Day 1 · Monday

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

Standards: D2.Geo.7.3-5, D2.His.14.3-5

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

1. Warm-Up · 5 min

   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.

2. Mini-Lesson · 10–15 min

   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?"

3. Activity / Source Work · 15–20 min

   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.

4. Notebook Entry · 10 min

   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. Exit Ticket · 5 min

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

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.

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

Standards: 3.OA.D.9

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

1. Warm-Up · 5 min

   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.

2. Mini-Lesson · 10–15 min

   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.)

3. Guided Practice · 10–15 min

   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?"

4. Independent Practice · 15–20 min

   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. Exit Ticket · 5 min

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

Fact fluency: ×9 facts

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.

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

Standards: RL.3.9, RL.3.2, SL.3.1

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

1. Warm-Up · 5 min

   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)

2. Mini-Lesson · 10–15 min

   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.

3. Guided Practice · 10–15 min

   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?"

4. Independent Practice · 15–20 min

   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. Exit Ticket · 5 min

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

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.

Practice page · Week 16, Day 1

English Language Arts

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

Show answers

Look: Compare and contrast

1. Compare: find what is the same. Contrast: find what is different.
2. Look at the characters, the problem, how it is solved and the lesson.
3. Put shared things in the middle of the Venn diagram and the rest in each fable's own circle.

Two Fables

The Goat and the Rabbit: On a hot day, a goat shared her shady rock with a tired rabbit. Later, a fox crept toward the sleeping goat. The rabbit thumped the ground hard, and the goat woke up and ran to safety. Lesson: A good deed comes back to you. The Bear and the Bee: A bear lifted a drowning bee out of a puddle. Weeks later, a wolf snuck up on the bear. The bee buzzed into the wolf's ear until it ran away. Lesson: Even a small friend can be a big help.

Fill in the Venn diagram, then answer.

Only Goat and Rabbit	Both	Only Bear and Bee

1. 1.

   Write one way the two fables are alike.
2. 2.

   Write one way they are different.
3. 3.

   Write the lesson both fables share in a full sentence.
4. 4.

   Do you agree with the lesson? Answer with 'I agree because...' or 'I see it differently because...'

Add -ful or -less to fit the sentence.

1. 5.

   The bee was ____ to the bear. (full of help)
2. 6.

   The rabbit was ____ when it thumped. (without fear)
3. 7.

   Sneaking up on the bear was ____ for the wolf. (without use)

Challenge: Write a title for a new fable that could teach the same lesson.

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

Standards: 3-LS4-3

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

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

   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.)

2. Mini-Lesson · 10–15 min

   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.

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

   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.

4. Science Notebook Entry · 10 min

   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. Wrap-Up & Exit Ticket · 5 min

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

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.