Week Of Oct 26- 30
Kindergarten Reading Intervention (DAY 1)
TEKS
K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and
printed.
(A) recognize that spoken words can be represented by print for communication
(B) identify upper- and lower-case letter
(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text
(D) recognize the difference between a letter and a printed word
K.3(A) identify the common sounds that letters represent
Objective
What: We will identify and match the letters of the alphabet with their printed form and read sight words in
context
How: by singing a song that names the letters and their sounds in alphabetical order and pointing to the letter
and picture cue as we sing (The Consonant Tree and ABC Mix), then identifying the letters in sight words and
reading the words on cards and in a predictable book
Essential Question / Hook / Motivation
Ask students if they can read the book themselves?
Instruction and Mini-Lesson
I do... Read students a predictable book. Explain that when letters are put together they make words just like
the words in the book. Point out the difference between a letter and a word. Have students use an alphabet
rainbow to follow along as the letters are named. Sing the ABC song and the sound song. Have students listen
and repeat the alphabet song that names the letters and then the letters and then names the sounds.
Guided Practice
We do... Make flashcards for the sight words a, can, be. Read previous cards I, am, the. Then read the
predictable book Boxes with the new words (a, can, be).
Independent Practice and Assessment
You do... Students will use plastic letters and sequence them alphabetically using their rainbow placemats. As
progress is made switch from the yellow mat with all of the letters in place to the blue mat with the beginning,
medial, and final letters in place. Color and read their predictable book.
Key Terms/Vocabulary
letters, words, sounds, alphabet
Technology: None available
Closure
Students will: Review the alphabet letter names and sounds, and make sentences with sight word cards.
Kindergarten Reading Intervention (DAY 2)
TEKS
K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and
printed. Students are expected to:
(A) recognize that spoken words can be represented by print for communication
(B) identify upper- and lower-case letters
(D) recognize the difference between a letter and a printed word
K.3(A) identify the common sounds that letters represent
Objective
What: We will identify and match the letters of the alphabet with their printed form and identify their sounds
How: by using plastic letters to sequence them alphabetically using their rainbow placemats pointing to the
letter and picture cues as we sing then reading sight words in a predictable book and on their flashcards
Essential Question / Hook / Motivation
Show students cards with environmental print on them and have students read the cards. Ask them to tell you
how they knew what the cards said?
Instruction and Mini-Lesson
I do... Review Tthe Consonant Tree and The ABC Mix song that names the letters and then names the sounds.
Sing the song multiple times tracking the letters in alphabetical order. Model using an alphabet rainbow to
follow along as the letters are named.
Guided Practice
We do... Have students track the letters in their own names. Read a predictable book and have students
complete the ending of the sentences.
Independent Practice and Assessment
You do... Students will read a predictable book I Can See The . They will use plastic letters and sequence them
alphabetically using their rainbow placemats first with letter cues, then without letter cues.
Key Terms/Vocabulary
letters, words, sounds, alphabet
Technology: None available
Closure
Students will: Review the alphabet finding the letters in their own name and will read their sight word cards.
First Grade Reading Intervention (DAY 1)
TEKS
1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and
printed.
(A) recognize that spoken words are represented in written English by specific sequences of letters
(B) identify upper- and lower-case letters
(C) sequence the letters of the alphabet
1.2(E) isolate initial, medial, and final sounds in one-syllable spoken words
1.3(Aiii) decode words in context and in isolation by applying common letter-sound correspondences
Objective
What: We will recognize and identify the consonant phonemes and graphemes (letters) in the initial and final
positions of words and identifying the letters as consonants (b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z)
How: by singing a song that names the letters and their sounds (The Consonant Tree)
Essential Question / Hook / Motivation
Ask students “Why do we need to know the letters of the alphabet and their sounds?”
Instruction and Mini-Lesson
I do... Pass out the song page. Tell students that they will be learning the song on the paper. Point out the
letters on the tree. Tell the students that these letters are called “consonants.”
Guided Practice
We do... Have students listen and repeat the words aloud for both verses. Sing the song once for the students
to hear. Sing the song again and let the students sing along with you. Repeat the second verse, substituting
each letter from the tree on the song page. Substitute words for each verse with words that begin with the
appropriate sound.
Independent Practice and Assessment
You do... Students will play the Train Game in which they identify the sound of the word in the engine, train
car, or caboose position. Teacher pronounces a word and students must decide in which position the sound is
heard and place the plastic letter on the correct train car.
