Fifth Grade Sample Lesson Plans 1st 8 weeks of school

Week One

AVID Key Components:

1. Organization (O) 9 Organizational Tool/Binder, TG, pg. 51 9 Agenda/Planner, TG, pg. 40 9 3-Column Note-Taking Strategies, 9 TG, pg. 58-59, 65-69 2. Student Success Skills (SSS): 9 SLANT, TG, pg. 18 9 Speech in a Bag, TG, pg. 28 9 Successful Student Activity, TG, pg. 15 3. WICOR 4. Partnerships (P) 9 Expressing Personality Activity, TG, pg. 156 9 Moody Me Activity, TG, pg. 160-161

Day 1:

Organization: Organizational Tool/Binder Set Up (TG pg 51) “Wow! Look at all the fantastic school supplies that are scattered throughout the classroom! I know each of you is extremely excited to get all of your school supplies out and begin to use them, however, we need to make sure that we organize our materials and set each of you up for success this 5th grade school year. At this point, everyone will take out their school supplies and stack them on the floor next to their desk. The teacher will walk around the room with the Organizational Tool/binder assessment tool (pg. 53-one prepared for each student) and quickly pre-assess by checking off each area of the evaluation for the beginning of the year data collection.

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Next, the teacher will pass out the Student Handout “Setting Up My Binder” (pg. 52) and a gallon-size Ziploc bag labeled with each student’s name, first and last, for extra supplies. The teacher places the Ziplocs with extra supplies somewhere in the classroom that is easily assessable for the students. Now it is time to begin setting up the organizational

“All right boys and girls, we’re going to use the page I just passed out to you as our organizational tool/binder set-up guide. I am asking for each of you to follow along with me as I model how I would like you to set-up your organizational tool/binder. If you have any questions, please ask. You will have extra supplies; these items will be placed in the Ziploc I have passed out to each of you. Now, what supplies do you think will go inside our zippered pouch? You are exactly right, pencils! Please write down ‘pencils’ next to the number one on the page I passed out to you. Do you think we need all 12 pencils? No, we do not, please take out 3 pencils and put them inside your zippered pouch and the extras will go inside your Ziploc. What else do you think needs to go inside your pouch? Yes, red pens! Please write down red pens next to number two on your paper I passed out. Then please take out 3 red pens and place then inside your zippered pouch. The rest will go inside the Ziploc bag.” The teacher will continue

tool/binder.

directing students to set-up their organizational tools/binders, using page 52 as the guide. For the last section, the teacher holds up his/her sample organizational tool/binder for all students to visually see what the finished product should look like once they’ve put all the

“By looking at my sample organizational tool/binder, you can see that each subject area corresponds to a color. Math is going to be blue, so anytime you need to put a math handout or math notes in your organizational tool/binder, it will go behind your blue divider or will go in your blue folder.” It is the teacher’s discretion on whether to use dividers or folders. “Reading is going to be red, so all assignments and activities we do in reading will go behind your red reading divider or folder. Let’s go ahead and write our subjects on the correct colored dividers or folders.” The last part of

pieces together.

setting up the student organizational tool/binders is walking around the room once the students have labeled their subjects, to help them put all the components in the correct order from front to back: zippered pouch, planner, dividers and/or folders, single subject notebooks, (if using), and loose-leaf paper. (Time frame = 60-90 minutes)

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Organization: Agenda/Planner (TG pg 40)

Before beginning the

agenda/planner lesson, make a copy of the agenda/planner page you are using as a class. Ask each child to complete the agenda/planner page the way they would complete it on a daily basis without your guidance and instruction. Collect this page, and using the Agenda/Planner Assessment Tool (page 41), pre-assess their knowledge on how to use the agenda/planner

“Just like your organizational tool/binder, 5 graders, the agenda/planner is another organizational skill I am going to teach you so that each one of you can become successful. This is a skill that is essential in life and will help keep you organized and prepared. Let’s all open up our agenda/planner to today’s date. The last 15 minutes of each day in 5th grade will be dedicated to our agenda/planner. It’s a great time for our class to reflect on everything we have done during the day. ‘Agenda/planner time’ will also help us to remember what we have to complete that evening for homework, as well as any other ‘to-do items,’ for instance permission slips and extracurricular activities.” The teacher has an overhead transparency of effectively for the beginning of the year data collection. th

the student agenda/planner page and walks the class through filling out their agendas/planners.

