The Framing Routine

™

The Content Enhancement Series

1999

The University of Kansas

Center for Research on Learning

Lawrence, Kansas 66045

​

Kathy Boyle-Gast, Educational Consultant, LLC

SIM ® Professional Developer

The University of Kansas

Center for Research on Learning

Lawrence, Kansas 66045

The part after lunch always takes patience…

Session Logistics

• Accommodations?
• Seating Arrangement
• Baskets at tables **Please return unused materials at end of session
• Breaks and Lunch
• Restrooms
• Activities
• Laptops
• Cell phones, pagers, PDA’s, things that buzz and beep…..

Today’s Agenda, cont…

• Advanced Organizer
• (Intro to Content Enhancement-Overview)
• Intro to Concept Mastery Routine and Device
• Concept Mastery Linking Steps
• Concept Mastery Cue-Do-Review Sequence
• How to prepare a Concept Mastery Diagram
• Presentations of Concept Mastery Diagram to Group
• Intro to Framing Routine and Device
• Framing Linking Steps
• Framing Routine Cue-Do-Review Sequence
• How to prepare a Framing Device
• Presentations of Frame to Group
• Planning for Implementation
• Post Organizer

The never ending faculty meeting, or professional development saga…….. !

Content Enhancement�OVERVIEW

• An approach to teaching content to academically diverse groups of students.

​

• 1999
• The University of Kansas
• Center for Research on Learning
• Lawrence, Kansas 66045

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The Performance Gap

12

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12

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11

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10

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9

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8

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7

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6

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5

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4

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Years in School

Grade Level

Expectations

Demands

Skills

The Performance Gap

12

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12

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11

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10

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9

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8

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7

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6

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5

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4

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Years in School

Grade Level

Expectations

Demands

Skills

Existing

Support

The Performance Gap

Years in School

Existing

Support

Infrastructure Supports

• Flexible Scheduling
• Planning Time
• Professional Development Time
• Extended Learning Time
• Smaller Learning Communities

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Grade Level

Expectations

Demands

Skills

The Performance Gap

/

Grade Level

Expectations

Demands

Skills

System Learning

Supports

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Infrastructure Supports

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Current Supports

Years in School

The Performance Gap

/

Grade Level

Expectations

Demands

Skills

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Instructional

Core

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System Learning

Supports

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Infrastructure Supports

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Current Supports

Years in School

Components Required to Improve Outcomes

for Struggling Adolescent Learners

System change must be closely tied to the individual within the system.

Shared…

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• Vision …….that allows individual contributions
• Knowledge…..that leads to individual learning
• Leadership….that seeks the voice of individuals
• Responsibility…that shapes individual planning and action
• Evaluation…that guides self assessment
• Accountability…that motivates individual action

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Critical Values for System Change

Shared…

+

+

+

Improved

Outcomes

=

=

+

Vision

Knowledge

Leadership

Accountability

Evaluation

Responsibility

…that respects the individual in the system.

The Teacher’s Challenge

• Large volume of information
• Same amount of instructional time
• High expectations for student achievement
• Greater cultural diversity among students
• Greater academic diversity among students
• Value of content is questioned
• Unrealistic planning expectations
• Learning is difficult for many students

The Student’s Challenge

Many students have difficulty:

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• Seeing the "big ideas" among the details.

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• Translating the "big ideas" into words, phrases, and concepts that make sense to them.

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• Keeping the "big ideas" and structure of a unit in mind as they progress through the unit.

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The Student’s Challenge (cont.)

Many students have difficulty:

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• Seeing the relationships between different sets of information.

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• Generating questions to help them focus their learning.

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• Projecting and managing time in order to complete tasks.

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• Identifying the structure of information.

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• Identifying how to organize information meaningfully.

Many students have difficulty:

• Distinguishing important from unimportant information.
• Relating new information to known information.
• Relating information to a limited range of background experiences.

The Student’s Challenge

The Student’s Challenge (cont.)

Many students have difficulty:

• Remembering large quantities of information.

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• Generating purposes and rationales for learning content.

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• Breaking down complex concepts for learning.

The Student’s Challenge (cont.)

Many students have difficulty:

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• Analyzing information to arrive at conclusions and solve problems.

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• Identifying and using the teaching devices used by teachers.

The Student’s Challenge (cont.)

• Many students have difficulty:

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• Becoming active in guiding personal learning through effective and efficient learning strategies.