Key Terms/Vocabulary
letters, words, sounds, alphabet
Technology: None available
Closure
Students will: Review the alphabet by writing the letters and matching picture cards that belong with the
letter.
First Grade Reading Intervention (DAY 2)
TEKS
1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and
printed.
(A) recognize that spoken words are represented in written English by specific sequences of letters
(B) identify upper- and lower-case letters
(C) sequence the letters of the alphabet
1.3(Aiii) decode words in context and in isolation by applying common letter-sound correspondences
Objective
What: We will match the letters of the alphabet with their printed form identifying the consonant phonemes
and graphemes (letters) in the initial and final positions of words and identifying the letters as consonants (b,
c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z)
How: by singing a song that names the letters and their sounds in words, then reading a predictable book and
have students complete the ending of the sentences in the book Just in Time and Boxes.
Essential Question / Hook / Motivation
Instruction and Mini-Lesson
I do... Review with students The Consonant Tree. After singing the song, say the first word example (bell) and
identify the initial sound as /b/ and the final sound as /l/. Write the word on the dry erase board and show the
initial position and the final position.
Guided Practice
We do... Have students listen and repeat The Consonant Tree song that names the letters and then names the
sounds in context. Have students look at picture cards and identify the initial and final sounds. Add pictures
and letters to student notebooks.
Independent Practice and Assessment
You do... Students will play the Consonant Ships game in which they identify the sound of the word in the
initial position. One student says “The B ship is sailing. What’s your cargo?” and each of the other students
must answer with the name of something that begins with B. Then the next student says “The __ ship is
sailing, What’s your cargo?” picking a different consonant.
Key Terms/Vocabulary
letters, words, sounds, alphabet
Technology: None available
Closure
Students will: Review the alphabet finding the letters that are consonants and singing the sound song.
2nd Grade Reading Intervention (DAY 1)
TEKS
2.2(Bi) use common syllabication patterns to decode words including closed syllable (CVC)
2.23(A) use phonological knowledge to match sounds to letters to construct unknown words.
2.23(B) spell words with common orthographic patterns and rules
Objective
What: We will recognize the short vowel sounds of a, e, I, o, u in the initial and medial position and decode cvc
words using common letter-sounds
How: by deciding how many different vowels can be put in each skeleton word to form complete words (b_d,
b_g, s_ck, s_t, t_p, f_n, h_t, tr_ck, p_ck, b_t)
Essential Question / Hook / Motivation
Have the students look at the letters b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z and ask them if they can tell
you what all of these letters have in common.
Instruction and Mini-Lesson
I do... Pass out the song page. Ask students to look at the letters in the girl’s “dream.” Explain that these
letters are vowels and that each vowel has a different sound. Explain that today they will be learning about
the short vowel sounds of a, e, i, o, and u.
Guided Practice
We do... Have students use a letter cube that has the vowels written on it. One at a time the student rolls the
cube and has to name a word that has that short vowel sound. Once a word is said, if it is correct the group
writes the word under the correct vowel letter.
Independent Practice and Assessment
You do... Students will use pictures to identify those with short vowel sounds and write the words coding the
cvc pattern.
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels, digraphs, initial, medial, final
Technology: None available
Closure
Students will: Review the short vowel sounds and decide how many different vowels can be put in each
skeleton word to form complete words (b_d, b_g, s_ck, s_t, t_p, f_n, h_t, tr_ck, p_ck, b_t)
2nd Grade Reading Intervention (DAY 2)
TEKS
2.3 Students comprehend a variety of texts drawing on useful strategies as needed.
(A) use ideas (illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm
predictions.
(B) ask relevant questions, seek clarification, and locate fact and details about stories and other texts and
support answers with evidence from text.
Objective
What: We will read books on our instructional level summarizing the story with text evidence
How: by using a graphic organizer S, W, B, S, T to retell the important information from a story so that the
listener knows what happened in the chapter.
Essential Question / Hook / Motivation
Retell a personal story to students that includes a lot of small details. Highlight that this type of retelling is
often boring for the listener. Retell the story to students a second time including only the important events so
that they can clearly hear the difference in the retellings.
Instruction and Mini-Lesson
I do... I will explain to students that when summarizing a story, the listener does not need to know every detail
of the story. Instead, the audience probably just wants to know the important events in the story and the
order in which they occurred. I will explain that today we are going to choose which details in a story are
important and which are minor or unimportant in order to better summarize the story. I will model
distinguishing between important events and minor details. I will summarize the story based on the important
events we identified.
