Quarter 4 · Synthesis: Area, Shapes, Research, Traits & Civic Action

Week 35: Picture graphs, bar graphs & the year-end task · Portfolio & reflection

Standards this week

Social Studies

D4.6.3-5 Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created in addressing local, regional, and global problems.Day 1
D2.Civ.6 Describe how communities work to accomplish common tasks and fulfill responsibilities.Day 1, 5
D2.Eco.8.3-5 Day 1
D3.1.3-5 Day 2
D4.2.3-5 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.Day 2
D2.Civ.14.3-5 Illustrate historical and contemporary means of changing society.Day 2
D4.3.3-5 Day 3, 4, 5
D2.Geo.1 Construct maps and other graphic representations of familiar and unfamiliar places.Day 3
D2.Eco.1 Compare the benefits and costs of individual choices.Day 3
D4.5.3-5 Critique arguments and explanations for their sources, reasoning, and evidence.Day 4
D4.4.3-5 Day 4
D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems.Day 5

Mathematics

3.MD.B.3 Draw a scaled picture graph and bar graph to represent a data set.Day 1, 2, 3, 4, 5
3.OA.D.8 Solve two-step word problems using the four operations.Day 3, 5
3.MD.C.7.B Multiply side lengths to find areas of rectangles in real-world and mathematical problems.Day 4, 5
3.MD.D.8 Solve real-world problems involving perimeters of polygons.Day 4, 5
3.G.A.2 Partition shapes into parts with equal areas; express each part as a unit fraction.Day 4
3.OA.A.3 Use multiplication and division within 100 to solve word problems.Day 5

English Language Arts

W.3.10 Write routinely over extended and shorter time frames for a range of tasks, purposes, and audiences.Day 1, 2, 3, 4
W.3.5 With guidance and support, develop and strengthen writing by planning, revising, and editing.Day 1, 4
SL.3.1 Engage effectively in a range of collaborative discussions, building on others' ideas.Day 1, 3, 5
SL.3.1.A Day 1
SL.3.1.B Day 1
SL.3.1.C Day 1
RF.3.3.C Day 1
L.3.2.F Day 1
W.3.4 Produce writing in which development and organization are appropriate to task and purpose.Day 2, 3
L.3.6 Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.Day 2
L.3.1.C Day 2
L.3.1.D Day 3
L.3.1.E Day 3
W.3.6 With guidance and support, use technology to produce and publish writing and to collaborate with others.Day 4
SL.3.4 Report on a topic or text with appropriate facts and relevant details, speaking clearly.Day 5
SL.3.6 Speak in complete sentences when appropriate to task and situation to provide requested detail or clarification.Day 5
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.Day 5

Science

3-5-ETS1-1 Define a simple design problem reflecting a need or want with specified criteria.Day 1
3-5-ETS1-3 Plan and carry out fair tests of competing design solutions.Day 1, 2, 3, 4, 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 choose a focus for my year-end community project that uses what I learned this year.

D4.6.3-5D2.Civ.6.3-5D2.Eco.8.3-5

Builds on: Needs the civic action project from Weeks 33 and 34 and the Week 32 noticing walk. One-minute check: ask, "Name one need you noticed in our community." (Answers vary. Sample: a playground with no shade.)

New words:

showcase – a time to show finished work to other people
external benefit – something good that reaches people who did not pay for it or plan it
external cost – a problem that lands on people who did not cause it

Materials: Notebook, Social studies notebook pages from the whole year, Noticing list from Week 32, 6 sticky notes (or small paper slips), Pencil

5 min · Warm-Up

Spaced review from Week 28. Ask: "Which workers help bring bread to our table?" (Sample: a farmer, a baker, a truck driver and a store worker.) Then ask the big question: "If you could improve one small thing in our community, what would it be?"

10–15 min · Mini-Lesson

Say: "Your year-end project is a Community Showcase. A showcase is a time to show finished work to others." Say: "You will propose one improvement, using all four parts of social studies." Draw four boxes in the notebook and label them. Geography: a map of where the need is. History: a then-and-now fact about the place. Economics: a cost plan, a list of prices with a total. Civics: who decides and how to ask. Say: "A good focus names a real need, one doable idea and who it helps." Model: "A book-sharing box near the playground." Say: "Some ideas help people who never paid for them. That is an external benefit. Neighbors enjoy the book box even if they did not build it." Say: "Some problems land on people who did not cause them. That is an external cost. A few people litter, and everyone at the park lives with the mess." Ask: "A neighbor plants flowers by the sidewalk and walkers enjoy them. Benefit or cost?" (An external benefit.) "Loud music at night keeps the neighbors awake. Benefit or cost?" (An external cost.) "Which part of social studies is the cost plan?" (Economics.) If stuck, say: "Who gets the good or bad effect? Did they choose it?"

15–20 min · Activity / Source Work

Choose a focus. 1) Your child flips through the year's notebook pages and the noticing list. 2) Your child writes six community needs, one on each sticky note. The civic action issue may be one of them. 3) Draw a chart in the notebook: Need | Real? | Four parts? | Kind and safe? 4) Test each note with three questions. Is it real? Can I explain it with a map, a history fact, a cost and a decision? Is it kind and safe? Your child marks a check or an X in each box. 5) Keep the note with three checks. If two tie, your child picks one and says why. 6) Your child writes a project statement: "I propose ___ at ___ to help ___." 7) Ask for evidence: "What did you see that shows the need is real?" Choices vary. Look for a place, a small idea and who it helps.

10 min · Notebook Entry

Your child copies the project statement and draws a quick sketch of the idea. Then finish these frames: "It matters because ___. One external benefit is ___." Sample: "I propose a book-sharing box at Oak Park to help kids who want new books. It matters because the library is far away. One external benefit is that neighbors can share books too."

5 min · Exit Ticket

Read the exit questions aloud. Your child answers in the notebook. Praise a small, real idea.

Watch for: Choosing an idea that is far too big, such as building a new school.

Try: Ask: "What is one small piece of that we could map and price?" Shrink the idea together.

Exit ticket (3 questions)

What is your project focus? Say it in one sentence.
A new streetlight makes a dark path safer for everyone who walks there. Is that an external benefit or an external cost? Why?
Name the four parts of social studies your project will use. What will you make for one of them?

Show answers

Answers vary. Look for: a real, local idea that names a place and who it helps.
An external benefit. People who did not pay for the light are safer too.
Geography, history, economics and civics. Sample: a map for geography.

Support: Offer three ready ideas, such as a book box, a shade tree or a water fountain. Your child picks one and fills in the frame.

Extend: Your child names a community group that already works on this need and tells what it does.

Homework: Your child tells a family member the project statement and asks where in town it could go. Look for a real place named.

Mathematics

I can read and make a picture graph where one picture stands for more than one.

3.MD.B.3

Builds on: Needs the ×2 and ×5 facts from Week 6 Days 1 and 3, and half of a number. One-minute check: ask 2 × 8 and 5 × 6 (16, 30). Ask: "What is half of 10?" (5)

New words:

picture graph – a graph that shows amounts with pictures
key – the note that tells how many each picture stands for

Materials: Grid paper, Ruler, Crayons, Notebook, Pencil

5 min · Warm-Up

Spaced review from Week 34 Day 1. Ask: "Is a rectangle 5 cm by 2 cm a square? Why?" (No. Its sides are not all equal.) Then practice ×2 and ×5 facts with no clock. Ask 2 × 7, 2 × 9, 5 × 4 and 5 × 8 (14, 18, 20, 40).

10–15 min · Mini-Lesson

Say: "A picture graph shows amounts with pictures. Today each picture stands for more than 1." Draw this graph on grid paper. Write the title How We Get to School. Write the key: each face = 2 children. Rule four rows with the ruler and draw small round faces in crayon. Bus: 4 faces. Car: 3 faces. Walk: 5 faces. Bike: 1 face and half a face. Say: "The key tells how many each picture stands for." Point to the Bus row. Touch each face and count by 2s: 2, 4, 6, 8. Say: "4 faces is 4 × 2 = 8. So 8 children ride the bus." Ask: "How many children come by car?" (3 × 2 = 6) Point to the Bike row. Say: "Half a face is half of 2, which is 1. One face is 2, and 1 more makes 3." Say: "So 3 children ride a bike." Now your child does more. Ask: "How many children walk?" (5 × 2 = 10) Ask: "How many more children walk than ride a bike?" (10 − 3 = 7)

10–15 min · Guided Practice

Make a graph together. Title: Birds at the Feeder. Key: each colored square = 2 birds. The counts are Monday 10, Tuesday 6, Wednesday 5 and Thursday 12. Your child rules four rows, then tells how many squares before coloring each row. 1) Monday (5 squares, because 5 × 2 = 10). 2) Tuesday (3 squares). 3) Wednesday (2 squares and half a square; 2 squares show 4 and the half shows 1). 4) Thursday (6 squares). Ask: "Which day had the most birds?" (Thursday) If stuck, say: "Count by 2s and color one square for each count. Stop when you reach the number."

15–20 min · Independent Practice

You draw this graph for your child to read. Title: Shells We Found. Key: each shell picture = 5 shells. Ana: 3 pictures. Ben: 2 pictures. Cora: 4 pictures. Dev: 1 picture. 1) How many shells did Ana find? (3 × 5 = 15) 2) How many did Ben find? (2 × 5 = 10) 3) How many did Cora find? (4 × 5 = 20) 4) How many shells did all four find? (15 + 10 + 20 + 5 = 50) 5) How many more shells did Cora find than Dev? (20 − 5 = 15) 6) A key says each picture = 2. How many pictures show 16? (8) 7) A key says each sun = 5 sunny days. April has 7 suns. How many sunny days is that? (7 × 5 = 35) 8) Lena uses a key of 2. She must show 15 goals. How many pictures does she draw? (7 and a half; 7 pictures show 14)

5 min · Exit Ticket

Read each question aloud. Your child answers on paper and may draw the pictures.

Watch for: Counting the pictures and ignoring the key, so 4 suns is read as 4 days.

Try: Your child points to the key first. Then your child counts by that number, touching each picture.

Fact fluency: ×2 and ×5 facts

Exit ticket (3 questions)

A key says each picture = 5. A row has 9 pictures. How many does the row show?
A key says each picture = 2. A row has 5 pictures and half a picture. How many does it show?
With a key of 2, how many pictures show 18?

Show answers

45
11 (5 pictures show 10, and half a picture shows 1)
9 pictures

Support: Use whole pictures only, with a key of 2. Your child writes the count under each picture: 2, 4, 6.

Extend: Your child redraws the shell graph with a key of 10. Ana needs 1 and a half pictures, and Dev needs half a picture.

Homework: Your child counts four kinds of things at home, such as spoons, forks, cups and plates. Then your child makes a picture graph with a key of 2. Sample: 8 spoons is 4 pictures, and 5 cups is 2 and a half.

English Language Arts

I can look through my year of writing, talk about how it changed, and choose my best pieces.

W.3.10W.3.5SL.3.1SL.3.1.ASL.3.1.BSL.3.1.CRF.3.3.CL.3.2.F

Builds on: Needs revising from Week 13 and the writing your child saved all year. One-minute check: ask, "What do writers do when they revise?" (They add, cut or change ideas and words to make the writing better.)

