Week Of Sept 28 – Oct 2
Kindergarten Reading Intervention (DAY 1)
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
Objective
What: We will identify and match the letters of the alphabet with their printed form
How: by learning a song that names the letters and their sounds in alphabetical order and pointing to the
letter and picture cue as we sing
Essential Question / Hook / Motivation
Show students picture cards with words written under the picture and have students identify the
picture/word. Respond overly enthusiastically saying “Oh my goodness, I didn’t know you could read!”
Instruction and Mini-Lesson
I do... Explain to students that when letters are put together they make words just like the words at the
bottom of the page. Point out the difference between a letter and a word. Have students use an alphabet
rainbow to follow along as the letters are named.
Guided Practice
We do... Have students listen and repeat the alphabet song that names the letters and then names the letters
and then names the sounds. Sing the song multiple times tracking the letters in alphabetical order.
Independent Practice and Assessment
You do... Students will use plastic letters and sequence them alphabetically using their rainbow placemats.
Key Terms/Vocabulary
letters, words, sounds, alphabet
Technology: None available
Closure
Students will: Review the alphabet and sing the new song learned.
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
Individual testing of new students using Kindergarten DIBELS (Dynamic
Indicators of basic Early Literacy Skills) 6th edition and Phonemic Awareness
and Phonics Assessment
Objective
What: We will identify and match the letters of the alphabet with their printed form
How: by learning a song that names the letters and their sounds in alphabetical order and pointing to the
letter and picture cue as we sing
Essential Question / Hook / Motivation
Show students picture cards with words written under the picture and have students identify the
picture/word. Respond overly enthusiastically saying “Oh my goodness, I didn’t know you could read!”
Instruction and Mini-Lesson
I do... Explain to students that when letters are put together they make words just like the words at the
bottom of the page. Point out the difference between a letter and a word. Have students use an alphabet
rainbow to follow along as the letters are named.
Guided Practice
We do... Have students listen and repeat the alphabet song that names the letters and then names the letters
and then names the sounds. Sing the song multiple times tracking the letters in alphabetical order.
Independent Practice and Assessment
You do... Students will use plastic letters and sequence them alphabetically using their rainbow placemats.
Key Terms/Vocabulary
letters, words, sounds, alphabet
Technology: None available
Closure
Students will: Review the alphabet and sing the new song learned
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
Individual testing of new students using 1st Grade DIBELS (Dynamic Indicators of
basic Early Literacy Skills) 6th edition and Triumphs Intervention Diagnostics and PM
Benchmarks
Objective
What: We will identify and match the letters of the alphabet with their printed form
How: by learning a song that names the letters and their sounds in alphabetical order and pointing to the
letter and picture cue as we sing
Essential Question / Hook / Motivation
Show students picture cards with words written under the picture and have students identify the
picture/word. Respond overly enthusiastically saying “Oh my goodness, I didn’t know you could read!”
Instruction and Mini-Lesson
I do... Explain to students that when letters are put together they make words just like the words at the
bottom of the page. Point out the difference between a letter and a word. Have students use an alphabet
rainbow to follow along as the letters are named.
Guided Practice
We do... Have students listen and repeat the alphabet song that names the letters and then names the letters
and then names the sounds. Sing the song multiple times tracking the letters in alphabetical order.
Independent Practice and Assessment
You do... Students will use plastic letters and sequence them alphabetically using their rainbow placemats.
Key Terms/Vocabulary
letters, words, sounds, alphabet
Technology: None available
Closure
Students will: Review the alphabet and sing the new song learned.
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
Individual testing of new students using 1st Grade DIBELS (Dynamic Indicators of
basic Early Literacy Skills) 6th edition and Triumphs Intervention Diagnostics and PM
Benchmarks
Objective
What: We will identify and match the letters of the alphabet with their printed form
How: by learning a song that names the letters and their sounds in alphabetical order and pointing to the
letter and picture cue as we sing
Essential Question / Hook / Motivation
Show students picture cards with words written under the picture and have students identify the
picture/word. Respond overly enthusiastically saying “Oh my goodness, I didn’t know you could read!”
Instruction and Mini-Lesson
I do... Explain to students that when letters are put together they make words just like the words at the
bottom of the page. Point out the difference between a letter and a word. Have students use an alphabet
rainbow to follow along as the letters are named.
Guided Practice
We do... Have students listen and repeat the alphabet song that names the letters and then names the letters
and then names the sounds. Sing the song multiple times tracking the letters in alphabetical order.
Independent Practice and Assessment
You do... Students will use plastic letters and sequence them alphabetically using their rainbow placemats.
