move. One-minute check: "A mom gets a new job in another city, so the family moves. Push or pull?" (A pull.)

    New words:
    • immigration – moving to a new country to live there
    • immigrant – a person who moves to a new country to live there
    • refugee – a person who had to leave their home country because it was not safe to stay
    • ancestor – a family member who lived long ago, before your grandparents

    Materials: World map or globe, 5 index cards, 4 pieces of yarn or string, each about as long as your arm, Tape, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 13. Ask: "What is a push? What is a pull?" (A push makes it hard to stay. A pull draws people to a new place.) Then ask the big question: "Why might a family leave one country to live in another?" Accept every idea.

    10–15 min · Mini-Lesson

    Say: "Immigration means moving to a new country to live there. A person who does this is an immigrant." Show it on the map. Slide a finger from Ohio to Colorado. Say: "This is moving. No country border is crossed." Slide a finger from Mexico to the U.S. Say: "This crosses a border to live. This is immigration." Say: "People immigrate for four main reasons: a job, school, family or safety. A refugee is a person who had to leave their home country because it was not safe." Say: "Not every family story begins with immigration. Native nations have lived here for thousands of years. They were here first. Many African Americans have ancestors who were brought here by force and enslaved. They did not choose to come. Every family's story is its own." Ask: "A family moves from Kenya to Texas to live. Is that immigration?" (Yes. They crossed a border to live.) "A family moves from Maine to Florida?" (No. It is the same country.) "Which reason fits a refugee?" (Safety.) If stuck, say: "Did they cross a country border? Did they come to stay?"

    15–20 min · Activity / Source Work

    Story cards. These stories are made up. 1) Write one story on each of 4 cards. "Arjun's dad came from India to work as an engineer." "Grace's grandparents came from Ireland to join their cousins in Boston." "Ana came from Brazil to study at a university." "The Haddad family came from Syria because their city was not safe." 2) Your child reads each card and writes the reason on it. 3) Your child finds each home country on the map. Tape yarn from it to the U.S. 4) Your child fills a chart in the notebook: Person | From | Reason | Push or pull. Ask for evidence: "Which words on the card tell you the reason?" Expect: Arjun's dad, India, job, pull. Grace's grandparents, Ireland, family, pull. Ana, Brazil, school, pull. The Haddad family, Syria, safety, push.

    10 min · Notebook Entry

    Your child writes: "Immigration means ___. People immigrate for ___, ___, ___ and ___. One example is ___." Sample: "Immigration means moving to a new country to live there. People immigrate for jobs, school, family and safety. One example is Ana, who came from Brazil to study."

    5 min · Exit Ticket

    Read each exit question aloud. Your child answers in the notebook. Praise answers that give a reason, not just one word.

    Watch for: Calling every move immigration, such as a move from one state to another.

    Try: Use the yarn test. Ask: "Does the yarn cross a country border? Did they come to stay?" Two yes answers mean immigration.

    Exit ticket (3 questions)
    1. True or false: A family that visits another country for a one-week vacation has immigrated. Tell why.
    2. Kofi's aunt moved from Ghana to the U.S. to go to nursing school. Which of the four reasons is that?
    3. Why is it wrong to say that every family's ancestors chose to come to America?
    Show answers
    1. False. They did not move there to live.
    2. School.
    3. Answers vary. Look for: Native nations were already here, and enslaved Africans were brought by force.

    Support: Write the four reason words on the fifth card as a word bank. Your child points to one for each story.

    Extend: Your child writes a new story card about a made-up family. The story must show both a push and a pull.

    Homework: If your family would like to, talk about where your ancestors lived long ago. Your child draws it or writes one sentence. If not, your child tells a family member the four reasons. Look for all four: job, school, family, safety.

    Mathematics

    I can find and explain patterns on the multiplication chart and in skip counting.

    3.OA.D.9

    Builds on: Needs skip-counting, even numbers from Week 6 and switching factors from Week 13 Day 1. One-minute check: ask 6 × 3 and 3 × 6, and why they match (18; switching the factors keeps the product).

    Materials: Multiplication chart to 10 × 10 (a paper copy to color), Addition table for 0 to 5, drawn before the lesson (6 rows and 6 columns of sums), Crayons (three colors), Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 15. Your child solves 4 + 3 × 6 (22). Then try ×9 facts with no clock. Ask 9 × 3, 9 × 6 and 9 × 8 (27, 54, 72). Listen for: 10 groups minus one group.

    10–15 min · Mini-Lesson

    Lay out the multiplication chart. Say: "A pattern is something that repeats in a way we can explain." Your child colors the ×4 row and reads it aloud: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40. Ask: "What do you notice?" (Every product is even.) Say: "Let us explain why." Write 4 × 7. Say: "4 groups of 7 is 2 groups of 7 and 2 more groups of 7." Write 14 + 14 = 28. Say: "So 4 × 7 = 28. Two equal parts always make an even number, so 4 times any number is even." Next, find 3 × 8 and 8 × 3 on the chart. Ask: "Why do they match?" (Switching the factors keeps the product. That is the commutative property.) Now your child does more. Your child colors the ×5 row. Ask: "What pattern do the ones digits make? Why?" (5, 0, 5, 0. Every two 5s make a 10.)

    10–15 min · Guided Practice

    Your child finds each pattern on the chart and explains it. 1) Color the ×10 row. What digit ends every product? (0. Each product is a number of tens with no ones.) 2) Read the ×9 row from 18 to 90. Add the two digits of each product. (Each sum is 9. Adding 9 is adding 10 and taking away 1.) 3) Compare the ×2 row and the ×4 row. (Each ×4 product is double the ×2 product.) 4) Look at the addition table. Each box holds the sum of its row number and column number. Find every 5. What do you notice? (One addend goes up 1 as the other goes down 1.) If stuck, say: "Read the row aloud. What happens from each number to the next?"

    15–20 min · Independent Practice

    Your child uses the chart and writes a short sentence for each. 1) Skip-count by 6 to 60. Is every product even? (Yes.) 2) What is the 7th number when you count by 6? Which fact is that? (42; 7 × 6 = 42) 3) Find the products where both factors match, such as 3 × 3. List them up to 5 × 5 (1, 4, 9, 16, 25). 4) Compare the ×3 row and the ×6 row (each ×6 product is double the ×3 product). 5) Read the ×3 row. Tell its even and odd pattern (odd, even, odd, even). 6) In the addition table, what happens along any row? (Each sum is 1 more.) 7) Zoe says 5 × 7 is 34. How does the ×5 pattern show a mistake? (×5 products end in 0 or 5; it is 35.) 8) Tariq counts by 10s and lands on 75. Can that be right? (No. Every ×10 product ends in 0.)

    5 min · Exit Ticket

    Your child may look at the chart for question 3 only. Read each question aloud.

    Watch for: Naming a pattern after checking only one or two products.

    Try: Your child tests the pattern on three more facts in the row before writing the sentence.

    Fact fluency: ×9 facts
    Exit ticket (3 questions)
    1. What digits can a ×5 product end in?
    2. Is 4 × 9 even or odd? Explain without multiplying.
    3. When you count by 6, what is the 5th number? Which fact is that?
    Show answers
    1. 0 or 5
    2. Even. 4 groups of 9 is 2 groups of 9 and 2 more groups of 9, which is two equal parts.
    3. 30; 5 × 6 = 30

    Support: Color only the ×2, ×5 and ×10 rows. Your child reads each row aloud and tells the ending digits.

    Extend: Your child finds a new pattern and explains it. Sample: each ×8 product is double the ×4 product, because 8 groups is 4 groups twice.

    Homework: Show a family member one chart pattern and test it on 3 facts. Sample: ×5 products end in 0 or 5. Test: 5 × 3 = 15, 5 × 4 = 20, 5 × 9 = 45.

    English Language Arts

    I can compare the characters, plots and lessons of two fables.

    RL.3.9RL.3.2SL.3.1

    Builds on: Needs Week 3 Day 4, where your child compared two fables, and the word "moral" from Week 4. One-minute check: ask, "What is the moral of a fable?" (The lesson it teaches.)

    New words:
    • suffix – a word part added to the end of a base word that changes its meaning
    • theme – the big lesson or idea of a story; another name for the central message

    Materials: Paper with the two Fern fables copied or printed (text in the lesson), Large Venn diagram drawn on paper, Two colored pencils, Notebook

    5 min · Warm-Up

    Word study, 3 minutes: suffixes -ful and -less. Say: "A suffix is a word part added to the end of a base word. The suffix -ful means 'full of.' The suffix -less means 'without.'" Write helpful, careless, hopeful, spotless, colorful, endless. Your child reads each word, circles the suffix and tells the meaning (helpful: full of help; careless: without care). Point out that -ful has only one l. Spaced review from Week 15. Ask: "Lines 1 and 2 of a poem rhyme. Lines 3 and 4 rhyme. What is the rhyme scheme?" (AABB)

    10–15 min · Mini-Lesson

    Say: "When we compare, we find what is the same. When we contrast, we find what is different." Say: "These two fables come from one storyteller and have the same characters. We will look at three things: the setting, the plot and the theme. The theme is the lesson." Read Fable 1 aloud while your child follows. "Fern and the Hidden Acorns" One fall morning, Fern the squirrel dashed through the oak woods, burying acorns as fast as she could. Old Moss the toad sat on his stump. "Slow down and mark each spot," he croaked. "No time!" Fern called. When snow came, Fern dug and dug but found only six acorns. Moss had watched all fall. He hopped to every hiding place and showed her. "Thank you," Fern said softly. "Next time I will take my time." Think aloud: "The setting is the oak woods in fall and winter. The plot: Fern rushes, loses her acorns, and Moss helps her." Write Setting and Plot in the notebook with those notes. Ask: "What does Fern learn?" (Taking your time works better than rushing.) Write it beside Theme.

    10–15 min · Guided Practice

    Read Fable 2 aloud. "Fern and the Spring Flood" One spring evening, rain filled the creek until it roared. The stump where Moss lived was now a tiny island, and the water kept rising. "Jump!" cried a blue jay. But Fern did not rush. She studied the bank and found a long, dead branch. Slowly she pushed it until one end reached the stump. Moss crept across to dry ground. "You took your time," he said. Fern smiled. "A wise old toad taught me." Label the circles with the two titles. Use one color for the middle and one for the outer parts. 1) Ask: "Where and when does Fable 2 happen?" (At the creek on a rainy spring evening.) Write each setting in its own circle. 2) Ask: "Who needs help in each fable?" (Fern in Fable 1; Moss in Fable 2.) 3) Ask: "What goes in the middle?" (Fern and Moss; a problem; one friend helps the other.) 4) Talk it over. Take turns. Use the starters "I agree because..." and "I noticed something different..." If stuck, say: "Point to Fern in each fable. Is she fast or careful here?"

    15–20 min · Independent Practice

    Your child works alone. 1) Finish the Venn diagram with at least 6 entries, 2 in each part. 2) Write 3 sentences with these frames: "Both fables teach that ___. In the first fable, ___. In the second fable, ___." Sample: "Both fables teach that taking your time works better than rushing. In the first fable, Fern rushes and loses her acorns. In the second fable, she thinks first and saves Moss." Look for: the theme written as a full sentence and one detail from each fable. Check that each diagram entry sits in the right part.

    5 min · Exit Ticket

    Read each question aloud. Your child may look back at both fables and answers in the notebook.

    Watch for: Listing only surface details, such as "both have animals," and missing the shared lesson.

    Try: Ask, "What did Fern learn the first time? Does she use it the second time?" Write the answer in the middle of the diagram.

