TEKS

Reading Intervention Lesson Plan

Spelling: 3.24D spell words with common syllable constructions
Comprehension: 3.3D ask relevant questions, seek clarification,
and locate facts and details about stories and other texts and
support answers with evidence from text
Vocabulary: 6.2A determine the meaning of grade-level academic
English words derived from Latin, Greek, or other linguistic roots
and affixes

Content
Objective
TSWBAT

Spelling: The student will be able to sort ew and ue words with

80% accuracy on the first try.
Comprehension: The student will be able to accurately locate text
evidence for explicit questions in a story at the third-grade level
75% of the time with support.
Vocabulary: The student will be able to locate the suffix -ion and
explain what happens in spelling and pronunciation when it is
added to a base word as well as sort the words with 80% accuracy
on the first try.

Language
Objective
TSWBAT

The student will be able to use their speaking and listening skills
when sorting letters. In writing, the student will be able to answer
explicit questions in sentence form.

Text Read
Learning on the Soccer Field
Gustavos
favorite sport is soccer. When he was only four years old, his older
brother taught
him how to kick the ball. At first Gustavo was never able to make th
e ball go where he wanted it to go. Now Gustavo is eight years old,
and he
has had a lot of practice. Gustavos brother likes to kick the ball wit
h his right
foot. But Gustavo doesnt. Instead, he likes to kick it with his left fo
ot so that it
makes a loud sound thwack! Gustavo calls it his lucky left foot. W
hen Gustavo kicks the soccer ball hard with his left foot, he can ma
ke it fly into the goal.
Gustavo lives in Rio de Janeiro, one of the biggest cities in Brazil. Ri
o de Janeiro
is on the beach and has very warm weather. All of Gustavos friend
s love to play soccer when they get out of school. Today, there is a
new boy at school. His

name is Felipe, and he comes from Sao Paolo. Sao Paolo is another
city in Brazil and has lots of tall buildings called skyscrapers. After s
chool, the boys invite
Felipe to play soccer with them. Felipe says okay but looks very ner
vous.
Strategy
Used

Procedure

I.

Spelling (15-20 mins)

a. From Word Sorts for Within Word Pattern Spellers:
Sort 21, short U and Long- U (open syllable ew and
ue)
b. Record the sort in his notebook and make a
generalization of what he learned about -ew

II.

Comprehension (15-20 mins)

Model, guide and practice locating answers to explicit
questions from Learning on the Soccer Field using the
Find It strategy.

III.

Vocabulary (15-20 mins)

a. DR Word Sort 14

Spelling:
1. Read and discuss the meaning of the words in the sort.
2. What do you notice about the spelling of these words?
3. Display the pattern labels and bolded key words.
4. You will learn new patterns for the long U sound.
5. Make sure the student understands the terms consonant
and vowel.
6. Model how to sort several words.
7. Then, involve the student in sorting the rest of the words.
8. Have the student read down each column to check for sound
and pattern.
9. Reflect: Can you tell which two spelling patterns alternate in
blue and blew?
10.
Homophone discussion: words that sound the same but
are spelled differently.
Comprehension:
1. Set purpose by reminding him of QRI assessment.
Something you need to understand is there are mainly two
types of questions that can be asked about your reading
Find It and Figure It Out -and knowing these two types.
(Show visual and chart.)
2. Give Find It question sheet. Here's a story to read about
soccer. You're going to find the answers to some questions.
The answers to the Find It questions will be right there on
the page. They will be one answer found in one single

sentence. You'll use highlighters to mark where you find the

answers.
3. Before you read, let's discuss the vocabulary in the questions
and what makes each question a Find It question. To ask:
What are the key vocabulary words? What are words in
the question that help you know it's one answer found in one
single sentence?
4. He reads the passage to himself. Ask him before moving on
if there was any word or part he needed clarification on.
5. Teacher models question #1 by thinking aloud. Teacher
models highlighting that one thing and recording the answer.
6. Students helps the teacher with the thinking on question #2
but teacher still does the highlighting and recording of the
answer.
7. Student does remaining four questions on his own with
support as needed.
Reflection: Sometimes facts/details you learn from reading are
right there with
Vocabulary:
1. Set purpose by reminding him of TMS assessment.
2. Give him word sort words without headers. Ask what he
notices and how they could be sorted.
3. Explain that he'll examine the sufix -ion and what happens
when it is added to a base word.
4. Now place headers and base words. Start with sort by final
letters: -ct and -ss. Then do the -tion and -sion sort. Lay
-tion by -ct and -sion by -ss so the student can match up
related words.
5. Pronounce the words under collect and ask What is the
final sound? [-ct]
Pronounce the words under collection and ask What do you
notice about hos the base word changes when -ion is added? [final
/t/ sound changes to /sh/; you can hear the /k/ sound better in -ct.
6. Pronounce the words under express and expression the
same way you did in Step 5. He should notice/hear that the
-s sound becomes the /sh/ sound.
7. Generalize orally: The spelling of the base words does not
change in base words ending in -ct or -ss. What does change
is the way those final sounds in the base word are
pronounced.

Modificati
ons/Supp
ort for

To support ELLs, an English to Spanish dictionary can be provided.

Also, instructing this lesson with a pair of students that are ELL can
give them the ability to reinforce one another.

ELLs
Assessme
nt

I.
II.
III.

We will be able to know if the student met his objective in

spelling for the teacher will give an informal observation,
questioning, and will review his written product will.
We will be able to determine his understanding by
correctly answered questions and evidence provided on
the narrative passage.
Informal observation by sorting done by the student and
answers he has given to oral questions will allow us to
determine his understanding.