New words:

portfolio – a collection of your work that shows how you grew
schwa – the quick, weak "uh" sound in a syllable

Materials: Writing folders and notebooks from the whole year, Sticky notes in four colors (or four colored pencils), A large table or floor space, Writer's notebook, Paper, Pencil

5 min · Warm-Up

Word study, about 3 minutes. Say: "In these words the last syllable has a weak vowel. It sounds like a quick 'uh.' That sound is called schwa. You cannot hear which vowel to write, so you must remember the ending." Write garden, dozen, button, metal, pedal and travel. Your child claps each word and sorts it by ending. (-en: garden, dozen. -on: button. -al: metal, pedal. -el: travel.) Spaced review from Week 15. Ask: "What is imagery?" (words that paint a picture using the senses)

10–15 min · Mini-Lesson

Say: "A portfolio is a collection of work that shows how you grew as a reader and writer." Tell the plan: today choose, tomorrow reflect, Day 3 set goals, Day 4 build, Day 5 share. Write the three choosing tests on paper. Skill: it shows a skill you learned. Effort: it shows hard work and revising. Proud: it is a piece you are proud of. Next, model how to notice growth. Read these two samples from one writer, "Two Dog Pieces": September: "I like my dog. He is fun. We play." May: "My dog, Pickle, waits by the door every afternoon. When I get home, he spins in circles because he is so excited." Think aloud. Say: "I noticed the May piece has longer sentences. I noticed a linking word, because. I noticed a detail that shows how the dog feels." Ask: "Which test does the May piece pass?" (Skill. It uses a linking word and a strong detail.) Say: "Each time, I gave a reason I could point to."

10–15 min · Guided Practice

1) Sort the year's work into four piles by quarter. Use dates, or go by the kind of writing. Quarter 1 (Weeks 1 to 9) has fables and opinion paragraphs. Quarter 2 (Weeks 10 to 18) has narratives, poems and a short report. Quarter 3 (Weeks 19 to 27) has the opinion essay. Quarter 4 (Weeks 28 to 36) has the research report. Mark each pile with one color. 2) Talk about each pile with these stems: "I noticed ___." "I agree, and ___." "I see it differently because ___." Start with: "In Quarter 2, I noticed you began using dialogue." Your child answers with a stem and a reason. 3) Ask: "Which pile shows the biggest change from the one before? What changed?" (Answers vary. Look for a named skill.) 4) Hold up one piece. Ask: "Which test does this pass? Why?" If stuck, say: "Point to one thing here that you could not do in September."

15–20 min · Independent Practice

1) Your child chooses six pieces. They need at least one from each quarter, and the research report must be one of them. 2) On a sticky note for each piece, your child writes the test it passes and one skill word. Sample: "Effort. I revised my ending twice. Skill word: dialogue." 3) Your child checks that the six pieces show different kinds of writing: narrative, opinion, informative and a poem if possible. 4) Your child lists the six titles in the notebook. Look for: one piece from early fall, a reason on every note, and at least three kinds of writing.

5 min · Exit Ticket

Ask the three questions aloud. For the third, your child holds up the piece and points to the part they mean.

Watch for: Choosing only the newest pieces, so the portfolio does not show growth.

Try: Ask for one piece from September or October. Lay it beside a recent piece and compare them together.

Exit ticket (3 questions)

How is a portfolio different from a pile of all your work?
Why must one of your six pieces come from early in the year?
Hold up the piece you are proudest of. What part of it makes you proud?

Show answers

A portfolio holds chosen pieces that show how you grew.
So a reader can compare it with a later piece and see the growth.
Answers vary. Look for: a named piece and a reason tied to one part of it.

Support: Sort the work into quarters ahead of time. Your child chooses one piece from each pile, then two more.

Extend: Your child finds one piece they would revise now, marks two changes in colored pencil and explains each one.

Homework: Tell a family member which piece makes you proudest and one way your writing changed this year (10 minutes). Look for the stem "I noticed."

Science

I can choose a testable question for my science fair investigation.

3-5-ETS1-13-5-ETS1-3

Builds on: Needs the Week 8 investigation (testable questions) and the Week 31 bean test (a fair test). One-minute check: ask, "In a fair test, how many things do we change?" (One.)

New words:

science fair – a time to show an investigation you planned, tested and explained

Materials: Science notebook from the whole year (for ideas), 5 sticky notes or slips of paper, Pencil, Sample test kit, used all week if your child has no other idea: 1 marble, a 30-centimeter ruler with a center groove (or a strip of stiff cardboard folded into a V and marked every 10 centimeters), 3 same-size books, 1 small, light paper cup, scissors, masking tape and a tape measure marked in centimeters

5 min · Day 171 — Choose a Science Fair Question — Wonder Warm-Up

Spaced review from Week 31. Ask: "In our bean test, what one thing did we change? What stayed the same?" (The light changed. The seeds, soil and water stayed the same.) Then the wonder. Ask: "What have you wondered about this year that you could test at home?"

10–15 min · Mini-Lesson

Say: "This week you run your own science fair investigation. It starts with a testable question. You change one thing and measure or count a result." Compare two questions. "Why are magnets cool?" has nothing to measure. "Does a bigger magnet lift more paper clips?" can be tested. Now show the sample kit. An adult cuts a doorway in the cup's rim, about 3 centimeters wide and tall. Prop the ruler's 30 end on the 3 books. Set the cup upside down at the low end, doorway facing the ramp. Hold the marble at the 10 mark and let go. Ask: "What could we change?" (Where the marble starts.) "What could we measure?" (How far the cup slides, in centimeters.) Say: "Our sample question is: Does a higher start make a marble push a cup farther?" Give two more samples. "Which paper soaks up the most water?" "Does a sugar cube dissolve faster in warm or cold water?" Say: "You may solve a design problem instead. Name the need, the criteria and the constraints." Sample: "Park the cup in a taped zone. Criteria: it stops there in 2 of 3 trials. Constraints: one ruler, up to 4 books, 20 minutes." Ask: "Is 'Why is the sky pretty?' testable?" (No. There is nothing to measure.) If stuck, say: "What will you change? What will you measure or count?"

15–20 min · Investigation / Hands-On

Question Brainstorm. 1) Your child flips through the science notebook and writes 5 questions, one on each sticky note. 2) For each note, they answer three things. What will I change? What will I measure or count? Can I do it this week with things at home? 3) Record the answers in a table with four columns: Question, Change, Measure, Doable. 4) They cross out any question with nothing to measure, or one that needs more than 2 days. 5) They circle the strongest question. 6) An adult checks that it is safe: no flames, no strong cleaners and no harm to animals. Expect at least one question to pass all three checks. If none passes, use the sample question.

10 min · Science Notebook Entry

Your child writes four frames in pencil. "My question is ___. I will change ___. I will measure ___ in ___. I chose it because ___." Sample: "My question is: Does a higher start make a marble push a cup farther? I will change the start mark. I will measure the slide in centimeters. I chose it because I like ramps."

5 min · Wrap-Up & Exit Ticket

Read the three exit questions aloud; your child answers on paper. Praise any question that names what to change and what to measure.

Watch for: Choosing a question with nothing to measure, such as "Which animal is the best?"

Try: Ask, "What would you measure or count to answer it?" If there is nothing, rewrite the question together.

Exit ticket (3 questions)

Turn this into a testable question: "Is ice interesting?"
A question asks, "Does the amount of water change how tall a bean plant grows?" What is changed, and what is measured?
What is your science fair question, and what one thing will you change?

Show answers

Answers vary. Look for: one thing to change and one thing to measure. Sample: "Does an ice cube melt faster in water or in air?"
The amount of water is changed. The height of the plant is measured.
Answers vary. Look for: a question that can be tested this week, with exactly one thing changed.

Support: Offer the three ready-made questions: the marble start, the paper that soaks up water, or the sugar cube. Your child picks one.

Extend: Your child writes a question with two things to test, such as start mark and floor surface. They plan to test them one at a time.

Homework: Explain the question to a family member and ask for their prediction. Look for: your child names what changes and what is measured.

Day 2 · Tuesday

Social Studies

I can research my project idea and outline it in clear steps.

D3.1.3-5D4.2.3-5D2.Civ.14.3-5

Builds on: Needs yesterday's project statement and the Week 33 research rule: every fact gets a source. One-minute check: ask, "Name two kinds of sources." (Any two: counting, interviewing or reading.)

New words:

outline – a short list of the main parts of a plan, in order
decision-maker – the person or group in charge who can say yes to an idea

Materials: Research sheet (1 sheet of paper ruled into 3 columns: Kind of fact, Fact, Source), Project statement from Day 1, Store flyer or price list, With an adult: your town's website, a local newspaper or a phone call to the town office, Notebook, Pencil

5 min · Warm-Up

Spaced review from Week 7. Ask: "Name one peaceful way Cherokee people tried to stop removal." (Any one: a petition, the courts, a newspaper or sending leaders to Washington.) Your child reads the project statement aloud. Then ask: "What do you already know about this place? What must you find out?"

10–15 min · Mini-Lesson

Say: "Research turns a wish into a plan people can trust." Say: "People have long used peaceful tools to change things. In 1838 more than 15,000 Cherokee people signed a petition. The government still forced them from their homes. For many years, women marched and gave speeches to win the vote. In 1920 the 19th Amendment protected women's right to vote. Unfair rules still kept many Black and Native women from voting for years." Say: "These tools do not always work, and change can take a long time. People still use them today. They write letters, sign petitions, speak at public meetings and form volunteer groups." Ask: "Which tool could you use for your idea?" (Sample: a polite letter.) Say: "You need four facts today. Each one needs a source." Write them on the research sheet. Now: how many people use the place. Past: what the place was like long ago. Cost: one price. Who decides: the department or group in charge. Say: "The one who can say yes is the decision-maker." Ask: "Which fact could an older neighbor give you?" (The past fact.) "Why do we write each source?" (So others can check the fact.) If stuck, say: "Who would know this? That person or paper is your source."

15–20 min · Activity / Source Work

Research and outline. 1) Now fact: with an adult, count people using the place for 5 minutes. If the place is far, ask someone who goes there often. 2) Past fact: your child asks an older relative or family friend, "What was this place like when you were young?" 3) Cost fact: your child finds one price in the flyer for something the idea needs. 4) Who decides: with an adult, check the town website or newspaper, or phone the town office. 5) Your child records each one on the research sheet: Kind of fact | Fact | Source. 6) Your child writes a four-step outline in the notebook. An outline is a short list of the main parts, in order. Step 1: the need. Step 2: my idea. Step 3: what it costs and who could help pay. Step 4: who decides and how I will ask. Ask for evidence: "Which fact shows the need is real?" Look for a source beside every fact. Facts vary. If one cannot be found today, write the question and who to ask.

10 min · Notebook Entry

Your child copies the four facts with their sources and adds one question they still have. Frame: "Fact: ___. Source: ___." Sample: "Fact: 14 kids used the playground in 5 minutes. Source: my tally on Saturday. I still wonder who cuts the grass."

5 min · Exit Ticket

Your child answers the exit questions in writing. Praise every fact that has a source beside it.

Watch for: Skipping the past fact because it is harder to find.

Try: Count an interview as a source. Your child asks an older neighbor about the place, then writes the name and the date.

Exit ticket (3 questions)

Name one fact you found today and its source.
Lena wants to know what her street looked like 50 years ago. Name one good source she could use.
Name two peaceful ways people today can ask leaders for a change.

