100
Student Packet Round 2 Hamilton Elementary Third Grade
Student Packet Round 2
Hamilton ElementaryThird Grade
00 School District of
Lancaster
3rd Grade
Skills Packet
3rd u i ade
Skills Pack
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Rea
d, re
ad, r
ead
and
LOV
E it!
R
ead
for 3
0 m
inut
es
Rea
d, re
ad, r
ead
and
LOV
E it!
R
ead
for 3
0 m
inut
es
Rea
d, re
ad, r
ead
and
LOV
E it!
R
ead
for 3
0 m
inut
es
Rea
d, re
ad, r
ead
and
LOV
E it!
R
ead
for 3
0 m
inut
es
Rea
d, re
ad, r
ead
and
LOV
E it!
R
ead
for 3
0 m
inut
es
Cau
se &
Effe
ct
Task
Car
ds
Com
pare
&
Con
trast
Tas
k C
ards
Pr
actic
e Tr
icky
Wor
ds
Con
text
Clu
es T
ask
Car
ds
Bear
s in
Dan
ger
Pass
age
and
Ope
n En
ded
The
Trai
n R
ide
Pass
age
and
Ope
n En
ded
Vis
iting
the
Sta
tue
of L
iber
ty P
assa
ge
with
Act
ivity
Fr
iend
Writ
ing
Prom
pt
Wou
ld y
ou R
athe
r W
ritin
g Pr
ompt
Tr
adin
g Pl
aces
W
ritin
g Pr
ompt
Add
ition
Flu
ency
Su
btra
ctio
n Fl
uenc
y M
ultip
licat
ion
Flue
ncy
Rou
ndin
g Ti
me
Prob
lem
Sol
ving
Pl
ace
Val
ue W
ar
Math
Fre
e S
pace
I S
py
Hit
the
Targ
et
Scie
nce
– C
omm
unic
ate
Cle
arly
Scie
nce
– Pu
sh/P
ull
T-C
hart
Scie
nce
– V
isit
Mys
tery
Dou
g at
ht
tps:
//bit.
ly/3
aZSM
FL
Dra
w a
Sill
y M
onst
er
I Spy
Nat
ure
Hun
t
Cre
ate
a pi
ctur
e of
Ea
rth
Art:
Dre
am S
hoes
Sc
ient
ific
Mus
ic
Inst
rum
ent F
amily
Fu
n
Com
plet
e 2
heal
thy
habi
ts fr
om th
e “K
eep
Cle
an”
Cha
rt Pi
ck 2
mov
emen
t bo
xes f
rom
the
“Kee
p C
lean
” ch
art
and
com
plet
e th
ose
activ
ities
Com
plet
e 2
heal
thy
habi
ts fr
om th
e “S
afet
y Fi
rst”
Cha
rt
Pick
2 m
ovem
ent
boxe
s fro
m th
e “S
afet
y Fi
rst”
cha
rt an
d co
mpl
ete
thos
e ac
tiviti
es
If y
ou
fil
l th
e b
oa
rd o
r co
mp
lete
all
cho
ices
in
a c
on
ten
t a
rea, sn
ap
a p
ic
an
d s
end
it
to y
ou
r te
ach
er!
We
wo
uld
lo
ve
to g
ive
you
a s
hou
t ou
t!
Ham
ilton
Ele
men
tary
3rd
Gra
de C
hoic
e B
oard
Wee
ks 3
& 4
ELA Math
Science &
Unified Arts D
irec
tio
ns:
Ple
ase
cho
ose
fro
m t
he
follo
win
g as
sign
men
ts t
o c
om
ple
te t
hro
ugh
ou
t th
e w
ee
k. Y
ou
may
pu
t an
X o
r co
lor
eac
h b
ox
as y
ou
co
mp
lete
them
. Y
ou
are
no
t re
qu
ired
to
co
mp
lete
all
acti
viti
es.
Mak
e su
re y
ou
als
o f
ill o
ut
the
re
adin
g lo
g to
sh
ow
yo
ur
2 s
tep
s e
ach
day
. A
nsw
ers
can
be
fou
nd
in t
he
bac
k o
f th
e p
acke
t.
Hamilton Elementary 3" Grade Choice Board Weeks 3 & 4
slay paijiun
[Type here]
These packets provide grade level material and options for your child. Some of our students
require accommodations when we do work in school. Here is a list of suggestions for you to try with
your student if he or she is struggling with the work that is provided. You can always reach out to your
child’s teacher, learning support teacher, or English Language Development teacher if you have
questions or concerns! Thank you so much for continuing to work with your child at home! We
appreciate you!
Reading
• Read text aloud to your child
• Use a pencil or pen to point to words as they are read
• Use the edge of a book to show one line of text at a time
• Try tasks more than once
• Make a checklist of tasks to complete
• Include breaks in your schedule
• Break Assignments into smaller chunks
• Chunk comprehension questions by paragraph
• Provide your student with the first few words of a written response, and have them finish the
rest of the sentence.
• Use Google or Youtube to help with pronunciation of unknown words or to find books read
aloud.
Math Use of a calculator
• Draw pictures to find answers
• Read word problems aloud to your child
• Talk about what is happening in the problem; is something being taken away, put together,
broken into equal groups, etc.
• Use manipulatives to calculate answers; pennies, beans, toothpicks, cottonballs, cheerios,
etc.
Socio-Emotional
• Write feelings in a journal
• Draw pictures of how they are feeling
• Use a sticker chart to help motivate
• Rewards for specified amount of work or time on task (snacks, game time, special time with a
family member)
• Chunk material or expectations into smaller amounts of questions or shorter amounts of time
[Type here]
Estos paquetes proporcionan material de nivel de grado y opciones para su hijo. Algunos de nuestros
estudiantes requieren adaptaciones cuando trabajamos en la escuela. Aquí hay una lista de sugerencias para que
pruebe con su estudiante si él o ella tiene dificultades con el trabajo que se le proporciona. ¡Siempre se puede
llegar a la maestra de su hijo, el aprendizaje de profesor de apoyo, o maestro de desarrollo del idioma inglés si
tiene preguntas o preocupaciones! ¡Muchas gracias por seguir trabajando con su hijo en casa! ¡Te apreciamos!
Lectura
• Lea el texto en voz alta a su hijo
• Utilice un lápiz o un bolígrafo a punto de las palabras a medida que se leen
• Utilice el borde de un libro para mostrar una línea de texto a la vez
• Trate tareas más de una vez
• Haga una lista de tareas para completar
• Incluya descansos en su horario
• Divida las tareas en partes más pequeñas
• Preguntas de comprensión fragmentaria por párrafo
• Proporcionar a su estudiante con las primeras palabras de una respuesta por escrito, y hacer
que terminar el resto de la frase.
• Use Google o Youtube para ayudar con la pronunciación de palabras desconocidas o para
encontrar libros leídos en voz alta.
Matemáticas Uso de una calculadora
• Haz dibujos para encontrar respuestas
• Lea los problemas de palabras en voz alta a su hijo
• Hable sobre lo que está sucediendo en el problema; es algo que se quita, se junta, se divide
en grupos iguales, etc.
• Use manipulativos para calcular respuestas; centavos, frijoles, palillos de dientes, bolas de
algodón, cheerios, etc.
Socio-emocional
• Escribir sentimientos en un diario
• Haz dibujos de cómo se sienten
• Use una carta de etiquetas para ayudar a motivar
• Recompensas por la cantidad especificada de trabajo o tiempo en la tarea (tiempo de juego,
tiempo especial con un miembro de la familia)
• Agrupe material o expectativas en cantidades más pequeñas de preguntas o cantidades
más cortas de tiempo
Reading Log
Read, Read, Read, and it!
IRLA
19
1G
Stud
ent
Dat
es
age
tlo
tsth
isal
l go
love
toam
had
me
upan
has
my
wan
tan
dha
veno
was
are
heof
we
athe
reon
wen
tbe
Ion
ew
hat
big
insa
idw
here
can
isse
ew
hoca
n’t
itsh
ew
hyco
me
like
that
will
dolit
tleth
ew
ithdo
wn
live
ther
eye
sfo
rlo
okth
eyyo
u
Tota
lsCo
mm
on C
ore
Stan
dard
Fou
ndat
iona
l Ski
lls 3
c: R
ead
com
mon
hig
h-fr
eque
ncy
wor
ds b
y si
ght.
1G
Pow
er W
ords
To b
egin
1G
, kno
w 2
5 of
the
se w
ords
at
Flas
h Sp
eed.
By
the
end
of 1
G, k
now
ALL
60
wor
ds.
IRLA
31
2G
Nam
e:
Dat
es
abou
tfu
nif
put
anim
al
gave
into
ran
asgi
rlju
mp
saw
begi
vem
ake
says
besid
ego
esm
any
som
ebo
ygo
ing
new
stop
but
good
not
take
bygo
tno
wth
enca
me
happ
yof
fth
ese
coul
dhe
roh
too
day
him
orun
der
did
his
our
wer
edo
esho
me
out
whe
nea
tho
use
over
wou
ldfro
mho
wpl
ayyo
ur
Tota
ls
To b
egin
2G
, kno
w 2
5 of
the
se w
ords
at
Flas
h Sp
eed.
By
the
end
of 2
G, k
now
ALL
60
wor
ds.
Com
mon
Cor
e St
anda
rd F
ound
atio
nal S
kills
3g:
Rea
d co
mm
on h
igh-
freq
uenc
y w
ords
by
sigh
t.