    Exit ticket (3 questions)
    1. In Fable 2, the blue jay cries "Jump!" Does that advice fit the lesson of both fables? Explain.
    2. Name one way the plots of the two fables are different.
    3. Which words in Fable 2 show that Fern learned the lesson from Fable 1?
    Show answers
    1. No. Jumping at once is rushing. Both fables teach that taking your time and thinking works better.
    2. Answers vary. Look for: Fern loses her acorns in Fable 1 but saves Moss in Fable 2. Or: first Moss helps Fern, then Fern helps Moss.
    3. Any one: "But Fern did not rush"; "Slowly she pushed it"; "A wise old toad taught me."

    Support: Write six notes on scraps of notebook paper. Use fall woods, spring creek, Fern rushes, Fern takes her time, Moss helps, Fern helps. Your child places each scrap on the diagram before writing.

    Extend: Your child plans a third Fern and Moss fable with the same theme. It needs a new setting, such as a summer meadow, and a new problem.

    Homework: Read your own book for 15 to 20 minutes. Then tell a family member both fables and ask which lesson they share. Look for: both plots told in order.

    Science

    I can choose a local study site and plan how to observe it safely like a field scientist.

    3-LS4-3

    Builds on: Needs Week 10: an ecosystem is the living and nonliving things in one place and how they affect each other. One-minute check: your child names two living and two nonliving things seen from a window (sample: grass, sparrow; soil, sunlight).

    New words:
    • field scientist – a scientist who works outdoors, where plants and animals really live
    • study square – a small marked spot that you look at closely and visit again
    • landmark – something big that stays put and helps you find a place again

    Materials: 4 sticks or craft sticks, About 5 yards of string, Clipboard or hardcover book, Magnifying glass, Science notebook and pencil, Bean cup from Week 15 and a little water

    5 min · Day 76 — Choose Your Local Ecosystem — Wonder Warm-Up

    Spaced review from Week 15. Ask: "A puppy grows into a dog and has puppies. Which shared life cycle part is having puppies?" (Reproduction.) Check the bean cup together. Water it if the soil feels dry. Then the wonder. Ask: "What ecosystem could we study near home?" (A backyard, garden bed, park edge or schoolyard corner.)

    10–15 min · Mini-Lesson

    Say: "This week you are a field scientist. You will study one small piece of a real ecosystem." Lay two sticks on the floor, one big step apart. Say: "Each side of your study square will be this long." Ask: "Why not study a whole park?" (It is too big to look at closely.) If stuck, say: "Could you count every ant in a whole park?" Ask: "We will visit twice. Why must we find the same spot again?" (So we can compare the two visits fairly.) Now teach six safety rules. 1) An adult stays with you. 2) Look at mushrooms and unknown plants, but do not touch or taste. 3) Keep hands out of places you cannot see into. 4) Do not chase or pick up wild animals. 5) Stay back from water edges. 6) Wash hands when you come inside. Say: "Leaves of three, let it be. That helps you avoid poison ivy." In cold weather, plan shorter visits and look for buds, seeds, tracks and birds.

    15–20 min · Investigation / Hands-On

    Pick and Mark the Site. Safety: an adult goes along and checks each spot for poison ivy and sharp litter first. 1) Walk to two or three possible spots. 2) At each one ask: "Can you see at least three kinds of living things here?" Your child checks the ground with the magnifying glass. 3) Choose one spot with some plants and some bare ground that you can reach again easily. 4) Push in the 4 sticks to make a square, one big step on each side. Wrap the string around them. 5) On the clipboard, your child maps the square and one landmark, such as a tree or fence post. 6) Plan two visits and write the days and times. Say: "We keep the spot and the time of day the same. Then the changes we see come from nature, not from us." Expect a map with the square, one landmark and two visit times. In a public place, take the sticks home.

    10 min · Science Notebook Entry

    In the science notebook, title a page "My Local Ecosystem Field Journal." Your child writes the place and date, then copies the map and visit plan. They finish two frames. "I chose this spot because ___." "I will stay safe by ___, ___ and ___." Sample: "I chose this spot because it has grass, clover and an ant hill."

    5 min · Wrap-Up & Exit Ticket

    Ask the three exit questions aloud; your child answers aloud or in writing. Praise a clear reason for the spot and a careful map.

    Watch for: Choosing a spot with almost nothing living in it, or a spot too large to study closely.

    Try: Ask the three-kinds question again before marking. Shrink the square to one big step on each side.

    Exit ticket (3 questions)
    1. Where is your study square, and what landmark will help you find it again?
    2. Why do field scientists study a small square and not a whole park?
    3. Why should both visits happen at the same time of day?
    Show answers
    1. Answers vary. Look for: a specific place and a landmark that stays put, such as the back fence corner by the maple tree.
    2. A small square can be looked at very closely, and it is easy to find and check again.
    3. So the comparison is fair. Light, warmth and animal activity change during the day.

    Support: Choose the closest spot yourself and draw the square on the map page. Your child adds the landmark and labels.

    Extend: Mark a second square in shade if the first is sunny. Your child predicts one difference to check.

    Homework: Tell your family the field plan. Then list 5 things you expect to find in your square. Look for: a mix of living and nonliving things.

    Day 2 · Tuesday

    Social Studies

    I can compare Ellis Island and Angel Island, two places where many immigrants arrived.

    D2.His.2.3-5D2.His.14.3-5D2.His.16.3-5D3.4.3-5D2.His.12.3-5D2.His.11.3-5

    Builds on: Needs Day 1 (what immigration means) and Week 10 (the two oceans). One-minute check: "Which ocean lies between China and the U.S.?" (The Pacific.)

    New words:
    • immigration station – a place where officials checked newcomers' papers and health before they could enter
    • exclusion – keeping someone out

    Materials: U.S. map, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 13. Ask: "The first railroad across the country was finished in 1869. Workers from which two countries did much of the hard work?" (China and Ireland.) Then ask: "You arrive by ship 100 years ago. What might officials ask you?"

    10–15 min · Mini-Lesson

    Say: "Long ago, most immigrants came by ship. They landed at immigration stations, where officials checked papers and health." Point to New York Harbor on the map. Say: "Ellis Island was the main East Coast station from 1892 to 1954. About 12 million people passed through. Most came from Europe. Many saw the Statue of Liberty as they sailed in. Most were let in within a few hours." Point to San Francisco Bay. Say: "Angel Island was the main West Coast station from 1910 to 1940. Many people there came from China, Japan and other parts of Asia." Say: "In 1882 a law called the Chinese Exclusion Act kept most people from China out. It treated people unfairly because of where they came from. Officers at Angel Island questioned Chinese immigrants for weeks or months." Ask: "Which station was on the West Coast?" (Angel Island.) "Why did many Chinese immigrants wait so long?" (The 1882 law. Officers questioned them for weeks or months.) If stuck, say: "Point to the island. Which ocean is beside it?"

    15–20 min · Activity / Source Work

    Two sources. 1) Read both aloud. Source A describes a real photograph. "The photo was taken at Ellis Island in the early 1900s. Hundreds of people wait in a huge hall, in rows between metal rails. They hold bundles and babies. Inspectors stand at tall desks at the far end. A large American flag hangs above." Source B describes real poems. "More than 200 poems are carved into the wooden walls of the men's sleeping room at Angel Island. They are written in Chinese. Most are not signed. Many tell of sadness and anger at being locked in. Some give advice to travelers who come later." 2) Ask: "What do you notice? What do you wonder?" Your child writes two wonder questions. One must connect both sources. (Sample: "Why did people at Angel Island have time to carve poems?") 3) Ask about Source B: "Who made them?" (People held there.) "Who was meant to read them? What is your clue?" (Other Chinese travelers. The poems are in Chinese and give advice.) "Why were they made?" (To share feelings and help others.) 4) Your child fills a chart in the notebook: Place | Coast | Years open | Where many came from | Usual wait. Expect: Ellis Island, East, 1892 to 1954, Europe, a few hours. Angel Island, West, 1910 to 1940, Asia, weeks or months for many.

    10 min · Notebook Entry

    Your child writes: "Ellis Island and Angel Island were alike because ___. They were different because ___." Then a claim: "Waiting was usually longer at ___ Island. My evidence is ___." Sample: "Waiting was usually longer at Angel Island. My evidence is that people had time to carve poems."

    5 min · Exit Ticket

    Read each exit question aloud. Your child may use the chart. Praise answers that point to a source.

    Watch for: Thinking the long waits at Angel Island happened only because the station was slow or crowded.

    Try: Reread the sentence about the 1882 law. Ask: "Who did the law keep out?"

    Exit ticket (3 questions)
    1. You sail from Japan in 1912. At which station would you most likely arrive? Tell why.
    2. Which law made the wait at Angel Island so long for many Chinese immigrants? What did it do?
    3. A poem on the wall says the writer misses home. Who do you think the writer wanted to read it? Give a clue.
    Show answers
    1. Angel Island. It was the West Coast station, across the Pacific from Asia.
    2. The Chinese Exclusion Act of 1882. It kept most people from China out of the U.S.
    3. Answers vary. Look for: other people held there or later travelers; the poem is in Chinese and on the wall where they slept.

    Support: Fill in the Coast and Years open columns together. Your child finishes the rest.

    Extend: Your child writes two sentences on how a poem writer may have felt, using Source B.

    Homework: Your child tells a family member one way the islands were alike and one difference. Look for: both checked newcomers; coasts or waits differed.

    Mathematics

    I can predict whether a product will be even or odd.

    3.OA.D.9

    Builds on: Needs even and odd numbers from Grade 2 and Week 6, and arrays from Week 4. One-minute check: ask whether 14 and 9 are even or odd (even; odd). Ask how to tell (make pairs and look for one left over).

    Materials: 30 counters (dried beans, coins or buttons), Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 15. Your child solves 9 × n = 63 (n = 7). Then try ×4 facts with no clock. Ask 4 × 3, 4 × 6, 4 × 8 and 4 × 10 (12, 24, 32, 40). Ask: "Are these products even or odd?" (All even.)

    10–15 min · Mini-Lesson

    Say: "Even numbers make pairs with none left over. Odd numbers leave one over." Your child builds 2 × 7 as 2 rows of 7 beans. Say: "Each bean has a partner in the other row." Ask: "Even or odd?" (Even; 14) Next, your child builds 3 × 5 as 3 rows of 5. Say: "Two rows pair up. Look at the last row." Your child pairs the 5 beans in the last row. Ask: "What happens?" (One bean is left over.) Say: "So 3 × 5 = 15, and 15 is odd." Ask: "Were the factors even or odd?" (Both odd.) Say: "Odd × odd is odd. If any factor is even, the product is even." Say: "The ones digit checks it. Even numbers end in 0, 2, 4, 6 or 8." Now your child does more. Build 4 × 5, then 3 × 3. Ask: "Even or odd? Why?" (20 is even because 4 is even, so the rows pair up. 9 is odd because both factors are odd.)

    10–15 min · Guided Practice

    Your child predicts even or odd first, then solves to check. 1) 6 × 3 (even; 18). 2) 9 × 9 (odd; 81). 3) 3 × 8 (even; 24). Ask: "The 3 rows do not pair up. Why is it still even?" (Each row of 8 makes pairs.) 4) 7 × 7 (odd; 49). Ask: "Which rule did you use?" (Odd × odd is odd.) If stuck, say: "Look for an even factor. Is there one?"

    15–20 min · Independent Practice

    Your child writes even or odd before solving each one. Then your child writes the reason in a few words. 1) 3 × 7 (odd; 21). 2) 4 × 9 (even; 36). 3) 5 × 5 (odd; 25). 4) 6 × 8 (even; 48). 5) 9 × 3 (odd; 27). 6) Draw 3 rows of 4 dots. Ring the pairs. Even or odd? (Even; 12) 7) 7 children each bring 5 shells. Can they split all the shells equally between 2 pails? (No. 35 is odd.) 8) 8 boxes hold 9 pens each. Can the pens be split into 2 equal piles? (Yes. 72 is even.) Your child checks each prediction by the ones digit of the product.