Key Terms/Vocabulary
letters, words, sounds, alphabet
Technology: None available
Closure
Students will: Review the alphabet and sing the new song learned.
2nd Grade Reading Intervention (DAY 1)
TEKS
2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds,
spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts.
(A) decode multisyllabic words in context and independent of context by applying common letter-sound
correspondences
Objective
What: We will decode cvc and cvc+e words using common letter-sounds
How: by using plastic letters (d, e, i, p, r, s) and identifying patterns in words as we change one letter and
make new words.
Essential Question / Hook / Motivation
Have the students look at the letters d – e – i – p – r – s and ask them if they can tell ou the secret word that is
hidden in these mixed up letters.
Instruction and Mini-Lesson
I do... Using the given letters make the word r – e – d then change the vowel and red become rid. Use the new
word in a sentence “Your teacher may tell you to clean out your desk and get rid of the junk.” From this
sentence ask students if they can tell you what the word means. Now add a vowel to the word (e) and make
the word r – i – d – e. Have everyone read the word ride. “I like to ride my bike around the neighborhood.”
Guided Practice
We do... Have students work with a partner to make words with their given letters. Begin with small words
and build to longer words, ending with the secret word that can be made with all of the letters. Students write
each word they make. Then sort the words according to a variety of patterns in column notes (3 letter words,
4 letter words, five letter words and 6 letter words). EXAMPLE: change ride to side, rearrange and make side
become dies, change dies to spies, spies to spied, spied to pried, pried to pride.
Independent Practice and Assessment
You do... Students will make more five letter words (dress and press).Have students work together to try and
make the seven letter secret word (spiders).
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels
Technology: None available
Closure
Students will: Review the basic sounds that the given letters make. Tell the difference between a short e and a
long e sound and the difference between a short i and a long i sound.
2nd Grade Reading Intervention (DAY 2)
TEKS
2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds,
spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts.
(A) decode multisyllabic words in context and independent of context by applying common letter-sound
correspondences
Objective
What: We will decode cvc and cvc+e words using common letter-sounds
How: by using plastic letters (d, e, i, p, r, s) and identifying patterns in words as we change one letter and
make new words.
Essential Question / Hook / Motivation
Have the students look at the letters d – e – i – p – r – s and ask them if they can tell ou the secret word that is
hidden in these mixed up letters.
Instruction and Mini-Lesson
I do... Using the given letters make the word r – e – d then change the vowel and red become rid. Use the new
word in a sentence “Your teacher may tell you to clean out your desk and get rid of the junk.” From this
sentence ask students if they can tell you what the word means. Now add a vowel to the word (e) and make
the word r – i – d – e. Have everyone read the word ride. “I like to ride my bike around the neighborhood.”
Guided Practice
We do... Have students work with a partner to make words with their given letters. Begin with small words
and build to longer words, ending with the secret word that can be made with all of the letters. Students write
each word they make. Then sort the words according to a variety of patterns in column notes (3 letter words,
4 letter words, five letter words and 6 letter words). EXAMPLE: change ride to side, rearrange and make side
become dies, change dies to spies, spies to spied, spied to pried, pried to pride.
Independent Practice and Assessment
You do... Students will make more five letter words (dress and press).Have students work together to try and
make the seven letter secret word (spiders).
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels
Technology: None available
Closure
Students will: Review the basic sounds that the given letters make. Tell the difference between a short e and a
long e sound and the difference between a short i and a long i sound.
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... 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.
3rd Grade Reading Intervention (DAY 1)
TEKS
3.1 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds,
spelling patterns, and morphological analysis to decode written English.
(B) use common syllabication patterns to decode words including:
(i) closed syllable (CVC) (e.g., mag-net, splen-did)
(ii) open syllable (CV) (e.g., ve-to)
(E) monitor accuracy in decoding
3.24 Oral and Written Conventions/Spelling. Students spell correctly.
(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell
(B) spell words with more advanced orthographic patterns and rules
(C) spell high-frequency and compound words from a commonly used list
Objective
What: We will decode cvc and cvc+e words using common letter-sounds
How: by using plastic letters (d, e, i, p, r, s) and identifying patterns in words as we change one letter and
make new words.
Essential Question / Hook / Motivation
Have the students look at the letters d – e – i – p – r – s and ask them if they can tell ou the secret word that is
hidden in these mixed up letters.
Instruction and Mini-Lesson
I do... Using the given letters make the word r – e – d then change the vowel and red become rid. Use the new
word in a sentence “Your teacher may tell you to clean out your desk and get rid of the junk.” From this
sentence ask students if they can tell you what the word means. Now add a vowel to the word (e) and make
the word r – i – d – e. Have everyone read the word ride. “I like to ride my bike around the neighborhood.”