“The first subject on our agenda/planner page is Language Arts. What did we do in Language Arts today? Let’s all write down ‘read aloud The Bunyan’s.’ Do we have any homework for Language Arts? Yes, you need to bring in a free-time reading book and you need to read for 30 minutes this evening. Let’s write down, ‘free choice reading book and read for 30 minutes.’ Please highlight that, because it’s our homework and we always highlight our homework.” The teacher continues modeling how to fill out the rest

of the agenda/planner. The teacher also shares with the class the daily agenda/planner assessment tool and discusses the importance of this assessment tool and how it will be used throughout the year. (Time frame = 20 minutes)

Partnerships: Expressing Personality Activity (TG pg 156) “Way to go boys and girls! You have set yourself up for success by organizing your organizational tools/binders! Do you feel successful? Your organizational tool is your key to success. We are going to work as a team to keep them organized. Remember This document to be used in conjunction with the “8 Week Overview” document

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how I explained that your organizational tool is the ‘life line’connecting us from school to home and back to school again? Well, if this organizational tool is going to become an extension of us all year, we need to make it our own and personalize it! Here is my example of how I personalized my organizational tool/binder by making an acrostic poem based on my name, Mrs. Blanchard.”

At this point, the teacher models how to create an acrostic poem. Please have dictionaries and thesauruses available. This is the perfect time to bring in the parts of speech with your class, specifically adjectives. Allow your students to work in pairs during this time to help enhance their creativity. Once completed, have the students slip their acrostic poems underneath the plastic of the front cover of their binders or anywhere within their organizational tools. (Time frame = 20 minutes)

Day 2

Student Success Skills: SLANT (TG pgs 18, 58-69) “5th graders, does your behavior look different here at school versus when you are at home or at a friend’s house? Show me how you sit and relax while you are at home; maybe you are on the couch or watching TV, maybe you are playing video games, or using your cell phone. Look around the room and see how everyone is sitting right now. Ashley has her head resting on her desk, Jackson is sitting with his legs on his desk, and Vaughn is almost ready to fall asleep! In 5th grade, we have a ‘command word’ that means we need to redirect our behavior in class. That word is SLANT and it is an acronym, just like your name poems on the front of our binders. Look at my poster in the front of the classroom to see what each letter represents. We are going to take 3-column notes on our ‘command word.’ I would like for each of you to take out a sheet of paper. You are each going to write your notes exactly how I am modeling for you.” (The teacher is not teaching the process on the 3column note taking strategy at this time, the teacher is just modeling to inform the students how they will be taking notes in the next couple of days.) The teacher folds his/her paper into three columns then sets up his/her paper with the correct heading. He/she will title the paper SLANT. At this time, the teacher will begin to model how to take notes. He/she will start with the word acronym on the left hand column. In the middle

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column, he/she will ask for each table group to look up the definition of the word, then write the correct definition in the middle column. In the right hand column, the class will share examples of other acronyms being used in their school setting. The teacher will continue modeling notes with the S-definition-example, L-definition-example etc. Once finished, the students will place their notes in the front part of their organizational tool/binder so they can easily reference the meaning of SLANT and some examples. Before moving on, please have students practice how to use the “command word.” As the weeks progress, refer back to this note page and have students continue to add to the right hand column examples of what SLANT looks like in the classroom.

Student Success Skills: Successful Student (TG pg 15) “5th graders, it is so important that you all see yourselves as successful students. I want each of you to turn to your neighbor to the right and ask them what it means to be successful here at school. You will have 2 minutes to discuss.” At this time, the teacher can pass out the Successful Student handout (pg. 16). The teacher should have an overhead transparency to model for the class.

discuss?”

“Now, boys and girls, what did you

While the students are sharing out, the teacher begins to write down their

“A successful student completes his/her homework on-time.” Great job, lets write down ‘homework’ around our person. What else? ‘Responsible’, that is wonderful! Let’s write that down. “Successful students ask questions and participate.” That is fantastic; we definitely need to write those two examples down. A successful student uses his/her agenda/planner on a daily basis. Wow! I am so excited that I have such a successful group of students!” The teacher continues to write down words that describe a successful

ideas around the body of the generic Successful Student overhead transparency.

student and while writing it down the teacher continues to ask what that particular word

“5th graders, you have some wonderful ideas on what a successful student possesses in the classroom setting. Now, what do successful students look like? Should they follow the school’s dress code? Should they make sure they come prepared each day wearing their glasses if they need them? Please turn to your neighbor to the left and discuss for 2 minutes what a successful student looks like.” The teacher will would look like in the classroom setting.

now take the students ideas and begin to illustrate the modeled successful student.

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“Boys and girls, I am so impressed with your ideas on what it takes to be a successful student. Each of you is now going to complete your own successful student. Around the outside of your figure, you will write the behaviors, skills, and attitudes you must possess in order to be successful. You will then illustrate what you look like in order to be successful. This activity will be placed as a border around our classroom for the remainder of the year as a visual reminder of what it takes to be a successful 5th grader.”

