Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 1: Government for the People
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Working Together pp. 4–5

• Invite your child to read aloud the selection.
• Discuss the different tasks the volunteers performed.
• Why was filling sandbags so important?
	Working Together pp. 4–5

• Examine the images and captions that accompany the text.
• What does the map show us?
• How does the photograph and caption help your understanding of the text?
	Election Day pp. 6–7

• Read aloud the first two pages of the selection together, alternating paragraphs.
• Ask your child to explain the main idea of paragraph 3? (how candidates campaign)
• Ask: What key details support the main idea? (give speeches; run ads; meet voters)
	Election Day pp. 8–9

• Finish reading aloud the selection together, alternating paragraphs.
• Ask your child to explain the sequence of how African Americans, women, and young people gained the right to vote.
	Robert’s Rules of Order p. 10

• Get scrap paper and pencils.
• Set a timer for sixty seconds and see who can find and list the most short vowel sounds on the page.
	
	It Is My Right! pp. 12–13

• Invite your child to read aloud the first two pages of the selection.
• Point to the word suffragists in paragraph 2 and ask your child to look for clues about what that word means.
• Then take turns making up sentences using the term.
	It Is My Right! pp. 14–17

• Read aloud the next four pages together, alternating paragraphs.
• Ask your child to explain why Rosa Parks refused to move her seat.
• Discuss how Rosa Parks’s actions inspired others.
	It Is My Right! pp. 18–19

• Invite your child to complete the selection.
• Ask your child to explain how Cesar Chavez used peaceful protest to bring about change.
• Ask: What other examples of peaceful protest are mentioned in this text?
	It Is My Right! pp. 12–19

• Ask your child to explain the overall message of this text.
• Ask: How does each section support this message?
• Ask: What do all these leaders have in common?
	Thomas Paine p. 20

• Invite your child to read aloud the selection.
• Work together to find different spelling combinations that result in long a sounds. (became, swayed, raised, vain)
	
	Winning the Right to Vote pp. 22–24

• Invite your child to read aloud paragraphs 1–7 of the text.
• It took many years and many laws to ensure the right to vote for African Americans.
• Ask: What details in the text support this idea?
	Winning the Right to Vote pp. 24–26

• Invite your child to read aloud paragraphs 8–11 of the text.
• After reading, ask your child to explain the sequence of events that led to women’s right to vote.
	Winning the Right to Vote pp. 26–29

• Finish reading aloud the selection together, alternating paragraphs.
• Point to the word citizens in paragraph 12.
• Ask your child to find clues that tell what the word citizen means.
• Discuss how state laws prevented some American citizens from voting.
	Winning the Right to Vote pp. 22–29

• Ask your child to explain how time lines and primary source photographs help him or her understand the text.
	One Nation from Many p. 30

• Invite your child to read aloud the selection.
• Then search for different spelling combinations that result in long e and long o sounds. (league, told)

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 2: Ways Characters Shape Stories
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	The Peasant and the Apple Tree p. 4

• Invite your child to read aloud the fable.
• Ask your child to explain why the farmer wanted to chop down the tree?
• Then discuss what finally changed the farmer’s mind.
	The Fox and the Crow p. 5

• Invite your child to read aloud the fable.
• Ask your child to explain the lesson, or moral, of this story.
	The Ballad of John Henry pp. 6–7

• Read aloud the poem together, alternating stanzas.
• Explain that this poem is based on a tall tale.
• Ask your child to explain how John Henry predicts his own success as well as his demise.
	The Village Blacksmith pp. 8–9

• Read aloud the poem together, alternating stanzas.
• Ask your child to look for clues that tell what the word brawny in line 5 means. (strong, muscular)
• Then take turns using the term in a sentence.
	Geese for the Queen p. 10

• Invite your child to read aloud the selection.
• Then have a contest to see who can find the most words with long e sounds on the page (e.g.: geese, queen).
	