    5 min · Exit Ticket

    Put the beans away. Read each question aloud; your child answers on paper.

    Watch for: Thinking one odd factor makes the product odd, such as calling 4 × 5 odd.

    Try: Your child looks for any even factor first. Then your child builds 4 rows of 5 and pairs up the rows. Ask: "Is any bean left without a partner?"

    Fact fluency: ×4 facts
    Exit ticket (3 questions)
    1. Even × odd: is the product even or odd?
    2. Without multiplying, is 7 × 9 even or odd? Why?
    3. Is 6 × 5 even or odd? Draw or explain.
    Show answers
    1. Even
    2. Odd, because both factors are odd. (7 × 9 = 63)
    3. Even, because 6 is even. (6 × 5 = 30)

    Support: Build each product with beans, up to 3 × 6. Your child pushes the beans into pairs to check. Start with ×2 facts, which always make pairs.

    Extend: Your child draws every array for 12 with no more than 10 rows or columns. Answers: 2 × 6, 6 × 2, 3 × 4 and 4 × 3. Ask why each has an even factor. (12 is even, and odd × odd is always odd.)

    Homework: Your child predicts even or odd, then multiplies to check. Use 3 × 9, 6 × 6, 7 × 5, 8 × 7 and 5 × 3. Answers: odd 27, even 36, odd 35, even 56, odd 15.

    English Language Arts

    I can compare the facts in two articles on the same topic and use clues to figure out science words.

    RI.3.9RI.3.4L.3.6L.3.4.AL.3.4.CRF.3.3.CRF.3.4.B

    Builds on: Needs Week 7 Day 2, using clues near a new word, and yesterday's comparing. One-minute check: say, "The kit, a baby beaver, swam away." Ask: "What is a kit?" (A baby beaver.)

    New words:
    • root word – the main word inside a longer word, like build in builder

    Materials: Paper with the two beaver articles copied or printed (text in the lesson), Notebook with a 3-column chart, Highlighter, Pencil

    5 min · Warm-Up

    Word study, 3 minutes. Your child writes these as one word: care + ful, care + less, thank + ful, harm + less, use + less, help + ful. Then your child underlines each base word and circles each suffix. Ask: "Did the base word change its spelling?" (No.) Spaced review from Week 15. Ask: "What do we call a group of lines in a poem?" (A stanza.)

    10–15 min · Mini-Lesson

    Say: "Two articles on one topic never say exactly the same things. We sort the facts three ways." Head the chart columns: Both Articles, Only Article A, Only Article B. Read Article A aloud while your child follows. Article A, "Beaver Builders" The beaver is a rodent, an animal with front teeth that never stop growing. Gnawing, or chewing, on wood keeps those teeth short and sharp. Beavers use their teeth to cut down trees. They drag the branches into a stream and pack them with mud to build a dam. The dam blocks the water, so a pond forms behind it. In the pond, the beaver family builds a lodge, a dome-shaped home of sticks and mud. Think aloud: "Rodent is a new word. Right after the comma, the writer explains it." Highlight the clue. Say: "Science writers often explain a word after a comma." Now read Article B aloud. Article B, "Pond Makers" When beavers build a dam across a stream, the water spreads out into a quiet pond. Soon the land around the pond stays soaked for much of the year. This is called a wetland. Ducks, frogs, fish and turtles move in. The pond also stores water, so nearby plants stay green in dry summers. But not everyone cheers. Sometimes a beaver pond floods a road or a farmer's field. Model one row: "Article A says beavers build dams. I check B. Its first sentence says so too." Write "beavers build dams" under Both.

    10–15 min · Guided Practice

    1) Ask: "What is a lodge? Where is the clue?" (A dome-shaped home of sticks and mud; right after the comma.) Your child highlights it. 2) Ask: "What is a wetland?" (Land that stays soaked for much of the year.) Say: "The words 'This is called' point back to the sentence before." 3) Point to "Builders" in the title of Article A. Write build, builder, rebuild. Say: "A root word is the main word inside a longer word." Ask: "Which root word do these share? What is a builder?" (Build; someone who builds.) Clap and read wet|land and ro|dent. 4) Ask: "A dam makes a pond. Which column?" (Both. Your child points to the sentence in each article.) Then your child reads Article B aloud twice. The second reading should sound smoother, with expression. If stuck, say: "Put a finger on the fact in A. Can you find the same fact in B?"

    15–20 min · Independent Practice

    Your child works alone. 1) Add at least 4 more rows to the chart. Only A: teeth never stop growing; gnaws wood; cuts down trees; builds a lodge. Only B: a wetland forms; ducks, frogs, fish and turtles move in; the pond stores water; ponds can flood roads. 2) Write rodent, lodge and wetland with their meanings. 3) Use "wetland" in a sentence of your own. Look for: every fact in the right column, and meanings in your child's own words. Keep the articles and the chart for Day 4.

    5 min · Exit Ticket

    Read each question aloud. Your child may use both articles and answers in the notebook.

    Watch for: Putting a fact under Both because both articles are about beavers, when only one article states it.

    Try: Your child must touch the matching sentence in each article before writing any fact under Both.

    Exit ticket (3 questions)
    1. Which fact does Article B tell that Article A leaves out? Name one.
    2. What does "gnawing" mean in Article A? Which clue helped you?
    3. Ducks move into the pond. Does that fact go under Both, Only Article A or Only Article B? How do you know?
    Show answers
    1. Any one: the land becomes a wetland; ducks, frogs, fish and turtles move in. Also fine: the pond stores water; a pond can flood a road or field.
    2. Chewing. The words "or chewing" come right after it, between commas.
    3. Only Article B. Article A never tells about ducks or other animals moving in.

    Support: Read each article one sentence at a time. After each sentence, your child decides the column right away and you write the fact.

    Extend: Your child finds one more beaver fact in a book at home. It goes in a fourth chart column called "Another Book."

    Homework: Read your own book for 15 to 20 minutes. Then teach a family member the words rodent, lodge and wetland from your notebook. Look for: each meaning in your own words.

    Science

    I can observe and record the living and nonliving things in my study square.

    3-LS4-3

    Builds on: Needs the Week 10 Day 2 living checklist and yesterday's study square. One-minute check: ask "Is a fallen brown leaf living, once living or never alive? A pebble?" (Once living; never alive.)

    New words:
    • animal sign – a clue an animal leaves behind, such as a track, a feather or a chewed leaf

    Materials: Field journal and pencil, Magnifying glass, Clipboard or hardcover book, Watch or phone to tell the time, Camera or phone for one photo (optional; a sketch works too)

    5 min · Day 77 — Observation Visit 1 — Wonder Warm-Up

    Spaced review from Week 10. Ask: "How is a producer different from a consumer?" (A producer makes its own food using sunlight. A consumer eats other living things.) Next, your child sits still with eyes closed for about one minute. Then they name every sound they heard. Now the wonder. Ask: "How many kinds of living things share your one small square?" Your child writes a guess in the journal.

    10–15 min · Mini-Lesson

    Say: "Field scientists look slowly and write down everything, even tiny things." Show how to describe. Put the pencil under the magnifying glass. Describe yours without naming it. Sample: "Long, yellow, six flat sides, a black pointed tip." Say: "If you cannot name a living thing, sketch it and describe it the same way." Teach three places to look: low on the ground, at eye level and up high. Teach the tally. Say: "Make one mark for each one you see. For things too many to count, like grass blades, write many." Say: "Dead leaves and sticks go on the nonliving side with a star. The star means once living." Ask: "You see a tiny gray bug you cannot name. What do you do?" (Sketch it. Write its size, color, legs and how it moves.) Ask: "You find a feather but no bird. Does it go in the journal?" (Yes. It is an animal sign.) If stuck, say: "Pretend your friend cannot see it. What would you tell them first?"

    15–20 min · Investigation / Hands-On

    Visit 1, about 15 minutes in the square. Safety: an adult stays close; look but do not touch unknown plants or mushrooms; wash hands afterward. 1) Write the date, the time and weather words: sunny or cloudy, warm or cool, wet or dry. 2) On the clipboard, draw a table with two columns, Living and Nonliving. Each row gets a name or sketch and its tally marks. 3) Your child looks low, then at eye level, then up high, and adds tallies. 4) Search for animal signs: chewed leaves, holes, tracks, droppings, feathers or webs. List them under the table. 5) Your child sketches two living things up close with the magnifying glass. 6) Take one photo or quick sketch from a standing spot you can find again. Keep that spot and the visit length for next time. Expect at least 10 entries with 4 or more living things. A winter or city square may have fewer. Say: "Real results vary. We count what is truly there."

    10 min · Science Notebook Entry

    Your child finishes the Visit 1 page with three frames. "The most common living thing was ___." "One animal sign was ___." "I wonder ___." Sample: "The most common living thing was clover. One animal sign was a spider web. I wonder what chewed the clover leaves."

    5 min · Wrap-Up & Exit Ticket

    Ask the three exit questions aloud; your child may point to the tally table. Praise tiny things noticed and exact describing words.

    Watch for: Recording only big, obvious things, such as a tree or a bird, and missing tiny living things and nonliving parts.

    Try: Have your child kneel and watch one hand-sized patch of ground through the magnifying glass for two minutes. They record everything that moves.

    Exit ticket (3 questions)
    1. Which living thing had the most tally marks in your square today?
    2. Name one nonliving thing in your square. Tell how a living thing uses it.
    3. A scientist finds a spider web in her square but no spider. What should she write, and why?
    Show answers
    1. Answers vary. Look for: a living thing that matches the tally table, such as clover or ants.
    2. Answers vary. Sample: soil holds plant roots; a rock gives pill bugs a damp place to hide.
    3. She writes the web down as an animal sign. It is evidence that a spider lives or hunts there.

    Support: You write the names while your child looks and makes the tally marks.

    Extend: Your child sketches one tiny animal in detail and counts its legs.

    Homework: Look up one thing you could not name in a library book or nature guide, with an adult. Write its name in the journal. Look for: a name plus one matching detail from the sketch.

    Day 3 · Wednesday

    Social Studies

    I can describe ways immigrants have added to life in the United States.

    D2.His.14.3-5D2.Geo.7.3-5

    Builds on: Needs Week 15 Day 3, where your child learned that foods and music travel with people. One-minute check: "Bagels came with Jewish families from which part of the world?" (Eastern Europe.)

    New words:
    • contribution – something a person adds or gives that helps others

    Materials: World map, 8 index cards, 2 or 3 kitchen foods with roots in another country (such as tortillas, a bagel or pasta), Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 15. Ask: "Name three parts of culture." (Any three: language, food, music, celebrations, art, clothing, stories, games, beliefs.) Then ask: "Which foods, words or inventions in our home first came from another country?"

    10–15 min · Mini-Lesson

    Say: "A contribution is something a person adds that helps others. Immigrants have made many contributions to life in the U.S." Hold up a kitchen food. Say where it came from, such as: "Tortillas came with families from Mexico." Say: "There are three big kinds of contributions. The first is food. Pizza came from Italy, sushi from Japan and curry from India." Say: "The second is inventions and ideas. Alexander Graham Bell was born in Scotland. He is known for inventing the telephone in 1876. Nikola Tesla was born in what is now Croatia. His ideas help send electric power to homes. Elizabeth Blackwell was born in England. In 1849 she became the first woman in the U.S. to earn a medical degree." Say: "Levi Strauss, born in Germany, and Jacob Davis, born in Latvia, made the first riveted blue jeans in 1873." Say: "The third kind is everyday work. Immigrants build homes, grow food, teach, care for patients and run small shops in every town." Ask: "What is a contribution?" (Something a person adds that helps others.) "Who is known for the telephone?" (Bell.) "Name one everyday job that is a contribution." (Answers vary, such as farmer or teacher.) If stuck, say: "What did this person add? Who uses it today?"