Show answers

Answers vary. Look for: a fact plus a named source.
Answers vary. Look for: an older neighbor, an old photo or the library.
Any two: a polite letter, a petition, speaking at a public meeting or joining a volunteer group.

Support: Choose two sources ahead of time. Your child finds one fact in each. Then find the other two facts together.

Extend: Your child checks one fact in a second source and notes whether the two sources agree.

Homework: Your child reads the outline to a family member and answers one question about it. Look for the four steps in order.

Mathematics

I can read and make a bar graph with a scale that counts by 2s, 5s or 10s.

3.MD.B.3

Builds on: Needs the key from Day 1 and the halfway idea from rounding in Week 1 Day 4. One-minute check: ask, "What number is halfway between 80 and 90?" (85) "Halfway between 16 and 18?" (17)

New words:

bar graph – a graph that shows amounts with bars
scale – the numbers up the side of a graph; they count by the same jump each time

Materials: Grid paper, Ruler, Crayons, Notebook, Pencil

5 min · Warm-Up

Spaced review from Day 1. Ask: "A key says each picture = 5. How many do 3 pictures show?" (15) Then practice ×10 and ×5 facts with no clock. Ask 10 × 6, 10 × 9, 5 × 7 and 5 × 9 (60, 90, 35, 45).

10–15 min · Mini-Lesson

Say: "A bar graph shows amounts with bars. The scale is the numbers up the side." On grid paper, rule a line up the left side and a line along the bottom. Write 0 where they meet. Going up, label the grid lines 10, 20, 30, 40 and 50. Say: "This scale counts by 10s." Under the bottom line write Mon, Tue, Wed, Thu and Fri. Monday is 20 minutes. Count up the scale: 10, 20. Color a bar up to the second line. Tuesday is 35 minutes. Ask: "Is 35 on a line?" (No.) Say: "35 is halfway between 30 and 40. The bar ends halfway between those lines." Color it. Wednesday is 15 minutes. Ask: "Where does 15 end?" (Halfway between 10 and 20.) Now your child does more. Your child colors Thursday at 40 and Friday at 25. (On the 40 line; halfway between 20 and 30) Add the title Minutes Read and the labels Day and Minutes. Say: "So a bar ends on a line or halfway between two lines." Keep this graph for tomorrow.

10–15 min · Guided Practice

Make a second graph together. 20 children named a favorite sport. Soccer 8, basketball 5, swimming 4 and baseball 3. Use a scale that counts by 2s. 1) Your child labels the scale. (0, 2, 4, 6, 8, 10) 2) Soccer is 8. Where does the bar end? (On the 8 line.) 3) Basketball is 5. Where does it end? (Halfway between 4 and 6.) 4) Your child draws swimming and baseball. (On the 4 line; halfway between 2 and 4) Your child adds a title and both labels. Check the total: 8 + 5 + 4 + 3 = 20. If stuck, say: "Count up the scale by 2s. Is your number on a line or between two lines?"

15–20 min · Independent Practice

Your child makes a bar graph of laps run. Ava 25, Ben 45, Cal 20 and Dee 35. 1) Draw a scale that counts by 5s from 0 to 50. (0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50) 2) Draw the four bars, a title and two labels. (Each bar ends on a line.) 3) Who ran the most laps? Who ran the fewest? (Ben; Cal) 4) How many laps in all? (25 + 45 + 20 + 35 = 125) 5) A scale counts by 10s. A bar ends halfway between 70 and 80. What does it show? (75) 6) A scale counts by 2s. Where does a bar for 9 end? (Halfway between 8 and 10.) 7) Mia graphs pages read on a scale that counts by 10s. Her bar ends halfway between 40 and 50. How many pages? (45) 8) A scale counts by 5s. Leo's bar ends on the sixth line above 0. How many points? (6 × 5 = 30) Check each bar end with the ruler.

5 min · Exit Ticket

Read each question aloud. Your child answers on paper and may sketch a scale.

Watch for: Reading each line as 1, so a bar at the third line is read as 3.

Try: Your child slides a finger up the scale and skip counts aloud before reading any bar.

Fact fluency: ×10 and ×5 facts

Exit ticket (3 questions)

A bar ends halfway between 50 and 60 on a scale that counts by 10s. What number does it show?
On a scale that counts by 2s, where does a bar for 15 end?
A scale counts by 5s. A bar ends on the fourth line above 0. What number does it show?

Show answers

55
Halfway between 14 and 16
20

Support: Your child writes every scale number in pencil, and the halfway numbers too. Use a scale of 2s up to 10 only.

Extend: Your child draws the laps data again on a scale that counts by 10s. Ask which graph is easier to read, and why. (The 5s graph; every bar ends on a line.)

Homework: Your child makes a bar graph of favorite colors on a scale that counts by 2s. Red 7, blue 10 and green 4. Red ends halfway between 6 and 8. The other two bars end on lines.

English Language Arts

I can write a reflection about my growth as a reader and writer using school words like revise, evidence and paragraph.

W.3.10W.3.4L.3.6L.3.1.C

Builds on: Needs abstract nouns from Week 5 Day 1 and the six pieces chosen yesterday. One-minute check: say pencil and pride. Ask: "Which one can you touch?" (A pencil. Pride is an abstract noun.)

Materials: Writer's notebook, The six portfolio pieces from Day 1, Paper for a word bank, Highlighter, Pencil

5 min · Warm-Up

Word study, about 3 minutes. Write chicken, wagon, animal, tunnel and camel. Your child splits each word into syllables and underlines the schwa ending. (chick|en, wag|on, an|i|mal, tun|nel, cam|el) Spaced review from Week 3. Ask: "What is text evidence?" (the exact words that prove an answer) Then write this word bank on paper: revise, edit, evidence, paragraph, linking word, dialogue, source, main idea.

10–15 min · Mini-Lesson

Say: "A reflection is writing about your own learning." Write four prompts in the notebook. 1) What skill did I master this year? 2) What kind of reading do I like best now? 3) What surprised me? 4) What is still hard? Read this model aloud, "A Reader Who Checks": In September, I answered questions about stories from memory. Now I go back and find evidence in the text. My reading notebook proves it, because my fall answers have no quotes and my spring answers do. My biggest growth is patience. I used to stop after one draft, but I revised my fable two times. Summaries are still hard for me, so I will keep practicing main idea. Think aloud. Say: "I will mark the school words with the highlighter: evidence, text, draft, revised, main idea." Say: "The writer makes a claim: 'Now I go back and find evidence.' Then comes the proof from a real notebook." Say: "Growth and patience are abstract nouns. They name ideas you cannot touch." Ask: "What is still hard for this writer, and what is the plan?" (Summaries. The writer will keep practicing main idea.) Tell your child to use two abstract nouns, such as growth, pride, effort or confidence.

10–15 min · Guided Practice

1) Choose one portfolio piece together. Ask prompt 1. Your child answers aloud and points to proof in the piece. 2) Write one strong sentence together with this frame: "My ___ shows I can ___ because ___." Sample: "My frog report shows I can explain science words because I told what a tadpole is." 3) Ask prompts 2, 3 and 4. Your child answers each in a complete sentence. 4) Ask: "Which abstract noun names how you feel about this piece?" (Sample: pride or confidence.) If stuck, say: "Open the piece. Put your finger on the best part. What skill is that?"

15–20 min · Independent Practice

Your child writes a reflection called "My Year as a Reader and Writer." 1) Write one short paragraph of 3 or 4 sentences for each of prompts 1, 2 and 3. 2) End with two sentences on what is still hard and what to do about it. 3) Highlight the school words. Checklist: each paragraph answers its prompt. Every claim has proof from a real piece. At least four school words are highlighted. At least two abstract nouns are used. Look for a sentence such as: "My confidence grew when I read my essay to Grandpa."

5 min · Exit Ticket

Ask the three questions aloud. Your child keeps the reflection and the model open.

Watch for: Vague praise with no proof, such as "I got better at writing."

Try: Ask: "Which piece shows that? Point to the exact part." Your child adds that part to the sentence.

Exit ticket (3 questions)

Read the sentence in your reflection that has the best proof. Which piece does it point to?
Which two abstract nouns did you use? Why are they abstract?
In the model, what proof shows that the writer now uses evidence?

Show answers

Answers vary. Look for: a sentence that names a real piece and what it shows.
Answers vary. Look for: two words such as growth and pride, which name ideas or feelings you cannot touch.
The fall answers in the reading notebook have no quotes, and the spring answers do.

Support: Your child answers the prompts aloud while you write. They copy their best two sentences and add one more.

Extend: Your child adds a paragraph that compares the reader they were in September with the reader they are now. Two book titles serve as proof.

Homework: Read your reflection to a family member. Ask them to name the school words they heard (10 minutes).

Science

I can write a plan with materials, steps, a fair test and a data table.

3-5-ETS1-3

Builds on: Needs the Day 1 question, plus the fair test plans from Week 3 and Week 8. One-minute check: your child reads the question aloud and says what will be measured.

Materials: Science notebook, Ruler or tape measure marked in centimeters, Materials for the chosen investigation (or the sample test kit from Day 1), Pencil

5 min · Day 172 — Plan Your Investigation — Wonder Warm-Up

Spaced review from Week 6. Ask: "What is a variable?" (Anything that can change in a test.) Then your child reads the Day 1 question aloud. Now the wonder. Ask: "Could a stranger repeat your test from your notes alone?"

10–15 min · Mini-Lesson

Say: "A good plan has four parts. Materials, numbered steps, what stays the same, and a data table made before you start." Model the sample plan and write it in pencil in the notebook as you talk. Materials: 1 marble, the grooved ruler, 3 books, the cup with a doorway, tape, a tape measure. Steps. One: prop the ruler's 30 end on the 3 books. Two: tape a start line at the low end and set the cup's rim on it. Three: hold the marble at the 10 mark and let go without a push. Four: measure from the start line to the cup's rim, in centimeters. Five: run 3 trials, then repeat from the 20 mark and the 30 mark. Kept the same: the marble, the cup, the ramp, the floor and the start line. Draw the table with five columns: Start mark, Trial 1, Trial 2, Trial 3, Middle number. Say: "One odd roll can fool us. Three trials let us see what usually happens." Ask: "What is the one variable we change?" (The start mark.) "Why draw the table before the test?" (So each result is written down right away.) "Would it be fair to swap in a bigger marble halfway?" (No. Then two things would change.) If stuck, say: "Pretend I have never seen your test. What do I do first?"

15–20 min · Investigation / Hands-On

Write the Plan. 1) Your child lists every material, with amounts. 2) They write at least 5 numbered steps. 3) They list at least 3 things to keep the same. 4) They name the one thing to change and what to measure, with the tool and the unit. Use the ruler or tape measure for any length. 5) They draw a blank data table with a row for each setup and a column for each of 3 trials. 6) They write a prediction with "because." 7) You read the steps aloud and act them out exactly as written. Your child fixes any step that leaves you guessing. Expect one or two gaps on the first try. That is normal. The plan is ready when you could follow it without asking a question. Safety: an adult checks the plan and does any cutting.

10 min · Science Notebook Entry

Your child completes the plan page with six headings: Question, Prediction, Materials, Steps, Kept the Same, Data Table. Then they finish two frames. "One thing that might go wrong is ___. If it does, I will ___." Sample: "The marble might miss the doorway. If it does, I will note it and do that trial again."