Day 3

Organization: 3-column note-taking strategy using classroom rules as the topic (TG pgs 58-59, 65-69) Before teaching the lesson on

the 3-column note-taking strategy, pass out a short article, not more than one page. Ask the students to take notes on the article using any format they are used to using. Spend no more than 15 minutes on this task. Collect the note-taking page and using the 3-column note taking assessment tool, page 69; pre-assess each individual for the beginning of the year

“Boys and girls, note-taking skills are the foundation for student success in all academic areas. Learning to take thorough, useable, reference-handy notes from lectures, books, discussions, films, etc. is an essential skill that will help each of you succeed. The note-taking strategy we use in 5th grade is called 3-column notes. Can somebody please come up to the board and show me what they might think a 3-column note page might look like? Wow! You are exactly right! Boys and girls please take your paper and fold it exactly like I do.” The teacher can decide if he/she would rather the students draw straight lines or fold their papers. “Now can anyone tell me what you think might be the first thing you put on this note page? Great! Your name is correct. Boys and girls, I would like for each of you to look at the STAR Strategy poster that is posted in the front of the room.” Teacher passes out page 58 to each student data collection.

and has each student place this handout in the writing section of their organizational

“This is the strategy that we will follow each time we begin to take notes. You will each be held accountable to learn

tool/binder.

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and understand the STAR Strategy as the year progresses. However, today we are going to focus just on the ‘S’ and the ‘T’. We are going to be taking notes on our classroom rules. Brett, can you please read what the ‘S’ stands for? Wonderful! Class, on the upper left hand section of your loose leaf paper, I would like for each of you to write your first and last name; on the next line, please write the full month, date and year; on the line below, please write the subject. Today, our subject will be writing. We have just completed the ‘S’ of our STAR strategy. Your paper should look exactly like mine does, with the exception of names. Do I have any questions? Next we are going to begin the ‘T.’ please read the ‘T’ Madison. Thank you. On the left-hand column of our paper, we are going to place our main ideas. In our middle column, we are going to write facts, details, and or definitions based on our main idea. Then on our right hand column, we are going to write any examples, use any diagrams and or visuals to support our understanding of the main idea and definitions. Let’s try completing our 3-column notes. I will model for you what I am looking for, and I would like for each of you to write down exactly what I am writing on the overhead. Our first classroom rule is to respect one another. Where do you think that should go on our notes? Great job, under our left-hand column. Now what would be a good definition or explanation to place under our middle column? I am impressed; ‘treat others the way you want to be treated.’ Lastly, what would be a great example? I really like that, ‘say please and thank you.’ Let’s right down ‘please, thank you’ because do we need to have complete sentences when we take notes? We do not use complete sentences. Great job boys and girls, what is another rule we have this 5th grade school year?” At this time, teacher will model and clearly state expectations of how to use the 3-column note taking strategy efficiently and effectively. Continue the entire lesson going in-depth on each rule, explanations, and examples. Remember, this will be a slow process, however, it is an essential piece to student learning and success. Please reference pages 57-60, 65-69 for support. Once the classroom rules are completed, continue to refer back

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to them, adding more information under the correct column. Teacher may decide to have students place this note page inside the front part of their organizational tool/binder to reflect on throughout the remainder of the year. (Time Frame 30-45 minutes)

Day 4

Student Success Skills: Speech in a Bag (TG pg 28) “5th graders, how many of you feel comfortable talking to your friends and neighbors? How many of you feel comfortable talking in front of a small group of people? How about a large group of people? Speaking in front of people can be challenging, however, this year, we are going to work together to help each and every one of you feel comfortable talking not only to each other, but to small and large groups of people on numerous topics. To get us started, we are going to practice speaking. The activity we are going to participate in is called Speech in a Bag. You will only have to talk in front of a small group of your classmates and you get to talk about fun things like your family, hobbies, and favorite movie!” The teacher should have the speech in a bag activity ready to go. Each group

(comprised of approximately 4 students) will get their own bag, with pre-printed topics inside. It’s helpful to type step-by-step directions out and glue them onto the front of the bag.