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• Valuing the process of learning how to learn.

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• Believing that it is important to learn the information that we teach in school.

BLOOM’S TAXONOMY

In Content Enhancement Overview Packet

Note: this form contains British- English Spellings, e.g. Analysing v. Analyzing

In Content Enhancement Overview Packet p. 1

Content Enhancement

"If it weren't for students impeding our progress in our race to the end of the term, we could certainly be sure of covering the material. The question, however, is not whether we as teachers can get to the end of the text or the end of the term, but whether our students are with us on that journey."

Pat Cross, Director, Classroom Research Project University of California, Berkley

Our Educational System at work ?

Why Does SIM® Work?

Big Ideas�

Research Based

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Rationale (teacher and student buy in)

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Modeling (thinking out loud)

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Elaborated Feedback

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Scaffolding

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Generalization

What is content enhancement?

Barrier-free instruction

Content Enhancement

A way of teaching an academically diverse group of students in which:

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• Both group and individual needs are valued and met

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• The integrity of the content is maintained

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• Critical features of the content are selected and transformed in a manner that promotes student learning; and

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• Instruction is carried out in a partnership with students.

You want me to do what?

is about

is based on

is planned through

Devices

Strategic Teaching

Routines

planning

Principles

involves

●Both group and individual needs are met

●Integrity of content is maintained

●Critical content is transformed

●Instruction is a partnership

●Shape critical questions & concepts

●Map critical content

●Analyze for learning difficulties

●Reach enhancement decisions

●Teach strategically

●Evaluate content enhancements

●Revisit questions

●Cue�●Do-Linking Steps�●Review

for

●Course Organizer�●Unit Organizer�●Lesson Organizer

Planning &� Leading Learning

Explaining� Text, Topics, Details, Terms

●Framing�●Survey�●Clarifying

●LINCS

Teaching � Concepts

●Concept Mastery�●Concept Anchoring�●Concept Comparison

Increasing � Performance

●Quality Assignment�●Question Exploration �●Recall Enhancement

● Order Routine

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“Barrier-Free” �Education

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��.�

Content Enhancement: Big Idea # 1

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All content is not equal

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• Too often, the clock is more important than the content
• Effective instruction involves planning to ensure that proper emphasis is given to more important information
• Proper emphasis could involve more time or more intensive or explicit instruction

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all

most

some

Content Enhancement: Big Idea # 2

In Content Enhancement Overview Packet

SMARTER

Effective planning routines are created when we ask ourselves important questions about diversity.

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ReflActive planning questions help us to think about :

SMARTER

Shaping critical questions.

Mapping critical content structures.

Analyzing learning difficulty.

Reaching enhancement decisions.

Teaching strategically.

Evaluating content enhancements.

Re-visiting critical questions.

SMARTER

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Effective planning routines can guide how we select and implement Teaching Routines.

Guide to Shaping Critical Questions � Questions to Consider: (In packet)

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• 1. What is really critical for ALL students to understand about this chunk of information?

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• 2. What would I want all students to remember and be able to discuss if I met them on the street next year and had an opportunity to visit with them?

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• 3. How could I cast these outcomes as critical questions that will capture the essence?

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• 4. How would I like the student to organize and structure the content so information can be understood and critical questions can be answered?

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• 5. Out of all the information that might be learned, what are the central or big ideas that tie all of this information together?

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The “Big Idea” Paraphrase:

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• Encompass the major point of learning by…

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• 1. Capture the main point

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• 2. Relate to students

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• 3. Be understandable

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• 4. Be inclusive

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Select Critical Questions: �Do the questions you create…

• 1. Serve as a basis for a conversation with students

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• 2. Include expectations for learning how to learn the content as well as what to learn

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• 3. Identify ways in which students should understand the information to be learned

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• 4. Lead students to doing well on outcome evaluations

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• 5. Help students identify the critical concepts or ideas to be learned

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Select Critical Questions: Do the questions you create…

• 6. Enable students to monitor progress in learning

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• 7. Help students think about the content and how the content fits into other contexts

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• 8. Help students organize information that supports the concepts or ideas being learned

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• 9. Pose broad questions that use words like “how” and “why”

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Shape Critical Questions:

In Content Enhancement Overview Packet pp. 4 & 5

• **Video: Planning for Strategic… Folder: Shape Q’s & Map Content ; See It (2nd icon); Tab- Identify Concepts; Map Content

Shape Critical Questions

(cont.)