Guided Practice
We do... Have students use a story (Little Red Riding Hood) that students are familiar with and chart the
events from the story. We will review the events we charted and distinguish important events from minor
details. We will practice summarizing the story to a partner, including only the important events and telling
these events in sequence.
Independent Practice and Assessment
You do... Students will read Vampire Don’t Wear Polka Dots, completing a graphic organizer identifying the
important elements of the chapter and writing them to create a summary.
Key Terms/Vocabulary
facts, details, text evidence
Technology: None available
Closure
Students will: identify the “somebody, what they wanted to do, the problem they encountered, the solution
and how the chapter ended” to summarize he chapter read.
2nd Grade Math Intervention
TEKS
2.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or
strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the
reasonableness of the solution
2.1D communicate mathematical ideas, reasoning, and their implications using multiple representations,
including symbols, diagrams, graphs, and language as appropriate
2.1E create and use representations to organize, record, and communicate mathematical ideas
2.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in
written or oral communication
2.4A recall basic facts to add and subtract within 20 with automaticity
Objective
What: We will solve multi-step problems using a problem solving model
How: by reading the question and analyzing the information given in the problem, making a plan creating a
pictorial model, solving the problem and explaining the process used to find the solution
Essential Question / Hook / Motivation
When you have a problem with more than one operation (+, -) how do you know what to do first?
Instruction and Mini-Lesson
I do... review the Frayer problem solving model that incorporates analyzing a problem, forming a plan, solving
the problem and explaining the problem solving process. Use an example problem and do a think aloud to
show students how I think through a problem and solve it.
Guided Practice
We do... Have students look at the Frayer Model template and read through each quadrant. Discuss what
needs to be done in each section and do a problem together. Identify the processes that need to be used and
the symbols that go with those processes. Look for key words that give us the right clues. Write the clue words
in our three column note template.
Independent Practice and Assessment
You do... Students will read their word problem and write what it is asking in their own words, then they will
use manipulatives to model the problem before making a pictorial model and solving it. Once they have
checked their work, they will write a step by step explanation of how they solve the problem using sequence
words (first, next, then, and last).
Key Terms/Vocabulary
add, sum, plus, subtract, minus, Frayer Model, quadrant
Technology: None available
Closure
Students will: write a step by step explanation of what they did to solve the problem then explain how they
used the Frayer Model for solving math problems to their partner.
3rd Grade Reading Intervention (DAY 1)
TEKS
3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful
strategies as needed.
3.3A Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected
to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
3.8A sequence and summarize the plot's main events and explain their influence on future events
Objective
What: We will read books on our instructional level summarizing the story with text evidence
How: by using a graphic organizer S, W, B, S, T to retell the important information from a story so that the
listener knows what happened in the chapter.
Essential Question / Hook / Motivation
Retell a personal story to students that includes a lot of small details. Highlight that this type of retelling is
often boring for the listener. Retell the story to students a second time including only the important events so
that they can clearly hear the difference in the retellings.
Instruction and Mini-Lesson
I do... I will explain to students that when summarizing a story, the listener does not need to know every detail
of the story. Instead, the audience probably just wants to know the important events in the story and the
order in which they occurred. I will explain that today we are going to choose which details in a story are
important and which are minor or unimportant in order to better summarize the story. I will model
distinguishing between important events and minor details. I will summarize the story based on the important
events we identified.
Guided Practice
We do... Have students use a story (The Three Little Pigs) that students are familiar with and chart the events
from the story. We will review the events we charted and distinguish important events from minor details. We
will practice summarizing the story to a partner, including only the important events and telling these events
in sequence.
Independent Practice and Assessment
You do... Students will continue reading October Ogre completing a graphic organizer identifying the
important elements of the first chapter and writing them to create a summary.
Key Terms/Vocabulary
facts, details, text evidence
Technology: None available
Closure
Students will: identify the “somebody, what they wanted to do, the problem they encountered, the solution
and how the chapter ended” to summarize he chapter read.
3rd Grade Reading Intervention (DAY 2)
TEKS
3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful
strategies as needed.
3.3A Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected
to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
3.8A sequence and summarize the plot's main events and explain their influence on future events
Objective
What: We will read books on our instructional level summarizing the story with text evidence
How: by using a graphic organizer S, W, B, S, T to retell the important information from a story so that the
listener knows what happened in the chapter.