“Here’s how the activity works. I’m going to divide you up

into groups of 4 and each group will get a bag that looks like this and a stopwatch. When it’s your turn, you’ll pick a topic out of the bag and take a couple seconds to gather your thoughts. When you are ready to speak, nod to the person who’s the ‘timer’ and begin talking. He or she will tell you when one minute is up. You have to talk for the entire minute. After your turn, don’t put your topic back in the bag; hang onto it so everyone talks about something different. Pass the bag to the person sitting next to you. Are there any questions? All right then, let’s number off by 4’s and then you can get into your groups and begin!” Once students get in groups, pass out the materials and circulate the room as they work through the activity. Be watchful for painfully shy students, so you can offer additional support during future speaking activities. Debrief the activity when all groups are done. Tell students you’ll be using Speech in a Bag in the content areas, such as reading, science, and social studies. (Time frame = 30 minutes)

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Day 5

Partnerships: Moody Me (TG pgs 160-161) “Students, your mood is everything. Many of you come to school each day in a great mood, sad mood, angry mood, happy mood, etc. As your teacher, I feel it is very important for me and your peers to understand what kind of mood each individual is portraying. To do this, we are going to learn an activity called ‘Moody Me.’ This activity is a fun, quick way for everyone to see what kind of mood each one of you is portraying. Once we know each individual’s mood, we can then work together as a classroom community to help each person.” Teacher then constructs his/her Moody Me using the directions on page 160161 to support. Then give each child the materials needed and give them an adequate amount of time to construct their Moody Me. Once finished, share out. Teachers can either collect or allow the students to keep their Moody Me in their desk for tomorrow’s mood creation.

Week Two:

AVID Key Components: 1. Student Success Skills (SSS)

9 Learning Modalities Survey and tips, TG, pg. 8-14 9 Identify a Study Space, TG, pg. 21-22 9 Homework Supplies, TG, pg. 23

2. Partnership (P)

9 3 Truths and a Stretch (Website)

*Continue to model and monitor the organizational tool/binder and agenda/planner, SLANT, and 3 column note-taking strategy focusing on the “S” and “T” of the STAR Strategy.

Day 6

Student Success Skills: Learning Modalities Survey (TG pgs 814) “As each of you know, we all learn differently and we all study differently. Some of us learn through visuals, for instance, we need to be able to see an item to obtain complete understanding. Others are what we call auditory learners. This type of learner This document to be used in conjunction with the “8 Week Overview” document

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needs to talk and listen to understand the material, while a kinesthetic learner is a learner who needs to role-play and be physical while doing a particular activity. When you look around our classroom, we all learn differently. Today, we are all going to take a survey to see what type of learning style each of you is. The survey consists of 12 multiple-choice questions. You are only going to circle one answer, and make sure you choose the answer that best represents you during your school day. Take as much time as you need to finish this survey. Once you finish, you will need to count up all of your ‘a’, ‘b’, and ‘c’ responses. The directions are on the back of your survey as well. As soon as you get your survey, you may begin. Just as a reminder, you are answering the questions based on your school day.” The teacher will

pass out a copy of the Learning Modalities Survey to everyone. The teacher may need to support some students and read the survey out loud to a small group. If students need help tallying up their responses, make sure to tell them that the total of the “a’s”, “b’s” and “c’s”

“All right 5th graders; let’s see what types of learners we all are! Please turn your paper to the backside. For those of you who had the most “a”, you are auditory learners, meaning you learn best by hearing. Who in the class had the most ‘b’s’? You are visual learners. You learn best by seeing. The individuals with the most ‘c’s’, you learn the best by doing. How many of you are shocked by the learning style your survey states you are? At this time, I would like you to get into groups based on your learning style.” The teacher will have specific locations for each group to meet. Please provide

should equal 12.

each group with the definition and at least one example of the group’s learning style.

“Each group is going to discuss strategies and ideas that work best for its specific learning style. You will record your examples on the poster provided. Please be ready to share with the entire class.” Once an adequate amount of time has been given, debrief with the entire class. Then as a teacher, take a moment to write down each individuals learning style. (Time frame = 30 min.)

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Day 8

Student Success Skills: Identifying a Study Space (TG pgs 2122) “Boys and girls, how many of you have a specific place you study at home? I want each of you to take out a sheet of paper and take 5 minutes to visualize what your study space looks like, and three things you hear while you are working on your homework in this particular area.” Teacher gives students 5 minutes to work

on this particular task. Allow for the class to share with their partners what they wrote down. Ask for volunteers to share what they discussed at their table groups.