2G
Pow
er W
ords
IRLA
72
1B
D
ates
afte
rco
unt
know
only
thin
gag
ain
each
last
othe
rth
ink
alw
ays
ever
yla
ugh
own
thos
ean
othe
rfin
dlig
htpe
ople
toda
yan
yfir
stlo
ngpl
ease
usaw
ayfo
und
mea
npr
etty
use
beca
use
frien
dm
ore
pull
very
beco
me
funn
ym
uch
read
wal
kbo
thgr
eat
mys
elf
right
whi
chbu
yhe
llone
ver
scho
olw
ord
catc
hhe
lpni
ght
som
ethi
ngw
ork
colo
rju
stol
dth
eir
writ
e
Entr
y Le
vel:
25 W
ords
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
bg: D
ecod
e re
gula
rly s
pelle
d on
e-sy
llabl
e w
ords
. Re
cogn
ize
and
read
gra
de-a
ppro
pria
te ir
regu
larly
spe
lled
wor
ds.
1B
Ent
ry R
equi
rem
ents
: Tri
cky
Wor
ds
Mus
t Rec
ogni
ze O
n Si
ght
IRLA
84
2B
Nam
eD
ates
also
child
larg
eop
enth
ough
tas
kch
ildre
nla
ter
page
tiny
beau
tiful
dolla
rle
arn
phon
eto
geth
erbe
fore
earth
leav
epi
ctur
eto
mor
row
bega
nen
ough
left
push
troub
lebe
gin
eye
life
quie
ttu
rnbe
hind
fri
endl
ylis
ten
quit
until
bein
ggo
nelo
stqu
iteup
onbe
stgr
oup
mon
eyre
ady
wat
chbo
dygu
ess
mos
tre
ally
wea
ther
boug
htha
lfne
xtse
nten
cew
hile
build
hear
dno
isesp
ring
who
seca
rry
high
noth
ing
stor
yw
oman
caug
ht
hurry
ofte
nsu
rew
orld
cent
ke
yon
cete
ache
ryo
ung
En
try
Leve
l: 25
Wor
ds
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
g: R
ecog
nize
and
read
gra
de-a
ppro
pria
te ir
regu
larly
spe
lled
wor
ds.
2B
Ent
ry R
equi
rem
ents
: Tri
cky
Wor
ds
Mus
t Rec
ogni
ze O
n Si
ght
IRLA
102
1R
Nam
e D
ates
Tota
l
answ
ercl
othe
sgi
ant
min
ute
poor
stom
ach
been
clot
hing
heav
ym
oon
quar
ter
stoo
d
belie
veco
untry
hour
mou
ntai
nqu
estio
nst
raig
ht
bicy
cle
done
idea
mov
ese
cond
toug
h
boar
dDr
.kn
ewM
s.se
cret
war
m
botto
mea
rlykn
ock
Mr.
shal
lw
eigh
brea
dev
enlib
rary
Mrs
.sig
nw
hisp
er
build
ing
field
mac
hine
o’cl
ock
soon
whi
stle
city
floor
mag
icpi
ece
sorry
wild
clim
bfro
ntm
illio
npo
ndsp
ecia
lw
ind
Entr
y Le
vel:
30
Wor
ds
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
f: Re
cogn
ize
and
read
gra
de-a
ppro
pria
te ir
regu
larly
spe
lled
wor
ds.
1R
Ent
ry R
equi
rem
ents
: Tri
cky
Wor
ds
Mus
t Rec
ogni
ze O
n Si
ght
IRLA
162
Wt
Nam
e D
ate
alth
ough
colle
gedi
seas
ekn
owle
dge
pige
on
anxi
ous
coug
hdo
ubt
lang
uage
pois
on
aven
ueco
uple
espe
cial
lyle
ague
rest
aura
nt
blon
dco
urt
fast
enle
athe
rro
ute
brui
seco
yote
grad
ually
mea
dow
sala
d
bury
cray
ongu
est
mus
tach
ese
w
calv
escr
ooke
dgu
itar
myt
hsh
awl
cere
alcr
uel
heal
thna
tura
lst
atue
char
acte
rco
zyho
arse
nuis
ance
stre
ngth
chos
encu
pboa
rdho
nest
you
ght
sugg
est
coco
ade
ath
jeal
ous
pati
ence
swor
d
colla
rde
sign
jour
ney
pers
uade
wan
dCo
mm
on C
ore
Stat
e St
anda
rd F
ound
atio
nal S
kills
3: K
now
and
app
ly g
rade
-leve
l pho
nics
and
wor
d an
alys
is s
kills
in d
ecod
ing
wor
ds.
Stud
ent P
ract
ice
Page
: Stu
dent
sho
uld
be a
ble
to re
ad m
ost o
f the
se o
n en
try
to W
t.
W
t Tri
cky
Wor
ds
Compare and Contrast • Set 3
Write and Share
Practice Passage
E
Z
Bears in Danger
Polar bears are white. Pandas are black and white.
s-4 ( aU CA ;LA O Ov =Z� O
75 cn N cn ;..4
CA bt 4-1 cn O V
Q, 1-4
0
cn
0
En
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Comparar y contrastar • Grupo 3
Escribir y compartir
Pasaje de practica
4 ±
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�u
$ 'k o 2 E 2 ®
Ln
$ 2 LA u a = e ± Ln Ln L
/ j $ c E u @ § § & E 2 = } § _e Ln C) §
e G o E CL
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Osos en peligro
Los osos polares y los pandas gigantes se ven
muy diferentes. Los osos polares son blancos. Los pandas
son blancos con negro. Los osos polares son mucho
mds grandes que los pandas. Estos osos tambien viven
en lugares muy distintos. Los osos polares necesitan el frio
y el hielo, asi que su hogar estd cerca del Polo Norte. Cuando
cazan, esperan en el hielo para atrapar focas y peces.
Los pandas viven en las montanas. Trepan a los drboles
de bambu, iy comen mucho bambu! Los osos polares y los pandas gigantes tambien
son similares. Los adultos viven solos. Son muy fuertes, asi que,
por to general, no son presas de otros animales. Pero enfrentan
peligros. Los lugares donde viven estdn cambiando. Los osos
panda tienen menos espacio en los bosques y los osos polares
tienen menos hielo. Actualmente, grupos de personas estdn
trabajando para resolver estos problemas. Gente de todas partes
quiere que estos osos esten fuera de peligro.
© Learning A-Z Todos los derechos reservados.
Make Inferences and Draw Conclusions • Set 3
Graphic Organizer
Independent Practice Passage
V)
O
0 0
aj
� cr N o VI
V
N Ov a N t 4-
'a X v 0
� N t A
C 0 a 0 0 'A
{/1 0 cp CL 0--a M CL
O p
%A Ln
Z
The Train Ride
�
�
V
u
O
++
G�
�
v
3 x �
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O
F••�
cVn
� .•• .41
� �
� ate-+ � ,9 v
v �3 r
� v w
� � O O
3
x
bA
O bA
.a'y V
the people leave the train. Daniel laughs at the stories.
see were rows and rows of corn. I've never seen so
many trees. Everything is so green.
� = a) i--i 4-j
>1 O
V V
O
Q � � a�
U bO
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© Learning A-2 All rights reserved.
Hacer inferencias y sacar condusiones • Grupo 3
r_
cu L 0-
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c
Organizador grWico
Pasaje de practica independiente
V)
Ln N
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V � � N C •a) ru Lj O Q Ln
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O z
rB
N a� a--� c O V
f6
El viaje en tren
Se convierten en parte de nuestra aventura. Cuando Daniel se
despierta, le cuento las historias mientras la gente sale del tren.
de describir al narrador? el terreno donde
los ninos viven?
Daniel se rie de las historias. Nuestro padre dijo que permanecieramos en los asientos
hasta que el conductor nos diga que bajemos, asi que eso
hacemos. Tenemos un largo camino por recorrer hasta llegar
a la ciudad de la abuela.
Observo por la ventana y veo que el terreno ha cambiado.
Ahora veo colinas, lagos y bosques. En casa, todo to que veia
eran filas y filas de maiz. Nunca habia visto tantos drboles.
Todo es muy verde.
La abuela vive en Chicago. Daniel y yo nos quedaremos con
ella en el verano. La ciudad estard llena de gente y sera ruidosa.
A medida que el tren se acerca a la estacion, no puedo dejar
i
0 Learning A-Z Todos los derechos reservados.
Main Idea and Details • Set 3
Graphic Organizer
Independent Practice Passage
z
L �
CL 0 O m Q Q Q Q
V C •� N
� iN-• ice--+ �
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V a Cu
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Visiting the Statue of Liberty
rN rl
A Details Details
Main Idea Main Idea Main Idea 4-1
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bO
o � v b°JD H faster than b
ack home.
uo
[�— O LA
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© Learning A-2 All rights reserved.
Idea principal y detalles • Grupo 3
Organizador grafico
Pasaje de practica independiente
ro m 'v
(B N
V
ro N
Qv ad •�
f6 tA ra
= Ln Q
p � 'Co � O
w CD -0 N
v p al. �
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+� w pv
p LA
V s r B Q N a tL
C ra - .- -, Q
CL Q- -0 X
}i fB � +�+
= V 4-
De visita en la Estatua de la Libertad
Cuando visitas nuevos lugares, aprendes mucho. Mi familia
y yo iremos a New York City. Ahf, visitaremos la Estatua de
la Libertad. He estado leyendo sobre la Estatua de la Libertad.
Verla sera como entrar en la historia. New York City es diferente a mi pequeno pueblo. No veo la
hora de caminar por la ciudad. Las calles estan llenas de gente
y son ruidosas. Los sonidos de las bocinas de los carros, de los
autobuses que pasan y del metro que retumba se oyen por Codas
partes. Los edificios son mas altos y estan mas juntos de a to
que estoy acostumbrada. Todo parece moverse mas rapido en
la ciudad que en mi pueblo. La Estatua de la Libertad es un simbolo estadounidense.
Veo la antorcha y leo el mensaje en la base. La estatua significa
libertad. Puedo ver por que venir aquf era un simbolo de
esperanza para la gente. Me muero de ganas por compartir
mis fotos con mis amigos en casa.
© Learning A-Z Todos los derechos reservados.
