September · Week 1 · Day 2 · School day 2

Day 2: Routines That Help Us

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✂️ Play with your child: Syllable Splitter

The day, step by step

1. 10–15 min Morning meeting and calendar 3.NBT.1, 3.NBT.2, 3.OA.9, SL.3.1

   1. Greeting: choose a greeting and greet each person by name; one person shares news.
   2. Date: read and write the full date. Ask: "How many days until the end of the month? How many weeks is that, about?"
   3. Days of school: today is day 2. Expanded form: 2 = 2. Rounded to the nearest ten: 0.
   4. Number of the day: 2. Is it odd or even? 2 = 2 × 1. What is 100 more (102)?
   5. Question of the day: "What is a routine you do every morning?" Everyone answers with a reason or an example.

2. 20 min Word study and fluency RF.3.3c, RF.3.3, RF.3.4

   1. Warm-up: Split and read: nap|kin, ro|bot, pic|nic.
   2. Read and sort the words by pattern: napkin, robot, picnic, music, basket, tiger, magnet, pilot, insect, silent.
   3. Word building: rabbit → ribbon → robin → robot → rocket → pocket. Read each new word and tell what changed.
   4. Fluency: choral read the passage twice. Practice any word that slowed you down.

3. 25–30 min Reading workshop and read-aloud RL.3.1, RL.3.2

   The Day You Begin by Jacqueline Woodson (or any book about feeling new)

   1. Before: "Have you ever walked into a room where nobody knew you? What did you do?"
   2. During: "How does Angelina feel at the start? What words tell you?"
   3. After: "What lesson does this book teach? Use a detail from the story to explain it."

   Then read: 20 minutes of independent or book-club reading, then a short written response with one piece of evidence from the text.

4. 30–40 min Math and math centers 3.NBT.1

   1. Draw a number line from 0 to 1,000 with marks every 100. Your child places 300, 650 and 910.
   2. Count on by tens from 270 to 350 and by hundreds from 140 to 940. Write each number.
   3. Compare: "Which is greater, 417 or 471? How do you know?" Use the hundreds first, then the tens.

   Math center: Number line race: draw a card with a three-digit number and stand it on the floor number line in the right place.

5. 20–30 min Social studies C3 D2.Civ.3.3-5

   1. Make a list of class routines: arriving, lining up, getting help, cleaning up.
   2. For each routine, ask: "Why does this help the whole group?" Write the reason next to it.
   3. Act out two routines the right way and then the confusing way. "Which way helps people learn?"

6. 20–25 min Writing W.3.2, W.3.2c

   Write the steps of one class routine so a new student could follow it. Use time order words: first, next, then, finally.

   In 3rd grade, children write multi-paragraph pieces. Expect correct spelling for taught patterns and common words; use a word wall or dictionary for new words.

7. 20–30 min Centers and independent practice

   • Word work: cut two-syllable words apart, sort them into closed and open first syllables, and read them
   • Book bins: choose four "just right" books and start a reading log
   • Math: build three-digit numbers with base-ten blocks and write them in standard, word and expanded form
   • Map corner: draw a map of our classroom with a key and a compass rose

   Device time (5 to 10 minutes): Syllable Splitter.

8. 5 min Closing circle SL.3.1

   Ask: "Which routine helped you most today?" Each child shares one thing.

Short day? Do the morning meeting, word study and fluency, reading and math. Fold science or social studies into the read-aloud talk.