Essential Question / Hook / Motivation
Retell a personal story to students that includes a lot of small details. Highlight that this type of retelling is
often boring for the listener. Retell the story to students a second time including only the important events so
that they can clearly hear the difference in the retellings.
Instruction and Mini-Lesson
I do... I will explain to students that when summarizing a story, the listener does not need to know every detail
of the story. Instead, the audience probably just wants to know the important events in the story and the
order in which they occurred. I will explain that today we are going to choose which details in a story are
important and which are minor or unimportant in order to better summarize the story. I will model
distinguishing between important events and minor details. I will summarize the story based on the important
events we identified.
Guided Practice
We do... Have students summarize a passage by breaking it down into three parts, describing what happens at
the beginning, middle, and end. Review the events and then distinguish important events from minor details.
Practice summarizing the story to a partner, including only the important events and telling these events in
sequence.
Independent Practice and Assessment
You do... Students will read the next chapter in October Ogre and use a graphic organizer to identify the
important elements of the chapter. Students will then identify who main character is, what the character
wanted, what the problem was, and how the character solved the problem to create a summary.
Key Terms/Vocabulary
facts, details, text evidence
Technology: None available
Closure
Students will: identify the SWBST of the chapter read to create a summary.
3rd Grade Math
TEKS
3.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or
strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the
reasonableness of the solution
3.1D communicate mathematical ideas, reasoning, and their implications using multiple representations,
including symbols, diagrams, graphs, and language as appropriate
3.1E create and use representations to organize, record, and communicate mathematical ideas
3.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in
written or oral communication
3.5A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000
using pictorial models, number lines, and equations
Objective
What: We will solve multi-step problems using a problem solving model
How: by reading the question and analyzing the information given in the problem, making a plan creating a
pictorial model, solving the problem and explaining the process used to find the solution
Essential Question / Hook / Motivation
When you have a problem with more than one operation (+, -) how do you know what to do first?
Instruction and Mini-Lesson
I do... introduce the Frayer problem solving model that incorporates analyzing a problem, forming a plan,
solving the problem and explaining the problem solving process.
Guided Practice
We do... Have students look at the Frayer Model template and read through each quadrant. Discuss what
needs to be done in each section and do a problem together. Add a copy of the model to the AVID Binder.
Independent Practice and Assessment
You do... Students will read their word problem and write what it is asking in their own words, then they will
use manipulatives to model the problem before making a pictorial model and solving it. Once they have
checked their work, they will write a step by step explanation of how they solve the problem using sequence
words (first, next, then, and last).
Key Terms/Vocabulary
add, sum, subtract, Frayer Model, quadrant
Technology: None available
Closure
Students will: write a step by step explanation of what they did to solve the problem then explain how they
used the Frayer Model for solving math problems to their partner.
4th Grade Reading Intervention (DAY 1)
TEKS
4.1A Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected
to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
4.3A summarize and explain the lesson or message of a work of fiction as its theme
4.6A sequence and summarize the plot's main events and explain their influence on future events
Objective
What: We will read books on our instructional level summarizing the story with text evidence
How: by using a graphic organizer S, W, B, S, T to retell the important information from a story so that the
listener knows what happened in the chapter.
Essential Question / Hook / Motivation
Retell a personal story to students that includes a lot of small details. Highlight that this type of retelling is
often boring for the listener. Retell the story to students a second time including only the important events so
that they can clearly hear the difference in the retellings.
Instruction and Mini-Lesson
I do... I will explain to students that when summarizing a story, the listener does not need to know every detail
of the story. Instead, the audience probably just wants to know the important events in the story and the
order in which they occurred. I will explain that today we are going to choose which details in a story are
important and which are minor or unimportant in order to better summarize the story. I will model
distinguishing between important events and minor details. I will summarize the story based on the important
events we identified.
Guided Practice
We do... Have students use a story (The Three Little Pigs) that students are familiar with and chart the events
from the story. We will review the events we charted and distinguish important events from minor details. We
will practice summarizing the story to a partner, including only the important events and telling these events
in sequence.
Independent Practice and Assessment
You do... Students will begin reading October Ogre completing a graphic organizer identifying the important
elements of the first chapter and writing them to create a summary.
Key Terms/Vocabulary
facts, details, text evidence
Technology: None available
Closure
Students will: identify the “somebody, what they wanted to do, the problem they encountered, the solution
and how the chapter ended” to summarize he chapter read.