Dir
ect
ion
s: R
ead
th
e f
ollo
win
g C
ause
& E
ffe
ct T
ask
Car
ds
and
an
swer
th
e f
ollo
win
g q
ue
stio
ns
I t
Dir
ect
ion
s: R
ead
th
e f
ollo
win
g C
ause
& E
ffe
ct T
ask
Car
ds
and
an
swer
th
e f
ollo
win
g q
ue
stio
ns
Am
elia
se d
irigí
a a
la o
ficin
a. S
u m
aest
ra le
hab
ía
pedi
do q
ue le
traj
era
algu
nos p
apel
es a
la se
cret
aria
. U
n ni
ño c
hocó
acc
iden
talm
ente
con
ella
. Am
elia
de
jó c
aer t
odos
los p
apel
es a
l sue
lo. E
l chi
co se
di
scul
pó y
la a
yudó
a li
mpi
arlo
s. ¿
Qu
é c
au
só
qu
e A
me
lia
de
jara
cae
r lo
s
pa
pe
les
?
¿C
uá
l fu
e e
l e
fec
to d
e A
me
lia
tir
an
do
lo
s
pa
pe
les
?
Món
ica
esta
ba h
orne
ando
gal
leta
s. A
caba
ba d
e po
ner
un lo
te e
n el
hor
no c
uand
o so
nó e
l tel
éfon
o. E
ra su
am
iga,
Pho
ebe.
Des
pués
de
un ra
to, M
ónic
a ol
ió a
al
go q
uem
ándo
se. "
¡Oh
no, l
as g
alle
tas!
" dijo
ella
, y
rápi
dam
ente
col
gó e
l tel
éfon
o. L
as g
alle
tas e
ran
negr
as. M
ónic
a su
spiró
y lo
s tiró
a la
bas
ura.
¿Q
ué
cau
só l
a q
uem
a d
e la
s co
ok
ies?
¿C
uál
fue
el e
fect
o d
e q
uem
ar
las
cook
ies?
Mar
io lo
oke
d a
t th
e cl
ock
. Th
e b
us
wo
uld
be
her
e in
a
few
min
ute
s! H
e th
rew
his
san
dw
ich
into
his
lun
ch b
ag
and
th
en t
oss
ed in
an
ap
ple
an
d a
juic
e b
ox.
He
mad
e it
to t
he
bu
s in
tim
e, b
ut
at lu
nch
tim
e, h
e fo
un
d h
is
san
dw
ich
was
a s
qu
ish
y m
ess!
Mar
io d
ecid
ed t
o b
uy
ho
t
lun
ch in
ste
ad.
¿Q
ué
ca
us
ó q
ue
el
sa
nd
wic
h d
e M
ari
o s
e
ap
las
tara
?
¿C
uá
l fu
e e
l e
fec
to d
el
ap
las
tam
ien
to d
el
sá
nd
wic
h d
e M
ari
o?
¡Eth
an e
stab
a le
yend
o un
libr
o re
alm
ente
bu
eno!
Com
enzó
a le
er a
las
9:00
y n
o pu
do
para
r. C
uand
o te
rmin
ó el
libr
o, e
ra d
espu
és d
e la
med
iano
che.
Eth
an d
urm
ió a
trav
és d
e su
al
arm
a a
la m
añan
a si
guie
nte
y lle
gó ta
rde
a la
es
cuel
a.
¿Q
ué
cau
só q
ue
Eth
an
se
qu
edara
des
pie
rto
des
pu
és d
e la
med
ian
och
e?
¿C
uál
fue
el e
fect
o d
e q
ue
Eth
an
se
qu
edara
des
pie
rto h
ast
a p
asa
da l
a m
edia
noch
e?
t
0 q-gkqjlT ZQ'? I�z 'J
Dir
ect
ion
s: R
ead
th
e f
ollo
win
g C
om
par
e &
Co
ntr
ast
Task
Car
ds
and
an
swer
th
e f
ollo
win
g q
ues
tio
ns
t
T
177 IN J
Ir 3 C T i s
c +
-C + S
L �z 5 L��±�
V � L O �
L O L O
5LL-
CIO 0
Keith
y D
anny
son
her
man
os. A
am
bos
les
gust
a ca
ntar
. Dan
ny ti
ene
el p
elo
rojo
, mie
ntra
s qu
e el
de
Kei
th e
s m
arró
n os
curo
. Dan
ny e
s un
niñ
o tra
vies
o qu
e si
empr
e pa
rece
est
ar m
etié
ndos
e en
pr
oble
mas
. Kei
th, p
or o
tro la
do, e
s un
jove
n co
nfia
ble
que
a m
enud
o ay
uda
a su
mad
re e
n la
ca
sa. K
eith
y D
anny
tien
en u
na h
erm
ana
llam
ada
Lour
ie.
¿D
e q
ué
ma
nera
so
n K
eit
h y
Da
nn
y i
gu
ale
s?
¿D
e q
ué
ma
nera
s s
on
dif
ere
nte
s?
Leah
se
sent
ó en
su
cam
a y
miró
alre
dedo
r de
su
nuev
a ha
bita
ción
. Era
más
peq
ueño
que
su
habi
taci
ón e
n Te
nnes
see.
Per
o m
amá
habí
a pi
ntad
o la
s pa
rede
s de
l mis
mo
tono
de
lava
nda
que
su a
ntig
ua h
abita
ción
y B
oo-B
oo, s
u os
ito d
e pe
luch
e, e
stab
a se
ntad
a en
su
cam
a, c
omo
siem
pre
lo h
abía
hec
ho é
l. M
iró p
or la
ven
tana
al
patio
de
abaj
o. E
ra e
xtra
ño e
star
en
el s
egun
do
piso
. Nun
ca a
ntes
hab
ía v
ivid
o en
una
cas
a de
dos
pi
sos.
¿C
óm
o e
s l
a n
ue
va
ha
bit
ac
ión
de
Le
ah
ig
ua
l
qu
e l
a a
nte
rio
r? ¿
Có
mo
es
dif
ere
nte
?
Jake
y E
than
tien
en u
n in
form
e de
l lib
ro q
ue se
deb
e en
trega
r el v
iern
es. A
mbo
s elig
iero
n le
er e
l mis
mo
libro
y
ambo
s ter
min
aron
de
leer
lo la
sem
ana
pasa
da. J
ake
traba
jó u
n po
co e
n su
info
rme
del l
ibro
cad
a no
che.
Par
a el
juev
es p
or la
noc
he, s
olo
tení
a qu
e te
rmin
ar la
co
nclu
sión
. Eth
an, s
in e
mba
rgo,
esp
eró
hast
a el
juev
es
por l
a ta
rde
para
com
enza
r. Te
nía
que
qued
arse
des
pier
to
hast
a m
uy ta
rde
para
term
inar
su in
form
e. Ja
ke o
btuv
o un
a A
en
su in
form
e, m
ient
ras q
ue E
than
obt
uvo
una
C.
¿D
e q
ué
ma
nera
lo
s e
nfo
qu
es
de
Ja
ke
y E
tha
n a
l
info
rme
y s
us
re
su
ltad
os f
ue
ron
lo
s m
ism
os
?
¿C
óm
o f
ue
ron
dif
ere
nte
s?
Muc
ha g
ente
pie
nsa
que
las s
alam
andr
as so
n un
tipo
de
laga
rto p
orqu
e am
bas t
iene
n co
las l
arga
s y p
atas
cor
tas.
Sin
emba
rgo,
¡una
sala
man
dra
no e
s un
laga
rto e
n ab
solu
to! L
as sa
lam
andr
as so
n un
tipo
de
anfib
ios,
mie
ntra
s que
los l
agar
tos s
on u
n tip
o de
rept
il. L
os
laga
rtos t
iene
n pi
el se
ca y
esc
amos
a. P
or e
l con
trario
, la
piel
de
una
sala
man
dra
es su
ave
y hú
med
a. A
di
fere
ncia
de
un la
garto
, una
sala
man
dra
debe
pas
ar la
m
ayor
par
te d
e su
vid
a en
el a
gua.
¿
En
qu
é s
e p
are
ce
n lo
s l
ag
art
os y
la
s
sa
lam
an
dra
s?
¿E
n q
ué
se
dif
ere
ncia
n?
Dir
ect
ion
s: R
ead
th
e f
ollo
win
g C
om
par
e &
Co
ntr
ast
Task
Car
ds
and
an
swer
th
e f
ollo
win
g q
ues
tio
ns
t
Dir
ect
ion
s: R
ead
th
e f
ollo
win
g
Co
nte
xt C
lue
s Ta
sk C
ard
s an
d
answ
er
the
fo
llow
ing
qu
est
ion
s
A
Laur
en le
enc
anta
leer
. Con
fre
cuen
cia
pasa
los
sába
dos
por l
a ta
rde
acur
ruca
da c
on u
n lib
ro.
La p
ala
bra
fre
cu
en
tem
en
te
sig
nif
ica:
a.
Nu
nc
a
b.
a m
en
ud
o
c.
a v
ece
s
Mar
ía n
otó
que
las c
ortin
as d
e la
seño
ra
Linn
toda
vía
esta
ban
cerra
das.
Mar
ia
pens
ó qu
e er
a pe
culia
r por
que
la S
ra.
Linn
siem
pre
abría
sus c
ortin
as to
das
las m
añan
as.
La p
ala
bra
pec
uli
ar
sign
ific
a.
a.
Extr
añ
o
b.
bu
eno
c.
estú
pid
o
N
unca
deb
es e
xplo
rar u
na c
ueva
so
lo. E
s es
enci
al q
ue v
aya
con
al
men
os o
tra p
erso
na.
La
pala
bra
ese
nci
al
sign
ific
a:
a.
no i
mp
ort
an
te
b.
mu
y i
mp
ort
an
te
c.
ac
ep
tab
le
A M
aría
le p
reoc
upab
a qu
e lo
s ni
ños
de la
esc
uela
se
burla
ran
de
sus
lent
es n
uevo
s. E
lla n
o qu
ería
se
r bur
lada
sol
o po
r ten
er u
na v
isió
n po
bre.
