Printable set — Volume 1

Pilot home

Day 1 — Welcome to the Third Grade Adventure

Student goal

“I can explain and apply the key skill in welcome to the third grade adventure.”

3.1.L.13.1.S.13.1.S.2

Vocabulary cards (cut along the dashed lines)

goal

What you are trying to learn or do.

Example: My goal is to restate the lesson goal in my own words.

evidence

Proof that supports an answer — a detail, example, or strategy step.

Example: She gave evidence by pointing to the clue words.

strategy

A plan you follow to solve or learn something.

Example: His strategy was to name the place value first.

artifact

Something you make that shows your learning.

Example: Her paragraph was the artifact for the writing lesson.

mastery

Showing you can do a skill on your own.

Example: The mastery task had two fresh items.

Guided item 2 — Goal restatement organizer

New goal	I can describe my learning community.
In my own words it means
I could show it by

Independent artifact page

Assignment: Produce one independent artifact demonstrating welcome to the third grade adventure and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Support used is recorded separately from the score.

Home-study log

Teach someone at home the 9-step lesson routine: goal, prior knowledge, model, three guided items, independent task, mastery task, close.

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close

Day 2 — Reading baseline & story evidence

Student goal

“I can explain and apply the key skill in reading baseline & story evidence.”

3.3.R.33.3.R.53.4.R.2

Vocabulary cards (cut along the dashed lines)

evidence

Proof from the text that supports an answer.

Example: The words “snow covered the steps” are evidence the setting is winter.

setting

When and where a story happens.

Example: The setting is a beach in the morning.

character

A person or animal in a story.

Example: Mia is the main character.

detail

A small exact piece of information.

Example: The detail “red backpack” tells what Mia carried.

infer

To figure out something the author does not say straight out, using clues.

Example: I infer she is nervous because her hands shake.

Guided item 2 — Evidence table

Story detail	“Lena grabbed her blue umbrella”
What it proves

Independent artifact page

Assignment: Produce one independent artifact demonstrating reading baseline & story evidence and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Diagnostic baseline day: practice counts; no punitive grade. Support used is recorded separately.

Home-study log

Read a short story or book chapter at home. Write one story detail and one sentence about what it proves.

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close

Day 3 — Math baseline & number sense

Student goal

“I can explain and apply the key skill in math baseline & number sense.”

3.N.1.13.N.1.23.N.1.4

Vocabulary cards (cut along the dashed lines)

place value

What a digit is worth because of where it sits in a number.

Example: In 2,345, the 3 means 300 because it is in the hundreds place.

digit

One of the symbols 0–9 used to write numbers.

Example: The number 7,208 has four digits.

expanded form

A number written as the sum of each digit’s value.

Example: 2,345 = 2,000 + 300 + 40 + 5.

standard form

A number written with digits in the usual way.

Example: Two thousand three hundred forty-five in standard form is 2,345.

compare

To tell which number is greater, less, or equal.

Example: Compare 5,100 and 5,010: 5,100 is greater.

Guided item 2 — Place-value chart for 58,307

Ten-thousands	5
Thousands	8
Hundreds	3
Tens	0
Ones	7

Independent artifact page

Assignment: Produce one independent artifact demonstrating math baseline & number sense and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Diagnostic baseline day: practice counts; no punitive grade. Support used is recorded separately.

Home-study log

Write three five-digit numbers. For each, name the value of one digit and write the expanded form.

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close

Day 4 — Third Grade Writer baseline

Student goal

“I can explain and apply the key skill in third grade writer baseline.”

3.3.W.13.3.W.23.2.W.3

Vocabulary cards (cut along the dashed lines)

narrative

Writing that tells a story with characters and events.

Example: Her narrative told how the lost dog found its way home.

setting

When and where a story happens.

Example: The setting was a snowy cabin at night.

character

A person or animal in a story.

Example: The brave mouse is the main character.

detail

A small exact piece of information that paints a picture.

Example: The detail “cracked leather boots” shows the traveler is weary.

transition

A word that links ideas, like first, then, finally.

Example: “First we packed. Then we left.” uses transitions.

Guided item 2 — Story sentence builder

Plain sentence	The cat slept.
When and where
One character detail

Independent artifact page

Assignment: Produce one independent artifact demonstrating third grade writer baseline and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Diagnostic baseline day: practice counts; no punitive grade. Support used is recorded separately.

Home-study log

Write a three-sentence narrative about something you did today. Include a setting and one character detail.

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close

Day 5 — Community, wellness & learning goals

Student goal

“I can explain and apply the key skill in community, wellness & learning goals.”

3.1.S.13.1.S.23.1.L.2

Vocabulary cards (cut along the dashed lines)

goal

What you are trying to learn or do.

Example: My goal is to learn my multiplication facts.

plan

Steps you will follow to reach a goal.

Example: Her plan was to practice ten minutes each day.

listen

To hear and think about what someone says.

Example: I listen by looking at the speaker and not interrupting.

respect

Treating people and their ideas with care.

Example: He showed respect by waiting his turn to speak.

wellness

Taking care of your body and mind.

Example: Sleep and movement are part of wellness.

Guided item 2 — My goal plan

My goal
What I will do
How I will know I reached it

Independent artifact page

Assignment: Produce one independent artifact demonstrating community, wellness & learning goals and include at least one named piece of evidence, strategy step, or explanatory detail.

Mastery rubric

1 point: accurate answer
1 point: relevant evidence or strategy named
1 point: logical explanation
1 point: complete independent artifact
Support used is recorded separately from the score.

Home-study log

Share your learning goal with someone at home. Ask them about one of their goals and listen without interrupting.

Date:

Active minutes (25–40):

Materials:

Exact support given:

Learner artifact:

Status (Complete / In Progress / Rescheduled):

Adult records date, 25–40 active minutes, materials, exact support given, learner artifact, and Complete / In Progress / Rescheduled. KidSmart—not the parent—plans the week.

Evidence log

Step	First response	Support used	Revision	Final evidence
1. Read the goal
2. Prior knowledge
3. Watch the lead model
4. Guided item 1
5. Guided item 2
6. Guided item 3
7. Independent task
8. Mastery task
9. Close