Guided Practice
We do... Have students work with a partner to make words with their given letters. Begin with small words
and build to longer words, ending with the secret word that can be made with all of the letters. Students write
each word they make. Then sort the words according to a variety of patterns in column notes (3 letter words,
4 letter words, five letter words and 6 letter words). EXAMPLE: change ride to side, rearrange and make side
become dies, change dies to spies, spies to spied, spied to pried, pried to pride.
Independent Practice and Assessment
You do... Students will make more five letter words (dress and press).Have students work together to try and
make the seven letter secret word (spiders).
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels
Technology: None available
Closure
Students will: Review the basic sounds that the given letters make. Tell the difference between a short e and a
long e sound and the difference between a short i and a long i sound.
3rd Grade Reading Intervention (DAY 2)
TEKS
3.3 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.
3.4 Students understand new vocabulary and use it when reading
(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple
meaning words and homographs;
Objective
What: We will use context clues to determine the meaning of unfamiliar or multiple meaning words
How: by learning about the six common types of context clues and how to use them to decipher the meaning
of a new word.
Essential Question / Hook / Motivation
What do you do when you are reading and you come to a word that you don’t know what it means? In a low
voice, say to students, “If you can hear me, please raise your snooble.”
Instruction and Mini-Lesson
I do... Confirm that the nonsense word “snooble” meant hand. Ask a volunteer to explain how she guessed the
correct meaning of the nonsense word. Explain that good readers use context clues to decode unfamiliar
vocabulary words. Point out that other words in the text may give them hints about the meaning of words
they do not know. Display a few example sentences on the board to demonstrate the use of context clues in
decoding word meanings.
Guided Practice
We do... Have students work with a partner to determine what a secret object is by using 4 word clues that
together form that object (tail, furry, paws, barks) and tell their neighbor what they think the object is (dog).
Then have students read the paragraph together. Use context clues to discover the meaning of the nonsense
words. Have students to write the meaning of each word and list all of the context clues that helped them
decode the correct meaning of the word.
Independent Practice and Assessment
You do... Students will read the paragraphs and figure out what each of the words in the box means writing
their answer underneath each paragraph.
Key Terms/Vocabulary
context clues
Technology: None available
Closure
Students will: Review the steps for the context clues strategy and tell their partner one of the strategies they
used to figure out the unfamiliar word in the activity.
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
4.22 Oral and Written Conventions/Spelling. Students spell correctly.
(A) spell words with more advanced orthographic patterns and rules
(v) silent letters (e.g., knee, wring)
24 Oral and Written Conventions/Spelling. Students spell correctly.
(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell
(B) spell words with more advanced orthographic patterns and rules
(C) spell high-frequency and compound words from a commonly used list
Objective
What: We will decode cvc and cvc+e words using common letter-sounds
How: by using plastic letters (d, e, i, p, r, s) and identifying patterns in words as we change one letter and
make new words.
Essential Question / Hook / Motivation
Have the students look at the letters d – e – i – p – r – s and ask them if they can tell ou the secret word that is
hidden in these mixed up letters.
Instruction and Mini-Lesson
I do... Using the given letters make the word r – e – d then change the vowel and red become rid. Use the new
word in a sentence “Your teacher may tell you to clean out your desk and get rid of the junk.” From this
sentence ask students if they can tell you what the word means. Now add a vowel to the word (e) and make
the word r – i – d – e. Have everyone read the word ride. “I like to ride my bike around the neighborhood.”
Guided Practice
We do... Have students work with a partner to make words with their given letters. Begin with small words
and build to longer words, ending with the secret word that can be made with all of the letters. Students write
each word they make. Then sort the words according to a variety of patterns in column notes (3 letter words,
4 letter words, five letter words and 6 letter words). EXAMPLE: change ride to side, rearrange and make side
become dies, change dies to spies, spies to spied, spied to pried, pried to pride.
Independent Practice and Assessment
You do... Students will make more five letter words (dress and press).Have students work together to try and
make the seven letter secret word (spiders).
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels
Technology: None available
Closure
Students will: Review the basic sounds that the given letters make. Tell the difference between a short e and a
long e sound and the difference between a short i and a long i sound.
4th Grade Reading Intervention (DAY 2)
TEKS
4.1 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.
4.2 Students understand new vocabulary and use it when reading
(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of
unfamiliar words or multiple meaning words
Objective
What: We will use context clues to determine the meaning of unfamiliar or multiple meaning words
How: by learning about the six common types of context clues and how to use them to decipher the meaning
of a new word.