La p
ala
bra
bu
rla
da
sig
nif
ica:
a. e
stim
ado
b. b
rom
eó
c.
odia
do
Benj
amin
com
ió tr
es tr
ozos
de
past
el
y do
s bo
las
de h
elad
o. U
na h
ora
desp
ués,
su
estó
mag
o se
sin
tió
mar
eado
y d
ecid
ió a
cost
arse
por
un
tiem
po.
La p
ala
bra
mare
ad
osi
gn
ific
a:
a.
Maj
or
b.
vací
o c.
En
ferm
os
Mam
á pa
só to
do e
l día
trab
ajan
do
en e
l jar
dín.
Se
sent
ía c
ansa
da y
so
lo q
uería
irse
a la
cam
a.
La p
ala
bra
can
sa
do
sig
nif
ica
a.
fati
gad
a
b.
En
ferm
os
c.
irri
tad
o
Dir
ect
ion
s: R
ead
th
e f
ollo
win
g
Co
nte
xt C
lue
s Ta
sk C
ard
s an
d
answ
er
the
fo
llow
ing
qu
est
ion
s
g a m
ga m 1XI31N0a
R
0
1X431N0-: Do
Open Ended Writing
What makes you a good friend? Tell me about a favorite memory you have with a
friend.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Draw a picture of you and your friend(s) at school.
Escritura
¿Qué te hace un buen amigo? Cuéntame sobre un recuerdo favorito que tengas con
un amigo.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Haz un dibujo de ti y tus amigos en la escuela. .
Open Ended Writing
Would you rather live in the mountains, on the moon or at the beach? Give three
reasons explaining why.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Draw a picture of yourself living in the place you chose!
""-P-
Escritura
¿Prefieres vivir en las montañas, en la luna o en la playa? Da tres razones para
explicar por que. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
¡Haz un dibujo de ti mismo viviendo en el lugar que elegiste!
Open Ended Writing
If you could trade places with anyone in the world, who would it be? Explain how
your life would be different.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Draw a picture of yourself in your traded place!
Escritura
Si pudieras intercambiar lugares con alguien en el mundo, ¿con quién sería? Explica
cómo tu vida sería diferente
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Haz un dibujo de ti mismo!
16 itz Smi • - • Sh Sec. .: ode q) Ar 9 • • ebec . • 9esigns
Multiplication Table
0
Multiplication Tabl(
0
0
4
0
3
0
0 6
0 4 8
6
9
1
0 10 1
0 1
0
1
7 - 14 21
0 8 1
0 9
4
18127
0 10 0 30
0 11 22 33
0 1 4 36
12 15 1
16 20 24
0
32 40 48 56 64
36 45 54 63 72
40 50 60 70 SO
44
48
55
60
81 0
0 100
99 110
108 120
Dir
ecti
on
s: S
olv
e th
e fo
llow
ing
pro
ble
ms.
Yo
u c
an e
ith
er g
o a
t yo
ur
ow
n p
ace
or
tim
e yo
urse
lf.
Inst
rucc
ion
es: R
esue
lva
los
sigu
ient
es p
rob
lem
as. P
ued
es ir
a t
u p
ropi
o r
itm
o o
pu
edes
cro
no
met
rart
e.
Mat
h F
luen
cy
c
0
u
CL
Iq C1,41 r-I Ni N
x x ]C
o.
X
N'
IX
00 CD IX
X X
C*7 C�1 {�7 O* ►�
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IX
IX
C) Lo O'l CN N
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X X {
c1 r)
CN1 LO ";Vl CO NJ 0
X IX
minutes i lutes Scorer
Na m(-,
Round to the Nearest Ten or Hundred
Locate and label 739 on the number line. Round to the nearest hundred.
600 700 800 900
1. 739 is between 700 and Soo
2. 739 is closer to than it is to
3. 739 rounded to the nearest hundred is
Round to the nearest ten and hundred.
4. 363
7. 209
10. 762
CC.3_NBT.1
5.829 6. 572
8.663 9.949
11. 399 12.402
Problem Solving
13. The baby elephant weighs 435 pounds. What is its weight rounded to the nearest hundred pounds?
14. Jayce sold 218 cups of lemonade at his lemonade stand. What is 218 rounded to the nearest ten?
No mbre
Redondear a la decena o a la centena mas pr6xima
Ubica y rotula 739 en la recta numerica. Redondea a la centena mas pr6xima.
600 700 800
1. 739 esta entre "-o y
2. 739 esta mas cerca de que de
3. 739 redondeado a la centena mas pr6xima es
Redondea a la decena y a la centena mas pr6xima.
4. 363 _ 5. 829
7. 209 S. 663
10. 702 11. 399
Resoluci6n de problemas
13. Los elefantes bebes pesan 435 libras. ZCual es su peso redondeado a la centena de libra mas pr6xima?
900
A k CC.3.NBT.1
6. 572
9. 949
12. 402
14. Jayce vendi6 218 vasos de limonada en su puesto de limonada. 4Cuanto es 218 redondeado a la decena mas pr6xima?
t 4 3
Na me
Time to the Minute OBJECTIVE Read, vtinte, and tell nme on analog and dgitW dodo to the nearest rnnof-
Tommy wants to know what time the clock shows. He also wants to know one way to write the time.
Step 1 Where is the hour hand pointing? What is the hour? It points just after the 6, so the hour is 6.
Step 2 Where is the minute hand pointing? It points just after the 3.
Count the minutes. Count zero at the 12. Count on by fives: 5, 10, 15.
Then count on by ones: 16, 17.
So, the time is 6:17, or seventeen minutes after six.
Write the time. Write one way you can read the time.
1.
3.
2.
4.
Me ur womt and Data 141
No mbre
La Nora en minutos OUETIVO --t-, r, JI -1— , _ = II.1J II1h pf , R M NI rek *S ifkvOq .M Y d1911dIlS.
CC.3.M0.1
Tommy quiere saber que hora indica el reloj. Tambien quiere saber una manera de escribir la hora.
Paso 1 4Hacia donde senala el horario? ZQue hora es? Senala justo despues del 6, entonces son las 6.
Paso 2 ZHacia donde senala el minutero? Senala junto despues del 3.
Cuenta los minutos. Cuenta el cero en el 12. Cuenta hacia adelante de cinco en cinco: 5, 10, 15.
Luego cuenta hacia adelante de uno en uno: 16, 17.
Entonces, son las 6:17 o las seis y diecisiete minutos.
Escribe la hora. Escribe una manera en que puedes leer la hora.
1.
3.
2.
4.
Abdicion y d,tw 141
Name
Time to the Minute
Write the time. Write one way you can read the time.
1.
4.
1:16; sixteen
minutes after one
2.
5.
1.CN
3.
6.
4: 013
Write the time another way.
7. 23 minutes after 4 S. 18 minutes before 11
9. 10 minutes before 9
Problem Solving
11. What time is it when the hour hand is a little past the 3 and the minute hand is pointing to the 3?
10. 7 minutes after 1
12. Pete began practicing at twenty-five minutes before eight. What is another way to write this time?
Nombre
La hora en minutos
Escribe la hora. Escribe una manera en que puedes leer la hora.
1.
4.
1:16; la una y
dieciseis minutos
2-
Escribe la hora de otra manera.
3.
6.
771
7. las 4 y 23 minutos 8. las 11 menos 18 minutos
9. las 9 menos 10 minutos 10. la 1 y siete minutos
Resolucibn de problemas
11. ZQue hora es cuando el horario pasa un poco de las 3 y el minutero seriala el 3?
12. Peter comenzo a practicar a las ocho menos veinticinco minutos. k0mo escribes esta hora de otra manera?
142 Loc wn 71
Name
Problem Solving • Model Addition and Subtraction OBJECTIVE .,Ivv )nr! :;htr-Ir! -�n by using the suategy draw a diagram.
Kim sold 127 tickets to the school play. Jon sold 89 tickets. How many more tickets did Kim sell than Jon?
CC IOA.8
Read the Problem
What do I need to find?
I need to find how many more
tickets Kim sold than Jon
What information do I need to use?
I know that Kim sold 127 tickets
and Jon sold 89 tickets.
How will I use the information?
I will draw a bar model to help me
see what operation to use to solve
the problem.
Solve the Problem
Complete the bar model.
Kim
Jon tickets t ! tickets
Subtract to find the unknown part.
127 38
38 tickets
So, Kim sold more tickets than Jon.
1. Kasha collected 76 fall leaves. She collects 58 more leaves. How many leaves does she have now?
2. Max has 96 stamps. Pat has 79 stamps. How many more stamps does Max have than Pat?
Nombre
Resoluci6n de problemas • Representar la suma y la testa 0BJETIVu Aegt
Kim vendi6 127 boletos para la obra de teatro de la escuela. Jon vendi6 89 boletos. ZCuantos boletos mas que Jon vendi6 Kim?
Lee el problema
ZQu6 debo hallar?
Debo hallar cuantos boletos mas
que Jon vendi6 Kim
4Qu6 informaci6n debo usar?
Se que Kim vendi6 127 boletos y que
Jon vendi6 boletos.
LCbmo usar6 la informaci6n?
Dibujare un Como
ayuda para ver que debo
usar para resolver el problema.
1. Kasha recogi6 76 hojas del piso, y luego recogio 58 hojas mas. ZCuantas hojas tiene ahora?
Jon
Resuelve el problema
N Completa el modelo de barras.
i boletos
boletos
boletos
Resta para hallar la parte desconocida.
121 89 38
■ = 38 boletos
Entonces, Kim vendi6 38 boletos mas que Jon.
