Week Of Oct 12 - 16
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
(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
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
Read students a picture book. Ask students who wants to learn how to read so that they can read the book
themselves?
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 the letters and
then names the sounds. Sing the song multiple times tracking the letters in alphabetical order. Make a
predictable book with the words I can see . . .
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 and sing the sounds song they 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
(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
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 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 with students that when letters are put together they make words just like the words at the
bottom of the page. Have students point out the difference between a letter and a word. Let 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
sounds. Sing the song multiple times tracking the letters in alphabetical order. Track the letters in their own
names.
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 finding the letters in their own name and singing the sound song.
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
1.3(Aiii) decode words in context and in isolation by applying common letter-sound correspondences
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
Read students a picture book. Ask students who wants to learn how to read so that they can read the book
themselves?
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 the letters and
then names the sounds. Sing the song multiple times tracking the letters in alphabetical order. Make a
predictable book with the words I can see . . .
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 by writing the letters and singing the sounds song they 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
1.3(Aiii) decode words in context and in isolation by applying common letter-sound correspondences
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 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 with students that when letters are put together they make words just like the words at the
bottom of the page. Have students point out the difference between a letter and a word. Let 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
sounds. Sing the song multiple times tracking the letters in alphabetical order. Track the letters in their own
names.
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 finding the letters in their own name and singing the sound song.
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.
(Ai) decode multisyllabic words in context and independent of context by applying common letter-sound
correspondences including single letters (consonants and vowels)
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
Individual testing of new students using Triumphs Intervention Diagnostics and PM
Benchmarks
Objective
What: We will decode cvc and cvc+e words using common letter-sounds
How: by using the letters (a, c, d, h, i, n, s, w) and identifying patterns in words as we change one letter at a
time to make new words and discover the secret word using all of the letters.
Essential Question / Hook / Motivation
Have the students look at the letters a – c – d – h – i – n – s – w and ask them if they can tell you the secret
word that is hidden in these mixed up letters.
Instruction and Mini-Lesson
I do... Using the given letters make the word h – a – d then change the beginning sound and had becomes sad.
Use the new word in a sentence. “Your teacher will be sad if you don’t behave in class.” From this sentence
ask students if they can tell you what the word means. Now change the final sound and make the word
become saw.
Guided Practice
We do... Have students work collaboratively 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: rearrange and make saw to was, change to
wash, wash to wish, wish to dish, dish to dash, dash to ash. Have students work together to try and make the
eight letter secret word (sandwich).
Independent Practice and Assessment
You do... Students will make more words using the spelling patterns they made in guided practice (– ad, – and,
– ish, – ash) and add different consonants to the initial position.
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels, digraphs, initial, medial, final
Technology: None available
Closure
Students will: Review the basic sounds that the given letters make. Tell the difference between a short a and a
a short i sound, and the difference between digraphs sh and ch sounds.
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.
Individual testing of new students using Triumphs Intervention Diagnostics and PM
Benchmarks
Objective
What: We will read books on our instructional level making predictions and confirm them with text evidence
How: by using illustrations, titles, topic sentences, key words, and foreshadowing as text evidence to prove or
disprove our predictions.
Essential Question / Hook / Motivation
Have the students look at the cover of their book and predict the problem in the story and the solution.
Instruction and Mini-Lesson
I do... Use a story that students are familiar with and do a Think Aloud modeling making predictions and then
using the text to prove or disprove my prediction. Make a correct prediction and an incorrect prediction to
demonstrate both types.
Guided Practice
We do... Have students work collaboratively to make predictions. Students must write their prediction in a
graphic organizer template. As they read through the book they need to look for clues about their predictions
– text evidence and write it in the graphic organizer.
Independent Practice and Assessment
You do... Students will complete their graphic organizer and write three sentences about their prediction.
Key Terms/Vocabulary
Prediction, evidence
Technology: None available
Closure
Students will: Tell what a prediction is and share theirs. They will also share why they made that particular
prediction and if it was proven correct or incorrect.
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
3.1 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
Essential Question / Hook / Motivation
Have the students look at the letters a – c – d – h – i – n – s – w and ask them if they can tell you the secret
word that is hidden in these mixed up letters.
Instruction and Mini-Lesson
I do... Using the given letters make the word h – a – d then change the beginning sound and had becomes sad.
Use the new word in a sentence. “Your teacher will be sad if you don’t behave in class.” From this sentence
ask students if they can tell you what the word means. Now change the final sound and make the word
become saw.
Guided Practice
We do... Have students work collaboratively 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: rearrange and make saw to was, change to
wash, wash to wish, wish to dish, dish to dash, dash to ash. Have students work together to try and make the
eight letter secret word (sandwich).
Independent Practice and Assessment
You do... Students will make more words using the spelling patterns they made in guided practice (– ad, – and,
– ish, – ash) and add different consonants to the initial position.
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels, digraphs, initial, medial, final
Technology: None available
Closure
Students will: Review the basic sounds that the given letters make. Tell the difference between a short a and a
a short i sound, and the difference between digraphs sh and ch sounds.
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 jabbler.”
Instruction and Mini-Lesson
I do... Confirm that the nonsense word “jabbler” 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
Essential Question / Hook / Motivation
Have the students look at the letters a – c – d – h – i – n – s – w and ask them if they can tell you the secret
word that is hidden in these mixed up letters.
Instruction and Mini-Lesson
I do... Using the given letters make the word h – a – d then change the beginning sound and had becomes sad.
Use the new word in a sentence. “Your teacher will be sad if you don’t behave in class.” From this sentence
ask students if they can tell you what the word means. Now change the final sound and make the word
become saw.
Guided Practice
We do... Have students work collaboratively 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: rearrange and make saw to was, change to
wash, wash to wish, wish to dish, dish to dash, dash to ash. Have students work together to try and make the
eight letter secret word (sandwich).
Independent Practice and Assessment
You do... Students will make more words using the spelling patterns they made in guided practice (– ad, – and,
– ish, – ash) and add different consonants to the initial position.
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels, digraphs, initial, medial, final
Technology: None available
Closure
Students will: Review the basic sounds that the given letters make. Tell the difference between a short a and a
a short i sound, and the difference between digraphs sh and ch sounds.
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 jabbler.”
Instruction and Mini-Lesson
I do... Confirm that the nonsense word “jabbler” 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
Essential Question / Hook / Motivation
Have the students look at the letters a – c – d – h – i – n – s – w and ask them if they can tell you the secret
word that is hidden in these mixed up letters.
Instruction and Mini-Lesson
I do... Using the given letters make the word h – a – d then change the beginning sound and had becomes sad.
Use the new word in a sentence. “Your teacher will be sad if you don’t behave in class.” From this sentence
ask students if they can tell you what the word means. Now change the final sound and make the word
become saw.
Guided Practice
We do... Have students work collaboratively 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: rearrange and make saw to was, change to
wash, wash to wish, wish to dish, dish to dash, dash to ash. Have students work together to try and make the
eight letter secret word (sandwich).
Independent Practice and Assessment
You do... Students will make more words using the spelling patterns they made in guided practice (– ad, – and,
– ish, – ash) and add different consonants to the initial position.
Key Terms/Vocabulary
cvc, cvc + e, consonants, vowels, digraphs, initial, medial, final
Technology: None available
Closure
Students will: Review the basic sounds that the given letters make. Tell the difference between a short a and a
a short i sound, and the difference between digraphs sh and ch sounds.
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 jabbler.”
Instruction and Mini-Lesson
I do... Confirm that the nonsense word “jabbler” 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.