5 min · Wrap-Up & Exit Ticket

Read the three exit questions aloud; your child answers on paper. Praise steps that are clear enough for someone else to follow.

Watch for: Planning to change two things at once, such as the start mark and the marble.

Try: Read each step aloud and ask, "Is this the same every time, or is it the thing we change?" Only one step may be the change.

Exit ticket (3 questions)

Tia tests which paper soaks up the most water. What are two things she must not change between papers?
A plan says only, "Roll the marble and see what happens." What is missing?
What will you measure in your own test? Name the tool and the unit.

Show answers

Answers vary. Look for two: the size of each paper, the amount of water, or how long it soaks.
Answers vary. Look for: where to start the marble, what to measure, and how many trials.
Answers vary. Look for: a tool and a unit, such as a tape measure and centimeters, or a count.

Support: Write the six headings and the first words of each step for your child. They finish each line aloud, then on paper.

Extend: Your child plans a second test that changes the floor surface and keeps the start mark the same. They draw a separate table.

Homework: Gather every material on the list into one box for tomorrow. Look for: each item on the list is in the box.

Day 3 · Wednesday

Social Studies

I can build the parts of my project: a map, a cost plan and a poster or letter.

D4.3.3-5D2.Geo.1.3-5D2.Eco.1.3-5

Builds on: Needs Day 2's four facts and outline, and map skills from Week 3. One-minute check: ask, "What does a compass rose show?" (Directions: north, south, east and west.)

New words:

cost plan – a list of what you need, each price and the total

Materials: Poster board, or a large sheet of paper folded in three as a display, Markers, Ruler, Graph paper (or plain paper) for the map, Store flyer or price list, Research sheet and outline from Day 2, Lined paper for a letter, Notebook, Pencil

5 min · Warm-Up

Spaced review from Week 24. Ask: "What is a budget?" (A plan for how to use money.) Ask: "Why make a plan before spending?" (So the money covers what matters most.) Then ask the big question: "What will people look at first in your project?"

10–15 min · Mini-Lesson

Say: "Today you build three parts." Part 1 is the map. Say: "A map needs a title, a key and a compass rose. Mark the exact spot for your idea with a star." Part 2 is the cost plan. Say: "A cost plan lists each item, its price and the total." Model one in the notebook for the book-sharing box. Wooden crate $13. Outdoor paint $8. Hinges and latch $5. Add aloud: "13 + 8 = 21. 21 + 5 = 26. The total is $26." Say: "Our budget is $30. 30 - 26 = 4. We have $4 left." Say: "Compare choices too. A ready-made box costs $45. Building one costs $26 but takes a weekend of work." Ask: "Which choice fits a $30 budget?" (Building it.) "What does building cost besides money?" (Time and work.) Part 3 is the main piece. Say: "Make a poster or write a polite letter to the decision-maker. End with a specific ask. It names exactly what you want to happen." Ask: "Is 'Please make the park better' a specific ask?" (No. It does not say what to do.) If stuck, say: "Point to each item as you add. Write the running total beside it."

15–20 min · Activity / Source Work

Build time. 1) Map: on the graph paper, your child draws the place from above. Add a title, a key with three symbols and a compass rose. Use the ruler for straight streets. Star the spot. 2) Cost plan: your child draws a table with two columns, Item | Price. List each item with a price from the flyer. Round each price to whole dollars. 3) Your child adds the prices and writes the total. Check by adding again in a different order. 4) Your child writes the budget and what is left. If the total is over budget, swap in a cheaper item. 5) Start the poster with markers, or start the letter on lined paper. Letter frame: "Dear ___, I am a third grader. I noticed ___. I propose ___. It would cost about $___. Thank you for considering my idea." An adult reads the letter and adds any return address. 6) Ask for evidence: "Which fact from your research sheet belongs in the letter?" Look for a map with all three parts and a correct total. Plans vary. Look for prices that came from a real source.

10 min · Notebook Entry

Your child lists each part built today and what it is for. Then your child writes the specific ask in one sentence. Sample: "Map: shows where the box goes. Cost plan: shows it costs $26. Ask: Please allow a book-sharing box beside the playground gate."

5 min · Exit Ticket

Your child answers the exit questions with the cost plan open. Praise a total that was checked twice.

Watch for: Leaving an item out of the total, or adding one price twice.

Try: Your child points to each item while adding and writes the running total beside each line.

Exit ticket (3 questions)

A bird feeder plan lists a post for $14, a feeder for $9 and seed for $4. Find the total.
The bird feeder budget is $30. Does the plan fit? How much money is left?
What is the specific ask in your own project?

Show answers

$27 (14 + 9 = 23, 23 + 4 = 27).
Yes. $3 is left (30 - 27 = 3).
Answers vary. Look for: a clear request that names what should happen and where.

Support: Use a cost plan with only three items and round prices. Your child adds two prices first, then the third.

Extend: Your child prices two choices, such as building or buying. Then your child explains which is the better choice and why.

Homework: Your child looks at home for any missing supplies and adds them to the project. Look for a map with a title, a key and a compass rose.

Mathematics

I can solve one-step and two-step 'how many more' and 'how many fewer' problems from scaled graphs.

3.MD.B.33.OA.D.8

Builds on: Needs compare problems from Week 3 Day 5 and the hidden question from Week 15 Day 1. One-minute check: Tia has 50 beads and Max has 20. How many more does Tia have? (30)

Materials: Minutes Read bar graph from Day 2, Grid paper, Highlighter, Notebook, Pencil

5 min · Warm-Up

Spaced review from Week 30 Day 3. Your child finds the perimeter of a rectangle 7 cm by 2 cm (18 cm). Then subtract tens in your head, with no clock. Ask 70 − 30, 90 − 40, 80 − 50 and 60 − 20 (40, 50, 30, 40).

10–15 min · Mini-Lesson

Set out the Minutes Read graph from Day 2. Your child reads each bar aloud. (Monday 20, Tuesday 35, Wednesday 15, Thursday 40, Friday 25) Say: "To compare, read both bars first. Write the two numbers. Then subtract." Ask: "How many more minutes on Tuesday than on Wednesday?" Highlight the two bars. Write 35 − 15 = 20. Say: "So Tuesday has 20 more minutes. Wednesday has 20 fewer. More and fewer use the same subtraction." Next, a two-step problem. Ask: "How many fewer minutes on Wednesday than on Monday and Thursday together?" Say: "There is a hidden question. How many minutes on Monday and Thursday together?" Write 20 + 40 = 60. Then write 60 − 15 = 45. Say: "So Wednesday has 45 fewer minutes." Now your child does more. Ask: "How many more minutes on Thursday than on Friday?" (40 − 25 = 15) Ask: "How many more minutes on Wednesday and Friday together than on Tuesday?" (15 + 25 = 40; 40 − 35 = 5)

10–15 min · Guided Practice

On grid paper, draw a picture graph titled Cans Collected. Key: each can picture = 10 cans. Team A: 4 pictures. Team B: 6 pictures. Team C: 3 pictures and half a picture. 1) Your child reads each row. (40, 60, 35) 2) How many fewer cans did Team C collect than Team B? (60 − 35 = 25) 3) How many more cans did Teams A and C collect together than Team B? (40 + 35 = 75; 75 − 60 = 15) 4) The goal is 200 cans. How many more cans do the three teams need? (40 + 60 + 35 = 135; 200 − 135 = 65) If stuck, say: "Read the rows you need first. What is the hidden question? Answer it, then compare."

15–20 min · Independent Practice

Your child uses both graphs and writes an equation for each step. 1) How many more minutes on Thursday than on Monday? (40 − 20 = 20) 2) How many fewer minutes on Wednesday than on Friday? (25 − 15 = 10) 3) How many minutes in the whole week? (20 + 35 + 15 + 40 + 25 = 135) 4) How many more cans did Team B collect than Team A? (60 − 40 = 20) 5) How many more cans did Teams A and B collect together than Team C? (40 + 60 = 100; 100 − 35 = 65) 6) How many fewer minutes on Friday than on Monday and Wednesday together? (20 + 15 = 35; 35 − 25 = 10) 7) A graph shows 80 sunny days and 45 rainy days. How many fewer rainy days is that? (80 − 45 = 35) 8) A graph shows 30 robins, 15 jays and 25 wrens. How many fewer jays than robins and wrens together? (30 + 25 = 55; 55 − 15 = 40)

5 min · Exit Ticket

Your child keeps the Minutes Read graph in view and answers on paper. Ask for an equation for each step.

Watch for: Stopping after the first step of a two-step problem.

Try: Your child underlines the final question first. At the end, ask: "Does your number answer that question?"

Fact fluency: Subtracting tens mentally

Exit ticket (3 questions)

From the Minutes Read graph, how many more minutes were read on Tuesday than on Monday?
How many fewer minutes were read on Tuesday than on Thursday?
How many more minutes were read on Tuesday and Thursday together than on Friday?

Show answers

15 minutes (35 − 20 = 15)
5 minutes (40 − 35 = 5)
50 minutes (35 + 40 = 75; 75 − 25 = 50)

Support: Your child writes each number on the graph, above its bar, before any subtracting. Do the one-step problems only.

Extend: Your child writes a two-step problem about the cans graph, with an answer key. Sample: Teams B and C together, compared with Team A (60 + 35 = 95; 95 − 40 = 55).

Homework: Use last night's color graph: red 7, blue 10 and green 4. How many more chose blue than green? (10 − 4 = 6) How many fewer chose red than blue and green together? (10 + 4 = 14; 14 − 7 = 7)

English Language Arts

I can set clear, specific reading and writing goals for fourth grade.

W.3.10W.3.4SL.3.1L.3.1.DL.3.1.E

Builds on: Needs the three simple tenses from Week 10 Day 4 and the "still hard" part of yesterday's reflection. One-minute check: your child finishes, "Yesterday I ___ (run) home." (ran)

Materials: Writer's notebook, Reflection from Day 2, Colored pencils, One sheet of paper for a goal poster, Pencil

5 min · Warm-Up

Word study, about 3 minutes. Dictate this sentence: "A camel pulled the wagon through the tunnel." Your child writes it. Check it together: a capital letter, a period, and the endings -el, -on and -el. Spaced review from Week 8. Ask: "Name two linking words that give a reason." (because and since)

10–15 min · Mini-Lesson

Say: "A good goal is specific, can be checked, and is possible. Specific means exact and clear. You met that word in Week 11." Write two goals: "Spell better" and "Learn five new spelling words each week and test myself on Friday." Ask: "Which goal is stronger? Why?" (The second. It tells what, how often and how to check.) Think aloud to fix a weak goal. Say: "'Get better at reading' is fuzzy. I ask what, how often and how I will check. Now it says: I will read for 20 minutes every night and list each title." Say: "Strong goals come from the 'still hard' part of your reflection." Next, show one verb in three tenses. Past: "Last fall I kept my stories short." Present: "Now I keep a list of strong words." Future: "In fourth grade I will keep a reading log." Say: "Most verbs add -ed for the past. Irregular verbs change: keep, kept; give, gave; begin, began. The future uses will."