2. Max tiene 96 estampillas y Pat tiene 79. ZCuantas estampillas mas que Pat tiene Max?
Na me
Problem Solving • Model Multiplication OBJECTIVE &jlvc- one- and two-step problems by using the strategy dr.;;. L, 6-agrarr
There are 2 rows of flute players in a marching band. Each row has 7 students. How many flute players are there in all?
Aii k CC.3.OA.8
Read the Problem
What do I need to find?
I need to find how many
flute players are in the marching
band.
What information do I need to use?
know there are - rows. There are
7 students in each row.
How will I use the information?
I will draw a _ bar model
me see what operation
to use to solve the problem.
to help
I need
Solve the Problem
Complete the bar model to show the flute players.
Write 7 in each box to show the 7 students in each of the 2 groups.
I I students
Since there are equal groups, I can multiply to find the number of flute players in the band.
2 x
So, there are ' flute players in all.
1. The Coopers put a new floor in the bathroom. There are 5 rows of 6 red tiles. How many tiles did they use?
2. Tommy has a jar of coins. He makes 8 piles of 4 quarters. How many quarters does Tommy have in all?
No mbre
Resolucion de problemas • Representar la multiplicacion OBIETIVO U%w la esnategia narr Lr Aw rams para reseiver pmbiemas de une y acs pain
En una banda hay 2 hileras de flautistas. Cada hilera tiene 7 estudiantes. ZCuantos flautistas hay en total?
►-
i
Lee el problema
ZQue debo hallar?
Debo hallar cuantos flautistas
hay en la banda.
ZQue informacion debo usar?
Se que hay hileras. Hay
estudiantes en cada hilera.
ZComo usare la informacion?
Dibujare un modelo de barras Como
ayuda para ver que operacion
debo usar para resolver el problema.
L -
1. La familia Cooper coloco un nuevo piso en el bano. Hay 5 hileras de 6 baldosas rojas. �Cuantas baldosas usaron?
CC.3.OA.8
Resuelve el problema
Completo el modelo de barras para mostrar los flautistas.
Escribo 7 en cada recuadro para mostrar los 7 estudiantes en cada uno de los 2 grupos.
7 7
l I }y estudiantes
Puesto que hay grupos iguales, puedo multiplicar para hallar la cantidad de flautistas que hay en la banda.
2 7 1l
Entonces, hay 14 flautistas en total.
2. Tommy tiene un frasco de monedas. Hace 8 pilas de 4 monedas de 254.
ZCuantas monedas de 25d tiene Tommy en total?
Tips for playing math card games:
• You can play with a regular deck of
cards. Some games may need numbers
higher than one, so you can assign values
to the Ace, King, Queen, Jack and Joker
for more numbers.
• To make a game harder, try adding zeros
to answers to make it fact "extensions
For example, 4 x 8 could become 40 x
80.
• Uno cards work as well! Look around
your house and see what kind of
numbered cards you have already. If
not, most dollar stores carry inexpensive
decks of cards.
Place Value War
Players 2
Materials: Deck of cards with face cards and
10s removed, Ace worth one
Mow to Play: Turn over 1, 2 or 3 cards. Place
them in any position to make the highest
number possible. The higher number wins all
of the cards for that turn. Try asking your
child to compare the numbers out loud.
"365 is greater than 243"
Player 1 wins all six cards.
Increase the number of cards to flip if you want to
work on larger numbers.
r spy
Players 2
Materials: Deck of cards, face cards worth ten, Ace worth 1 or 11.
How to Play: Deal out the entire deck of cards in a 13 x 4 array. (Example shown not all cards)
4
v ff
A
r
r
A A
.4 4
*b
Find two cards next to each other, vertically or
horizontally, that add to make a number. "I spy two
cards with a sum of 10". You can also play the game
with multiplication, "I spy two cards with a product of
40".
The other player looks for two cards that multiply to
make the sum or product and removes them. After
many turns, the array can be reformed to continue
play.
Hit the Target
Players 2
Materials: Deck of cards, face cards worth
ten, Ace worth 1 or 11.
How to Play: Lay out five cards face up. Then
choose one additional card to be the target number.
You may add, subtract, multiply or divide to hit the
target number. Try to use all five cards, but you must
use at least 2 cards. Winner takes the cards in the
equation, plus the target number.
♦♦♦ �r�r �► �►
♦ ♦ rAr i
♦ ♦
Target number is 11 r
r
A
A player could choose: 5- 2 or 8- 5
or 10 - 5 - 2 or 5 x 2 - 7 Look for more ways!
Why is it important to communicate clearly?
1. Work with a partner. Take 6 cubes each. Make sure you have the same colors as your partner
Set up a folder so that you cannot see each other’s work.
2. Design and build a simple structure.
3. Communicate: Tell your partner how to build your structure. Use position words – left, right, top, bottom
4. Take the folder down. Compare the structures.
5. Trade jobs and repeat.
Explain Your Results
6. Think about the words you used in communicating your design to your partner. List the words that were most helpful in communicating clearly.
7. Why was it important to communicate clearly with your partner?
Infer why it is important for scientists to communicate clearly with one another.
Materials
Legos or other blocks
folder
kquiry Skill
Scientists communicate when they explain how to do something.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
=ndagaci6n
;Por que es importante comunicarse con claridad? 1. Trabaja con un companero. A cada uno le tocar6n 6
cubos. Coloquen una carpeta de tal manera que no
puedan ver el trabojo del otro.
2. Disena y construye
una estructura
sencilla.
Materiales
O Olt
0* 00 cubos de gramo
carpeta
If N
Destreza de indagacion
Los cientifrcos se
comunican cuando
explican c6mo hacer algo.
❑ 3. Gomunica ideas Explica a to companero como construir la misma estructura.
❑ 4. Retiren la carpeta. Comparen las estructuras.
n 5. Intercambien roles y repitan la actividad.
Explica los resultados �
6. ♦4', o " Piensa en las palabras que usaste al comunicar to diseno a to
companero. Haz una lista de las palabras que resultaron m6s utiles
para comunicarte con claridad.
7. zPor que fue importance comunicarte claramente con to companero? Infiere por
que es importance que los cientificos se cornuniquen con claridad entre si.
Force and motion occur in the world all around us all of
the time. Force is the capacity to use energy to do
work. Pushing and pulling are two types of work that
are considered a force. Brainstorm where or when
you have used force (pushes or pulls) in your daily
routine. List your ideas in the T-chart below.
ART at Home!
Hello Hamilton Artists and Your Families!
I hope you are healthy and well!
Here are some activities to be creative at home.
Use whatever materials you have available. For example: a pencil, scrap paper
such as an old envelope or magazines, crayons, markers, coffee, tea, and juice
make great paints, while a spoon, fork or toothpick can serve as a brush. Some
activities you can use objects you find in your home to create art! Keep Creating!
Miss you all!
Peace & Love
Miss Ackiewicz
Third Grade Art - Week of April 20th
• Art Option 1: Create a silly monster from the lines and shapes on
ART PAGE 1. Use any drawing tool and add color if you can.
• Art Option 2: I SPY Nature Hunt! Use the included ART PAGE 2. Grab a drawing tool to mark the objects you “Spy” (find) on the page. You can play a variation of this with your family without the paper as well. Start by saying “I spy something ________.” (for example , fuzzy, purple, tall, square.) It is up to the opposite player to guess correctly.
CFGB�G
ART PAGE 1.
ART PAGE 2.
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ART at Home!
Hello Hamilton Artists and Your Families!
I hope you are healthy and well!
Here are some activities to be creative at home.
Use whatever materials you have available. For example: a pencil, scrap paper
such as an old envelope or magazines, crayons, markers, coffee, tea, and juice
make great paints, while a spoon, fork or toothpick can serve as a brush. Some
activities you can use objects you find in your home to create art! Keep Creating!
Miss you all!
Peace & Love
Miss Ackiewicz
THird Grade Art - Week of April 27th
• Art: Option 1: Draw a circle or use a paper plate. Create a picture of Earth using torn paper from magazines, construction paper, paint, crayons, markers or whatever materials you can find. If possible, use the cool colors: blue, green and purple.
• Art: Option 2: Use ART PAGE 3 to design your own “Dream Shoes.” Use whatever materials you have available to draw and or color your shoes.
ART PAGE 3
Music at Home!
Hi, everyone! I hope you and your family are doing well. I miss you! Here are some music
activities from which to choose:
Scientific Music!
With adult permission/assistance, pour some water into a glass and gently tap on the glass so you can
hear a pitch. Use that as your starting pitch to sing "Mary Had a Little Lamb" or any other familiar song.
Then, either pour more water in the glass or dump some out, and tap again to get a new pitch. Sing the
song again with that as your starting pitch. See how many different starting pitches you can use, and
repeat the process with different songs! Does the pitch get higher or lower if you add water? Does the
pitch get higher or lower if you dump water out?
Instrument Family Fun
Take a piece of paper and divide it into four sections. Label each of the sections with an instrument
family (Woodwinds, Brass, Percussion, Strings). List as many instruments as you can in each family.
Then, turn the paper over and write down the name of your favorite instrument. Write a few sentences
describing that instrument and explaining why you like it. Extension: If you have access to the internet –
with adult permission, look up your favorite instrument. Listen to examples of that instrument being
played. Repeat with different instruments, and notice the difference in how the instruments sound.
What do you like or dislike about each instrument? Enjoy!
Good luck!
Mrs. Scheib
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Wee
k 1:
Hav
e Fu
n –
Kee
p C
lean
!
Hel
lo! D
o yo
ur v
ery
best
wit
h th
ese
acti
viti
es a
nd h
ave
your
fam
ily d
o th
em w
ith
you!
Rem
embe
r to
w
ash
your
han
ds, e
at h
ealt
hy, e
xerc
ise,
and
get
ple
nty
of s
leep
EV
ER
YD
AY!
B
rush
you
r te
eth
afte
r ea
ch m
eal.
Do
10 p
ush-
ups,
sit
-ups
and
squ
ats.