	The Tale of King Midas pp. 12–14

• Read aloud the first three pages of the myth together, alternating paragraphs.
• Then draw your own satyr, or other mythological creature, together.
	The Tale of King Midas pp. 15–17

• Read aloud the next three pages of the myth together.
• Then assume the roles of Midas and Dionysus, and do a dramatic reading of the dialogue in paragraphs 10–23.
	The Tale of King Midas pp. 18–19

• Finish reading the myth together.
• Ask your child to recount the story events and discuss how King Midas’s character changes over the course of this myth.
	The Tale of King Midas pp. 12–19

• Ask your child to explain how the old saying “Be careful what you wish for” applies to Midas’s character.
• Ask your child if Dionysus knew what would happen.
	Theseus and the Minotaur p. 20

• Invite your child to read aloud the selection. Then hunt for words with long i sounds. (time, island, eyes)
	
	Snow White pp. 22–24

• Read aloud the first three pages of the folktale together, alternating paragraphs.
• Ask your child to describe Ivan and Marie. What character traits do they have?
	Snow White pp. 25–27

• Read aloud the next three pages of the folktale together, alternating paragraphs.
• Ask your child to explain why Snow White has grown quiet and sad.
	Snow White pp. 28–29

• Finish reading the folktale.
• Point to the word reluctantly in paragraphs 20 and 21.
• Ask your child to find clues that tell what the word reluctantly means. Then take turns writing sentences using the term.
	Snow White pp. 22–29

• Ask your child to recount the story events and describe the mood of this folktale.
• How do the illustrations add to the mood of the story?
	Paul Bunyan’s Big Thirst p. 30

• Invite your child to read aloud the tale.
• Then take apart the compound word cornfields and define it using its parts.
• Hunt for more compound words throughout the text and make drawings to represent the word parts.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 3: Animal Adaptations
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Animal Disguises pp. 4–5

• Invite your child to read aloud the selection. Point to the words predators, prey, and camouflage.
• Ask your child to look for clues that help them know what each word means. Then discuss how predators and prey use camouflage.
	Animal Disguises pp. 4–5

• Examine the images and captions that accompany the text.
• Ask your child to explain how each type of camouflage helps the animal blend into its habitat.
	Animals’ Tools for Survival pp. 6–9

• Read aloud the selection together, alternating paragraphs.
• Ask your child to explain the main idea of the selection and list details that support the main idea.
	Animals’ Tools for Survival pp. 6–9

• Examine the chart on page 9.
• Discuss other animals that you and your child could add to the chart.
	The Remarkable Teeth of a Shark p. 10

• Invite your child to read aloud the selection.
• Work together to list the most
r-controlled vowel sounds on the page. (e.g.: dark, fork)
	
	Fur, Skin, Scales, or Feathers pp. 12–13

• Invite your child to read aloud the first two pages of the selection.
• Ask your child to explain how the term suit in paragraph 1 can be used as both a verb and a noun.
• Take turns making up sentences using the term in different ways.
	Fur, Skin, Scales, or Feathers pp. 14–17

• Read aloud the next four pages of the selection together, alternating paragraphs.
• Ask your child to explain the main idea of paragraph 11.
	Fur, Skin, Scales, or Feathers pp. 18–19

• Invite your child to complete the selection.
• Ask your child to explain how fur, skin, scales, and feathers are similar and different. Discuss what this tells us about living things.
	Fur, Skin, Scales, or Feathers pp. 12–19

• Ask your child to explain how the photos, charts, and diagrams help them to better understand animal coverings.
	Caterpillar Self-Defense p. 20

• Invite your child to read aloud the selection.
• Get scrap paper and pencils. Set a timer for sixty seconds.
• See who can find and list the most
r-controlled vowel sounds on the page. (e.g.: caterpillar, butterfly)
	
	One Body, Many Adaptations pp. 22–24

• Read aloud the first three pages of the selection together, alternating paragraphs.
• Ask your child to find details in the text that support the idea that the octopus has many unique adaptations that help it survive.
	One Body, Many Adaptations pp. 25–26

• Read aloud the next two pages of the selection together.
• Ask your child to explain why the penguin has such a clearly defined black back and a white belly.
	One Body, Many Adaptations pp. 27–29

• Finish reading aloud the selection together.
• Ask your child to find details from the text that support the idea that camels are very fast drinkers.
	One Body, Many Adaptations pp. 22–29

• Point to the term structural adaptation in paragraph 2.
• Ask your child to find clues that tell what the term means. Then make a list of structural adaptations that humans have.
	How the Chameleon Learned to Change Color p. 30

• Invite your child to read aloud the tale.
• Then draw an illustration together to accompany the story.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 4: Comparing Points of View
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Cinderella’s Very Bad Day pp. 4–5