4th Grade Reading Intervention (DAY 2)
TEKS
4.1A Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected
to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
4.3A summarize and explain the lesson or message of a work of fiction as its theme
4.6A sequence and summarize the plot's main events and explain their influence on future events
Objective
What: We will read books on our instructional level summarizing the story with text evidence
How: by using a graphic organizer S, W, B, S, T to retell the important information from a story so that the
listener knows what happened in the chapter.
Essential Question / Hook / Motivation
Retell a personal story to students that includes a lot of small details. Highlight that this type of retelling is
often boring for the listener. Retell the story to students a second time including only the important events so
that they can clearly hear the difference in the retellings.
Instruction and Mini-Lesson
I do... I will explain to students that when summarizing a story, the listener does not need to know every detail
of the story. Instead, the audience probably just wants to know the important events in the story and the
order in which they occurred. I will explain that today we are going to choose which details in a story are
important and which are minor or unimportant in order to better summarize the story. I will model
distinguishing between important events and minor details. I will summarize the story based on the important
events we identified.
Guided Practice
We do... Have students summarize a passage by breaking it down into three parts, describing what happens at
the beginning, middle, and end. Review the events and then distinguish important events from minor details.
Practice summarizing the story to a partner, including only the important events and telling these events in
sequence.
Independent Practice and Assessment
You do... Students will read the next chapter in October Ogre and use a graphic organizer to identify the
important elements of the chapter. Students will then identify who main character is, what the character
wanted, what the problem was, and how the character solved the problem to create a summary.
Key Terms/Vocabulary
facts, details, text evidence
Technology: None available
Closure
Students will: identify the SWBST of the chapter read to create a summary.
4th Grade Math
TEKS
4.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or
strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the
reasonableness of the solution
4.1D communicate mathematical ideas, reasoning, and their implications using multiple representations,
including symbols, diagrams, graphs, and language as appropriate
4.1E create and use representations to organize, record, and communicate mathematical ideas
4.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in
written or oral communication
4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
4.4H solve with fluency one- and two-step problems involving multiplication and division, including
interpreting remainders
Objective
What: We will solve multi-step problems using a problem solving model
How: by analyzing the information given in the problem, making a plan creating a pictorial model, solving the
problem and explaining the process used to find the solution
Essential Question / Hook / Motivation
When you have a problem with more than one operation (+, -, x, ÷) how do you know what to do first?
Instruction and Mini-Lesson
I do... introduce a problem solving model that incorporates analyzing a problem, forming a plan, solving the
problem and explaining the problem solving process.
Guided Practice
We do... Have students look at the Frayer Mode template and read through each quadrant. Discuss what
needs to be done in each section and do a problem together.
Independent Practice and Assessment
You do... Students will read their word problem and write what it is asking in their own words, then they will
make a pictorial model and solve. Once they have checked their work they will write a step by step
explanation of how they solve the problem using sequence words (first, next, then, and last).
Key Terms/Vocabulary
add, sum, subtract, multiply, Frayer Model, quadrant
Technology: None available
Closure
Students will: write a step by step explanation of what they did to solve the problem then explain how they
used the Frayer Model for solving math problems to their partner.
5th Grade Reading Intervention (DAY 1)
TEKS
5.1A Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected
to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
5.9A read independently for a sustained period of time and summarize or paraphrase what the reading was
about, maintaining meaning and logical order
5.11A summarize the main ideas and supporting details in a text in ways that maintain meaning and logical
order
F19E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and
across texts.
Objective
What: We will read books on our instructional level summarizing the story with text evidence
How: by using a graphic organizer S, W, B, S, T to retell the important information from a story so that the
listener knows what happened in the chapter.
Essential Question / Hook / Motivation
Retell a personal story to students that includes a lot of small details. Highlight that this type of retelling is
often boring for the listener. Retell the story to students a second time including only the important events so
that they can clearly hear the difference in the retellings.
Instruction and Mini-Lesson
I do... I will explain to students that when summarizing a story, the listener does not need to know every detail
of the story. Instead, the audience probably just wants to know the important events in the story and the
order in which they occurred. I will explain that today we are going to choose which details in a story are
important and which are minor or unimportant in order to better summarize the story. I will model
distinguishing between important events and minor details. I will summarize the story based on the important
events we identified.
