8 Targeted, Flexible Intervention That Works! Introducing Focused Instruction: Reading Intervention and Focused Instruction: Mathematics Intervention— powerful supplemental programs offering flexible, standards-aligned intervention solutions designed to identify learning gaps and deliver targeted support where it’s needed most. Built by educators, these programs empower schools to accelerate student growth through effective, data-driven intervention that fits any schedule or instructional model. THE FOCUSED INSTRUCTION EXPERIENCE 154512—Focused Instruction: Reading Intervention © | Teacher Created Materials 22 Lesson 4 Overview Learning Outcome Identify and analyze the main events in a story that develop the plot. Analyze Story Elements: Main Events Lesson Preview Part 1 Part 2 Part 3 Part 4 Part 5 Summary Students use context to determine word meanings, read a text independently, and learn to identify main events in a story. Students participate in a read-aloud of the text and practice identifying and analyzing the main events of the story. Students complete a formative assessment and practice using their knowledge of language and its conventions to build words by playing Make It! Students participate in differentiated instruction and write about the text. Students practice fluency, focusing on expression, and use a new text to practice analyzing the main events of a story. Materials • page 23 of the student book • Instructional Routines 1, 3, and 8 • Story Map (page 199) • page 64 of the Assessment Guide • pages 23–24 of the student book • Instructional Routine 5 • Says-Means Chart (page 200) • Story Map (from Part 1) • page 25 of the student book • page 103 of the Assessment Guide • page 18 of the Games Booklet • pages 23 and 26–27 of the student book • Instructional Routines 4 and 10 • Says-Means Chart (from Part 2) • Story Map (from Part 2) • page 28 of the student book • Instructional Routine 12 • Summative Assessment 2–4 • Says-Means Chart (from Part 4) • Lesson 4 Quick View slides Multilingual Support This icon indicates places where multilingual support is built into the lesson. Possible Student Misconception Students may mistake smaller details for main events in a story. Explain that main events move a story forward. When reading, direct students to consider the situation or problem at the beginning of the story and the resolution at the end. Guide students (or have students work with partners) to fill in the gaps between the beginning and end of the story. Students can ask, “What happened first that led to the resolution?” “What happened next?” and so on until they have listed all the main events. Additionally, you may provide students with a graphic organizer, such as the one shown on page 24 of the student book, to help them identify the important events in a story. 154669—Mathematics Intervention: Teacher’s Guide © | Teacher Created Materials 22 Lesson 4 Overview Learning Outcome Use place-value understanding and number lines to round multi-digit whole numbers to a given place. Round numbers to estimate sums and differences within 10,000. Possible Student Misconception When students are asked to round a number (e.g., 74 to the nearest 10), we typically say to “round up” or “round down.” This gives the impression that 74 will be rounded to 80 (if it’s rounded up) or 60 (if it’s rounded down). To avoid this misconception, have students list the multiples of ten 74 can be rounded to (70 or 80). Then, students can use rounding rules and manipulatives to assist them with accurate rounding. Vocabulary estimate round Lesson Preview Part 1 Part 2 Part 3 Part 4 Part 5 Summary Students use and make number lines to round multi-digit whole numbers. Students use rounded numbers to estimate sums and differences. Students use Place Value Mats and number lines to round numbers and estimate sums and differences. Students build vocabulary. Students complete a formative assessment and practice place value concepts by playing Ordering Numbers Chance. Students actively participate in differentiated learning activities and complete a guided word problem. Students engage in math discourse, complete an independent rich math task, and strengthen numeracy skills with visual representations. Materials • page 24 of the student book • Instructional Routine 6 • Number Lines 0–100 (page 204) • Number Lines 0–1,000 (page 205) • page 25 of the student book • Instructional Routines 1 and 6 • Number Lines 0–100 • Number Lines 0–1,000 • page 26 of the student book • page 19 in the Games Booklet • page 66 in the Assessment Guide • whiteboards and markers • Number Lines 0–100 • Number Lines 0–1,000 • pages 27–29 of the student book • Instructional Routine 2 • Number Lines 0–100 • Number Lines 0–1,000 • page 30 of the student book • Instructional Routine 3 • Lesson 4 Quick View slides Estimate Sums and Differences Language Goal—Writing Justify decisions about rounding and estimation in writing. Mathematical Practice/Process Use appropriate tools strategically. Remember Send home the family engagement letter for Lessons 4–6. To support the CRA teaching model, ensure students have access to hands-on manipulatives throughout all lesson parts. These tools enable students to create concrete representations of math concepts. A Streamlined, Effective Path to Student Success Focused Instruction, available on the new TCM Learning Platform, offers a flexible process designed for real results. It helps students build confidence and skills while making intervention easy and effective for teachers. ✔ Identify Student Needs Quickly ✓ Students begin with a Placement Test to determine the appropriate starting level. ✓ A Benchmark Preassessment pinpoints learning gaps and areas for support. ✓ These standards-aligned and auto-graded assessments provide immediate, meaningful data. Plan Instruction with Ease ✓ Assessment Performance reports indicate the exact lessons needed to address specific skills or standards, helping teachers to create a targeted instructional plan for whole class, small-group, or individual student success. ✓ Each of the 30 flexible lessons is designed to seamlessly integrate into any intervention framework. ✔ I N T E R V E N T I O N Instruction Place Value with Base-Ten Blocks Objective: Build multi-digit numbers with base-ten blocks to demonstrate place value understanding. Use the base-ten blocks to represent numbers in different forms. Materials: base-ten blocks, Place Value Mat (page 201 in the TG) Build Numbers Procedure 1. Distribute base-ten blocks and place value mats. Work with students to assign values to each base-ten block, relating them to 1 unit cube. Say, “The rod has a value of 10 because it is equivalent to 10 unit cubes.” Have students identify the number of unit cubes in the flat cube (100) and large cube (1,000). 2. Demonstrate how to build a number (e.g., 1,234) on a place value mat. Working from the highest place value to the right, identify the values of the digits. (1,000, 200, 30, 4) Relate the values to 1 unit cube. For example, hold up the flats and say, “There are 200 unit cubes in two flats.” Thousands Place Hundreds Place Tens Place Ones Place 1 2 3 4 Numbers in Different Forms Procedure 1. Distribute base-ten blocks and place value mats, and work with students to build a number (e.g., 1,234). Have students actively follow along as you write the number in standard form (1,234), expanded form (1,000 + 200 + 30 + 4), and word form (one thousand two hundred thirty-four). 2. Have students read the number using standard form and word form. Explain that expanded form shows that a number is the sum of the value of all its digits. Model adding the expanded digits. 1,000 100 10 1 1,000 200 30 + 4 1,234 Instructional Routine 5 Deliver Easy-to-Use Lessons with Fidelity ✓ Robust teacher support—including softly scripted lesson plans that integrate instructional routines, ready-to-use lesson slides, and game instructions—saves teachers prep time. ✓ Mid-lesson Quick Check assessments provide performance data to differentiate instruction with additional focus or extension support. ✔ NEW! Visit tcmpub.com/FIR-FIM-cat INTERVENTION
2025-26 Full Line Catalog
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