Essential Question / Hook / Motivation
What do you do when you are reading and you come to a word that you don’t know what it means? In a low
voice, say to students, “If you can hear me, please raise your snooble.”
Instruction and Mini-Lesson
I do... Confirm that the nonsense word “snooble” meant hand. Ask a volunteer to explain how she guessed the
correct meaning of the nonsense word. Explain that good readers use context clues to decode unfamiliar
vocabulary words. Point out that other words in the text may give them hints about the meaning of words
they do not know. Display a few example sentences on the board to demonstrate the use of context clues in
decoding word meanings.
Guided Practice
We do... Have students work with a partner to determine what a secret object is by using 4 word clues that
together form that object (tail, furry, paws, barks) and tell their neighbor what they think the object is (dog).
Then have students read the paragraph together. Use context clues to discover the meaning of the nonsense
words. Have students to write the meaning of each word and list all of the context clues that helped them
decode the correct meaning of the word.
Independent Practice and Assessment
You do... Students will read the paragraphs and figure out what each of the words in the box means writing
their answer underneath each paragraph.
Key Terms/Vocabulary
context clues
Technology: None available
Closure
Students will: Review the steps for the context clues strategy and tell their partner one of the strategies they
used to figure out the unfamiliar word in the activity.
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
5.22 Oral and Written Conventions/Spelling. Students spell correctly.
(A) spell words with more advanced orthographic patterns and rules
(i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician)
(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in
legality, legal)
(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation)
(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings
Objective
What: We will decode cvc and cvc+e words using common letter-sounds
How: by using plastic letters (d, e, i, p, r, s) and identifying patterns in words as we change one letter and
make new words.
Essential Question / Hook / Motivation
Have the students look at the letters d – e – i – p – r – s and ask them if they can tell ou the secret word that is
hidden in these mixed up letters.
Instruction and Mini-Lesson
I do... Using the given letters make the word r – e – d then change the vowel and red become rid. Use the new
word in a sentence “Your teacher may tell you to clean out your desk and get rid of the junk.” From this
sentence ask students if they can tell you what the word means. Now add a vowel to the word (e) and make
the word r – i – d – e. Have everyone read the word ride. “I like to ride my bike around the neighborhood.”
Guided Practice
We do... Have students work with a partner to make words with their given letters. Begin with small words
and build to longer words, ending with the secret word that can be made with all of the letters. Students write
each word they make. Then sort the words according to a variety of patterns in column notes (3 letter words,
4 letter words, five letter words and 6 letter words). EXAMPLE: change ride to side, rearrange and make side
become dies, change dies to spies, spies to spied, spied to pried, pried to pride.
Independent Practice and Assessment
You do... Students will make more five letter words (dress and press).Have students work together to try and
make the seven letter secret word (spiders).
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels
Technology: None available
Closure
Students will: Review the basic sounds that the given letters make. Tell the difference between a short e and a
long e sound and the difference between a short i and a long i sound.
5th Grade Reading Intervention (DAY 2)
TEKS
5.1 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.
5.2 Students understand new vocabulary and use it when reading
(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple
meaning words
Objective
What: We will use context clues to determine the meaning of unfamiliar or multiple meaning words
How: by learning about the six common types of context clues and how to use them to decipher the meaning
of a new word.
Essential Question / Hook / Motivation
What do you do when you are reading and you come to a word that you don’t know what it means? In a low
voice, say to students, “If you can hear me, please raise your snooble.”
Instruction and Mini-Lesson
I do... Confirm that the nonsense word “snooble” meant hand. Ask a volunteer to explain how she guessed the
correct meaning of the nonsense word. Explain that good readers use context clues to decode unfamiliar
vocabulary words. Point out that other words in the text may give them hints about the meaning of words
they do not know. Display a few example sentences on the board to demonstrate the use of context clues in
decoding word meanings.
Guided Practice
We do... Have students work with a partner to determine what a secret object is by using 4 word clues that
together form that object (tail, furry, paws, barks) and tell their neighbor what they think the object is (dog).
Then have students read the paragraph together. Use context clues to discover the meaning of the nonsense
words. Have students to write the meaning of each word and list all of the context clues that helped them
decode the correct meaning of the word.
Independent Practice and Assessment
You do... Students will read the paragraphs and figure out what each of the words in the box means writing
their answer underneath each paragraph.
Key Terms/Vocabulary
context clues
Technology: None available
Closure
Students will: Review the steps for the context clues strategy and tell their partner one of the strategies they
used to figure out the unfamiliar word in the activity.
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.