    15–20 min · Activity / Source Work

    Contribution hunt. 1) Walk through the kitchen and living room for five minutes. Find five things with roots in another country. Look for foods and words. Two words to use: "kindergarten" came with German immigrants, and "patio" comes from Spanish. 2) Your child writes each thing and its country on a card. 3) Your child places each card on that country on the world map. 4) Make three people cards: Bell, Tesla and Blackwell. Your child matches each to its birth country on the map. 5) Your child fills a chart: Thing or person | Country | How we know. Ask for evidence: "How do we know where it came from?" (A package, a family story, or today's lesson.) Expect Bell on Scotland, Tesla on Croatia and Blackwell on England. Other cards vary. Look for a sensible country on each one.

    10 min · Notebook Entry

    Your child makes a list with five headings: Food | Invention or idea | Word | Business | Everyday job. Write one example under each. Sample: pizza, telephone, kindergarten, blue jeans, nurse.

    5 min · Exit Ticket

    Read each exit question aloud. Your child answers in the notebook. Praise answers that name everyday workers, not only famous people.

    Watch for: Mixing up where a product was made with where the idea first came from.

    Try: Ask: "Where did people first cook or invent this?" A "Made in" label shows trade. It does not show where the idea began.

    Exit ticket (3 questions)
    1. Mrs. Okafor came from Nigeria. She works as a nurse at a town clinic. Is her work a contribution? Tell why.
    2. Which immigrant's ideas help bring electric power to homes?
    3. Name one food in your kitchen with roots in another country. Name the country.
    Show answers
    1. Yes. She cares for sick people, which helps her town.
    2. Nikola Tesla.
    3. Answers vary. Look for: a food matched to a sensible country, such as pasta and Italy.

    Support: Do the hunt together. You name the country for each thing, and your child writes the card.

    Extend: Your child picks one person from today and writes three sentences. Tell where they were born, what they added and who uses it today.

    Homework: Your child tells a family member three contributions from today and where each came from. Look for a correct country for each.

    Mathematics

    I can multiply a one-digit number by a multiple of 10 using place value.

    3.NBT.A.33.OA.C.7

    Builds on: Needs ×10 facts from Week 6 Day 2 and hundreds, tens and ones from Week 1. One-minute check: ask how many tens are in 60 and in 140 (6; 14).

    New words:
    • multiple of 10 – a number you say when you count by 10s, such as 30 or 70

    Materials: Scrap paper for base-ten drawings, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Day 2. Ask: "Is 6 × 5 even or odd?" (Even; 30) Then try ×6 facts with no clock. Ask 6 × 3, 6 × 4, 6 × 7 and 6 × 8 (18, 24, 42, 48). Count by 10s to 100 together, saying "1 ten, 2 tens, 3 tens." Ask: "How many tens make 100?" (10)

    10–15 min · Mini-Lesson

    Say: "A multiple of 10 is a number of tens. 60 is 6 tens." Write 4 × 60. Say: "That is 4 groups of 6 tens." On scrap paper, your child draws 4 groups of 6 sticks. Each stick is a ten. Ask: "How many tens in all?" (24 tens) Write 4 × 6 tens = 24 tens. Say: "10 tens make 1 hundred." Your child rings 10 sticks, then 10 more. Ask: "How many hundreds? How many tens are left?" (2 hundreds and 4 tens) Write 24 tens = 240. Say: "So 4 × 60 = 240." Say: "The fact 4 × 6 = 24 helped. But these are 24 tens, not 24 ones." Say: "60 is 10 times as many as 6. So 4 × 60 is 10 times as many as 4 × 6. Each digit shifts one place to the left." Now your child does more. Write 3 × 50. Ask: "How many tens? What number is that?" (3 × 5 tens = 15 tens = 150) Ask: "Why is the answer not 15?" (The 5 means 5 tens, so the product is 15 tens.)

    10–15 min · Guided Practice

    Your child says the tens sentence aloud each time. After each one, ask: "Which fact helped? Are these ones or tens?" 1) 5 × 40 (5 × 4 tens = 20 tens = 200). 2) 2 × 70 (2 × 7 tens = 14 tens = 140). 3) 6 × 40 (6 × 4 tens = 24 tens = 240). 4) 9 × 20 (9 × 2 tens = 18 tens = 180). Your child draws 18 sticks and rings 10 to show 1 hundred and 8 tens. Say: "18 tens is more than 10 tens, so the product is more than 100." If stuck, say: "How many tens is the second number? Multiply the tens. Then name that many tens."

    15–20 min · Independent Practice

    Your child writes the tens sentence and the product. Stick drawings on scrap paper are fine for any problem. 1) 3 × 40 (12 tens = 120). 2) 8 × 20 (16 tens = 160). 3) 6 × 50 (30 tens = 300). Ask: "How many hundreds is 30 tens?" (3) 4) 9 × 70 (63 tens = 630). 5) 4 × 80 (32 tens = 320). 6) Draw 2 × 60 as 2 groups of 6 sticks. Ring 10 sticks. Write the product (120). 7) Ms. Rivera buys 6 boxes of 30 pencils. How many pencils? (18 tens = 180) 8) A bus seats 40 people. How many people fit on 7 buses? (28 tens = 280) Check problem 7 by counting by 30s: 30, 60, 90, 120, 150, 180. Last, your child reads each product aloud as tens, then as a number.

    5 min · Exit Ticket

    Read each question aloud; your child writes the tens sentence for each one. No drawings are needed, but they are allowed.

    Watch for: Writing only the basic fact, such as 24 for 4 × 60, or 30 for 6 × 50.

    Try: Your child says the unit aloud: "6 × 5 tens is 30 tens." Then ask how many hundreds 30 tens make (3).

    Fact fluency: ×6 facts
    Exit ticket (3 questions)
    1. What is 7 × 60? Explain using tens.
    2. What is 8 × 30?
    3. 5 × 80 is how many tens? What number is that?
    Show answers
    1. 420, because 7 × 6 tens = 42 tens
    2. 240
    3. 40 tens, which is 400

    Support: Stay under 10 tens, such as 2 × 40 and 3 × 30. Your child draws every stick and counts the tens aloud: "1 ten, 2 tens." Then your child writes the number.

    Extend: Your child solves 3 × 90 and 9 × 30 and explains why the products match. Answer: both are 27 tens, which is 270. Switching the factors 3 and 9 keeps the number of tens.

    Homework: Solve with the tens sentence: 2 × 40, 5 × 60, 7 × 30, 8 × 50 and 3 × 90. Answers: 80, 300, 210, 400, 270. Your child says each tens sentence aloud to a family member.

    English Language Arts

    I can tell how two writers feel about the same topic and explain my own point of view.

    RI.3.6SL.3.1.ASL.3.1.BSL.3.1.CSL.3.1.DL.3.5.B

    Builds on: Needs Week 8 Day 1, stating an opinion with a reason. One-minute check: ask, "Which is better, a rainy day or a sunny day? Give one reason." (Any clear opinion with a reason.)

    New words:
    • point of view – how a person thinks or feels about something

    Materials: Paper with the two skate park pieces copied or printed (text in the lesson), Two highlighters, Notebook, Pencil

    5 min · Warm-Up

    Word study, 3 minutes. Dictate: "A careful, helpful friend is never careless." Your child writes it, then checks it against your copy. Look for one l in -ful and the double s in -less. Ask: "Who do you know who is careful? What do they do that shows it?" Spaced review from Week 15. Ask: "Is 'the kettle sings' literal or nonliteral?" (Nonliteral. A kettle whistles; it cannot really sing.)

    10–15 min · Mini-Lesson

    Say: "Point of view is how a person thinks or feels about something. Writers show it with the words they choose. Your own point of view may match one writer, both or neither." Read Piece 1 aloud. Piece 1, "Our New Skate Park," by Ruby, age 9 The new skate park on Elm Street is the best thing that has ever happened to our neighborhood! Kids finally have a safe place to ride instead of the busy sidewalk. On opening day, I saw grandparents cheering and little kids learning to balance. It is loud and exciting, and I go every afternoon. I hope it stays forever. Think aloud: "Ruby writes 'the best thing.' That is a strong, happy choice. She writes 'finally,' so she has waited for this." Highlight best and finally. Write: Ruby likes the park. Clues: best, finally. Ask: "Find one more word that shows how Ruby feels." (Safe, cheering, exciting or hope.)

    10–15 min · Guided Practice

    Read Piece 2 aloud. Piece 2, "The Field on Elm Street," by Mr. Okafor, a neighbor I used to walk my dog across the quiet, grassy field on Elm Street every morning. Now that field is covered in concrete. The skate park is noisy until dark, and the birds that nested in the tall grass are gone. I am glad kids have a place to play, but I wish the town had kept part of the field. 1) Your child highlights his feeling words in the second color. (Covered in concrete, noisy, gone, I wish.) 2) Ask: "He says he is glad. Does he fully agree with Ruby?" (No. He misses the quiet field and the birds.) 3) Discuss: "Was building the skate park a good idea?" First, each of you marks one sentence to use as evidence. Take turns. Listen, then answer with "I see your point, and..." or "I disagree because..." Ask one question about what the other person said. 4) Each of you finishes: "At first I thought ___, but now I think ___ because ___." If stuck, say: "Does this word sound glad or sad? Whose word is it?"

    15–20 min · Independent Practice

    Your child writes with these four frames. 1) "Ruby feels ___ about the skate park. A clue is ___." 2) "Mr. Okafor feels ___. A clue is ___." 3) "My point of view is ___ because ___." 4) "My view is like Ruby's," "like Mr. Okafor's" or "different from both." Sample for 3: "My point of view is that the town should add a small garden beside the park. Then kids and neighbors would both be happy." Look for: a clue word copied from each piece, and a reason for your child's own view. Then your child reads the sentences aloud to you.

    5 min · Exit Ticket

    Read each question aloud. Your child may look back at both pieces.

    Watch for: Deciding that Mr. Okafor agrees with Ruby because he says one kind thing about the park.

    Try: Ask, "What does he say most? What does he wish?" Count his glad sentences and his sad sentences.

    Exit ticket (3 questions)
    1. Ruby calls the park "loud and exciting." Mr. Okafor calls it "noisy." What does this show about their points of view?
    2. What does Mr. Okafor wish the town had done?
    3. Tell your own point of view about the skate park. Is it the same as Ruby's, the same as Mr. Okafor's, or different? Give a reason.
    Show answers
    1. They hear the same sound but feel differently. Ruby enjoys it; Mr. Okafor is bothered by it.
    2. He wishes the town had kept part of the grassy field.
    3. Answers vary. Look for: a clear view, a reason, and how it compares with each writer.

    Support: Read each piece twice. After each, ask for a thumbs up or thumbs down to show the writer's feeling. Then hunt for one word that proves it.

    Extend: Your child rewrites one sentence from Mr. Okafor's piece so it sounds happy about the skate park, then explains which words changed.

    Homework: Read your own book for 15 to 20 minutes. Then ask a family member how they feel about a change in your neighborhood. Write their point of view in one sentence, and say whether yours is the same.

    Science

    I can compare two visits to my study square and describe patterns and changes.

    3-LS4-33-LS2-1

    Builds on: Needs the Visit 1 page and the Week 13 idea that some animals live in groups. One-minute check: ask "What is a pattern?" (Something that happens again and again.)

    Materials: Field journal with Visit 1 notes, and pencil, Magnifying glass, Clipboard or hardcover book, Two colored pencils, Watch or phone to tell the time

    5 min · Day 78 — Observation Visit 2: Patterns — Wonder Warm-Up

    Spaced review from Week 13. Ask: "Why do some animals live in groups?" (For protection, finding food, caring for young or staying warm.) Your child rereads the Visit 1 page aloud. Then the wonder. Ask: "Will the square look the same today? What might be different?" Your child writes one prediction.