In Content Enhancement Overview Packet pp. 4 & 5

Analyzing for Learning Difficulties

In Content Enhancement Overview Packet

Analyzing for Learning Difficulties (cont)

Analyzing for Learning Difficulties (cont)

Analyzing for Learner Difficulties: Never underestimate the importance of motivation…

Collaboration Coaches

• General Walkthrough Evaluations re: Content Delivery:

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• Form # 1: Student Focus
• Form # 2: Student Focus
• Beginning Literacy Focus

www.kucrl.org

• For links to research details
• For more information regarding the Content Enhancement Routines
• For information about the Learning Strategies
• For information on other projects, such as the Content Literacy Continuum

Guidebooks in the �Content Enhancement Series

• Routines for planning and leading learning
• Course Organizer Routine
• Unit Organizer Routine
• Lesson Organizer Routine

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• Routines for exploring text, topics, and details
• Clarifying Routine
• Framing Routine
• Survey Routine
• ORDER Routine
• Routines for teaching concepts
• Concept Anchoring Routine
• Concept Comparison Routine
• Concept Mastery Routine
• Routines for increasing performance
• Quality Assignment Routine
• Question Exploration Routine
• Recall Enhancement Routine
• Vocabulary LINCing Routine

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The�Framing Routine

The Content Enhancement Series

Get Your Guidebook

&

Packet

About Using your Guidebook…..

Manual Registration

A form will be passed around: SIM™ Manual Registration Please be sure to fill in your information completely (e.g. zip code) and turn in to me……thanks!

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Manual Registration

Please tear out the “Registration of Training” form at the back of your Instructor’s Guidebook, fill it out completely, and turn in to me……thanks!

Form not there? See me

On becoming a SIM® teacher…..

The policy of the KUCRL Strategic Instruction Model® is to insure that the routines are taught with fidelity and integrity, using the materials as originally designed. Once you have completed the professional development in the Framing Routine, you will be registered with the KUCRL.

The professional development qualifies you to teach your students this routine and have access to the Manual. The routines are to be taught exclusively by teachers who are registered with KUCRL after successfully completing the professional development. SIM materials are copyrighted and cannot be duplicated other than for use with students as described in the Manual. As a result, the Content Enhancement Routines that require professional development cannot be “Re-Delivered”. Please see 2nd page re: copyright

Content Enhancement

A way of teaching an academically diverse group of students in which:

• Both group and individual needs are valued and met
• Students work in partnership with the teacher
• The integrity of the content is maintained; there is no “dumbing down”
• Critical components are selected, transformed and presented to students in a way to enhance learning

The Challenge

• In spite of diverse students and classrooms, standardized tests cover a distinct body of knowledge that all students are expected to have mastered.
• Increased student diversity results in varying skill levels and types of background knowledge.

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The Challenge (cont)

• Most students have difficulty distinguishing between:

1. Major concepts, main ideas, and details

and

2. Essential-to-know information and trivia

• Textbooks have multiple “sidebars” that can confuse them.

Supporting Research

Results were achieved when teachers:

• received 2-3 hours of instruction;
• discussed the routine with colleagues;
• spent the necessary time to plan and use the routine for more inclusive teaching;
• taught students how to use the routine, and
• used the routine regularly over time.

Supporting Research

• The Framing Routine was studied in intermediate and secondary classes (grades 4-12) characterized by diversity.
• In each study, teachers learned the routine easily, and student learning gains were observed by teachers and researchers.
• Students gained an average of 10 to 15 percentage points on tests or tasks that required demonstration of mastery.

Supporting Research (cont)

Student writing fluency increased dramatically:

• Writings were significantly more coherent
• Mechanical errors reduced significantly.
• An average of 96 more words were written on post-test writing tasks

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The Frame

Is a visual device that:

• Is used to promote understanding and recall of a key topic and associated essential details.
• Allows students to preview material and/or to take notes
• Focuses attention on the importance behind the key topic.
• Identifies the main ideas related to the key topic, essential details behind each main idea, and a summary of what’s important to remember about the key topic.

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When Do You Use the Routine?