“This

week for homework, everyone will research the best place to study at home. This assignment might remind you of a science experiment. You will choose 3 different locations that could be your specific area to study. Tonight, you will complete your homework in Study space #1. Tomorrow night, you will complete your homework in Study Space #2, and then Wednesday, you will complete your homework in Study Space #3. While in each location, you will observe and record many different things. For example, you will describe the space, along with recording what you hear, see, can touch, and can feel while doing your homework. You will also want to observe and record what can be considered a distraction or if individuals can be bothersome to you in this specific location. When the assignment is completed, you are going to highlight the things that make studying easier in this particular area, and you will circle, using your red pen, things that make this particular area a challenge to complete your homework. By completing this assignment, you will have a clear understanding where you should and shouldn’t study. I am going to pass out two handouts to each of you. These handouts are going to help you decipher what area is going to help you become the most successful when completing your homework.” Teacher can create a user-

friendly format or worksheet that outlines specific directions of the assignment. Make sure to go through the directions one more time before moving on. Lastly, hand out the “Setting up a Place to Study” (pg. 22) and discuss how this page will be an essential tool in

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locating a specific study space. Then, hand out page 23, Homework Supplies, and go over the directions. (Time frame = 15 minutes)

Day 9

Student Success Skills: Homework Supplies (TG pg 23) “Class, we have all determined our very own study space! Now, we need to make sure our study space is set up for success. Let’s go over pages 22-23 that I handed out to each of you earlier this week. What supplies do you all feel are essential in making your study space a successful location? I would like a few volunteers to please share their homework supply list with us. As an audience, if you hear something that you feel you need to add to your list, please do so. Now class, here is a Zip-loc bag for your extra school supplies, so that you can take them home and place them in your study space.” While the class is locating their extra supplies and beginning to place them in their Zip-loc, the teacher is walking the room making sure the correct

“As a class, we have worked so hard to help each person in here become successful when locating a study space and then setting up that study space with the most important supplies. There is one last item that we all need to make this study space perfect! We need to complete a ‘Do Not Disturb’ Sign. Does anyone think they might know why we need to make this sign? Excellent, so everyone within your house respects your study time. For your homework tonight, I would like for each of you to create your very own ‘Do Not Disturb’ Sign. I have a piece of rectangular construction paper for each of you. Please use this to create your sign. Tomorrow we will share our signs with one another and then I will laminate each of them. Please be creative and make this sign your own. Have fun and I look forward to seeing them all tomorrow. (Time frame = 15 materials are being placed in the Zip-loc.

minutes)

Day 10

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Partnerships: 3 Truths and a Stretch (Website) “Boys and girls, today we are going to see how well your peers know you. I would like for each one of you to take 3 minutes and, on a sheet of paper, write down three items that are true about you and then one thing about you that is a stretch or not completely correct. As a group, we will see how well we know you! I will model for you what I am looking for.” Teacher models how to do this activity, and then allows the class to complete the activity either in small groups or as a whole group.

Week Three:

AVID Key Components: 1. Organization (O)

9 Organizational Tool Assessment Rubric, TG, pg. 54 and CD 9 Binder Shake 9 Time Management, TG, pg. 79-83 9 SMART Goals, TG, pg. 84-85 2. WICOR 9 D.L.I.Q. TG, pg. 94-97 3. Partnership (P) 9 Super Size Me (Website)

*Continue to model and monitor the organizational tool/binder and agenda/planner, SLANT, and 3 column note-taking strategy focusing on the “S” and “T” of the STAR Strategy.

Day 11

Organization: Binder Shake and Organizational Tool/Binder Assessment Tool (TG pg 54 and CD) “We’ve been in school now for 3 weeks and have been using our organizational tools/binders everyday. We already have quite a few papers and handouts in our subject areas, don’t we? Who remembers why we use a

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binder in 5th grade? Yes, you are exactly right…. to help us become organized and successful students! What good are our binders if they are messy and disorganized? One way I’m going to informally assess your organizational tool/binders is something I call the ‘binder shake.’ During random times throughout the year, I’m going to surprise you with a ‘binder shake’. You will grab both covers of your binder, tip it upside down, and shake!” At this point, teacher will borrow a student binder and model how to do the binder shake. “Here are the guidelines when we do a binder shake: If nothing falls out of your organizational tool/binder, you pass! You might receive points or credit towards your organization grade, you might get a piece of candy, you might get a sticker, or it might be a combination of all three rewards. If everything falls out of your organizational tool/binder, your assignment for homework that night is to clean out your organizational tool/binder with someone at home and then have mom or dad sign your planner saying that you have ‘reorganized’ yourself! Any questions? Ok then, when I say ‘GO’, grab your organizational tool/binder and shake! GO!”