    10–15 min · Mini-Lesson

    Say: "Scientists go back to the same place. They look for what stays the same, what changes and what repeats." Write this example in the journal. Visit 1, sunny afternoon: ants 9, slugs 0. Visit 2, rainy morning: ants 3, slugs 4. Ask: "How many fewer ants were there on Visit 2?" (6) Ask: "What is a possible pattern?" (Slugs come out when it is wet.) Ask: "Is that proven?" (No. Two visits give a clue, not a final answer.) Point out that the time of day changed too. Say: "Two things changed, so we cannot tell which one mattered. That is why we keep our visit time the same." Next, use counts as evidence about survival. Say: "Dandelions cover the open part of this yard, so they survive well here. Under the bush they are few and small, so they survive less well. A water lily could not survive here at all, because there is no pond." If stuck, say: "Put a finger on one row. Read both numbers. Which is bigger?"

    15–20 min · Investigation / Hands-On

    Visit 2, about 15 minutes. Keep the same square, time of day, visit length and standing spot. Only the day changes. Safety: an adult stays close; wash hands afterward. 1) Write the date, time and weather words. 2) On the clipboard, add a Visit 2 column beside the Visit 1 tallies, in colored pencil. The table now reads: Thing, Visit 1, Visit 2. 3) With the magnifying glass, your child checks for small things. They write 0 for anything not seen and add new finds. 4) Look for animals in groups, such as ants in a line or birds in a flock. Count the members and note what they are doing. 5) Take a photo or sketch from the same standing spot. Expect most plants to match and animal counts to differ. Say: "Real results vary. Look for the pattern." If nothing changed, say: "No change is a real result. We write it down."

    10 min · Science Notebook Entry

    Your child makes a Same and Different chart, using one colored pencil for each side. Then they finish three frames. "On both visits I found ___." "I noticed that ___ when ___." "___ survives well here. My evidence is ___." Sample: "On both visits I found clover and ants. I noticed that there were more worms when the soil was wet. Clover survives well here. My evidence is that it covers half the square."

    5 min · Wrap-Up & Exit Ticket

    Ask the three exit questions aloud; your child uses the two tally columns. Praise answers that use numbers from the journal and the words "possible pattern."

    Watch for: Treating one observation as proof, such as "slugs only come out in rain."

    Try: Say: "That is a good pattern idea. How many more visits would make us more sure?" Your child writes it as a possible pattern.

    Exit ticket (3 questions)
    1. What living thing appeared on both of your visits?
    2. Which count changed the most between your visits, and by how much?
    3. Mia saw 2 worms on a dry day and 9 worms on a rainy day. How many more worms came up on the rainy day? What possible pattern is that?
    Show answers
    1. Answers vary. Look for: something listed in both tally columns.
    2. Answers vary. Look for: the two counts subtracted correctly, such as ants went from 12 to 5, a change of 7.
    3. 7 more worms. Possible pattern: worms come to the surface when it is wet. More visits are needed to be sure.

    Support: Turn the Visit 1 list into a checklist. Your child ticks "still here" or "not seen" for each item before counting anything.

    Extend: Your child plans a third visit at a different time of day, with an adult. They predict what will change and why.

    Homework: Tell a family member your possible pattern. Write one question you could check on a future visit. Look for: a question that counting or observing can answer.

    Day 4 · Thursday

    Social Studies

    I can describe how people immigrate to the U.S. today and how people share different ideas about it.

    D2.His.14.3-5D2.Civ.10.3-5

    Builds on: Needs Day 2, where your child learned that most Ellis Island immigrants came from Europe. One-minute check: "Name two countries in Europe." (Answers vary, such as Italy and Ireland.)

    New words:
    • democracy – a kind of government where the people vote to choose leaders and make decisions

    Materials: World map, 7 index cards, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 15. Ask: "What does bilingual mean?" (Speaking two languages.) Then ask: "Do immigrants today come from the same countries as 100 years ago?"

    10–15 min · Mini-Lesson

    Say: "Today people come to the U.S. from every part of the world. The largest groups come from Mexico, India, China and the Philippines." Draw 7 stick people and circle one. Say: "About 1 in 7 people living in the U.S. was born in another country." Say: "The government has rules about who may come and stay. Coming to live here takes forms, interviews and waiting. It can take years." Say: "Some immigrants later choose to become citizens. Most must live here for five years first. Then they pass a test about U.S. history and government." Say: "Grown-ups have different points of view about immigration rules. One example is how many people should come each year. Their views grow from their own experiences and from what they care about." Say: "In a democracy, people share ideas with respect, listen to each other and vote." Ask: "Can coming to live here take years?" (Yes.) "About how many people out of 7 were born in another country?" (1.) "Where do people's different views come from?" (Their experiences and what they care about.) If stuck, say: "Look at the stick people. How many did I circle?"

    15–20 min · Activity / Source Work

    Part 1, map. 1) Your child writes 7 country cards: Mexico, India, China, the Philippines, Italy, Ireland and Germany. 2) Your child places each card on the map. 3) Your child fills a chart: Country | Continent | Then or today. The first four are today. The last three are from the Ellis Island years. Ask for evidence from the chart: "Which continent shows up most for then? Which for today?" (Then: Europe. Today: Asia, and North America for Mexico.) Part 2, respectful talk. Use a home topic, such as "Should bedtime be later on weekends?" 1) One person says: "I think ___ because ___." 2) The other repeats it back. 3) The listener asks: "What makes you care about that?" 4) Switch roles. Look for: your child repeats your idea before answering. Your child names one thing you care about, such as rest or family time.

    10 min · Notebook Entry

    Your child writes: "Two countries many immigrants come from today are ___ and ___. One step in coming to live here is ___. A respectful way to handle different ideas is to ___." Sample: "India and Mexico. One step is an interview. Listen first, then share your own idea."

    5 min · Exit Ticket

    Read each exit question aloud. Your child answers in the notebook. Praise careful listening you saw today.

    Watch for: Repeating a strong opinion heard elsewhere instead of giving a reason.

    Try: Say: "People see this differently. Today we practice how to listen." Return to the bedtime topic and the frame "I think ___ because ___."

    Exit ticket (3 questions)
    1. Long ago, most Ellis Island immigrants came from Europe. Name one other continent many immigrants come from today.
    2. Your friend says, "I think dogs should be allowed in the park because they need to run." What should you do before you give your own idea?
    3. True or false: A person can become a U.S. citizen the same week they arrive. Explain.
    Show answers
    1. Asia. Also accept North America, South America or Africa.
    2. Answers vary. Look for: listen, then repeat the friend's idea back.
    3. False. It takes years, with forms, waiting and a test.

    Support: Write the seven country cards yourself. Your child only places them and names each continent.

    Extend: Your child writes one sentence on what changed from then to today. Then share one cause: in 1965 a new law opened immigration to people from more parts of the world.

    Homework: Use the listening routine at dinner. One person shares an idea. The next person repeats it before giving their own. Look for the repeat step.

    Mathematics

    I can find the rule in an in/out table and use it to fill in missing numbers.

    3.OA.D.93.OA.C.7

    Builds on: Needs the multiplication and division facts and the unknown-number equations from Week 15 Day 2. One-minute check: ask 3 × 9, 5 × 9 and 32 ÷ 8 (27, 45, 4).

    New words:
    • in-out table – a table that pairs each IN number with an OUT number
    • rule – what you do to every IN number to get its OUT number

    Materials: Ruler for drawing tables, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Day 3. Your child solves 3 × 70 with the tens sentence (3 × 7 tens = 21 tens = 210). Then try ×7 facts with no clock. Ask 7 × 4, 7 × 6, 7 × 8 and 7 × 9 (28, 42, 56, 63).

    10–15 min · Mini-Lesson

    Draw a table with two columns. Label them IN and OUT. Say: "A rule changes every IN number into its OUT number. The rule never changes." Write three rows: 3 and 12, 5 and 20, 7 and 28. Say: "Let us find the rule. Look at the first row." Ask: "How could 3 become 12?" (Add 9, or multiply by 4.) Say: "Test both ideas on the next row." Ask: "Does 5 + 9 make 20?" (No. It makes 14.) "Does 5 × 4 make 20?" (Yes.) Your child tests the last row. (7 × 4 = 28) Say: "So the rule is multiply by 4. It works on every row." Ask: "If IN is 9, what is OUT?" (36) Say: "Each time IN goes up by 1, OUT goes up by 4. That is one more group of 4." Now your child does more. Write the rows 4 and 8, 6 and 12, 9 and 18. Your child finds the rule and adds a row for IN 7. (Multiply by 2; OUT is 14)

    10–15 min · Guided Practice

    Your child draws each table with the ruler and checks every row. 1) Rule: multiply by 3. IN is 2, 5 and 8. Find each OUT. (6, 15, 24) 2) Rule: divide by 4. IN is 12, 20 and 36. Find each OUT. (3, 5, 9) 3) Find the rule. IN is 3, 5 and 8. OUT is 18, 30 and 48. (Multiply by 6) 4) Find the rule. IN is 9, 14 and 20. OUT is 4, 9 and 15. (Subtract 5) If stuck, say: "Is OUT bigger or smaller than IN? Guess a rule from row one. Test it on row two."

    15–20 min · Independent Practice

    Your child draws each table and checks the rule on every row. 1) Rule: multiply by 5. IN is 3, 6 and 9. (15, 30, 45) 2) Rule: divide by 6. IN is 18, 30 and 54. (3, 5, 9) 3) Rule: add 8. IN is 7, 15 and 26. (15, 23, 34) 4) Find the rule. IN is 40, 25 and 15. OUT is 8, 5 and 3. (Divide by 5) 5) Find the rule. IN is 2, 5 and 9. OUT is 14, 35 and 63. (Multiply by 7) 6) Rule: multiply by 10. IN is 4, 6 and 9. Draw the table and fill it in. (40, 60, 90) 7) Each spider has 8 legs. IN is spiders and OUT is legs. Find OUT for 2, 5 and 7 spiders. (16, 40, 56) 8) Each ticket costs 6 dollars. OUT is 24 dollars, then 48 dollars. How many tickets each time? (4; 8)

    5 min · Exit Ticket

    Read each question aloud; your child answers on paper and may draw a table.

    Watch for: Choosing a rule that fits the first row only, such as add 9 for 3 and 12.

    Try: Your child tests the rule on every row and puts a check mark beside each row it fits.

    Fact fluency: ×7 facts
    Exit ticket (3 questions)
    1. The rule is divide by 5. IN is 30. What is OUT?
    2. IN 2 gives OUT 16. IN 5 gives OUT 40. What is the rule?
    3. The rule is multiply by 9. IN is 6. What is OUT?
    Show answers
    1. 6
    2. Multiply by 8
    3. 54

    Support: Use only the rules multiply by 2, 5 and 10. Your child says the rule aloud for each row.

    Extend: Your child makes a table with the rule multiply by 4, then explains why every OUT is even. Sample: 4 times a number is two equal parts.

    Homework: Make an in-out table with a hidden rule for a family member, with an answer key. Sample: IN 2, 4, 6; OUT 12, 24, 36; multiply by 6.

    English Language Arts

    I can use evidence from two texts, including cause and effect, to draw my own conclusion.

    RI.3.9RI.3.3RI.3.8

    Builds on: Needs the beaver articles and chart from Day 2, and cause and effect from Week 7 Day 4. One-minute check: say, "It rained, so the game was canceled." Ask: "Which part is the cause?" (It rained.)

    New words:
    • draw a conclusion – to decide something by putting evidence together

    Materials: The two beaver articles from Day 2, Comparison chart from Day 2, Notebook, Highlighter, Pencil

    5 min · Warm-Up

    Word study, 3 minutes. Your child says the word that fits. "A person who says thank you is ___." (thankful) "A floor with no dirt is ___." (spotless) "A broken umbrella in the rain is ___." (useless) "A garden of red, pink and yellow flowers is ___." (colorful) Spaced review from Week 13. Write "The birds sings at dawn." Your child fixes the verb. (The birds sing at dawn.)