10–15 min · Guided Practice

1) Share one goal you have for yourself. Your child asks you one question about it. 2) Your child shares one goal. Ask: "How will you know you did it?" Listen for something that can be counted or seen. 3) Test this goal together: "Read 100 books this summer." Ask: "Is it possible?" (Probably not.) "How many books could you read in one week?" Your child fixes the goal. (Sample: I will read one chapter book every two weeks.) 4) Your child says one past-tense sentence about this year with an irregular verb. Then they say one future sentence. (Sample: "This year I gave a talk. Next year I will give a longer one.") If stuck, say: "Start with 'I will.' Add what, how often and how you will check."

15–20 min · Independent Practice

1) Your child writes two reading goals and two writing goals for fourth grade. Each goal is in the future tense and uses this frame: "I will ___ every ___. I will check by ___." 2) Your child writes one past-tense sentence about this year with an irregular verb. 3) Your child makes a small poster with colored pencils. The top goal goes in large letters. Checklist: the goal is specific. It can be checked. It is possible. It starts with "I will." Sample: "I will read one chapter book every two weeks. I will check by listing each title on my poster."

5 min · Exit Ticket

Ask the three questions aloud. Your child may write the first two answers in the notebook.

Watch for: Goals that are too big, such as "Read 100 books this summer."

Try: Ask: "How many could you do in one week?" Count the weeks together and shrink the goal until it is possible.

Exit ticket (3 questions)

Make this goal stronger: "Get better at spelling."
Change this sentence to the past tense: "I choose my best piece."
Read your top goal aloud. How will you check it?

Show answers

Answers vary. Look for: what, how often and a way to check. Sample: "I will practice five words each week and test myself on Friday."
I chose my best piece.
Answers vary. Look for: a specific goal and a real way to count or see it.

Support: Give the frame on a card. Your child writes one reading goal and one writing goal.

Extend: Your child plans a summer reading list of six titles or topics. They draw a chart with a box to check each week.

Homework: Share your top goal with a family member. Ask them to help you check it once a week this summer (10 minutes).

Science

I can carry out my fair test, run 3 trials and record my data.

3-5-ETS1-3

Builds on: Needs the Day 2 plan and data table, plus measuring to the nearest centimeter from math. One-minute check: your child measures a pencil to the nearest centimeter.

Materials: Materials from the plan (or the sample test kit from Day 1), Plan and blank data table from Day 2 (Day 172), Tape measure or ruler marked in centimeters, Pencil, Science notebook

5 min · Day 173 — Conduct the Investigation — Wonder Warm-Up

Spaced review from Week 3. Ask: "A toy car rolls onto a towel and stops sooner than on bare floor. Why?" (The towel is rougher, so there is more friction.) Then your child reads the plan steps aloud and checks that every material is ready. Now the wonder. Ask: "Will your data match your prediction? What if it does not?" (Either way, we learn something.)

10–15 min · Mini-Lesson

Say: "Today you are the scientist. Follow your steps exactly. Record each result right away. Write down anything surprising." Model one trial with the sample kit. Let the marble go from the 10 mark. Line up the 0 on the tape measure with the start line. Read the number at the cup's rim, to the nearest centimeter. Write it in the Trial 1 box at once. Say the number you read aloud, such as "4 centimeters," and write it at once. If the cup barely moves, add a book or use a lighter cup. Then keep that setup for every trial. Next show a spoiled trial. Let the marble miss the doorway. Say: "That trial went wrong. I write a note and do it again." Ask: "When do you write the number?" (Right away.) "The marble misses the cup. What now?" (Note it and redo that trial.) "May you give the marble a little push on trial 3?" (No. Every trial must start the same way.) If stuck, say: "Read your next step aloud. Do just that step."

15–20 min · Investigation / Hands-On

Run the Test. 1) Your child sets up exactly as planned. 2) They run the first setup 3 times and record each result in the data table. 3) They do the same for each other setup. 4) An adult may hold things steady, but your child reads the measuring tool. 5) They write 2 observations, such as "The cup turned sideways from the 30 mark." 6) They put the materials away. Change only the one planned thing. Keep everything else the same, and measure in the same unit every time. For the sample, the table has three rows: 10 mark, 20 mark, 30 mark. Expect the cup to slide farther from higher starts. Trials in one row will differ a little. If your results look different, say: "Real results vary. Look for the pattern." Check that every box holds a number and a unit. Safety: pick up marbles right away, and keep them away from small children.

10 min · Science Notebook Entry

Your child copies the finished data table neatly into the science notebook and writes 3 observations. They circle any result that is very different from the others in its row. Then they finish this frame. "This one may be different because ___." Sample: "This one may be different because the cup hit a bump in the floor."

5 min · Wrap-Up & Exit Ticket

Ask the three exit questions aloud. Praise honest notes about anything that went wrong.

Watch for: Changing the method partway through, such as pushing the marble on some trials, without noticing.

Try: Before each trial, read the step aloud together and ask, "Same start? Same everything else?"

Exit ticket (3 questions)

What did you change, and what did you measure? Give one number from your table.
During one trial, the cat bumps the ramp. What should a careful scientist do?
Did you start every trial the same way? Tell about anything that changed.

Show answers

Answers vary. Look for: one thing changed, one thing measured, and a number with its unit.
Write a note about it and run that trial again.
Answers vary. Look for: an honest answer that matches the notes in the notebook.

Support: Test only two setups. An adult measures and writes, while your child runs each trial and reads the numbers aloud.

Extend: Your child adds one more setup, such as the 15 mark. They predict its result from the pattern before testing.

Homework: Tell a family member what happened in the test and show the data table. Look for: numbers said with their units.

Day 4 · Thursday

Social Studies

I can improve my project with feedback and rehearse my presentation.

D4.3.3-5D4.5.3-5D4.4.3-5

Builds on: Needs the map, cost plan and poster or letter from Day 3. One-minute check: your child states the specific ask in one sentence. (Answers vary. It names what should happen and where.)

New words:

feedback – kind, useful comments that help someone make their work better
rehearse – to practice a talk before you give it

Materials: Project parts from Day 3 (map, cost plan, poster or letter), Feedback checklist (write 5 lines on a sheet of paper: map, history fact, cost plan, who decides, ask), Clock or kitchen timer, 4 index cards, Notebook, Pencil

5 min · Warm-Up

Spaced review from Week 6. Ask: "What is a claim?" (An answer that you can back up with evidence.) Your child says the project statement twice: once quietly, then in a big, clear presenting voice. Then ask the big question: "How can a listener help make your project stronger?"

10–15 min · Mini-Lesson

Say: "To rehearse is to practice a talk before you give it. Rehearsing finds the rough spots before your audience does." Say: "Feedback is a kind, useful comment that helps make work better. Good feedback has one star and one step. A star is a strength. A step is a fix." Show the checklist. Model with a made-up project: "Star: your cost plan is easy to read. Step: your prices add to $26, but your total says $24." Say: "We also check the argument. Is the claim clear? Does each piece of evidence have a source? Does it really support the claim?" Model: "Claim: the park needs a book box. Evidence: books are fun." Ask: "Is that strong evidence?" (No. It is an opinion with no source.) "What would be stronger?" (Sample: a tally of kids at the park, or what the librarian said.) "Does good feedback say only what is wrong?" (No. It names a strength and a fix.) If stuck, say: "Point to the checklist. Which line is strongest? Which line is missing?"

15–20 min · Activity / Source Work

Rehearse twice. 1) Your child writes cue words on three index cards. Card 1: need and map. Card 2: history fact and cost. Card 3: who decides and the ask. 2) Draw a chart in the notebook: Round | Minutes | Parts covered | Star | Step. 3) Round 1: your child presents with the project parts while the timer runs. Aim for about 3 minutes. Write the time. 4) Give one star and one step from the checklist. Then ask the three argument questions aloud. 5) Swap roles. You explain a made-up idea in a few sentences, with one mistake, such as a wrong total. Your child gives you a star and a step. 6) Your child makes the fix from step 4. Change only that one thing. 7) Round 2: your child presents again. Write the time. 8) Ask one hard question, such as "Who will take care of it?" Your child practices an answer. Expect round 2 to cover all five parts in 2 to 4 minutes. Times vary. Look for a smoother second round.

10 min · Notebook Entry

Today's entry goes on the fourth index card. Frames: "The feedback I got was ___. I changed ___. If someone asks ___, I will say ___." Sample: "The feedback I got was that my total was wrong. I changed it to $26. If someone asks who will care for the box, I will say my family will check it each week."

5 min · Exit Ticket

Your child answers the exit questions aloud. Praise taking feedback calmly and making a real fix.

Watch for: Feeling hurt by feedback, or ignoring it.

Try: Call it one star and one step. Give the star first. Let your child choose how to make the fix.

Exit ticket (3 questions)

What star and what step did you get today?
Sam says, "We need a crosswalk because crosswalks are nice." What is weak about Sam's evidence?
How long was your second talk, and what did you fix before it?

Show answers

Answers vary. Look for: one strength and one fix.
It is an opinion. It has no fact or source, such as a count of people crossing.
Answers vary. Look for: about 2 to 4 minutes and one specific change.

Support: Put each checklist part on its own card. Your child presents one card at a time, with a pause between cards.

Extend: Your child rehearses answers to two questions, including one from someone who might disagree with the idea.

Homework: Your child presents once more for a family member. Look for all five checklist parts and the ask at the end.

Mathematics

I can use area, perimeter, fractions, graphs and multiplication to work on my year-end performance task.

3.MD.C.7.b3.MD.D.83.G.A.23.MD.B.3

Builds on: Needs area by multiplying from Week 29 Day 1 and perimeter by adding sides from Week 30 Day 3. One-minute check: your child finds the area of a 2 by 9 rectangle (18 square units).

Materials: Grid paper (1 square = 1 foot), Ruler, Crayons, Task sheet: a paper that lists Part 1 Floor plan, Part 2 Rug, Part 3 Survey graph, Part 4 Budget, Notebook, Pencil

5 min · Warm-Up

Spaced review from Week 31 Day 1. Your child finds the area and the perimeter of a 5 by 7 rectangle (35 square units; 24 units). Then practice ×4 and ×6 facts with no clock. Ask 4 × 7, 4 × 9, 6 × 6 and 6 × 8 (28, 36, 36, 48).

10–15 min · Mini-Lesson

Say: "For two days you will design a Reading Corner. It uses four kinds of math." Read the task sheet aloud. Say: "Each part earns up to 3 points. One point is for correct math. One is for labels and units. One is for a clear explanation." Model a small sample first, an art corner. On grid paper, draw a rectangle 5 squares long and 3 squares tall. Label the sides 5 ft and 3 ft. Say: "Area covers the floor, so I multiply." Write 5 × 3 = 15 square feet. Say: "Perimeter goes around, so I add all four sides." Write 5 + 3 + 5 + 3 = 16 feet. Say: "So the art corner has an area of 15 square feet and a perimeter of 16 feet." Now your child does more. This is Part 1. Your child rules a Reading Corner 8 squares long and 6 squares tall. Your child labels the sides and finds both measures. (8 × 6 = 48 square feet; 8 + 6 + 8 + 6 = 28 feet)

10–15 min · Guided Practice

Work on Part 2, the rug. Your child draws a rug 4 squares long and 3 squares tall inside the corner. 1) What is the area of the rug? (4 × 3 = 12 square feet) 2) Edging goes around the rug. How many feet of edging is that? (4 + 3 + 4 + 3 = 14 feet) 3) Your child splits the rug into 4 equal reading spots and colors each one. How many squares are in each spot? What fraction of the rug is each spot? (3 squares; 1/4) 4) How much floor is not under the rug? (48 − 12 = 36 square feet) If stuck, say: "Does it cover or go around? Cover means multiply. Around means add all four sides."