If
you
are
wat
chin
g T
V t
ry d
oing
th
em d
urin
g co
mm
erci
als.
Cou
nt h
ow m
any
step
s it
tak
es y
ou
to w
alk
arou
nd t
he in
side
or
outs
ide
of y
our
hom
e.
M
ove
thro
ugh
your
hom
e lik
e yo
ur
favo
rite
ani
mal
.
T
RY
to
com
plet
e 1
exer
cise
eac
h da
y.
Was
h yo
ur h
ands
aft
er y
ou u
se t
he
bath
room
, bef
ore
you
eat
and
afte
r yo
u pl
ay.
C
ompl
ete
2 da
nce
vide
os.
http
s://
ww
w.y
outu
be.c
om/
Tak
e a
bath
/sho
wer
eve
ry d
ay o
r ev
ery
othe
r da
y.
Tos
s a
soft
obj
ect
to y
ours
elf
or
wit
h so
meo
ne 2
0 ti
mes
.
f
Wee
k 2:
Hav
e Fu
n –
Safe
ty F
irst
!
Hel
lo! D
o yo
ur v
ery
best
wit
h th
ese
acti
viti
es a
nd h
ave
your
fam
ily d
o th
em w
ith
you!
Rem
embe
r to
w
ash
your
han
ds, e
at h
ealt
hy, e
xerc
ise,
and
be
safe
EV
ER
YD
AY!
Fi
re s
afet
y ch
eck,
wit
h pa
rent
s/gu
ardi
ans,
che
ck t
o se
e if
sm
oke
alar
ms
are
wor
king
, mak
e a
plan
if a
fir
e ha
ppen
s in
the
hou
se
Jugg
ling
Cha
lleng
e –
use
a so
ft
ball,
sca
rfs,
or
plas
tic
bags
Tea
ch y
our
fam
ily y
our
favo
rite
ta
g ga
me
Cup
sta
ck r
aces
, tea
ch y
our
fam
ily
(MU
ST U
SE P
LA
STIC
OR
PA
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CU
PS)
T
RY
to
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plet
e 1
exe
rcis
e pe
r da
y
Cre
ate
or lo
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irst
aid
kit
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wit
h a
pare
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uard
ian
Com
plet
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Go
Noo
dle
danc
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ht
tps:
//ap
p.go
nood
le.c
om/
Roc
k, P
aper
, Sci
ssor
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inne
r pi
cks
exer
cise
for
oth
ers
to d
o
Go
on a
wal
k w
ith
your
fam
ily in
or
out
side
of
your
hom
e
t
r
a
ko
n
TT
a Jdr
n m
Yo
u c
an le
arn
mo
re
abo
ut
a p
lace
by
visi
tin
g
NY
C is
dif
fere
nt
fro
m
my
smal
l to
wn
.
The
Sta
tue
of
Lib
ert
y is
an A
me
rica
n s
ymb
ol.
-My
fam
ily a
nd
I ar
e g
oin
g to
NY
C.
The
re, w
e w
ill v
isit
th
e S
tatu
e o
f
Lib
ert
y.
-Se
ein
g h
er w
ill b
e lik
e st
epp
ing
into
his
tory
.
-Th
e b
uild
ings
are
tal
ler
and
clo
ser
toge
the
r th
an w
hat
I am
use
d t
o.
-Eve
ryth
ing
in t
he
cit
y se
ems
to
mo
ve f
aste
r th
an b
ack
ho
me
.
-Th
e s
tatu
e s
tan
ds
for
fre
ed
om
.
-Th
e t
orc
h a
nd
me
ssag
e a
t th
e
bas
e m
ade
peo
ple
co
min
g to
Am
eric
a se
e it
as
a sy
mb
ol o
f
ho
pe
. Main Idea and Details • Set 3
Graphic Organizer
c. 19 CO L
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5 O
,mac. 0 era
{n y
ar M a a� -a a m
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C
= C y O
Visiting the Statue of Liberty
Details
e�
d Q Details
Main Idea Main Idea Main Idea
faster than back home.
DO
GS
BO
TH
CA
TS
-Do
gs g
o o
uts
ide
to “
go t
o t
he
bat
hro
om
”
-Do
gs li
ke t
o p
lay
fetc
h w
ith
a b
all a
nd
tu
g o
f w
ar
wit
h t
oys
-Th
ey
are
bo
th m
amm
als
-Th
ey
bo
th
hav
e 4
legs
-Cat
s “g
o t
o t
he
bat
hro
om
” in
a li
ter
bo
x
-Cat
s lik
e to
pla
y w
ith
yar
n a
nd
cat
to
ys
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Bears in Danger
Polar bears are white. Pandas are black and white.
71 9 O
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CIO CL4 �
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co
cz (I ' trees. They eat lots of bamboo!
2
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$04 71 O•I 0
-Dan
iel l
ean
s h
is h
ead
on
my
sho
uld
er
and
clo
ses
his
eye
s. –
They
bo
th r
efe
r to
th
e s
ame
pe
op
le a
s “F
ath
er”
an
d
“Gra
nd
mo
the
r.”
All
of
par
agra
ph
3
As
the
tra
in g
ets
clo
ser
to t
he
sta
tio
n, I
can
’t
sto
p s
mili
ng.
The
nar
rato
r is
pro
bab
ly
Dan
iel’
s o
lde
r
sist
er
(or
bro
the
r).
The
lan
d w
he
re
they
live
d w
as
pro
bab
ly f
lat
pla
ins
on
ly
cove
red
wit
h
corn
fie
lds.
The
nar
rato
r
fee
ls e
xcit
ed
and
hap
py
abo
ut
goin
g to
the
city
.
Make Inferences and Draw Conclusions • Set 3
Graphic Organizer
E
Z
The Train Ride
GJ � • na
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1
SA Q7
0,
a
a � r. � �
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to u _
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see were rows and rows of corn. I've never seen so
many trees. Everything is so green.
/f 9C• USE Ey X ARE@V 4
Answer Key for Cards 12 _ Use this chart to check your work
Card y Cause U � Effect
1 A boy accidentally bumped into her. The boy apologized and helped Amelia to clean up the papers.
Z Monica spent too long on the phone. Monica threw the coolies away.
3 He threw an apple and a juice box on top of it. He decided to buy hot lunch.
4 He was reading a really good book and couldn't stop. He overslept and was late for school.
Answer Key for Cards 1-b
Card # Same Different
1 They both like to sing. They both have a sister named Laurie They have different color hair. Danny is mischievous
while Keith is dependable and helpful.
Z new Both bedrooms are the some color Her teddy bear is in her. room and was also in her old one.
Her new room is smaller than her old one Her new room is on the second floor and her old room was on the first floor.
7 J
Both boys chose to read the some book. They both finished reading it a week before the report was due.
Jake worked on his report a little bit each night, while Ethan waited until the day before it was due to even start. Jake got an A on his report, while Ethan got a C.
4 They both have long tads and short legs. Salamanders are amphibians, but lizards are reptiles. The
lizard's skin is dry and scaly, whereas fhe salamanders skin is smooth and moist. Salamanders, unlike lizards, must spend most of their life in the water.
1 TV-Off @ 3WZ9
Set 1 Answer Key
1 b z a 3 b 4 b 5. C 6 Q 7 C 8 b
Writing Answer Key
For these written responses, follow these 4 steps:
1. Restate the question
2. Answer the question
3. Explain your answer
4. Write a conclusion sentence.
See the sample answers below for examples!
_____________________________________________________________
Question: What makes you a good friend? Tell me about a favorite memory you
have with a friend.
Answer:
I am a good friend for many reasons. One thing that makes me a good friend
is that I am kind. This is a good quality for a friend to have because it is
important to treat others with kindness and respect. If you treat others the way
they want to be treated, many people will like to be friends with you. Make sure
you are always kind to others, it will make you a good friend too!
One of my favorite memories is with my friend named Katie. We became
friends when we were in the same class in second grade and again this year in
third grade! My favorite memory with her is when she came over to my house to
play for my birthday. We made artwork, played with my dog and made a cake.
When we are together, it does not matter what we do, we always have fun! Katie is
my best friend.
_____________________________________________________________
Question: Would you rather live in the mountains, on the moon or at the beach?
Give three reasons explaining why.
Answer:
If I had to choose between living in the mountains, on the moon or at the
beach, I would choose the beach! There are many reasons why I would love to live
at the beach. First, I love swimming in the ocean and playing in the waves. Next, I
love the warm weather and the sun shining. Last, I really enjoy playing on the
shore and building castles in the sand. If I lived at the beach, I would get to swim
in the ocean, be in the warm sunshine and play in the sand every day. Living at the
beach would be a dream come true!
Question: If you could trade places with anyone in the world, who would it be?
Explain how your life would be different.
Answer:
If I could trade places with anyone in the world, I would choose to trade
places with LeBron James. My life would be way different if I was LeBron James.
First, I would be very, very tall, which would be different because I am short. My
life would also be different because I would be famous. Everywhere I go,
everyone would know who I am! Lastly, my life would be different because I would
be extremely athletic. I would play in the NBA and hear many fans cheering for
me because of my basketball talent. If I traded places with LeBron James, my life
would be very different and very exciting.
729
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790 808 1,071
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419 80 193 52
361 218 377 178
16 itz Smi • - • Sh Sec. .: ode q) Ar 9 • • ebec . • 9esigns
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swer
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14
Name
Round to the Nearest Ten or Hundred
Locate and label 739 on the number line. Round to the nearest hundred.
733
600 700 800 900
1. 739 is between 700 and
2. 739 is closer to 700 than it is to 800
3. 739 rounded to the nearest hundred is 700
Round to the nearest ten and hundred.