Teacher will walk around the room and watch as students shake their organizational tools/binders. One extension to the binder shake is to have your principal come into the classroom and conduct binder shakes. (Time frame = 15 minutes)

WICOR: D.L.I.Q. (TG pgs 94-97) “What a great movie on ‘Bill Nye the Science Guy: Volcanoes!’ I hope you all found this movie exciting and great way to kick off our year in Science. We have about 20 minutes before we need to complete our planners. I am passing out a sheet of paper labeled DLIQ.” The teacher passes out page 95 and has a transparency ready to model. “This is a quick and easy way for me to assess your understanding of our movie. The DLIQ is a learning log that is an acronym. We will use our DLIQ throughout the entire year when we go on field trips, when we have a presenter come to our classroom and when we attend a school assembly. If you look at your page, the ‘D’ stands for ‘what did we do’. What did we do boys and girls? Perfect, we viewed a This document to be used in conjunction with the “8 Week Overview” document

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movie based on volcanoes by Bill Nye. Please turn your ideas into complete sentences and write them down next to where is says, ‘Did.’” The teacher continues to model the entire page. Collect when finished. (Time

frame = 15 minutes)

Day 12

Organization: Time Management Script (TG pgs 79-83) “Now that we have all determined our Study Space, we are going to focus on what we need to accomplish in our study space. Who has heard the saying, ‘Use your time wisely’? What does this saying mean to you?” As students are brainstorming, teacher is writing ideas on the board. “Boys and girls, please take out a sheet of paper and write one paragraph explaining how you think you use your time wisely.” Allow a few volunteers to share out. “Thanks to all of my volunteers for sharing. I would like for each of you to please write on the back side of your journal page the words ‘time management is:’ We are going to create a list of answers to the question, ‘What is time management?’ Who has an idea?” Teacher makes list by using student responses and referring to page 79. “Wow! Your ideas are fantastic. This evening, you and your family are going to pick one day between now and Friday. Your assignment is, from when you leave school until you go to bed, to write down everything you do and approximately how long each task takes. I am passing out the sheet you are going to use and then I will model my expectations. We will hold a discussion next week based on our findings. As a class, we will then come up with numerous strategies on how to use our time efficiently and effectively.” Teacher will pass out page 80 and model how to fill in the time log. Please remind students that this is done only for one day/evening. The following week, pass out page 82 to help reflect on the previous assignment. (Time frame = 20 minutes)

Day 13

Organization: S.M.A.R.T. Goal (TG pgs 84-85) “How many of you have set out to accomplish something that you thought was

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extremely hard? How many of you had to work harder than you ever had to accomplish this particular task? What this is called is goal setting. Goal setting is something I do all the time. This is a success skill that is so important. In 5th grade I am going to teach you about setting personal and interpersonal goals by using a format called ‘S.M.A.R.T. goals.’ It is another acronym, so we need to determine what each letter stands for.” The teacher hands out page 85 to each child and has an overhead to model. “Boys and girls, what word begins with letter ‘S’ and means ‘clear and exact’? I am impressed, you are correct. The word is specific. Please write that on the first blank. Now what about a word that means, ‘can be checked’? That is correct; measurable. Please write measurable on the blank line.” Teacher continues to model “a”, “r”, and “t”. As a

class, discuss each word and what it means using specific examples. Next, the teacher should pass out page 86, “My Goal”. Walk through the handout with the class. Really discuss the difference between personal and interpersonal, sharing examples of each. Discuss the examples on the bottom of the page in-depth showing students how the acronym

“Now boys and girls, each of you are going to create a personal goal and it is going to be a shortterm goal. I am going to choose your topic for you; normally you will have the choice, however, since we have been working so diligently on our organizational tool, I would like for each of you to create your goal based on your binder. Let’s all try to accomplish our goal by next Friday when I complete a binder check using the organizational binder assessment. Please begin drafting your goal and I will be available to answer any questions.”

S.M.A.R.T. is deciphered in each example.

Once everyone writes his/her goal, please collect their goal pages. In the middle of the week, pass the goal pages back to refresh each individual on what he/she is trying to accomplish. After reviewing their goal, collect each paper. At the end of the week, pass back student goal pages and have each child determine if they accomplished their goal or not. Have them write a quick write on their successes with their goal or areas they feel they need to improve. While they are writing, walk the room and begin assessing their binders using the organizational tool assessment. (Time frame = 25-30 minutes.)

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Back to School Night Script: “I am very excited to meet all of

your families tonight at our Back to School Night! I will be sharing with them so many incredible pieces our school has to offer. I will especially be focusing on AVID. I have my sample organizational tool/binder and agenda/planner to show them. I will be explaining how we use these tools efficiently and effectively. I will also share with them how you have been introduced to 3-column note taking strategies and goal setting. I am very excited to your Successful Students share with your families! Just so you know, I will be giving your parents a few important handouts, including this one, ‘How to Help Your Student Succeed.’ If your mom or dad cannot make it tonight, I will give you the packet of information to bring home tomorrow. Please encourage your families to come, and I look forward to meeting everyone.” Teachers collaborate with their teams to put together their AVID

Elementary Back to School Night presentation. They can use the sample in our AVID Elementary Training Guide as well as the workshop ideas in the AVID Elementary Family Guide. Teachers may also want to pass out page 173 to discuss what parents can do at home to help support their children.