Within the context of regular instruction to help students remember the meaning of or relationships among:

• Vocabulary words
• People
• Events
• Places
• Other important terms and ideas
• See “Keys to Successful Use, p. 2, Guidebook

Components of�The Framing Routine

The

Frame

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The

Linking Steps

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The

Cue-Do-Review

Sequence

In Packet p. 1

What are the circles for? see pp. 7 and 21-22 in Guidebook

The Linking Steps

• F ocus on the topic
• R eveal main ideas
• A nalyze details
• M ake a “So What?” Statement
• E xtend understanding (see also p. 21-22)

In Packet p. 2

See Guidebook, p. 53 for “poster” copy

The Purpose of the Linking Steps �(pp. 8-9 in Guidebook)

Guide the teacher to:

• Present the information in the Frame to students in an effective manner.
• Involve students in constructing the Frame.
• Focus student attention on learning.

a period of social change in the U. S.

Social Problems

In Packet p. 3

***Used as example: Guidebook, p. 6-7 and 11-14

The Cue-Do-Review Sequence

• Cue
• Students that the routine will be used.
• Do
• The routine.
• Review
• The information and process…..

**See pp. 10-14 in guidebook, using the “Progressive Era Frame

The Cue-Do-Review Sequence

• Cue Students that the routine will be used.
• the visual device called the Frame is presented and explained to students as a way to help them understand how critical information is organized.

The Cue-Do-Review Sequence

• Do
• During the initial presentation, the teacher follows a set of procedures called the Linking Steps that help the teacher explain how the Frame will enhance learning.

The Cue-Do-Review Sequence

• Review
• The teacher uses the Frame to check and bolster student understanding of the topic.

Sections of the Frame

• The Key Topic
• The “Is About” statement
• The Main Ideas
• The Essential Details
• The “So What” Statement
• The Circles

a period of social change in the U. S.

Social Problems

In Packet p. 3

***Used as example: Guidebook, p. 6-7 and 11-14

THE KEY TOPIC

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The name of the key topic being studied.

“IS ABOUT” STATEMENT

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A brief explanation of what

the key topic is about.

MAIN IDEAS

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The main ideas behind the key topic. Can be

subtopics or brief phrases representing

components of the key topic or items that are

sequentially related to each other and the key

topic. The actual number of main ideas may

vary. **See p. 19 for help in selecting Main

Ideas to use

Example Key Topics�and Main Ideas

Pearl Harbor

• Key events of the raid
• Impact on the outcome of the war
• Impact on U.S. attitude about war
• Impact on U.S. ability to fight

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El Niño

• Impact on ocean currents
• Impact on weather patterns
• Impact on people

Example Key Topics�and Main Ideas (cont)

Invention of percentages

• How business operated without percentages
• How percentages improved business
• How society accepted percentages

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Music of poetry

• Alliteration
• Onomatopoeia
• Consonance and assonance

Create Your Own

At your tables, come up with at least two key topics with three main ideas for each topic.

Write these on notebook pad provided

Post and Report Out:��Select one of your Key Topics�and list the Topic along with 3 Main Ideas on the chart paper provided

We will come back to these later……

ESSENTIAL DETAILS

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Details that are essential for students to

know and remember about each main idea.

FRAME Device: Essential Details

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Main Idea:

Columbus discovers the New World

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Details:

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Queen of Spain financed trip in order Essential Detail: Important to

to spread Christian Gospel the understanding of the discovery of the New World

Columbus was Italian, but couldn’t Clarifying Detail: Helps to explain,

Get Italy to finance trip but is not critical to understanding

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Nina, Pinta, & Santa Maria were the Esoteric Trivia: May be culturally

names of the 3 ships expected to teach and related to the (Santa Maria sank) main idea, but is of no help in facilitating understanding of main idea

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Martin Pizon, captain and owner of Specialized Knowledge: Details a

Pinta, tried to beat Columbus back scholar of the and main idea may

to Spain and claim credit have, but are not essential to understanding the “big picture”

In Packet p. 4

FRAME Device: Essential Details (cont)

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•Essential details: List on Frame and test

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•Clarifying details: Don’t list/don’t test

(usually)

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•Esoteric trivia: List on Frame and test?

Don’t list/teach/or test?

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•Specialized knowledge: Don’t list/ teach/or test

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In Packet p. 4 cont.

**Note: see pp. 19-20 in Guidebook-- “cultural trivia” not mentioned --when might it important?

Factors to Consider When�Selecting Essential Details

Importance

• Which details are so important that all students must understand them if they are to understand the main idea?