4. 363 360 5. 829 830
CC_3.NBT.1
6. 572 570
400 800 600
7. 209 210
10. 762
8. 663 660 9.949 950
200 700 900
loo
ul)�l
11.399 400 12.402 400
400 400
Problem Solving
13. The baby elephant weighs 435 pounds. What is its weight rounded to the nearest hundred pounds?
14. Jayce sold 218 cups of lemonade at his lemonade stand_ What is 218 rounded to the nearest ten?
400 pounds 220
Na me
Ti me to the Minute OBJECTIVE ,.; �.:,, :�. -i ;., .t .. j.,;U and d9a[ docks to the nearest nnute
Tommy wants to know what time the clock shows. He also wants to know one way to write the time.
Step 1 Where is the hour hand pointing? What is the hour? It points just after the 6, so the hour is 6.
Step 2 Where is the minute hand pointing? It points just after the 3.
Count the minutes. Count zero at the 12. Count on by fives: 5,
Then count on by ones: 16, 17.
So, the time is , ' or seventeen minutes after six.
10, 15.
Write the time. Write one way you can read the time. Possible answers are given.
1.
3.
4:16;
sixteen minutes after four
5:50;
ten minutes before six
2.
4.
8:51.-
nine minutes before nine
6:22;
twenty-two minutes after six
W.nuramrnt .tnd G.iu 141
Name
Time to the Minute
Write the time. Write one way you can read the time. Possible answers are given.
1.
4.
1:16; sixteen
minutes after ono
12:05; five minu te
after twelve
2.
5.
10:20; twenty
minutes after ten
7:24; twenty-four
minutes after seven
3.
Y; 3
4:13; thirteen
minutes after four
2:51; nine minutes
before three
Write the time another way. Possible answers are given.
7. 23 minutes after 4 B. 18 minutes before 11
4:23 10:42 V
9. 10 minutes before 9 10. 7 minutes after 1
8:50 1:07
4 0
Problem Solving
11. What time is it when the hour hand is a little past the 3 and the minute hand is pointing to the 3?
12. Pete began practicing at twenty-five minutes before eight. What is another way to write this time?
3:15 7:35
142
i11 ti mbre
La hora en minutos OUETHIo t ter, ewtw y dear n born al minuro Mau ppaerno en rdopm avio9cas y diglraies
Tommy quiere saber que hors indica el reloj. Tambien quiere saber una manera de escribir la hora.
Paso 1 ZHacia d6nde senala el horario? ZQue hors es? Seriala justo despues del 6, entonces son las 6.
Paso 2 jHacia d6nde senala el minutero? Senala justo despues del 3.
Cuenta los minutos. Cuenta el cero en el 12. Cuenta hacia adelante de cinco en cinco: S, 10, 15.
Luego cuenta hacia adelante de uno en uno: 16, 17.
Entonces, son las I : o las seis y diecisiete minutos.
Se clan respuestas posibles. Escribe la hora. Escribe una manera en que puedes leer la hora.
1.
4:16;
cuatro v diecis6is minutos
5:50;
seis mends diez minutos
2.
4.
8:51;
nueve menos nueve minutos
6:22;
seis y veintid6s minutos
141
Nombre _
La hora en minutos
Escribe la hora. Escribe una manera en que puedes leer la hora. Se dan respuestas posibles.
1. .,, 2. 3.
4.
1:16; la una y
dieciseis minutos
S.
10:20; las diez y veints
minutos
12:05; las doce y cinco 7:24; las siete y
minutos veinticuatro minutos
Escribe la hora de otra manera. Se dan respuestas posibles.
6.
14:13
4:13; las cuatro y trece
minutos
2:51; las tres menos
nueve minutos
7. las 4 y 23 minutos S. las 11 menos 18 minutos
4:23 10:42
9. las 9 menos 10 minutos 10. la 1 y siete minutos
8:50 1:07
Resolucion de problemas
11. ZQue hora es cuando el horario pasa un poco de las 3 y el minutero se6ala el 37
12. Peter comenzb a practicar a las ocho menos veinticinco minutos. jC6mo escribes esta hora de otra manera?
3:15 7:35
Name
Problem Solving • Model Addition and Subtraction OBJECTIVE _ J_, w problents by using the strategy draw a diagram
Kim sold 127 tickets to the school play. Jon sold 89 tickets. How many more tickets did Kim sell than Jon?
�AL M IOA.8
Read the Problem Solve the Problem
What do I need to find?
I need to find hove many more
tickets Kim sold than Jon
What information do I need to use?
I know that Kim sold 127 tickets
and Jon sold tickets.
How will 1 use the information?
I will draw a bar model to help me
see what operation to use to solve
the problem.
Complete the bar model.
Kim
Jon
tickets
tickets
tickets
Subtract to find the unknown part.
127 89 _ 38
38 tickets
So, Kim sold more tickets than Jon.
1. Kasha collected 76 fall leaves. She collects 58 more leaves. How many leaves does she have now?
2. Max has 96 stamps. Pat has 79 stamps. How many more stamps does Max have than Pat?
134 leaves 17 more stamps
Name
Problem Solving • Model Multiplication OBJECT M Wve one- and two-step probkms by using the strat m
There are 2 rows of flute players in a marching band. Each row has 7 students. How many flute players are there in all?
Read the Problem
What do 1 need to find?
I need to find how many
flute players are in the marching
band.
What information do I need to use?
I know there are rows. There are
students in each row.
How will I use the information?
I will draw a bar model
me see what operation to use to solve the problem.
to help
I need
Solve the Problem
Complete the bar model to show the flute players.
Write 7 in each box to show the 7 students in each of the 2 groups.
I 1 students
Since there are equal groups, I can multiply to find the number of flute players in the band.
So, there are 1 ,1 flute players in all.
1. The Coopers put a new floor in the bathroom. There are S rows of 6 red tiles. How many tiles did they use?
2. Tommy has a jar of coins. He makes 8 piles of 4 quarters. How many quarters does Tommy have in all?
30 tiles 32 quarters
U
se n
oteb
ook
pape
r to
com
plet
e th
ese
activ
ities
. D
o on
e ea
ch d
ay!
Mon
day
Tu
esd
ay
Wed
nesd
ay
Thur
sda
y Fr
ida
y
Fi
nd 3
0 ob
ject
s in
your
hom
e. S
ort
them
into
lists
. Ex
ampl
e: th
ings
th
at a
re re
d, t
hing
s th
at a
re p
last
ic,
thin
gs th
at a
re
mag
netic
.
Roll u
p th
ree
piec
es o
f pap
er
to m
ake
tube
s. St
and
them
up
. Se
e ho
w m
any
thin
gs y
ou c
an
stac
k on
top
of
the
tube
s. M
ake
a lis
t of a
ll th
e th
ings
you
w
ere
able
to
stac
k.
Cre
ate
a sc
aven
ger
hunt
for y
our f
am
ily.
Hid
e th
ings
aro
und
yo
ur h
ouse
, the
n w
rite
clue
s to
help
th
em se
arch
.
Writ
e ac
rost
ic p
o-em
s to
des
crib
e ea
ch m
emb
er o
f yo
ur fa
mily
(eve
n yo
ur p
ets!)
Ex
ampl
e:
M -
mag
ical
A
- am
bitio
us
X - e
Xcel
lent
Th
ink
of tw
o ch
ar-
acte
rs fr
om tw
o di
ffere
nt b
ooks
or
show
s. W
rite
a st
ory
abou
t w
hat m
ight
hap
pen
if th
ey m
et e
ach
othe
r.
Usa
r una
hoj
a de
libr
eta
para
com
plet
er la
s ac
tivid
ades
. Hac
er u
no p
or d
ia.
Lune
s M
arte
s M
ierc
oles
Ju
eves
V
iern
es
Enco
ntra
r 30
co-
sas e
n tu
ca
sa.
Aco
mod
arlo
s po
r list
as.
Ejem
plo
: cos
as
que
son
roja
s, co
sas q
ue so
n d
e p
last
ico,
co-
sas q
ue ti
enen
im
an.
Enro
llar 3
ped
a-zo
s de
pap
el p
a-ra
hac
er tu
bos.
Para
las y
mira
cu
anta
s cos
as
pued
es p
oner
en
cim
a.
Hace
r una
list
a d
e to
do
lo q
ue
pusis
te e
ncim
a.
Cre
ar u
na b
us-
qued
a d
e te
so-
ros p
ara
tu fa
mi-
lia. E
scon
de
co-
sas a
lred
edor
d
e tu
ca
sa y
es-
crib
e p
istas
pa-
ra q
ue lo
s de-
ma
s los
enc
uen-
tren.
Escr
ibe
poem
as
acro
stic
o d
e to
-d
a tu
fam
ilia d
i-ci
end
o co
sas
buen
as (h
asta
de
tus m
asc
otas
)! Ej
emp
lo:
M -
ma
gico
A
- as
omb
roso
X
– e
Xcel
ente
Pien
sa e
n d
os d
i-fe
rent
es p
erso
-na
jes d
e d
istin
os
libro
s o p
elic
ulas
. Es
crib
e un
a hi
s-to
ria d
e co
mo
pud
iera
n lle
gar
a co
noce
rse.
Home 3-5 #2
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In I CY)
m Cn C6
U
J U) W
ر ق
.
!
.
M -
mag
ical
A -
am
biti
ou
s
X -
eX
celle
nt
،
.
.
.
م
.
M =D
A.
u
LA
LA
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C7 LT-
星期一
星期二
星期三
星期四
星期五
在家里
找3
0件物品
把
它们整
理成列表
例
如:红
色的东
西，
塑
料的东
西，
磁性
成
管状
，
把它
们立
看看你能
把多少
东 你能
堆上
去的
所有
和你的家
人做一
个 里的
一个东西
藏起来
，
然后写
一些
线
M -神
奇的
C
es a
ctivi
tés
peu
ven
t se
co
mp
léte
r av
ec f
euill
es d
e p
apie
r. A
chèv
e u
ne
chaq
ue
jou
r!
Lund
i M
ardi
M
ercr
edi
Jeud
i V
end
red
i
Che
rche
30
obje
ts d
ans
la
mai
son.