• Read aloud the selection together, alternating paragraphs. Point to the word kindling in paragraph 2.
• Ask your child to look for clues that help them know what that word means. (sticks, twigs)
	Cinderella’s Very Bad Day pp. 4–5

• Invite your child to read aloud the selection.
• Ask your child to describe Cinderella’s point of view, based on these diary entries.
	Cinderella, Too Much for Words pp. 6–7

• Point out the stage directions in parentheses that appear throughout the script.
• Then do a dramatic reading of the play together, assuming the roles of Stepmother and Stepsister #1.
	Cinderella, Too Much for Words pp. 8–9

• Do a dramatic reading of the play together, assuming the roles of Stepmother and Stepsister #2.
	Cinderella, Too Much for Words pp. 6–9

• Hunt for descriptive adjectives and use one in a sentence. (e.g.: detestable, delectable)
	
	Jack and the Beanstalk pp. 12–13

• Read aloud the first two pages of the tale together, alternating paragraphs.
• Ask your child to explain why Jack’s mother sent him to bed without any supper.
	Jack and the Beanstalk pp. 14–15

• Read aloud the next two pages of the tale together.
• Then assume the roles of the giantess and the giant, and do a dramatic reading of the dialogue in paragraphs 15–17.
	Jack and the Beanstalk pp. 16–19

• Read aloud the next three pages of the tale together.
• Ask your child to recount the story events and to explain how Jack’s mother feels about the magic beans now.
	Jack and the Beanstalk pp. 12–19

• Discuss the story events.
• Ask your child to describe the story from the giant’s point of view
	The Giant’s Complaint p. 20

• Invite your child to read aloud the selection. Then write an imaginary complaint from the point of view of the goose.
	
	The True Jack? pp. 22–23

• Invite your child to read aloud the setting and stage direction.
• Then do a dramatic reading of the first two pages of the play together, assuming the roles of Cow and Host.
	The True Jack? pp. 24–26

• Use expressive voices to do a dramatic reading of the next three pages of the play together.
• Take turns assuming the roles of Host, Butcher, Cow, and Mom.
	The True Jack? pp. 27–29

• Do a dramatic reading of the final three pages of the play together, assuming the roles of Host, Giantess, and Giant.
	The True Jack? pp. 22–29

• Point to the word impulsive on page 25.
• Ask your child to find clues that tell what the word means.
	The Beanstalk Experiment p. 30

• Invite your child to read aloud the selection.
• Then hunt for words with an ea vowel team pattern.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 5: Advancements in Technology
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Alexander Graham Bell: “It Talks!” pp. 4–5

• Invite your child to read aloud the selection.
• Draw pictures to illustrate Emperor Pedro II’s reaction to the telephone at the World’s Fair.
	Alexander Graham Bell: “It Talks!” pp. 4–5

• Examine the pages from Bell’s journal.
• Ask your child to explain what we can learn from looking at historical documents like this.
	From Telephone to FaceTime pp. 6–7

• Read aloud the first two pages of the selection together, alternating paragraphs.
• Ask your child to explain why people were reluctant to use the phone at first.
	From Telephone to FaceTime pp. 8–9

• Finish reading aloud the selection together, alternating paragraphs.
• Ask your child to use the time line to explain the history of the telephone.
	The Longest Wire p. 10

• Get scrap paper and pencils. Set a timer for sixty seconds.
• See who can find and list the most words with a long VCe vowel pattern on the page.
	
	Thomas Edison: “It Sings!” pp. 12–13

• Read aloud the first two pages of the selection together, alternating paragraphs.
• Ask your child to explain why curiosity is a helpful trait for an inventor.
	Thomas Edison: “It Sings!” pp. 14–15

• Read aloud the next two pages together, alternating paragraphs.
• Then practice tapping out each other’s names using the Morse Code on
page 14.
	Thomas Edison: “It Sings!” pp. 16–19

• Invite your child to complete the selection.
• Ask your child to explain how recording voices and music with a phonograph changed people’s daily lives.
	Thomas Edison: “It Sings!” pp. 12–19

• Look at the chart on page 19 and then ask your child to draw his or her favorite invention.
	George Eastman and the Kodak Camera p. 20

• Invite your child to read aloud the selection. Then look through a print or digital photo album together.
• Discuss why photographs are an important medium.
	