Frequency

• Which details are referred to frequently in class?

Interest

• Which details are important enough to know, but may not seem very interesting to students and therefore require special attention?

In Packet p. 5

Factors to Consider When�Selecting Essential Details (cont)

Preparation

• Which details are foundations for information that will be covered later in the course and encountered later in life?

Complexity

• Which details are difficult to understand because of their complexity?

all

most

some

MATH Uses for the Frame?

Taken from the GA Performance Standards Website

www.georgiastandards.org/math.aspx….

Math II Gr 9-12: Terms/Symbols:

piecewise function, exponential function, step function, extrema, point of discontinuity, asymptote, geometric sequence, standard form, vertex form, quadratic formula, discriminant, root, inverse of a function, one-to-one function, composition of functions, f -1 , sine, cosine, tangent, trigonometric ratio, complementary angles, trigonometry, chord, tangent, secant, central angle, inscribed angle, arc, sector, inference, population mean, standard deviation, curve fitting, linear regression, median-median line, algebraic model, quadratic regression

SCIENCE Uses for the Frame?

Taken from the GA Performance Standards Website

www.georgiastandards.org/math.aspx….

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PHYSICAL SCIENCE (GeorgiaStandards.Org)

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Major Concepts/ Skills: Concepts/Skills to Maintain:

Classifications of Matter Characteristics of Science

Atomic Theory/Configuration Records investigations clearly and

Periodicity accurately

Bonding/Nomenclature Uses scientific tools

Interprets graphs, tables, and charts

Chemical Reactions Writes clearly

Law of Conservation of Matter Uses proper units

Solutions Organizes data into graphs, tables, charts Acid/Base Chemistry Uses models

Phase Changes Asks quality questions

Laws of Motion and Force Uses technology

Energy Transformation Uses safety techniques

Electrical/Magnetic Forces Analyzes data via calculations and

Wave Properties inference

Recognizes the importance of explaining

data with precision and accuracy

Create Your Own

At your tables, come up with at least three details for ONE of your main ideas you posted.

**

Try to generate examples of at least 3 of the 4 categories of details. Write these under your previously identified main idea. (Circle the main Idea you selected.)

Set timer…

Post and Report Out

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A statement designed to help students understand:

• how the current topic is related to the overall unit.
• how the topic can be used to solve or understand a

real-world problem.

SO WHAT?

OR

WHAT’S IMPORTANT TO

UNDERSTAND ABOUT THIS?

Determine the “So What?”�Importance Statement

May be:

• Basic summary
• Topical applications or implications
• Generative, or basic “life truth”

See further explanationon p. 20, Guide Book

Taken from: Ellis (1999)

Key Topic

Main idea

is about…

So What? (What’s important to understand about this?)

Essential details

Main idea

Essential details

Essential details

Main idea

Co-Teaching

Two teachers collaborating to meet the needs of all students.

Always

Teachers sharing responsibility.

Teachers sharing resources.

All kids are OUR kids.

Differentiation to meet students needs.

.

Sometimes

Never

Another Frame example close to “home”

Taken from: Ellis (1999)

Key Topic

Main idea

is about…

So What? (What’s important to understand about this?)

Essential details

Main idea

Essential details

Essential details

Main idea

Co-Teaching

Two teachers collaborating to meet the needs of all students.

Always

Sometimes

Teachers sharing responsibility.

Teachers sharing resources.

Sp ed. teacher leading the class.

General ed. teacher leading the class.

All kids are OUR kids.

Differentiation to meet students needs.

Modification of learning expectations.

Conflicts occur

between teachers.

Never

Taken from: Ellis (1999)

Key Topic

Main idea

is about…

So What? (What’s important to understand about this?)

Essential details

Main idea

Essential details

Essential details

Main idea

Co-Teaching

Two teachers collaborating to meet the needs of all students.

Always

Sometimes

Never

Teachers sharing responsibility.

Teachers sharing resources.

Sp ed. teacher leading the class.

2 special ed. teachers

I work with “my” kids and you work with “your” kids.

All special ed kids in the same group every day.

General ed. teacher leading the class.

All kids are OUR kids.

Differentiation to meet students needs.

Modification of learning expectations.

1 teacher makes all the decisions.

Co-teaching uses expert teachers sharing responsibility and resources to differentiate to meet the needs of all students.