15–20 min · Independent Practice

Your child works alone on Part 3, the survey graph. Say: "24 classmates named a favorite kind of book. Adventure 9, animals 6, mysteries 4 and comics 5." 1) Draw a scale that counts by 2s from 0 to 10. (0, 2, 4, 6, 8, 10) 2) Draw the adventure bar. (Halfway between 8 and 10.) 3) Draw the animals bar. (On the 6 line.) 4) Draw the mysteries bar. (On the 4 line.) 5) Draw the comics bar. (Halfway between 4 and 6.) 6) Add a title and two labels. Check the total. (9 + 6 + 4 + 5 = 24) 7) How many more classmates chose adventure than mysteries? (9 − 4 = 5) 8) How many fewer chose comics than adventure and animals together? (9 + 6 = 15; 15 − 5 = 10) Save every page for tomorrow.

5 min · Exit Ticket

Read each question aloud. Your child answers on paper and writes the unit.

Watch for: Mixing up the two measures, such as multiplying to find the edging around the rug.

Try: Your child writes "covers" or "goes around" beside each question before solving.

Fact fluency: ×4 and ×6 facts

Exit ticket (3 questions)

A play corner is 7 ft by 4 ft. What is its area?
How much edging goes around a mat that is 6 ft by 2 ft?
A mat is split into 6 equal parts. What fraction of the mat is each part?

Show answers

28 square feet
16 feet
1/6

Support: Draw the 8 by 6 outline for your child. Your child counts the squares row by row to check the area.

Extend: Your child adds an L-shaped nook made of a 3 by 2 rectangle and a 2 by 1 rectangle. Find its area (6 + 2 = 8 square feet).

Homework: Your child adds a bookshelf space 5 squares long and 1 square tall to the plan. Find its area and perimeter (5 square feet; 12 feet).

English Language Arts

I can put together a finished portfolio with a cover, a table of contents and a note for each piece.

W.3.6W.3.5W.3.10

Builds on: Needs the six pieces from Day 1, the reflection from Day 2 and the goals from Day 3. It also uses publishing a neat final copy from Week 31 Day 4. One-minute check: ask, "Which comes first in a school year: March, September or December?" (September)

Materials: Six portfolio pieces, Reflection from Day 2 and goals from Day 3, Folder or binder, Cover paper and markers, Lined paper for notes, Stapler or hole punch, Computer or tablet for typing, if you have one, Pencil

5 min · Warm-Up

Word study, about 3 minutes. Say dozen, pedal, metal and travel. Ask: "Which word means twelve?" (dozen) "Which one do you push with your foot on a bike?" (pedal) Your child says one sentence with metal and one with travel. Spaced review from Week 1. Ask: "Which part of a book lists what is inside, in order?" (the table of contents)

10–15 min · Mini-Lesson

Say: "A finished portfolio tells the story of your year." List its parts on paper. 1) A cover with your name and the title "My Third Grade Portfolio." 2) A table of contents. 3) The six pieces in date order. 4) A "Why I Chose This" note before each piece. 5) The reflection and goals at the end. Show one line of a table of contents: "2. The Day the Tent Fell Down (November), narrative." Say: "Each line has a number, a title, a month and the kind of writing." Read this model note for that story. Its title is "Why I Chose This": I chose this story from November because it was the first time I wrote dialogue with correct quotation marks. I rewrote the ending twice so the problem was really solved. Think aloud. Say: "The first sentence names the skill. The second sentence tells about effort or revising." Ask: "What skill does this note name?" (dialogue with correct quotation marks)

10–15 min · Guided Practice

1) Your child puts the six pieces in date order. Ask: "Why does date order help a reader?" (The reader can see the writing grow.) 2) Write the table of contents together, one numbered line for each piece. If you have a computer, your child types it. You help with saving and printing. Handwriting is fine too. 3) Your child writes the first "Why I Chose This" note. Check for two sentences: one names the skill, and one tells about effort or revising. 4) Ask: "Does your note tell why you chose it, or only what it is?" If stuck, say: "Which test did this piece pass on Day 1? Start with 'I chose this because.'"

15–20 min · Independent Practice

1) Your child writes the other five notes on lined paper, two sentences each. 2) Your child designs the cover with markers. 3) Your child puts the portfolio together in the folder: cover, table of contents, then each note with its piece. The reflection and goals go last. Fasten the pages with the stapler or hole punch. 4) Your child checks the order against the table of contents and fixes any mismatch. Look for: every note names a skill, the pieces run from earliest to latest, and the contents page matches.

5 min · Exit Ticket

Ask the three questions aloud. Your child uses the finished portfolio to answer.

Watch for: Notes that only describe the piece, such as "This is my poem."

Try: Point to the three tests from Day 1. Ask which one the piece passes, and begin the note with "I chose this because."

Exit ticket (3 questions)

What two things does each "Why I Chose This" note tell?
Open your table of contents. Which piece is number 4, and what kind of writing is it?
Read your best note aloud. Which words name the skill?

Show answers

The skill the piece shows, and the effort or revising that went into it.
Answers vary. Look for: an answer that matches the table of contents.
Answers vary. Look for: a named skill, such as dialogue, evidence or linking words.

Support: Your child tells you the notes for three pieces while you write. They write the other three alone.

Extend: Your child adds an "About the Author" page with a short paragraph and a self-portrait.

Homework: Practice the opening of tomorrow's share. Say your first two sentences to a family member (10 minutes).

Science

I can make a graph of my data and write a conclusion with a claim, evidence and reasoning.

3-5-ETS1-3

Builds on: Needs the Day 3 data and three earlier skills. The middle number is from Week 3. Bar graphs are from Week 34. Claim, evidence and reasoning are from Week 13. One-minute check: your child puts 12, 9 and 10 in order and names the middle. (10)

Materials: Data table from Day 3 (Day 173), Graph paper, Ruler, Colored pencils, Science notebook, pencil, and tape or glue

5 min · Day 174 — Analyze and Conclude — Wonder Warm-Up

Spaced review from Week 34. Ask: "Name four parts of a bar graph." (A title, labels, a scale that starts at 0, and bars.) Then your child looks at the data table. Ask: "What do you notice first?" Now the wonder. Ask: "Do your numbers answer your question?"

10–15 min · Mini-Lesson

Say: "A conclusion answers your question with evidence. It has three parts." The claim is one sentence that answers the question. The evidence is numbers from the data. The reasoning tells why the evidence supports the claim. Write this made-up sample data, in centimeters. From the 10 mark: 4, 5, 3. From the 20 mark: 8, 7, 9. From the 30 mark: 12, 13, 11. Say: "First find the middle number in each row. Put 4, 5, 3 in order: 3, 4, 5. The middle is 4." Ask: "Which number is in the middle of 8, 7, 9?" (8) "For 12, 13, 11?" (12) Now model the conclusion. Claim: "A higher start makes the marble push the cup farther." Evidence: "The middle slide was 4 centimeters from the 10 mark and 12 from the 30 mark." Reasoning: "Only the start mark changed, so the higher start caused the longer slide." Ask: "Which part uses numbers?" (The evidence.) "What if the data does not match the prediction?" (The claim follows the data. It is still good science.) If stuck, say: "Cover your prediction. What do the numbers say?"

15–20 min · Investigation / Hands-On

Graph and Conclude. 1) Your child circles the middle number in each row of the data table. 2) On graph paper, they draw a bar graph with the ruler. The setups go along the bottom. The measurement goes up the side. 3) They number the scale from 0 in even steps, such as 1s, 2s or 5s. 4) They draw one bar for each middle number and shade it with a colored pencil. 5) They add a title and label both sides, with the unit. 6) They write a claim, evidence with two numbers, and reasoning. 7) They compare the result with the prediction. Keep every bar the same width. Check that the claim matches the graph. The made-up sample gives bars at 4, 8 and 12, rising like steps. Your own numbers will differ. If your bars are close together, the change may matter very little. Say: "Real results vary. Look for the pattern."

10 min · Science Notebook Entry

Your child tapes the graph into the notebook and writes the conclusion below it with four frames. "My claim is ___. My evidence is ___. This shows ___ because ___. My prediction was ___." Sample: "My claim is that a higher start pushes the cup farther. My evidence is 4 centimeters and 12 centimeters."

5 min · Wrap-Up & Exit Ticket

Read the three exit questions aloud; your child answers on paper. Praise every claim that matches the data, even when the prediction was wrong.

Watch for: Writing a claim that matches the prediction instead of the data.

Try: Cover the prediction with your hand. Ask, "What do the numbers say?" Your child writes the claim before looking again.

Exit ticket (3 questions)

Three trials gave 31, 27 and 30 centimeters. Which number stands for all three, and why?
"Only the water temperature changed, so it caused the faster dissolving." Is this a claim, evidence or reasoning?
What is your own claim? Give two numbers from your table as evidence.

Show answers

30 centimeters. It is the middle number when they are in order: 27, 30, 31.
Reasoning. It tells why the evidence supports the claim.
Answers vary. Look for: a claim that answers the question, with two numbers and their units.

Support: Number the scale for your child. They say the conclusion aloud first, and you write the first words of each frame.

Extend: Your child uses the graph's pattern to predict a setup they did not test. They explain the prediction with two numbers.

Homework: Practice explaining the graph aloud to a family member in about two minutes. Look for: the claim and two numbers.

Day 5 · Friday

Social Studies

I can present my year-end community project and answer audience questions.

D4.3.3-5D4.7.3-5D2.Civ.6.3-5

Builds on: Needs the finished project and cue cards from Day 4. One-minute check: ask, "What five parts will your talk cover?" (The need with the map, the history fact, the cost plan, who decides and the ask.)

Materials: Completed project (map, cost plan, poster or letter), Cue cards from Day 4, A space for presenting, with seats for the listeners, Feedback slips (1 small paper slip for each listener), Stored Week 35 check (7 items) and its answer key, 4 index cards or paper slips (for reteaching), Notebook, Pencil

5 min · Warm-Up

Spaced review from Week 16. Ask: "A friend shares an idea you disagree with. What do you do first?" (Listen, then repeat the idea back.) Your child takes one slow breath and says the opening line twice: "My Community Showcase project proposes ___." Then ask the big question: "What do you want your listeners to do after your talk?"

10–15 min · Mini-Lesson

Say: "Your talk names the need and shows the map and history fact. Then it explains the cost, tells who decides and ends with your ask." Say: "A showcase shares ideas respectfully. Listeners may see things differently. A good presenter listens and thanks them." Model a respectful reply. Say: "Suppose someone says a book box might get messy. You could answer: Thank you. That is a fair worry. My family will tidy it each week." Ask: "What did the presenter do first?" (Thanked the listener.) "Did the presenter give a reason or just say no?" (A reason.) Say: "People working together can do more than one person alone. They also have to agree on a plan, and that takes listening." Ask: "What is one benefit of working with others on your idea?" (Sample: more helpers and more ideas.) "What is one challenge?" (Sample: people may disagree or be busy.) Say: "After the talk, we choose a next step, such as mailing the letter with an adult." If stuck, say: "Read your last card. It is your ask."