	From Phonograph to Playlist pp. 22–23

• Read aloud the beginning of the selection together, alternating paragraphs. Point to the word phonograph in paragraph 4.
• Ask your child to find clues that tell what the word means.
	From Phonograph to Playlist pp. 24–25

• Read aloud the next two pages of the selection together, alternating paragraphs.
• Ask your child to explain how the need for improving ideas can lead to new technology and products.
	From Phonograph to Playlist pp. 26–27

• Read aloud the next two pages of the selection together, alternating paragraphs.
• Ask your child to explain what cylinders, cassettes, and discs all have in common.
	From Phonograph to Playlist pp. 28–29

• Finish reading aloud the selection together, alternating paragraphs.
• Ask your child to explain how time lines and primary source photographs help him or her understand the text.
	From Snapshots to Selfies p. 30

• Invite your child to read aloud the selection.
• Work together to make a time line of your child’s favorite type of technology.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 6: Making Decisions
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	The Fox and the Geese pp. 4–5

• Invite your child to read aloud the fable.
• Then read it again together, doing a dramatic reading, assuming the parts of the fox and the geese.
	The Fox and the Geese pp. 4–5

• Write a song that the geese could sing to the fox when they get tired of singing “Ga, Ga, Ga.” Sing the song together.
	The Three Spinsters pp. 6–7

• Read aloud the first two pages of the tale together, alternating paragraphs.
• Point to the word spin in paragraph 1 and ask your child to explain what the word spin means in this story.
	The Three Spinsters pp. 8–9

• Finish reading the tale together.
• Then draw an illustration of the three spinsters together.
	The Incredible Goose p. 10

• Invite your child to read aloud the selection.
• Then have a contest to see who can find the most irregular plurals. (e.g.: geese, sheep, police)
	
	Doctor Knowall pp. 12–13

• Read aloud the first two pages of the fable together, alternating paragraphs.
• Then ask your child to describe the setting.
	Doctor Knowall pp. 14–16

• Continue reading the fable together.
• Do a dramatic reading, assuming he roles of the servant-thief and Doctor Knowall.
	Doctor Knowall pp. 17–19

• Finish reading the fable together.
• Ask your child to explain how luck and coincidence play a role in Dr. Knowall’s success.
	Doctor Knowall pp. 12–19

• Think about the fable.
• Ask your child to explain what the lesson, or moral, of this story is.
	The Kid and the Wolf p. 20

• Invite your child to read aloud the selection.
• Then draw a picture together to illustrate the story.
	
	The Wolf and the Fox pp. 22–23

• Read aloud the first two pages of the folktale together, alternating paragraphs.
• Then practice growling, grunting, and grimacing.
	The Wolf and the Fox pp. 24–25

• Read aloud the next two pages of the folktale together, alternating paragraphs.
• Then search for examples of alliteration (snooped, sniffed) in the story.
	The Wolf and the Fox pp. 26–29

• Finish reading the folktale. Point to the word glutton in paragraph 21.
• Ask your child to find clues that tell what the word glutton means.
• Then take turns writing sentences using the term.
	The Wolf and the Fox pp. 22–29

• Ask your child to recount the story events and describe how Fox feels now.
	Canine Cousins p. 30

• Invite your child to read aloud the tall tale.
• Then hunt for words with ou spelling combinations.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 7: Communities Then and Now
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Exploring My Community pp. 4–5

• Invite your child to read aloud the selection.
• Discuss what the map, photos, and captions tell you about St. Augustine.
	Exploring My Community pp. 4–5

• Find your community on a map and draw a picture that shows what makes your community unique.
	A New Life in Vermont pp. 6–9

• Read aloud the first the selection together, alternating paragraphs.
• Ask your child to describe some of the ways life in a farmhouse in Vermont may be different from life in the city.
	A New Life in Vermont pp. 6–9

• Draw or cut out images and make a collage of scenes of city life and country life.
• How are they different? How are they the same?
	The Mission District p. 10

• Get scrap paper and pencils. Set a timer for sixty seconds.
• See who can find and list the most words with -er and -or endings.
	
	All Kinds of Communities pp. 12–13

• Read aloud the first two pages of the selection together, alternating paragraphs.
• Ask your child to describe his or her own community.
	All Kinds of Communities pp. 14–15

• Read aloud the next two pages of the selection together, alternating paragraphs.
• Ask your child to design a flag to represent Farmersville, Texas.
	All Kinds of Communities pp. 16–17

• Read aloud the next two pages of the selection together.
• Think of a list of other nicknames for St. Louis, Missouri, in addition to St. Louie.
	All Kinds of Communities pp. 18–19

• Finish reading aloud the selection together.
• Ask your child to explain how the maps, photos, and graphs support the information in the text.
	The Levi Coffin House p. 20

• Invite your child to read aloud the selection.
• Then discuss how the Underground Railroad was its own community.
	