Ra
ssem
ble
-les e
n lis
tes.
Exem
ple
s: ob
jets
ro
uges
, obj
ets
en p
last
ique
s, ob
jets
ma
g-né
tique
s.
Enro
ule
trois
feui
lles
de
papi
er p
our f
aire
d
es tu
bes.
Met
s-le
s d
ebou
t. D
écou
vre
co
mb
ien
d’o
bje
ts
tu p
eux
empi
ler a
u-
des
sus d
es tu
bes
. Ec
ris u
ne lis
te d
e to
us q
ue tu
pou
vais
empi
ler.
Cré
e un
e ch
asse
au
trés
or p
our t
a fa
mille
. Cac
he
des
obj
ets p
ar-
tout
dan
s la
mai
-so
n, e
t pui
s écr
is d
es in
dic
es p
our
leur
aid
er à
che
r-ch
er.
Ecris
des
poè
mes
ac
rost
iche
s pou
r d
écrir
e ch
aque
m
embr
e d
e ta
fa
mille
(mêm
e le
s an
ima
ux!).
Exam
ple
: M
- m
agi
que
A -
ambi
tieux
X
– e
Xcel
lent
Pens
e à
deu
x pe
rson
nage
s de
deu
x hi
stoi
res
(livr
es, é
miss
ions
d
e té
lé, f
ilms)
d
iffér
ents
. Ecr
is un
e co
nte
sur
ce q
ui p
ourra
it a
rriv
er
s’ils
se
re
ncon
traie
nt. 'T oil
II
II 1 l Q
Q
�,
o o lII
L�1
21
o
y�
l�
-.mac
l�
1�
ELJ o
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M
C O
m E m Seconde)
a
J
U) .m
cm
Q
cn w
ESL
Gur
iga
Fasa
lada
3-5
Nam
bar 2
W
axaa
istic
maa
shaa
war
aaqa
d si
aad
u d
ham
ayst
irtid
cas
hara
da. M
aalin
kast
a m
id s
amee
!
Isni
in
Tala
ado
Arb
aco
Kham
iis
Jim
ce
Ka ra
adi 3
0 w
axya
a-bo
od g
urig
aaga
d
hexd
iisa.
Uk
ala
saar
dha
wr l
iis.
Tusa
ale:
wax
yaab
aha
gud
uudk
a ah
, wax
yaa
-ba
ha c
aagg
a ah
, wax
-ya
abah
a bi
r lab
ka a
h.
Duu
duub
sad
ex
wax
oo
war
qad
ah
si aa
d u
sam
eysid
tu
uboo
yin.
Ist
aaji.
Eeg
in w
ax
ee a
ad d
ul sa
ari
karto
tuub
ooyi
nka.
Ka
sam
ee lii
s int
a w
ax e
e aa
d d
ul
saar
tay
tuub
ooyi
n-ka
.
U sa
mee
qo
yska
ada
ciya
ar
wax
uga
arsi
ah.
W
axya
abo
ku q
ari
gurig
a m
eelo
la m
id
ah, k
ad
ib q
or
fura
yaal
am
a til
maa
-m
o la
gu ra
adin
kar
o w
axya
abah
aad
qar
i-sa
y
Qor
gab
ayo
gaa-
ban
oo a
ad k
u til
-m
aam
eyso
qof
kast
a
oo q
oysk
aad
a la
m
id a
h. (X
ataa
xay
-a
wa
ank
aa
gur
i joo
-ga
ah!
). Tu
saal
e:
M -
Ind
ha sa
rcaa
dle
A -H
ami s
are
leh
X - A
ad u
w
anaa
gsan
Ka fi
kir l
abo
qof o
o la
bo b
uuga
g oo
kal
e d
uwan
ku
jiro
ama
labo
ban
dhi
g TV
ga
ka so
gal
o. S
heek
o ka
qor
had
ay k
ul-
maa
n w
axa
dhi
ci
doo
no.
w
v
1
cr-O
5
1 N �
4
� 7
7 '
_
S
7 zy(
CT
7F y
�r
r'
T �
G
7
��
7
7 7
9
� s Irr�7
r S
L
L
� S
7 9
ESL
at H
om
e 3
-5 #
2
Mon
day
Tu
esd
ay
Wed
nesd
ay
Thur
sday
Fr
iday
ا
ںں
و
ں ا
ں30
د ب
:
ں و
ں
، وه
ں و
ں
، وه
ں و
و ں
ا
و
ں
د ں۔ ں
پ
آ
ن
ل
رو
د ا
ں ں
ذ
ں و
پ آ
ن ا
مں
و
ت و
ں ، ں
ن
اا ں
س
آ
h
un
t
sca
ve
ng
er
ا ا
ل ه
ںد
د
ا
) د ں
ں
ں پ
آه
و
)!
Exam
ple:
M
- m
agic
al
A -
ambi
tious
X
- eXc
elle
nt
وه
ں
ں ه
دودا
ںرو
دو
ں
ں
و
و
و
Tum
ia k
arat
asi y
a da
ftari
kuka
milis
ha s
hugh
uli h
izi.
Kam
ilisha
moj
a ki
la s
iku!
Jum
atat
u Ju
man
anne
Ju
mat
ano
Alha
mis
i Iju
ma
Pata
vitu
30
nyum
-ba
ni k
wak
o. P
an-
ga y
ao
katik
a or
odha
. M
fano
: vitu
am
ba-
vyo
ni n
yeku
ndu,
vi
tu a
mba
vyo
ni
plas
tiki,
vitu
am
ba-
vyo
ni su
mak
u
Pind
ua v
ipan
de
vita
tu
vya
kara
tasi
ili ku
teng
e-ne
za z
ilizop
o. W
asim
a-m
ishe.
Ang
alia
ni v
itu
ving
api u
naw
eza
kuw
e-ka
juu
ya z
ilizop
o.
And
ika
orod
ha y
a vi
tu
vyot
e ul
ivyo
wez
a ku
we-
ka
Und
a uw
ind
aji w
a sc
aven
ger k
wa
fa-
milia
yak
o.
Ficha
vitu
kar
ibu
na n
yum
ba y
ako,
ki
sha
and
ika
dal
ili ku
was
aid
ia k
uta
fu-
ta
And
ika
mas
hairi
ya
maa
ndish
i ili k
uele
zea
kila
mtu
wa
fam
ilia
yako
(ha
ta k
ipen
zi ch
ako!
) M
fano
: M
- ki
chaw
i A
- ka
bam
be
X - e
Xcel
lent
Fikiri
a w
ahus
ika
waw
ili ku
toka
vita
bu v
iwili
au m
aony
esho
m
awili.
A
ndik
a ha
dith
i juu
ya
kile
kin
acho
wez
a ku
toke
a ik
iwa
wan
geku
tana
N
LO i C'7
E O I
J
w
Ol
V 3
V
Ql
� � 4 3
oo
.N ,o
ss
Họ
c ES
L tạ
i nh
à Lớ
p 3
-5 #
2
Sử d
ụn
g gi
ấy v
ở đ
ể h
oàn
th
ành
các
bài
tập
này
. Làm
mộ
t b
ài m
ỗi n
gày!
Thứ
hai
Thứ
ba
Thứ
tư
Thứ
nă
m
Thứ
sáu
Tìm
30
vật d
ụng
tro
ng n
hà của
bạn.
Lự
a và
sắp
xếp
ch
úng
vào
dan
h sá
ch.
Ví dụ: n
hững
thứ
có
mà
u đỏ, n
hững
thứ
bằn
g nh
ựa,
nhữ
ng
thứ
có
từ tí
nh (c
hất
hít)
.
Cuộ
n ba
mản
h giấy
để
làm
ống
. Dự
ng
đứ
ng lê
n. X
em c
ó ba
o nh
iêu
thứ
bạn
có
thể
xếp
chồng
lên
nhau
trên
các
ống
nà
y.
Viế
t một d
anh
sách
tấ
t cả
nhữ
ng th
ứ bạn
có
thể
xếp
chồng
lên
nhau
.
Tạo
một c
uộc
să
n
lùn
g c
ho
gia
đìn
h của
bạn
. Giấ
u nh
ững
thứ
xu
ng q
uanh
nhà
bạn
, sa
u đ
ó v
iết m
anh
mối
để
giúp
họ tì
m k
iếm
.
Viết
nhữ
ng b
ài th
ơ
ac
rost
ic để
mô
tả từ
ng
thàn
h vi
ên tr
ong
gia
đìn
h bạn
(thậ
m c
hí cả
thú
cưng
của
bạn!
) Thí
dụ
: M
- m
agic
al
A -
ambi
tious
X
- eXc
elle
nt
Hãy
chọ
n ha
i nhâ
n vậ
t từ
hai
cuố
n sá
ch
hoặc
chư
ơng
trìn
h TV
kh
ác n
hau.
Viết
một
câu
chuy
ện về
nhữ
ng
gì c
ó thể
xảy
ra nếu
họ
gặp
nha
u.
Spec
ial t
han
ks a
nd
cre
dit
to
th
e fo
llow
ing
me
mb
ers
of
the
EL e
du
cati
on
al c
om
mu
nit
y th
at h
ave
colla
bo
rate
d o
n t
o c
reat
e th
is d
ocu
men
t w
e ar
e u
sin
g to
su
pp
ort
ou
r EL
s an
d t
hei
r
fam
ilies
: M
aria
Mo
ntr
on
i-C
urr
ais,
So
mer
dal
e, N
J, R
iver
Fal
ls D
istr
ict,
WI.
, Mar
ia C
urr
ais,
NJ,
Sai
nt
Clo
ud
, MN
Co
mm
un
ity
Vo
lun
teer
s, a
stu
den
t, T
N, a
stu
den
t an
d h
er f
amily
, WV
,
and
Jen
nif
er L
aran
ce, V
A.
251 South Prince Street, Lancaster, PA 17603-5396
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Lancaster
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