15–20 min · Activity / Source Work

Showcase. 1) Seat the listeners in the presenting space. Hand each one a feedback slip. 2) Your child presents for about 3 minutes with the project parts and cue cards. 3) Your child takes two questions and answers each politely with a reason. 4) Each listener fills in a slip: "I learned ___. One question I still have is ___." 5) Your child reads the slips and sorts them into two piles: things people learned and questions to answer. 6) With an adult, your child chooses a next step and predicts what might happen. Write it in a chart in the notebook: Next step | Who helps | Date | What we predict. Look for all five parts covered and two polite answers. Listeners differ. Look for what most of the slips say.

10 min · Notebook Entry

Your child completes these frames: "One piece of feedback was ___. My answer is ___. My next step is ___ on ___." Sample: "One piece of feedback was a question about rain. My answer is a box with a door. My next step is mailing my letter on Monday."

5 min · Exit Ticket

Ask the three exit questions aloud. Give the stored Week 35 check later today, after a break. It has 7 items and takes about 15 minutes. 6 or more right: go on to the next step your child chose. 4 or 5 right: redo the Day 3 page and make a new cost plan. 3 or fewer right: reteach Day 1. Sort cards for the map, history fact, cost plan and decision-maker into four boxes. Praise polite answers.

Watch for: Presenting only the idea and forgetting the ask at the end.

Try: Write the ask on the last cue card in big letters. Your child ends by reading it to the listeners.

Exit ticket (3 questions)

What was the best moment of your showcase?
A listener disagrees with your idea. Name two respectful things you can do.
What is the next step for your idea, and on what date?

Show answers

Answers vary. Look for: one specific moment.
Any two: listen, thank them, give a reason or ask a question back.
Answers vary. Look for: a realistic step with a date, such as mailing the letter on Monday.

Support: Present to a small, familiar audience. Your child may read from the cue cards.

Extend: With permission, your child mails the letter or shares the project with a community group or newsletter.

Homework: Your child thanks someone who helped, in person or with a note. Look for one specific thing that person did.

Mathematics

I can finish my performance task and explain the math in my design.

3.OA.A.33.OA.D.83.MD.C.7.b3.MD.D.83.MD.B.3

Builds on: Needs two-step problems from Week 15 Day 1 and estimating to check from Week 15 Day 4. One-minute check: 4 boxes hold 5 pencils each, and 10 more are loose. How many pencils? (30)

New words:

budget – a plan for how to spend money

Materials: Performance task pages and task sheet from Day 4, Rubric on paper for the 4 parts. Each part: 1 point for correct math, 1 for labels and units, 1 for explaining, Stored Week 35 check and its answer key, Notebook, Pencil

5 min · Warm-Up

Today your child finishes the task, then takes the Week 35 check. Plan about 70 minutes, or give the check tomorrow. Spaced review from Week 15 Day 1. Jo has 3 bags of 6 shells and finds 4 more. How many shells? (3 × 6 = 18; 18 + 4 = 22) Then practice ×4 and ×5 facts with no clock. Ask 4 × 8, 4 × 9, 5 × 7 and 5 × 9 (32, 36, 35, 45).

10–15 min · Mini-Lesson

Say: "Part 4 is the budget. A budget is a plan for spending money." Model a sample first. Say: "An art shelf has $40. Paint sets cost $3 each, and we need 7." Write 7 × 3 = 21. Say: "Brushes cost $2 each, and we need 4." Write 4 × 2 = 8. Ask: "How much do we spend?" Write 21 + 8 = 29. Ask: "How much is left?" Write 40 − 29 = 11. Check with an estimate: 20 + 10 = 30, and 29 is close. Say: "So we spend $29, and $11 is left." Now your child does more. This is Part 4. Say: "The class has $60. Cushions cost $4 each, and the class needs 6. Book bins cost $5 each, and the class needs 3." Your child answers three questions in writing. How much do the cushions cost? (6 × 4 = 24 dollars) How much do the bins cost? (3 × 5 = 15 dollars) How much is left from $60? (24 + 15 = 39; 60 − 39 = 21 dollars)

10–15 min · Guided Practice

Score the task together with the rubric. Your child reads each answer aloud and explains it. 1) Part 1: area and perimeter of the corner. (48 square feet; 28 feet) 2) Part 2: rug area, edging and one reading spot. (12 square feet; 14 feet; 1/4) 3) Part 3: four bars, a title and two labels. (9, 6, 4 and 5; total 24) 4) Part 4: the budget. ($24, $15 and $21 left) Give up to 3 points for each part, 12 in all. Then your child presents the Reading Corner to the family in about two minutes. Each listener asks one question. If stuck, say: "Tell me what you drew. Which math did you use? How do you know it is right?"

15–20 min · Independent Practice

Save the task in the math portfolio. Then give the stored Week 35 check. It has 7 items and sits with the Week 35 lessons. Allow about 15 minutes, with no clock running. Score it with the answer key. Choose a route by the result. 6 or 7 right: your child is ready for Week 36. 4 or 5 right: find the kind of item missed. For items 1 to 3, picture graphs, redo Day 1 Guided Practice. For items 4 and 5, bar graph scales, redo Day 2 Guided Practice. For items 6 and 7, how many more and fewer, redo Day 3 Guided Practice. 3 or fewer right: reteach the Day 1 Mini-Lesson with a key of 2. Then redo Day 3 Guided Practice before Week 36.

5 min · Exit Ticket

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

Watch for: Adding the two costs and stopping, without subtracting from $60.

Try: Your child rereads the last question. Then check by adding back: 21 + 39 = 60.

Fact fluency: ×4 and ×5 facts

Exit ticket (3 questions)

7 lamps cost $5 each. What is the total cost?
Paint costs $18 and paper costs $14. How much is left from $50?
Tell one place you used multiplication in your Reading Corner.

Show answers

$35
$18 (18 + 14 = 32; 50 − 32 = 18)
Answers vary. Look for: the floor area (8 × 6), the rug area (4 × 3) or a cost (6 × 4).

Support: Your child presents to one family member and uses the task sheet as notes. Read each check item aloud.

Extend: Ask: "With the $21 that is left, how many $3 bookmarks can the class buy?" (21 ÷ 3 = 7)

Homework: Your child shows the finished task to someone at home and explains one part. Sample: the floor is 8 ft by 6 ft, so its area is 8 × 6 = 48 square feet.

English Language Arts

I can present my portfolio, explain how I grew, and answer questions from my audience.

SL.3.4SL.3.6SL.3.3SL.3.1

Builds on: Needs the talk skills from Week 33: note cards (Day 1), voice and eye contact (Day 2) and answering questions (Day 4). One-minute check: ask, "Where do you look at the end of each sentence?" (up, at one listener)

New words:

talking points – the few main things you plan to say

Materials: Completed portfolio, 1 note card (index card), Family members as an audience, One sheet of paper and a pen for the "Third Grade Author" page, The stored Week 35 check, printed, Pencil

5 min · Warm-Up

Word study, about 3 minutes. Give a quick spelling check with no clock. Say each word, and your child writes it: garden, seven, button, animal, tunnel, travel. Challenge word: festival. Correct it together, and your child underlines each schwa ending. Spaced review from Week 33. Ask: "What are the three parts of a strong answer to an audience question?" (Repeat the question, answer it, and add a detail.)

10–15 min · Mini-Lesson

Say: "A portfolio share walks your audience through three pieces: your earliest, your hardest and your favorite. You tell what changed." Make a note card on the index card with three talking points. Model one first. Say: "I write key words, not sentences." Write: "Earliest: September notebook page, three sentences, no evidence. Hardest: research report, tracked every source. Favorite: creek poem, said by heart." Your child writes their own three points on the card. Next, practice an opening line: "The biggest change in my writing this year was ___." Your child finishes it two ways and keeps the stronger one. Review the Week 33 tips: a loud, clear voice, a steady pace and eye contact. Say: "Hold up each piece when you talk about it. Speak in complete sentences."

10–15 min · Guided Practice

1) Practice run. Your child presents to you for 3 or 4 minutes and holds up each piece. 2) Ask one audience question, such as: "Which piece took the most revising?" Your child repeats the question, answers it and adds a detail. 3) Share one strength and one tip. 4) Give the stored Week 35 check. It has 8 items. Your child works alone for about 8 minutes. You may read the directions aloud, but give no hints. Score it together. If the hour is full, give the check after the family share instead. 6 or more right: ready. Your child may make a poster of the portfolio. 4 or 5 right: redo the Day 3 practice page. Then your child tells one thing they did yesterday, do today and will do tomorrow. 3 or fewer right: revisit Day 3. Draw three boxes labeled yesterday, today and tomorrow, and move a verb through each box.

15–20 min · Independent Practice

1) Your child presents the portfolio to the family and takes at least two questions. 2) The family talks it over. Each person names one piece they liked and tells why. Your child answers each comment in a complete sentence. Sample: "Thank you. I worked hard on that ending." 3) To finish, your child writes "Third Grade Author" on the sheet of paper and signs it with the pen. It goes at the front of the portfolio. Look for: three pieces shown at the right moments, eyes up at the end of sentences, and answers with a detail.

5 min · Exit Ticket

Ask the three questions to celebrate the year. Your child answers in complete sentences.

Watch for: Reading the notes word for word and never looking up.

Try: Your child holds up each piece, looks at the audience and says one sentence before glancing at the card.

Exit ticket (3 questions)

Which three pieces did you share? What changed from the earliest to the favorite?
What question did your audience ask? Say your answer again with its detail.
What did you do well as a speaker today, and what will you work on in fourth grade?

Show answers

Answers vary. Look for: the earliest, hardest and favorite pieces and one real change.
Answers vary. Look for: a real question and an answer with a detail.
Answers vary. Look for: one strength and one specific thing to improve.

Support: Your child shares just two pieces and holds the note card the whole time.

Extend: Your child presents the portfolio again to a relative or neighbor and asks that person for one question.

Homework: Keep your portfolio somewhere safe. Show it to one more person this week and tell them your favorite piece (10 minutes).

Science

I can present my investigation, explain my evidence and answer questions.

3-5-ETS1-3

Builds on: Needs Days 1 to 4 and the survey talk from Week 34. One-minute check: your child says the claim in one sentence.

New words:

display – a poster or board that shows your work so others can read it

Materials: Poster board or folded cardboard, Graph and data table from this week, Markers and glue, Materials from the investigation, to show, Week 35 Science Check (7 items) and its answer key, Science notebook and pencil

5 min · Day 175 — Science Fair Showcase — Wonder Warm-Up

Spaced review from Week 5. Ask: "Your marble run had a spot where it stopped working. What do engineers call that spot?" (A failure point.) Then your child says the claim aloud in one sentence. Now the wonder. Ask: "What would you tell another scientist who wants to repeat your test?"

10–15 min · Mini-Lesson

Say: "A science fair display tells your whole story." Name the six parts and sketch six boxes in the notebook. Title. Question. Prediction. Materials and Steps. Data and Graph. Conclusion. Say: "Scientists also say what could be better. Every test has a weak spot." Give a sample. "My cup sometimes turned sideways. That was a failure point in my test. Next time I would add two rulers as a guide lane." Say: "Telling the weak spot helps the next scientist run a fairer test." Ask: "Which box holds the graph?" (Data and Graph.) "Which part answers the question?" (The conclusion.) "What was one weak spot in your own test?" (Answers vary. Look for something real, such as a bumpy floor.) Teach two speaking tips from Week 34: face your listeners, and point to the graph. If stuck, say: "Tell the story in order. What did you ask? What did you do? What did you find?"