Day 15

Partnerships: Super Size Me (Website)“Boys and girls, it is so important for us to build our vocabulary. Building our vocabulary strengthens our academic skills and increases our ability to express ourselves more clearly and distinctly. We are going to work as a team to begin building our vocabulary! I would like for each of you to take out your dictionary and thesaurus. Now, please write down one word that describes how you are feeling today. For example, I am really excited today. Please write your word down.” I would give the kids a few minutes to write the word down. I would also

express the importance of spelling the word correctly and to do this, I would ask them to use their dictionaries.

“Excellent, now that each of you has your word written down, I would like for each of you to find a partner. Great! Boys and girls, you are now going to exchange words. Once you have This document to be used in conjunction with the “8 Week Overview” document

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exchanged words, you are going to ‘super size’ your partner’s word. For example, my word was excited. After exchanging papers with Beth, she super sized my word to enthusiastic. She needed to use her thesaurus for help, but she turned my word into an incredible word! Do I have any questions?” Give the class about

5-8 minutes to complete the task. I would then bring everyone back together to debrief the activity and begin to add words to our word wall.

Week Four:

AVID Key Components:

1. Organization (O) 9 Organizational tool/binder assessment tool, TG, pg. 54 and CD 9 Binder Shake 9 S.M.A.R.T. Goals, TG, pg. 84-85 2. Student Success Skills (SSS) 9 Oral Presentation Activity, TG, pg. 26-30 3. Partnership (P) 9 Contract for Success, TG, pg. 173-174

*Continue to model and monitor the organizational tool/binder and agenda/planner, SLANT, and 3 column note-taking strategy focusing on the “S” and “T” of the STAR Strategy.

Day 17

Student Success Skills: Oral Presentation Skills (TG pgs 27-30) “Boys and girls, oral language skills are necessary to be successful in life! Whatever your life goals include, you will need to know how to speak effectively to others. A couple of weeks ago, we did our ‘speech in a bag’ activity. Can somebody please explain to the class what we did when conducting this activity? Great, I am so glad that you remember. Well today, I am going to do something similar. Each of you is going to get into your small group. I will be giving each group a bag. Inside your bag you will find vocabulary words based on our story we have read this week. When you pull This document to be used in conjunction with the “8 Week Overview” document

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out your vocabulary word, you will begin talking about the word and what significance this word had within our text. You will talk about this word for 45 seconds. Do you have any questions?”

Teachers can use this activity within any subject. This is an essential activity to help each child’s presentation skills.

Day 19

Partnerships: Contract for Success (TG pgs 173-174) “5th graders, as you know, I have met with most of your families throughout the last couple of weeks. The main focus of our conversations has been based on how we all can work as a team to help each and every one of you become successful, not only here at school but also outside of school. We have talked about the importance of setting goals, using your agenda/planner effectively, why it is important to stay organized, and how to write and use 3-column notes in an efficient manner. 5th graders, I am sure each of you has shared all of this newly learned information with your family as well. In order for all of us to continue to work as a team to help each individual achieve success, we are going to fill out a contract for success. As you read through this contract, I want you to look carefully at who will sign the contract. This contract will help you see how everyone in your life wants each of you to achieve success. That is why, in addition to asking your parents to sign, both I and the principal will sign the contract. I am so excited for everyone to continue to work together so we all can continue being successful 5th graders. At this time, the teacher will pass out page 174, Contract for Success,

to each student. The teacher will read over the form and hold a discussion with the class. The students will then take the contract home and discuss the contract with their families. When the contract is signed, by the student and parent, the teacher will sign and their administrator will sign. Then have the students keep this contract inside the front of their binders to refer back to on a consistent basis.

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Week Five:

AVID Key Components:

1. Organization (O) 9 Binder Shake 9 Organizational tool/binder assessment tool, TG, pg. 54 9 S.M.A.R.T. Goals, TG, pg. 84 2. Student Success Skills (SSS) 9 Review Successful Student (Student’s copies) 3. Partnership (P) 9 Moody Me, TG, pg. 160

*Continue to model and monitor the organizational tool/binder and agenda/planner, SLANT, and 3 column note-taking strategy focusing on the “S” and “T” of the STAR Strategy.