    10–15 min · Mini-Lesson

    Say: "A cause is why something happens. An effect is what happens. The words because and so link them." Read from Article A: "The dam blocks the water, so a pond forms behind it." Think aloud: "The cause is that the dam blocks the water. The effect is a pond. The word so points to the effect." Write: dam blocks water, then an arrow, then pond forms. Your child highlights so. Next say: "To draw a conclusion, you put evidence from both texts together. Then you decide something bigger than one fact." Write the stem: "Based on both texts, I think ___ because ___ and ___." Say: "A copied fact is not a conclusion. 'Beavers build dams' is only a fact."

    10–15 min · Guided Practice

    Your child rereads both articles aloud first. 1) Read from Article B: "The pond also stores water, so nearby plants stay green in dry summers." Ask: "Which part is the cause? Which part is the effect?" (The pond stores water. Plants stay green.) 2) Ask: "In Article A, why do a beaver's teeth stay short?" (Because the beaver gnaws on wood.) 3) Point to "But not everyone cheers." Ask: "How does the next sentence connect to it?" (It gives the reason: a pond can flood a road or field.) 4) Write a conclusion together: "Based on both texts, I think beavers change the land around them. They build dams that make ponds (A). The ponds turn into wetlands where many animals live (B)." Label each piece of evidence A or B. If stuck, say: "What does Article A add? What does Article B add? What do they show together?"

    15–20 min · Independent Practice

    Your child writes a conclusion paragraph of 4 or 5 sentences. Offer two questions to choose from: "Are beavers good neighbors?" or "Why are beavers called builders?" 1) Start with the stem. 2) Give one piece of evidence from each article and label it (A) or (B). 3) Write one cause-and-effect sentence with because or so. 4) End with a closing sentence. Sample: "Based on both texts, I think beavers are good neighbors for wild animals. Their dams make ponds (A). Ducks, frogs and turtles move in because the pond becomes a wetland (B). A pond can flood a road, so people may not agree. Still, many animals need beavers." Look for: evidence from both articles, one because or so, and an idea your child truly believes.

    5 min · Exit Ticket

    Read each question aloud. Your child may use both articles and answers in the notebook.

    Watch for: Repeating one fact, such as "Beavers build dams," and calling it a conclusion.

    Try: Ask, "What does Article A add? What does Article B add?" Your child puts a check mark on one sentence in each article before writing.

    Exit ticket (3 questions)
    1. In Article B, why does "not everyone cheer" about beaver ponds?
    2. In Article A, beavers pack branches and mud across a stream. What is the effect?
    3. Finish this conclusion with one fact from each article. "Based on both texts, I think a beaver pond is useful because ___ and ___."
    Show answers
    1. Because a beaver pond sometimes floods a road or a farmer's field.
    2. A dam is built. It blocks the water, so a pond forms behind it.
    3. Answers vary. Look for: one fact from each article. Sample: the beaver family builds its lodge there (A), and the pond stores water for plants (B).

    Support: Write the stem with blanks. Offer two evidence choices from each article on scraps of paper. Your child picks one from each and reads the whole sentence aloud.

    Extend: Your child writes a second conclusion for a farmer whose field flooded. It needs evidence from both articles and one sentence with so.

    Homework: Read your own book for 15 to 20 minutes. Then read your conclusion to a family member and point to the evidence in each article. Look for: one A fact and one B fact.

    Science

    I can sort the living things I observed into producers, consumers and decomposers and build a food web from my data.

    3-LS4-3

    Builds on: Needs the Week 10 Day 3 food roles and the Week 12 food chain arrows. One-minute check: ask "What role does a dandelion have? A sparrow?" (Producer; consumer.)

    New words:
    • ecologist – a scientist who studies how living things and their surroundings connect

    Materials: Field journal with both visits, About 15 index cards, Three paper plates labeled Producer, Consumer, Decomposer, Science notebook and pencil, A nature book about local plants and animals, if you have one

    5 min · Day 79 — Roles in My Ecosystem — Wonder Warm-Up

    Spaced review from Week 12. Ask: "Which way do food chain arrows point?" (From the food to the eater, the way the energy moves.) Then the wonder. Ask: "Who eats whom in your square? Can your own notes prove it?"

    10–15 min · Mini-Lesson

    Say: "Today you use your own data, like an ecologist." Producers are the plants and moss. Consumers include insects, spiders, birds and squirrels. Decomposers include mushrooms, molds and tiny bacteria in the soil. Say: "Earthworms and pill bugs are animals that eat dead leaves, so they are consumers. Their chewing helps the decomposers." Write three cards: clover, ladybug, mushroom. Your child places each on a plate. (Producer, consumer, decomposer.) Now lay out a sample chain on paper: sun, grass, grasshopper, sparrow, with arrows between. Ask: "What does the arrow from grasshopper to sparrow mean?" (The sparrow eats the grasshopper, so energy moves to the sparrow.) Write a second chain: dead leaves, pill bug, toad. Ask: "Where did the dead leaves get their energy?" (From the sun, when they grew on a plant.) Teach the evidence rule. Say: "Use a link only if you saw a sign of it or can check it. If you are unsure, draw a dotted arrow with a question mark." If stuck, say: "Pick one animal card. What does it eat? Put that card on its left."

    15–20 min · Investigation / Hands-On

    Data Sort and Web. 1) Your child reads the field journal and writes each kind of living thing on its own card. 2) They sort the cards onto the three plates and count each plate. 3) They fill in a table with three columns: Role, Kinds found, Examples. 4) They build two food chains with the cards. Each chain starts with a plant or with dead leaves from a plant. 5) Check each link in the nature book or with an adult. Unsure links get a dotted arrow. 6) On a notebook page, your child draws the sun and copies both chains. They join the chains where they share a living thing. Expect more kinds of producers and small consumers than large hunters. Expect few decomposers, because most are tiny or hidden. Say: "Real results vary. Look for the pattern." If the Decomposer plate is empty, point to the dead leaves on the list. Say: "Something is breaking these down." Your child adds a card that reads "unseen decomposers in the soil."

    10 min · Science Notebook Entry

    Your child copies the three-column table under the food web and finishes two frames. "My square has ___ kinds of producers and ___ kinds of consumers." "One chain is ___." Sample: "My square has 4 kinds of producers and 5 kinds of consumers. One chain is sun, clover, caterpillar, robin."

    5 min · Wrap-Up & Exit Ticket

    Ask the three exit questions aloud. Praise links backed by evidence and honest question marks.

    Watch for: Inventing food links that sound right but are not true, or leaving decomposers out because they are hard to see.

    Try: Check each link together in a book or mark it with a question mark. Point to the dead leaves and soil, where unseen decomposers work.

    Exit ticket (3 questions)
    1. Which plate held the most cards? Why do you think so?
    2. Name one consumer from your square, what it eats and your evidence.
    3. Why might a study square show few decomposers even though they are there?
    Show answers
    1. Answers vary. Look for: a plate that matches the count, with a reason such as plants cover most of the square.
    2. Answers vary. Look for: a correct pair with evidence, such as a caterpillar eats leaves because I saw chewed holes.
    3. Most decomposers are tiny or hidden in soil and dead leaves, such as bacteria and molds.

    Support: Sort the cards into plants and animals first. Then pull out mushrooms and molds.

    Extend: Your child builds a web with six living things from the square. They predict what might happen if one of them disappeared.

    Homework: Show your food web to a family member. Explain one chain from the sun to the last eater. Look for: the words "is eaten by" for each arrow.

    Day 5 · Friday

    Social Studies

    I can show what I know about immigration past and present.

    D2.His.14.3-5D2.His.2.3-5

    Builds on: Needs Days 1 to 4. One-minute check: your child names the four reasons people immigrate. (Job, school, family, safety.)

    Materials: Stored Week 16 check and its answer key, Comparison chart from Day 2, Story cards and yarn from Day 1 (for reteaching), U.S. map, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 10. Ask: "Which ocean is on the East Coast? Which is on the West Coast?" (Atlantic. Pacific.) Then ask: "What is the most important thing you learned about immigration this week?"

    10–15 min · Mini-Lesson

    Review game: Which Island? Your child puts one finger on each island on the U.S. map. Say a clue. Your child lifts the correct finger and names the island. Clues: "Open from 1892 to 1954." (Ellis.) "Poems are carved into its walls." (Angel.) "Most people waited only a few hours." (Ellis.) "It faces the Pacific Ocean." (Angel.) Teach two memory hooks. Say: "Ellis is East. Angel is West." Next, say three made-up stories. Your child names the reason. "Tomas came from Poland to join his sister." (Family.) "Linh's family left because of a war." (Safety.) "Nadia came from Morocco to study medicine." (School.) Last, model a full answer. Ask: "How were the two islands different?" Say: "Ellis Island was on the East Coast, and Angel Island was on the West Coast." If stuck, say: "Look at your chart. Read across one row."

    15–20 min · Activity / Source Work

    Source work. This story is made up but based on real events. 1) Read it aloud. "In 1907, Rosa sailed from Italy with her mother. When she first saw land, she squeezed her mother's hand. At Ellis Island, a doctor checked her eyes. An officer asked her name. By evening, Rosa and her mother were on a ferry to New York City. Her uncle waited there with a loaf of bread." 2) Ask for evidence each time. "How did Rosa feel when she saw land? What is your clue?" (Excited or nervous. She squeezed her mother's hand.) "How long was Rosa at Ellis Island? What is your clue?" (Less than a day. They left by evening.) "Which reason for immigrating fits? What is your clue?" (Family. Her uncle waited for them.) 3) Your child finds Italy's continent and names the ocean Rosa crossed. (Europe. The Atlantic.) Feelings answers vary. Look for a clue from the story.

    10 min · Notebook Entry

    Keep this to 5 minutes today so the check fits. Your child writes in the notebook: "One thing I learned about immigration this week is ___. One question I still have is ___." Sample: "I learned that people waited much longer at Angel Island. I still wonder what the poems say."

    5 min · Exit Ticket

    Ask the three exit questions aloud. Then give the stored Week 16 check. It has 8 items and takes about 15 minutes. Score it with the answer key. 6 or more right: move on to Week 17. 4 or 5 right: redo Day 2's chart of the two islands. 3 or fewer right: reteach Day 1 with the story cards and yarn. Praise full-sentence answers. If time is still short, give the check later today.

    Watch for: Mixing up Ellis Island and Angel Island on the check.

    Try: Practice the hooks first: "Ellis is East. Angel is West." Your child points to each island while saying its hook.

    Exit ticket (3 questions)
    1. Pedro came from Portugal to work on a fishing boat. Which of the four reasons is that?
    2. Why did poems appear on the walls at Angel Island but not at Ellis Island?
    3. Write one question you still have about immigration.
    Show answers
    1. A job.
    2. Answers vary. Look for: people were held at Angel Island for weeks or months, so they had time and strong feelings to share.
    3. Answers vary. Look for: a real question that facts could answer.

    Support: Read each check item aloud. Your child may answer out loud while you write the words.

    Extend: Your child writes a three-sentence diary entry as Rosa on her first night in New York City.

    Homework: Your child reads Rosa's story to a family member, then tells how Rosa felt and why. Look for one clue from the story.

    Mathematics

    I can use patterns, even/odd rules, in/out tables and multiples of 10 on the Week 16 check.

    3.OA.D.93.NBT.A.3

    Builds on: Needs everything from Days 1 to 4. One-minute check: ask for 2 × 90 as a tens sentence (2 × 9 tens = 18 tens = 180).