Guided Practice
We do... Have students use a story (The Three Little Pigs) that students are familiar with and chart the events
from the story. We will review the events we charted and distinguish important events from minor details. We
will practice summarizing the story to a partner, including only the important events and telling these events
in sequence.
Independent Practice and Assessment
You do... Students will begin reading October Ogre completing a graphic organizer identifying the important
elements of the first chapter and writing them to create a summary.
Key Terms/Vocabulary
facts, details, text evidence
Technology: None available
Closure
Students will: identify the “somebody, what they wanted to do, the problem they encountered, the solution
and how the chapter ended” to summarize he chapter read.
5th Grade Reading Intervention (DAY 2)
TEKS
5.1A Students read grade-level text with fluency and comprehension. Students are expected to read aloud
grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
5.9A read independently for a sustained period of time and summarize or paraphrase what the reading was
about, maintaining meaning and logical order
5.11A summarize the main ideas and supporting details in a text in ways that maintain meaning and logical
order
F19E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and
across texts.
Objective
What: We will read books on our instructional level summarizing the story with text evidence
How: by using a graphic organizer S, W, B, S, T to retell the important information from a story so that the
listener knows what happened in the chapter.
Essential Question / Hook / Motivation
Retell a personal story to students that includes a lot of small details. Highlight that this type of retelling is
often boring for the listener. Retell the story to students a second time including only the important events so
that they can clearly hear the difference in the retellings.
Instruction and Mini-Lesson
I do... I will explain to students that when summarizing a story, the listener does not need to know every detail
of the story. Instead, the audience probably just wants to know the important events in the story and the
order in which they occurred. I will explain that today we are going to choose which details in a story are
important and which are minor or unimportant in order to better summarize the story. I will model
distinguishing between important events and minor details. I will summarize the story based on the important
events we identified.
Guided Practice
We do... Have students summarize a passage by breaking it down into three parts, describing what happens at
the beginning, middle, and end. Review the events and then distinguish important events from minor details.
Practice summarizing the story to a partner, including only the important events and telling these events in
sequence.
Independent Practice and Assessment
You do... Students will read the next chapter in October Ogre and use a graphic organizer to identify the
important elements of the chapter. Students will then identify who main character is, what the character
wanted, what the problem was, and how the character solved the problem to create a summary.
Key Terms/Vocabulary
facts, details, text evidence
Technology: None available
Closure
Students will: identify the SWBST of the chapter read to create a summary.
5th Grade Math
TEKS
5.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or
strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the
reasonableness of the solution
5.1D communicate mathematical ideas, reasoning, and their implications using multiple representations,
including symbols, diagrams, graphs, and language as appropriate
5.1E create and use representations to organize, record, and communicate mathematical ideas
5.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in
written or oral communication
5.4B represent and solve multi-step problems involving the four operations with whole numbers using
equations
5.4E describe the meaning of parentheses and brackets in a numeric expression
Objective
What: We will solve multi-step problems using a problem solving model using the correct order of operations
How: by analyzing the information given in the problem, making a plan creating a pictorial model, adding two
numbers and multiplying the sum by 4 to solve the problem and explaining the process used to find the
solution
Essential Question / Hook / Motivation
When you have a problem with more than one operation (+, -, x, ÷) how do you know what to do first?
Instruction and Mini-Lesson
I do... introduce a problem solving model that incorporates analyzing a problem, forming a plan, solving the
problem and explaining the problem solving process. Then hum the tune “Three Blind Mice” then sing the
song replacing the words with the multiples of four. Model the skip counting using fingers to represent the
digits. Write the corresponding multiplication facts to the song.
Guided Practice
We do... Have students sing through the song a couple of times and talk about automaticity. Using dice have
students roll two die and identify the addition problem. Write the problem in parentheses. Then write X4 and
solve the problem by adding the numbers in the parentheses and then multiplying the sum by 4. Talk about
order of operations. Have students look at the Frayer Mode template and read through each quadrant.
Discuss what needs to be done in each section and do a problem together.
Independent Practice and Assessment
You do... Students will read their word problem and write what it is asking in their own words, then they will
make a pictorial model and solve. Once they have checked their work they will play 4x Sum Dice Graph game
using the correct order of operation to solve the problem and color in the corresponding square on the grid.
Key Terms/Vocabulary
add, sum, subtract, multiply, divide, parenthesis, order of operations, Frayer Model, quadrant
Technology: None available
Closure
Students will: write a step by step explanation of what they did to solve the problem then explain how they
used the Frayer Model for solving math problems to their partner.