15–20 min · Investigation / Hands-On

Build and Present. 1) Your child plans where the six parts go on the poster board. 2) They glue on the graph and data table and write the other parts with markers. 3) They set the test materials in front of the display. 4) They practice once aloud. 5) They present to family for three to five minutes, showing the materials and the graph. 6) The listeners ask three questions. Try "What did you keep the same?" "What surprised you?" and "What would you change next time?" 7) Your child answers with evidence from the data. A listener keeps a small table with two columns: Part, Included. Expect all six parts and answers that use numbers. If time runs short, your child writes only the headings and tells the rest aloud. If a part is missing, point to its box and your child adds it.

10 min · Science Notebook Entry

Self-check. Your child writes three sentences in the science notebook. "One strength of my investigation was ___. One thing I would improve in my test is ___. A new question I wonder about is ___." Sample: "One strength was careful measuring. I would improve the floor by using a smoother one. I wonder if a heavier marble pushes the cup farther."

5 min · Wrap-Up & Exit Ticket

Ask the three exit questions aloud and celebrate the investigation. Then give the Week 35 Science Check, which has 7 items. Your child works alone for about 10 minutes, now or later today. Score it with the key. With 6 or more right, plan the follow-up test that the check suggests. With 4 or 5 right, redo the Day 4 page and graph the data on the check. With 3 or fewer right, reteach Day 2. Roll a ball down a book ramp 3 times and list what stays the same.

Watch for: Reading the poster word for word without looking at the listeners.

Try: Your child points to each part and explains it in their own words. They glance at the poster only when stuck.

Exit ticket (3 questions)

Which of the six display parts shows your evidence?
What is one weak spot, or failure point, in your test? How would you fix it?
What new question did your investigation make you wonder about?

Show answers

Data and Graph. The evidence sentence in the conclusion also uses it.
Answers vary. Look for: one specific change to the test, such as a smoother floor or a guide lane.
Answers vary. Look for: a question with something to change and something to measure.

Support: Your child presents to one person. You glue while your child chooses where each part goes, and they may use note cards.

Extend: Your child presents to a second audience. They add those listeners' questions and their own answers to the notebook.

Homework: Share the display with another family member and explain the claim. Look for: the claim plus one number as evidence.

Friday Checks & Answer Keys

Mathematics · Week 35 Mathematics Check

3.MD.B.33.OA.D.83.MD.C.7.b3.MD.D.83.G.A.23.OA.A.3

Goals

I can read a scaled picture graph.
I can read and make a bar graph with a scale.
I can solve how many more and how many fewer problems from a graph.

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

A picture graph key says each star = 5 books. A row has 6 stars. How many books?
The key says each circle = 2 students. A row has 3 and a half circles. How many students?
With a key of 10, how many pictures show 70?
A bar ends halfway between 60 and 70 on a scale that counts by 10s. What does it show?
On a scale that counts by 2s, where does a bar for 11 end?
A bar graph shows Room 1 read 45 books and Room 2 read 30. How many more did Room 1 read?
A graph shows 20 apples, 35 pears and 25 plums were picked. How many fewer pears were picked than apples and plums together?

Show answer key

30
7
7
65
halfway between 10 and 12
15
45 − 35 = 10

What to do next

Most right: If 6 or more are right: survey your family about a favorite food and make a bar graph with a scale of 2.
Some right: If 4–5 are right: redo the Day 3 page, then write two how many more questions about a graph you draw.
Few right: If 3 or fewer are right: reteach Day 1 by drawing a picture graph where each circle stands for 2, then counting by 2s. Then redo Day 3 Guided Practice.

English Language Arts · Week 35 English Language Arts Check

W.3.10W.3.5SL.3.1SL.3.1.ASL.3.1.BSL.3.1.CRF.3.3.CL.3.2.F

Goals

I can choose portfolio pieces and explain my growth.
I can write goals and use verb tenses.
I can use abstract nouns and spell schwa endings.

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

Name one test for choosing a portfolio piece.
Circle the abstract noun: The team showed great courage.
Which goal is stronger?
○ Write more.○ Write in my journal three times a week.
Write the past tense: Yesterday I ____ (write) a letter.
Write the future tense: Tomorrow I ____ (read) a new book.
Why does a portfolio put pieces in date order?
Fill in the ending: The cam____ walked across the sand.
Fill in the ending: I have sev____ pencils.

Show answer key

It shows a skill, it shows effort and revising, or I am proud of it.
courage
Write in my journal three times a week.
wrote
will read
To show how the writing grew over the year.
camel
seven

What to do next

Most right: If 6 or more are right: Make a short slide show or poster of your portfolio with a sentence about each piece.
Some right: If 4–5 are right: Redo the Day 3 page, then tell a family member one thing you did yesterday, do today and will do tomorrow.
Few right: If 3 or fewer are right: Reteach Day 3: draw a three-box time line labeled yesterday, today and tomorrow, and move a verb card through each box.

Science · Week 35 Science Check

3-5-ETS1-13-5-ETS1-3

Goals

I can plan a fair test with one change.
I can use data to write a conclusion.

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

Which question is testable this week?
○ Which ball bounces highest when dropped from 100 cm?○ Why do we play games?○ What is the best sport?
Sam drops a tennis ball, a rubber ball and a ping-pong ball. What is the one thing Sam changes?
Name 2 things Sam should keep the same.
Why should Sam drop each ball 3 times?
The rubber ball bounced 62 cm, 58 cm and 60 cm. What is the middle number?
'The rubber ball bounced highest' is the ____.
○ claim○ evidence○ reasoning
Sam predicted the tennis ball would bounce highest, but the rubber ball did. Was Sam's experiment a failure? Why?

Show answer key

Which ball bounces highest when dropped from 100 cm?
the kind of ball
Answers vary. Look for: the drop height, the floor, the person measuring or the ruler.
To make sure a result was not just luck.
60 cm
claim
No. A prediction can be wrong; the data still teaches us something.

What to do next

Most right: If 6 or more are right: Plan a follow-up test that changes the drop height for the winning ball.
Some right: If 4–5 are right: Redo the Day 4 page using the bounce data on this check to draw a bar graph.
Few right: If 3 or fewer are right: Reteach Day 2, Plan Your Investigation: roll a ball down a book ramp 3 times and list what stays the same.

Week 35

Home Connection

Big ideas

Scaled graphs show lots of data in little space.
My portfolio shows how I grew as a writer.
Scientists test questions and share their evidence.
My project uses what I learned to help others.

Mathematics

Try it (10 min): Ask 10 to 20 people a question, like their favorite fruit. Make a bar graph with a scale that counts by 2s, then ask how many more people chose one fruit than another.

Talk about it: Why might a graph count by 2s or 5s instead of 1s?

English Language Arts

Try it (10 min): Look through your child's writing from the year together. Choose two favorite pieces and talk about how the writing has changed.

Talk about it: What reading or writing goal will you set for fourth grade?

Science

Try it (10 min): Help your child run a simple fair test, like which paper towel soaks up the most water. Run 3 trials, record the data and share the claim and evidence.

Talk about it: Why do scientists run more than one trial?

Social Studies

Try it (10 min): Help your child build one part of the year-end project, like a map, a cost plan or a poster, and practice presenting it to the family.

Talk about it: What is the most important thing your project teaches?

This week’s words

bar graph · scale · portfolio · reflection · trial · claim

Celebrate

Celebrate three things: a graph you made, a favorite piece of writing, and an investigation you completed.

This week's read-aloud

Zoey and Sassafras: Dragons and Marshmallows by Asia Citro

It is science fair week, and Zoey uses a notebook, careful observation and tests to solve a problem.

See the five daily prompts →

Math catch-up · 3.MD.B.3

What Does Each Line Count?

On a scaled graph, one picture or one line stands for more than 1. Children who count pictures or lines by 1s get every answer wrong.

Builds on: 2.MD.D.10

Materials: grid paper · crayons · pencil · a ruler

Make a picture graph key: one star = 5 books. Draw 4 stars in a row. Your child counts by 5s: 5, 10, 15, 20 books. Ask, "If we counted the stars by 1s, what wrong answer would we get?" (4)
Make a bar graph called "Minutes Played Outside" with lines counting by 10s. Draw Saturday's bar to 45: it stops halfway between 40 and 50. Draw Sunday's bar to 20.
Ask a "how many more" question: "How many more minutes on Saturday than on Sunday?" 45 − 20 = 25.
Each day, your child reads 3 bars or rows from a graph, saying the scale out loud before reading.

Try again

In a picture graph, each apple picture stands for 2 apples. A row has 6 apple pictures. How many apples does it show?
A bar graph counts by 10s. A bar ends halfway between 60 and 70. What number does it show?
A bar graph shows 50 minutes for Monday and 25 minutes for Tuesday. How many more minutes on Monday?

Reading About Our World · Week 35 · Social Studies

Who Runs Your Town?

Local government for the year-end community project · This week's Social Studies lessons

A town street shows the town hall, a library and a fire station, with a crosswalk on the road in front.

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.

Close to Home

The United States has three levels of government: national, state and local. Local government is the closest to you. It runs your city, town, village or county, and it makes many decisions that affect your daily life. A county is a larger area that can include several towns.

Local Leaders

Many cities and towns have a mayor, who leads the local government. They also have a city or town council, a small group of people who vote on local laws and decide how to spend the town's money. In most places, the people who live there vote to choose these leaders. Some towns use other titles for their leader.

Services We Share

Local governments provide services that everyone shares. Police officers help keep people safe. Firefighters put out fires and help in emergencies. Workers fix roads, pick up trash and keep the water clean. Towns also run parks, libraries and playgrounds. Many towns also run buses and plow snow.

Paying for Services

These services cost money. Most of it comes from taxes, which are money people and businesses pay to the government. Because money is limited, the council must choose. Should it fix a bridge this year or build a new playground? Leaders weigh what the community needs most.

How a Decision Is Made

Many local decisions follow the same steps. First, someone suggests an idea, such as a new crosswalk by the library. Next, the council discusses it and listens to people at a public meeting. Then the council votes. If the idea passes, town workers carry it out. Sometimes the council asks people to vote on big decisions.

Your Voice Counts

Council meetings are usually open to the public, so anyone can come and listen. You can write a letter, sign up to speak, or share an idea for your community. Find out who leads your town and when your council meets. Your ideas can help shape your community.

Word box

local government: the government of a city, town, village or county
mayor: the leader of a city or town government
council: a group of people who make laws and decisions for a town
tax: money people and businesses pay to the government for shared services

Questions

What does a town council do?
Name three services local governments provide.
Why can't a town council say yes to every idea people suggest?
The section How a Decision Is Made uses the words first, next and then. What do these words show?

Week 35 spelling words →

This week's specials page

Family Art Show

Art: Hold a family art show.
Music: Get a song ready to perform.
PE: Show all your skills and share your favorites.
Health: When thunder roars, go indoors!

Try it (Art)

Pick your favorite art from this year.
Make a label for each piece with the title, date and art materials.
Hang your art and give your family a tour.

Think about it: The art piece I am proudest of is ____.

See this year's specials plans