Week Six:

AVID Key Components:

1. Organization (O) 9 3-Column Note-Taking focusing on the “A” and “R” of STAR Strategy, TG, pg. 58-59 and 65-69 2. Student Success Skills (SSS) 9 Oral presentation activity (teacher decides) TG, pg. 2730 3. Partnership (P) 9 3 Truths and a Stretch (Website)

*Continue to model and monitor the organizational tool/binder and agenda/planner, SLANT, and 3 column note-taking strategy focusing on the “S” and “T” of the STAR Strategy and S.M.A.R.T. Goals.

Day 26

Organization: 3-Column Note-Taking focusing on the “A” and “R” of the Star Strategy (TG pgs 58-59 and 65-69) “Boys and This document to be used in conjunction with the “8 Week Overview” document

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girls, I would like each of you to please take out your STAR strategy handout that should be in your writing section of your organizational tool/binder. You will also need your math vocabulary notes focusing on Geometry from yesterday’s math lesson for our 3-column note-taking lesson today.” Students go into

their organizational tools under their math section, and find the notes that were completed from yesterday. Teacher has overhead transparency from yesterday to model for the

“Let’s review what the ‘S’ and the ‘T’ mean. Excellent! As a class, we have become very efficient on our ‘S’ and ‘T’ and we have only been in school for six weeks. I am very impressed! I would like for everyone to make sure you have completed the ‘S’ on the top of your loose-leaf 3-column paper correctly.” As the class is class.

double-checking their heading, I will model that I am double-checking by reading my heading on my overhead transparency. “As

we all know, we have to divide our paper into three sections. Alexxus, will you please explain to the class what belongs in the left-hand column? Wonderful, the main ideas and or major topics belong under the left-hand column. Brian, will you please explain what belongs in the middle column? Great, the middle column is where the detailed information belongs. Now class, what about the right-hand column? Fantastic - examples, diagrams, and/or models are written in the third column. Class, as you can see, our notes from yesterday’s math lesson are complete because we worked together as a class to make sure we had all the necessary elements to be successful when learning our geometry vocabulary. We are also very new learners when it comes to taking 3-column notes and that is why we continue to work as a class to complete these notes. Just as a reminder, boys and girls, your notes should look exactly like my notes. As students, we have a tendency to think our notes are complete after we have written them down. How many of you feel it is time to turn your notes in? Well boys and girls, if I were to give you an assessment on your entire geometry vocab, how many of you feel you would be successful? I want for everyone to feel successful so today we are going to make that happen. Erin,

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please read what the ‘A’ stands for when reviewing the STAR Strategy. Thank you. Class, we are going to walk through each step under the ‘A’ so that we can understand what our task each night is going to be after we take our daily notes.” The teacher will model to the class how to be successful note-takers by modeling exactly what the “A” would look like when the students are at home each night. Have the students watch you and then have them pair up and complete the “A” with a buddy. “Boys

and girls, how many of you all ready feel more comfortable with your geometry vocab? How many of you added in more information to help your understanding? I am so impressed! Now we are going to focus on the ‘R’ of our STAR strategy. Luke, please read what the ‘R’ stands for.” Just as the teacher did with the “A” do the exact same modeling with the “R”. The “A and R” needs to be modeled consistently and in great depth for complete understanding.

Week Seven and Eight: AVID Key Components

1. Organization (O) 9 3-Column Note-Taking focusing on the “A” and “R” of STAR Strategy, TG, pg. 55-69 2. Student Success Skills (SSS) 9 Self-Advocacy, TG, pg. 31 3. Partnership (P) 9 Personality Phrases (Website)

*Continue to monitor the organizational tool/binder and agenda/planner, SLANT, and 3 column note-taking strategy focusing on the “S” and “T” of the STAR Strategy and S.M.A.R.T. Goals.

Day 35

Organization: Personality Phrases (Website) “Boys and girls, we have been working very hard on the parts of speech. We have talked in-depth on the importance of using adjectives and strong

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verbs in your writing to make it stand out. Now, I am going to ask each of you to create a phrase using six words or less to describe yourself. I encourage each of you to use adjectives, or phrases that will capture your personality. For example, I could describe my personality as, ‘Happy as a yellow sunflower blooming! ‘ Now I would like for each of you to try this activity. When you are through, we are going to share some of our personality phrases with one another.” If students struggle, I would allow them to work in groups to

help one another.

Day 40

Student Success Skills: Self Advocacy (TG pgs 31-32) “Building

community in the classroom requires clear boundaries as well as acceptance of and caring for all. We are going to be working on building this community with the following activity. All of you are going to get into your small group. Each group is going to receive a scenario. You are all going to read through this scenario and, as a team, you will decide on some strategies for handling this particular situation. I will be giving you an adequate amount of time to complete this task. We will then come back together as a whole group and discuss our strategies and outcomes. Do you have any questions?” Teacher uses pages 31-32 to help support this activity.

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