	Sarah and the Chickens pp. 22–25

• Read aloud the first four pages of the selection together, alternating paragraphs.
• Point to the word whickering in paragraph 4.
• Work together to find the word in the dictionary and understand what the word whickering means.
	Sarah and the Chickens pp. 26–29

• Invite your child to read aloud the next four pages of the selection together.
• Then do a dramatic reading of the selection, assuming the roles of Sarah and Maggie.
	Sarah and the Chickens pp. 22–29

• Review the text.
• Ask your child to explain what the community on the prairie is like.
	Sarah and the Chickens pp. 28–29

• Discuss a scene that was particularly memorable from the selection.
• Have your child do a drawing to illustrate the scene.
	Wind and Wildflowers p. 30

• Invite your child to read aloud the selection.
• Work together to find clues and determine the meaning of the word sod.
• Then look online to find out what a sod house looks like.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 8: Weather and Climate
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Fairweather Clouds pp. 4–5

• Invite your child to read aloud the poem. Discuss what the sky and weather was like today where you live.
• Ask your child to write a poem about the day’s weather.
	Earth’s Weather and Climate pp. 6–7

• Read aloud the first two pages of the selection together, alternating paragraphs.
• Ask your child to explain the difference between weather and climate.
	Earth’s Weather and Climate pp. 8–9

• Invite your child to complete the selection.
• Ask your child to explain how the maps, charts, and labeled photographs help the reader understand the text.
	Earth’s Weather and Climate pp. 6–9

• Examine the chart on page 7.
• Then use a newspaper or go online to find a temperature and precipitation chart for your community.
	Blizzard Alert! p. 10

• Invite your child to read aloud the selection.
• Then have a contest to see who can think of more words with a soft c. (e.g.: face, rice)
	
	Water Sky pp. 12–14

• Invite your child to read aloud the first three pages of the selection. Point to the word perpetually in paragraph 10.
• Look up the term in using a print or online dictionary and then take turns making up sentences using the term.
	Water Sky pp. 15–16

• Read aloud the next two pages of the selection together, alternating paragraphs.
• Ask your child to explain why Lincoln is nervous and tries to quell the panic rising in him.
	Water Sky pp. 17–19

• Invite your child to complete the selection.
• Then together, perform a dramatic reading, assuming the roles of Lincoln and Kusiq.
	Water Sky pp. 12–19

• Ask your child to explain how the footnotes help the reader to better understand the story.
	How Indian Summer Began p. 20

• Invite your child to read aloud the selection.
• Get scrap paper and pencils. Set a timer for sixty seconds.
• See who can find and list the most words with soft g sounds. (e.g.: gentle, page)
	
	The Tropical Rain Belt pp. 22–23

• Read aloud the first two pages of the selection together, alternating paragraphs.
• Ask your child to find details in the text that support the idea that the tropics have a warm and wet climate.
	The Tropical Rain Belt pp. 24–25

• Read aloud the next two pages of the selection together.
• Ask your child to explain what causes the tropical rain belt, also known as the ITCZ.
	The Tropical Rain Belt pp. 26–29

• Finish reading aloud the selection together.
• Ask your child to explain the effects of the ITCZ.
	The Tropical Rain Belt pp. 22–29

• Look at the graph on page 27.
• Which city in Nigeria gets more annual rainfall, Lagos or Kano?
	Predicting Hurricanes p. 30

• Invite your child to read aloud the selection.
• Then go to your local library or online to visit NOAA.org and learn more about hurricanes.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 9: Spending Time and Money
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	Ben Franklin’s “Two Cents” p. 4

• Invite your child to read aloud the advice.
• Then choose one saying to illustrate together.
	Let It Grow pp. 6–7

• Read aloud the first two pages of the selection together, alternating paragraphs.
• Point to the word produce in paragraph 2 and ask your child to find clues that tell what the term produce means in this text.
	Let It Grow pp. 8–9

• Invite your child to complete the selection.
• Make a list of all of the benefits of a farmers’ market.
	Let It Grow pp. 6–9

• Go online and find out about a farmers’ market near your community and plan a visit there.
	The Milkmaid p. 10

• Invite your child to read aloud the fable.
• Then hunt for words with the ending -ful.
• Then make a list of as many words as you can think of that end in -ful.
	