    Materials: Stored Week 16 check and its answer key, Playing cards, 2s through 9s, Multiplication chart (for reteaching), Scrap paper, Notebook, Pencil

    5 min · Warm-Up

    Spaced review from Week 15. Your child solves 20 − 2 × 6 (8). Then try ×6 facts with no clock. Count by 6s to 60 together. Ask: "What is the 4th number? Which fact is that?" (24; 4 × 6 = 24)

    10–15 min · Mini-Lesson

    Play Flip and Tell for 10 minutes. Use the cards 2 through 9. Say: "Flip two cards. First predict: is the product even or odd? Then multiply. Last, turn the second card into tens." Model one turn. Flip a 4, then a 7. Say: "4 is even, so the product is even." Write 4 × 7 = 28. Say: "Now 4 × 70. That is 4 × 7 tens." Write 28 tens = 280. Say: "So 4 × 70 = 280." Now your child takes every turn: flip, predict, multiply, then say the tens sentence. Your child writes each turn in the notebook. For a slow fact, your child names a strategy first, such as break apart. Ask each turn: "Is there an even factor? How many tens?" A correct turn wins the two cards. There is no clock. Play about 6 turns.

    10–15 min · Guided Practice

    Do three check-style problems together. 1) Find the rule. IN is 16, 24 and 40. OUT is 2, 3 and 5. (Divide by 8) 2) Is 9 × 6 even or odd? Why? (Even, because 6 is even; 54) Your child checks the ones digit of the product. 3) 5 × 60 (5 × 6 tens = 30 tens = 300). If stuck, say: "Which day is this from? What did we draw or say then?"

    15–20 min · Independent Practice

    Give the stored Week 16 check now. It has 8 items. Your child works alone for about 15 minutes, then you score it with the answer key. The chart stays put away during the check. Scrap paper for stick drawings is fine. Choose a route by the result. 6 or more right: move on to Week 17. 4 or 5 right: find the kind of item missed. For chart and skip-counting patterns, redo Day 1 Guided Practice with the chart. For even and odd products, redo Day 2 Guided Practice. For multiples of 10, redo Day 3 Guided Practice with stick drawings. For in-out tables, redo Day 4 Guided Practice. 3 or fewer right: reteach the Day 3 and Day 4 Mini-Lessons, one each day. Then give the check again.

    5 min · Exit Ticket

    After the check, your child answers these three questions; then go over any missed check items together. Question 3 has no single right answer, so listen for a clear reason.

    Watch for: Saying ×9 products are always odd after seeing only 9, 27 and 81.

    Try: Your child lists the first six ×9 products and marks each one even or odd. Ask: "What pattern do you see?" (Odd, even, odd, even.)

    Fact fluency: ×6 facts
    Exit ticket (3 questions)
    1. What is 9 × 40?
    2. Is 5 × 7 even or odd? Why?
    3. Which pattern from this week do you like best? Explain it.
    Show answers
    1. 360 (36 tens)
    2. Odd, because both factors are odd. (5 × 7 = 35)
    3. Answers vary. Look for: a named pattern and a reason it works.

    Support: Read each check item aloud. Let your child draw sticks for the multiples of 10 items and say each tens sentence aloud.

    Extend: Your child writes a pattern puzzle for a family member. Sample: which rows of the chart hold only even products? (×2, ×4, ×6, ×8 and ×10)

    Homework: Play 6 turns of Flip and Tell with a family member. Then solve 3 × 70, 6 × 60 and 8 × 90. Answers: 210, 360, 720.

    English Language Arts

    I can compare two texts on one topic and answer questions with evidence.

    RL.3.9RI.3.9RI.3.6

    Builds on: Needs everything from Days 1 to 4. One-minute check: ask, "What does compare mean? What does contrast mean?" (Find what is the same. Find what is different.)

    Materials: Stored Week 16 check and its answer key, Paper with the two giraffe texts copied or printed (text in the lesson), Fables, articles and skate park pieces from Days 1 to 3, Highlighter, Notebook, Pencil

    5 min · Warm-Up

    Word study, 3 minutes: an untimed spelling check. Say each word in a short sentence: helpful, thankful, colorful, careless, useless, spotless. Challenge word: wonderful. Your child checks each word against the list and rewrites any missed word once. Spaced review from Week 10. Ask: "Name three time-order words." (Any three, such as first, next, then, later, finally.)

    10–15 min · Review

    Review the week with the texts from Days 1 to 3 on the table. Your child answers aloud and points to the proof. 1) Ask: "How are the settings of the two Fern fables different?" (Oak woods in fall and winter; a creek in spring.) 2) Ask: "Which article tells about a lodge? Which chart column is that?" (Article A; Only Article A.) 3) Ask: "Ruby writes 'finally.' What does that word show about her point of view?" (She wanted a skate park and waited for it.) 4) Say: "The dam blocks the water, so ___." (A pond forms.) Ask: "Which part is the cause?" (The dam blocks the water.) 5) Your child says the conclusion stem from memory. (Based on both texts, I think ___ because ___ and ___.) Reteach on the spot anything your child cannot answer.

    10 min · Guided Practice

    Your child reads both texts aloud, then rereads Text 2 with expression. Text 1, "Reaching High" Giraffes are the tallest land animals. Their long necks let them reach leaves at the tops of trees. A giraffe's tongue can be about 18 inches long, so it can pull leaves from between sharp thorns. Text 2, "A Risky Drink" A giraffe gets most of its water from the leaves it eats. To drink from a pond, it must spread its front legs wide and lower its long neck. Because this takes time, a lion could sneak close. Your child highlights the facts, then sorts them aloud. 1) Ask: "Which fact belongs in a Both column?" (Giraffes have long necks, or giraffes eat leaves.) 2) Ask: "Which fact is only in Text 2?" (Any one: most of its water comes from leaves; it spreads its legs to drink.) 3) Ask: "Which word in Text 2 signals a cause?" (Because.) 4) Your child says a conclusion with the stem. Sample: "Based on both texts, I think a long neck helps and hurts a giraffe. It reaches high leaves, and it makes drinking slow." If stuck, say: "Touch the fact in Text 1. Now look for it in Text 2."

    15 min · Weekly Check

    Give the stored Week 16 English Language Arts Check now. It has 8 items and its own two short texts. Your child reads the texts and works alone for about 15 minutes. You may read the directions aloud. Do not rehearse the items first. Score it with the answer key, then choose a route. 7 or more right: move on to Week 17. 5 or 6 right: redo the Day 2 practice page and the Day 2 Guided Practice. 4 or fewer right: reteach the Day 2 lesson with two highlighter colors before Week 17. Also look at which items were missed. For point of view, revisit Day 3. For cause and effect or the conclusion, revisit Day 4.

    5 min · Exit Ticket

    Go over any missed check items together. Then your child answers these three questions about the giraffe texts and the week.

    Watch for: Writing a conclusion that uses evidence from only one of the two texts.

    Try: Before writing, your child puts a check mark above one fact in each text and uses both.

    Exit ticket (3 questions)
    1. Which fact about giraffes is only in "Reaching High"?
    2. What is the effect of a giraffe taking a long time to drink?
    3. Which comparing skill do you want to practice more: sorting facts, finding a point of view, or writing a conclusion? Why?
    Show answers
    1. Any one: giraffes are the tallest land animals; the tongue can be about 18 inches long. Also fine: the tongue pulls leaves from between thorns.
    2. A lion could sneak close.
    3. Answers vary. Look for: one named skill and a reason.

    Support: Read the directions and questions on the check aloud. Before answering, your child highlights the facts in the two check texts in two colors.

    Extend: Your child writes a third short giraffe text with one new fact from a book at home. Then your child tells which facts all three texts share.

    Homework: Read your own book for 15 to 20 minutes. Then find two books at home about the same animal or topic. Tell a family member one fact they share and one fact only one book has.

    Science

    I can present my local ecosystem findings clearly, using facts and details from my field journal.

    3-LS4-3SL.3.4

    Builds on: Needs the field journal pages from Days 1 to 4. One-minute check: your child finds the most common living thing in the journal (it matches the tally table).

    New words:
    • field report – a short talk that tells what you found at your study site, using facts from your journal

    Materials: Week 16 Science Check (7 items) and its answer key, Field journal, photos or sketches, and food web, 1 index card for speaking notes, Science notebook and pencil

    5 min · Day 80 — Field Report and Week 16 Check — Wonder Warm-Up

    Spaced review from Week 14. Ask: "What is camouflage?" (Colors or patterns that help a living thing blend in, so hunters miss it.) Ask: "Did anything in your square blend in?" Then your child practices an opening line. "My study square is ___. The most common living thing I found was ___."

    10–15 min · Mini-Lesson

    Teach the four-part field report, about three minutes long. Part 1 tells where the square is and what it looked like. Part 2 shows the most interesting living things with one sketch or photo. Part 3 explains one food chain from the sun to the last eater. Part 4 gives one possible pattern and one new question. Now compare two sentences aloud. Say: "I saw some bugs." Then say: "I counted 11 ants on Visit 1 and 4 ants on Visit 2." Ask: "Which sentence uses facts from a journal?" (The second.) Ask: "What makes it stronger?" (It has names and numbers.) Teach three speaking tips. Face your listeners. Speak slowly and loudly enough to hear. Pause and point to a picture after each part. Ask: "What do you do after each part?" (Pause and point to a picture.) If stuck, say: "Open the journal to Visit 1. Read one number. Turn it into a sentence."

    15–20 min · Investigation / Hands-On

    Field Report. 1) Your child writes four short notes on the index card, a few words for each part. 2) They practice once aloud, alone. 3) They present to at least one family member, pointing to the journal, sketches and food web. 4) The listener fills in a small table with two columns: Part, Included. The listener also counts facts with numbers. 5) The listener asks one question. Your child answers by looking in the journal. 6) Pack up the study square with an adult. Remove any sticks and string, and leave the site as you found it. Expect all four parts and at least two facts with numbers. If a part is skipped, point to that note on the card. Your child adds it then.

    10 min · Science Notebook Entry

    In the science notebook, your child writes a self-check with two frames. "One thing I did well in my report was ___. Next time I will ___." They also record the listener's question and their answer. Sample: "One thing I did well was pointing to my food web. Next time I will speak more slowly."

    5 min · Wrap-Up & Exit Ticket

    Ask the three exit questions aloud and praise facts taken straight from the journal. Then give the Week 16 Science Check, which has 7 items. Allow about 10 minutes, later today if time is short. Score it with the key. With 6 or more right, plan a third visit and add a tally column. With 4 or 5 right, redo the Day 4 page and build one more food chain. With 3 or fewer right, reteach Day 2 by tallying one window view together.

    Watch for: Reading the whole journal aloud word for word, or speaking too quickly to follow.

    Try: Limit the card to four short notes. Your child pauses and points to a picture after each part.

    Exit ticket (3 questions)
    1. Which part of your report used a number from your tally table? Say that sentence again.
    2. Name one producer and one consumer you observed. Tell how you know each role.
    3. What question would you investigate on a third visit?
    Show answers
    1. Answers vary. Look for: a sentence with a count that matches the journal.
    2. Answers vary. Look for: a plant or moss that makes its own food, and an animal that eats other living things.
    3. Answers vary. Look for: a question that observing or counting can answer, such as "Are there more ants on warm days?"

    Support: Your child presents to one person and reads straight from the note card. You hold up the pictures.

    Extend: Your child adds a small data table of both visits to the report and explains one row.

    Homework: Teach a family member to tally living things seen from one window for five minutes. Compare your two tallies. Look for: one mark for each thing seen and a named most common living thing.

    Friday Checks & Answer Keys

    Mathematics · Week 16 Mathematics Check

    3.OA.D.93.NBT.A.33.OA.C.7

    Goals

    • I can find patterns in skip counting and on the multiplication chart.
    • I can predict products and multiply by multiples of 10.
    • I can find and use the rule in an in/out table.

    Answer each question. Show your thinking in the box when there is one.