	Lazy Harry pp. 12–15

• Read aloud the beginning of the selection together, alternating paragraphs.
• Ask your child to explain Harry’s dilemma, or problem.
	Lazy Harry pp. 12–15

• Ask your child to explain the meaning of “Birds of a feather flock together” in paragraph 6.
• What does this tell you about Harry’s future wife?
	Lazy Harry pp. 16–19

• Complete reading the selection together.
• Then explain how Harry and Trina decided to use their resources.
	Lazy Harry pp. 12–19

• Ask your child to explain the moral, or the lesson, of this fable.
	Two Foolish Brothers p. 20

• Invite your child to read aloud the selection.
• Get scrap paper and pencils.
• Set a timer for sixty seconds and see who can find and list the most words that begin with the prefix un-.
	
	From Fruit to Jam pp. 22–23

• Read aloud the first two pages of the selection together, alternating paragraphs.
• Then go online and find out which regions grow the most oranges in the Unites States.
	From Fruit to Jam pp. 24–25

• Read aloud the next two pages of the selection together.
• Then look up recipes for making homemade marmalade and plan a time to make it.
	From Fruit to Jam pp. 26–29

• Finish reading aloud the selection together.
• Ask your child to design a label for their favorite type of jam or marmalade.
	From Fruit to Jam pp. 22–29

• Look at the diagram on page 29.
• Then illustrate the steps in the process of how oranges are made into marmalade.
	Where Do You Get Your Produce? p. 30

• Invite your child to read aloud the selection.
• Then make a list of your favorite fruits and vegetables.

Week 1
Week 2
Week 3
Name: _______________________________________________

Unit 10: Forces and Interactions
Daily Take-Home Activity

Calendar Check off each activity as you complete it.

	Monday
	Tuesday
	Wednesday
	Thursday
	Friday
	
	The Swing p. 4

• Invite your child to read aloud the poem.
• Discuss what other things swing in a back-and-forth or up-and-down motion.
	What Makes Things Move? pp. 6–7

• Read aloud the first two pages of the selection together, alternating paragraphs.
• Practice throwing or kicking a ball.
	What Makes Things Move? pp. 8–9

• Invite your child to complete the selection.
• Then work together to build the pendulum.
	What Makes Things Move? pp. 6–9

• Complete the experiment by testing the pendulum, recording your predictions and the results of its movement.
	The Tortoise and the Hare p. 10

• Invite your child to read aloud the selection.
• Then have a contest to see who can think of more compound words. (e.g.: firefighter, doorknob)
	
	The Great Tug-of-War pp. 12–14

• Read aloud the first three pages of the selection together, alternating paragraphs.
• Then do a dramatic reading, assuming the roles of Mmutla and Tlou.
	The Great Tug-of-War pp. 15–16

• Read aloud the next two pages together, alternating paragraphs.
• Then do a dramatic reading, assuming the roles of Mmutla and Kubu.
	The Great Tug-of-War pp. 17–19

• Invite your child to complete the selection.
• Do a dramatic reading, assuming the roles of Mmutla, Tlou, and Kubu.
• Practice whistling like Mmutla.
	The Great Tug-of-War pp. 12–19

• Discuss your child’s favorite part of the story and then ask your child to draw an illustration for that scene.
	The Merchant’s Donkey p. 20

• Invite your child to read aloud the selection.
• Get scrap paper and pencils. Set a timer for sixty seconds.
• See who can find and list the most words ending with -ness.
	
	Investigate Magnetism pp. 22–24

• Read aloud the first three pages of the selection together, alternating paragraphs.
• Then follow the steps on page 24 to magnetize a steel needle.
	Investigate Magnetism pp. 25–26

• Read aloud the next two pages of the selection together.
• Ask your child to explain when and how magnetic rocks were first discovered.
	Investigate Magnetism pp. 27–29

• Finish reading the selection together.
• Work together to complete the experiment on page 27.
	Investigate Magnetism pp. 22–29

• Read the experiment on static electricity on page 29.
• Then use a balloon to complete the experiment.
	Why Didn’t I Think of That? p. 30

• Invite your child to read aloud the selection.
• Then design your own invention.