    1. Skip count by 7. What is the 5th number?
    2. Is 9 × 5 even or odd? Tell why.
    3. Is 6 × 7 even or odd? Tell why.
    4. 3 × 60 = ____
    5. 9 × 80 = ____
    6. Imani buys 5 boxes of 30 crayons. How many crayons?
    7. Rule ×6. IN is 7. What is OUT?
    8. IN 4 gives OUT 36. IN 5 gives OUT 45. What is the rule?
    Show answer key
    1. 35
    2. Odd, because both factors are odd.
    3. Even, because 6 is even.
    4. 180
    5. 720
    6. 150 crayons
    7. 42
    8. ×9

    What to do next

    Most right
    If 6 or more are right: make an in/out table with a secret rule and challenge a family member to find it.
    Some right
    If 4–5 are right: redo the Day 3 or Day 4 page, then draw three multiples-of-10 facts with a stick for each ten.
    Few right
    If 3 or fewer are right: reteach Day 3 and Day 4, one each day. Draw a stick for each ten to show each fact, and say the rule aloud for each in/out table.

    English Language Arts · Week 16 English Language Arts Check

    RL.3.9RL.3.2SL.3.1RI.3.9RI.3.4L.3.6L.3.4.AL.3.4.C

    Goals

    • I can compare facts in two texts.
    • I can use clues to figure out a new word and draw a conclusion.
    • I can add -ful and -less to words.

    Two Texts About Hummingbirds

    Text 1: Hummingbirds are some of the smallest birds. They beat their wings so fast that the wings hum. They drink nectar, a sweet juice inside flowers. Text 2: A hummingbird must eat many times an hour because it uses so much energy. As it sips from flowers, pollen sticks to its beak. Then it carries the pollen to the next flower.

    Answer each question. Show your thinking in the box when there is one.

    1. Write a fact that is in both texts.
    2. Write a fact that is only in Text 1.
    3. What does 'nectar' mean? What clue helped?
    4. Why must a hummingbird eat many times an hour?
    5. Mia says, "Hummingbirds are pests at my feeder." What is your point of view? Use a fact from a text in your reason.
    6. Finish: Based on both texts, I think hummingbirds are busy birds because ___ and ___.
    7. Add -ful or -less: full of play → ____
    8. Add -ful or -less: without fear → ____
    Show answer key
    1. Hummingbirds drink from flowers.
    2. Any one: they are some of the smallest birds; their wings beat so fast they hum.
    3. A sweet juice inside flowers; the meaning comes right after the comma.
    4. Because it uses so much energy.
    5. Answers vary. Look for: the child's own view kept separate from Mia's, with a reason from a text, such as they carry pollen to flowers.
    6. Answers vary. Look for: one fact from each text, such as their wings beat fast (Text 1) and they eat many times an hour (Text 2).
    7. playful
    8. fearless

    What to do next

    Most right
    If 7 or more are right: find two library books on one animal and make a three-column chart with at least six facts.
    Some right
    If 5-6 are right: redo the Day 2 page, then sort fact cards about cats into Both, Only A and Only B piles.
    Few right
    If 4 or fewer are right: reteach the Day 2 lesson; read two short texts aloud together and use two highlighter colors, then build the chart with sticky notes.

    Science · Week 16 Science Check

    3-LS4-33-LS2-1SL.3.4

    Goals

    • I can record observations like a field scientist.
    • I can compare data from two visits.
    • I can sort what I observe into food roles.

    Answer each question. Show your thinking in the box when there is one.

    1. Name one safety rule for a field visit.
    2. Leo found chewed leaves and a hole in the soil but no animals. What can he say?
    3. Visit 1: 6 ants. Visit 2: 14 ants. How many more ants were on Visit 2?
    4. Grass grows thick in the sunny part of a yard, thin under a shady tree, and not at all in a spot that is always dark. Make a claim about where grass survives well, less well and not at all. Give your evidence.
    5. In a study square, which one is a decomposer?
      ○ dandelion○ robin○ mold on a fallen branch
    6. Write a food chain using these: robin, sun, earthworm, dead leaves.
    7. Why do scientists visit a site more than once?
    Show answer key
    1. Answers vary. Look for: an adult stays close, do not pick or taste anything, or wash hands after.
    2. An animal probably lives or feeds there, even though he did not see it.
    3. 8
    4. Grass survives well in the sun, less well in the shade and not at all in the dark spot, because grass needs sunlight to make its food.
    5. mold on a fallen branch
    6. sun → dead leaves → earthworm → robin
    7. To see what stays the same and what changes, and to find patterns.

    What to do next

    Most right
    If 6 or more are right: make a third visit to your study square and add a new column to your tally table.
    Some right
    If 4–5 are right: redo the Day 4 page, then build one more food chain from your field journal.
    Few right
    If 3 or fewer are right: reteach Day 2 (observing and tallying) by doing a 10-minute tally of one window view together.

    Social Studies · Week 16 Social Studies Check

    D2.Geo.7.3-5D2.His.14.3-5D2.His.2.3-5D2.His.16.3-5D3.4.3-5D2.Civ.10.3-5

    Goals

    • I can explain what immigration means and why people move to a new country.
    • I can compare two places where many immigrants arrived.
    • I can describe ways immigrants add to life in the U.S.

    Answer each question. Show your thinking in the box when there is one.

    1. What does immigration mean?
    2. A person had to leave their home country because it was not safe. What is that person called?
    3. Name two reasons people immigrate.
    4. Which station was in New York Harbor?
      ○ Ellis Island○ Angel Island
    5. Many people who arrived at Angel Island came from which continent?
    6. Which statue did many people see as they sailed toward Ellis Island?
    7. Name one way immigrants have added to life in the U.S.
    8. In a democracy, what should people do when they have different ideas?
    Show answer key
    1. Moving to a new country to live there.
    2. a refugee
    3. Answers vary. Look for: any two of jobs, school, family or safety.
    4. Ellis Island
    5. Asia
    6. the Statue of Liberty
    7. Answers vary. Look for: foods, inventions, words, businesses, science or everyday jobs.
    8. Answers vary. Look for: share ideas respectfully, listen to each other and vote.

    What to do next

    Most right
    If 6 or more are right: Read about one immigrant inventor or scientist and make a fact card with three facts.
    Some right
    If 4–5 are right: Redo the Day 2 page (Ellis Island and Angel Island), then point to both islands on a U.S. map.
    Few right
    If 3 or fewer are right: Reteach Day 1 (what immigration means): use made-up story cards and yarn on a world map to show each journey and its reason.

    Week 16

    Home Connection

    Big ideas

    • Patterns help us multiply by tens and predict products.
    • Comparing two texts helps us learn even more.
    • Scientists observe local ecosystems and look for patterns.
    • Immigrants have added many gifts to the United States.

    Mathematics

    Try it (10 min): Use dimes to show 3 × 10 and then 3 × 30 (30 and 90). Then play an in/out table game: one person picks a secret rule like times 4, and the other guesses it from a few examples.

    Talk about it: Will 7 × 5 be even or odd? How can you tell before you multiply?

    English Language Arts

    Try it (10 min): Read two short pieces about the same topic, like two library books about dogs. Your child names one fact both share and one fact only one of them has.

    Talk about it: Which text taught you more, and why?

    Science

    Try it (10 min): Mark a small square of yard, park or sidewalk with string or sticks. Spend 10 minutes listing the living and nonliving things you see, then visit again another day to compare. Wash hands afterward.

    Talk about it: What changed between your two visits?

    Social Studies

    Try it (10 min): Read a picture book or look at photos about Ellis Island and Angel Island. List two ways the two places were alike and two ways they were different.

    Talk about it: What foods, words or music in your community first came from other countries?

    This week’s words

    multiple · even · odd · compare · observe · immigration

    Celebrate

    Name three things to celebrate: a pattern you found, two texts you compared, and a living thing you observed.

    This week's read-aloud

    The Keeping Quilt by Patricia Polacco

    Your child studies immigration and compares two texts this week, so read this immigrant family's story and compare it with Grandfather's Journey from Week 13.

    See the five daily prompts →

    Math catch-up · 3.NBT.A.3

    Tens Times a Number

    4 × 60 makes sense when your child sees it as 4 groups of 6 tens. That is 24 tens, or 240, and there is no need for a "just add a zero" trick.

    Builds on: 2.NBT.A.1, 3.OA.B.5

    Materials: base-ten rods (or bundles of 10 straws) · dimes · paper and pencil

    1. Make 4 groups of 6 ten-rods. Count the rods: 4 × 6 = 24 rods. 24 tens is 240. So 4 × 60 = 240.
    2. Use dimes: 3 groups of 5 dimes is 15 dimes, or 150 cents. So 3 × 50 = 150.
    3. Write 7 × 3 = 21 next to 7 × 30 = 210. Ask, "How are they alike?" (Ones become tens.)
    4. Each day, your child builds or draws 2 problems with tens and says them as "___ tens."

    Try again

    1. 7 × 30 = ?
    2. 4 × 80 = ?
    3. 7 × 60 = ?

    Reading About Our World · Week 16 · Social Studies

    Coming to a New Home

    Immigration · This week's Social Studies lessons

    Long ago, an immigrant family with suitcases stands on a pier in New York Harbor looking at a steamship, the island immigration station with its towers and the Statue of Liberty.

    Read it aloud first while your child follows along. Then read it together, and let your child read the parts they can. Talk about the words in the word box.

    Moving to a New Country

    Immigration means moving to a new country to live there. A person who does this is called an immigrant. People have moved to the United States for many reasons. Some came to find work or to join family members. Some came to study, and some came to be safe from war or hard times.

    Ellis Island

    Ellis Island is a small island in New York Harbor, near the Statue of Liberty. In 1892, the United States opened an immigration station there. Between 1892 and 1924, more than 12 million people arrived there, most of them from Europe. Officials checked each person's papers and health. For most people, the visit took a few hours.

    Angel Island

    On the West Coast, Angel Island sits in San Francisco Bay in California. Its immigration station opened in 1910 and was used until 1940. Many people who arrived there came from China, Japan and other countries across the Pacific Ocean. Some had to wait on the island for weeks or even months. A few carved poems into the wooden walls, and visitors can still see them today.

    Gifts from Many Places

    Immigrants and their families have helped shape life in the United States. They brought foods, such as pizza, bagels, tacos and dumplings. They brought music, holidays, words and ideas. Immigrants have built railroads, started businesses, invented new things and taught in schools. They have also served in the military and in their communities.

    Immigration Today

    People still move to the United States from every part of the world. Today, many come from countries in Latin America and Asia. Newcomers often learn English while keeping their family's language and traditions alive.

    Family Stories

    Many families have a story about how they came to live where they do. You can ask an adult in your family about yours. Where did your family live before? When did they come to your town? Every family's story is different, and each one is part of the larger story of the country.

    Word box

    • immigration: moving to a new country to live there
    • A person with a suitcase arrives in a new country, with a ship in the harbor behind.immigrant: a person who moves to a new country to live
    • station: a building where a certain kind of work is done
    • official: a person whose job is to carry out rules for a government

    Questions

    1. Where is Ellis Island?
    2. What years was the Angel Island immigration station used?
    3. Why do you think most people who arrived at Angel Island came from Asian countries, but most who arrived at Ellis Island came from Europe?
    4. The author describes Ellis Island and then Angel Island. Name one way they are alike and one way they are different.

    Week 16 spelling words →

    This week's specials page

    A Song From My Family

    • Art: Paint a picture that shows how you feel.
    • Music: Learn a folk song from your family.
    • PE: Mini-game: dribble, pass and shoot.
    • Health: Warm up, cool down and listen to your body.

    Try it (Music)

    1. Ask a family member to teach you a song they learned as a child.
    2. Sing it together two times.
    3. Ask where the song comes from and what it is about.

    Think about it: The song I learned is called ____.

    See this year's specials plans