Conflicts occur

between teachers.

Get Ready, pp. 16-23

• Decide when to use the Framing Routine.
• Collect materials and ideas.
• Construct a draft of the Frame.
• Plan for the presentation.
• See also p. 21-22 re: ideas for extending learning…

Options for Extending Understanding pp. 21-22

• Prioritize main ideas and essential details according to importance.

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• Prioritize main ideas according to other criteria (e.g., Which had the greatest impact on their lives? Which were the most controversial? Which were the most misunderstood?).

Options for Extending Understanding pp. 21-22 (cont)

• Speculate what might have happened under a different set of circumstances.
• Forecast what happened next.
• Connect how main ideas relate to:
• each other
• information previously learned
• past experiences
• the real world

Get Set, pp 24-31

• Choose material.
• Preview the lesson.
• Introduce the Frame.
• Explain and show how you will Cue the routine.
• Explain and show how you will Do the routine.
• Explain and show how you will Review and debrief.

**See scripted sample using “Strategic Learners” Frame (p. 25) to introduce the Framing Device

See scripted sample pp. 24-31

The Content Enhancement Series 2002 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

In packet, p.6

The Content Enhancement Series 2002 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

The Content Enhancement Series 2002 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

SIM™ Content Enhancement Device

A proven procedure of teaching the critical content of a course, unit, lesson, concept, topic, or skill to academically diverse learners.

One type of device is the Unit Organizer

One type of device is the Concept Mastery Diagram

One type of device is the Framing Routine

All devices reveal a “Big Picture”.

All devices reveal Targeted Ideas or Concept.s

All devices use a set of specific Linking Steps.

All devices use the Cue, Do, and Review instructional procedures.

The challenge of teaching critical content with integrity to academically diverse students within the general education curriculum can be accomplished through SIM™ Content Enhancement Devices, which use visual and instructional methods that promote a learning partnership between teachers and students.

Not in Packet

In packet, p.7

The Content Enhancement Series 2002 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

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​

​

​

In packet, p.8

***How are the frames different? See Guidebook pp.17, 48-51

The Content Enhancement Series 2002 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

GO pp. 32-43

• Use the routine explicitly.
• Build thinking skills.
• Build in continuity by referring to Frames.
• Evaluate your use of the routine.

​

GO, pp. 32-43, cont.

• Teach students to construct their own Frames:
• We DO It (students and teacher collaborate)
• Ya’ll DO It (students collaborate with each other)
• You DO It (Independent construction by students)
• The Instructional Sequence (p. 33-34)
• Variations (pp. 34-35)

GO !

Vary Your Use of the Routine (pp. 35-40)

• Brainstorm Activity
• The KEW Routine (Know? Expect? Want?)
• The Anticipation Guide
• Fill-in-the-Blanks
• Perspective Taking
• Linear & Cause-and-Effect Relationships
• Framing Themes
• Framing Speeches
• In-Class Debates
• Reading Frames

Let’s take a look at these…

Each table group will be assigned a color. Describe 2 ideas to the entire group.

In packet

p. 9

Making predictions/brainstorming

See p. 36…

What’s this?

In packet

p. 10

“KEW” Used as a preview of a new concept, chapter, etc.

See p. 37…

“The Anticipation Guide”

Not in packet--See p. 37 of guidebook

“Fill-in-the-Blanks” Prompted FRAME

Not in packet--See p. 37 of guidebook

Women’s Liberation

women having the same rights as men and being treated equal

Views of opponents

Views of supporters

Men and women have unique roles

Men and women do not have unique roles

A woman’s place is in the home

Men should equally share home responsibilities

Without Women’s Lib, women are oppressed

Woman’s Lib is messing up a good thing for women

Men should honor and respect women

Laws are needed to ensure equal treatment

Note that the “so what” part is missing in guidebook example, p. 38; this is not in packet

“Perspective Taking”

Cause & Effect

Not in packet--See p. 38 of guidebook

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Chronology of historical change

See p. 38

Cause & Effect

Not in packet--See p. 38 of guidebook

“Cause and Effect”

Not in packet; See p. 38, 39

+

=

“Cause and Effect”

Not in packet; See p. 38, 39

Outline for a Debate

Not in packet; See p. 39

GO ! There’s more…

Vary Your Use of the Routine (pp. 40-42 cont.)

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• Post-Instruction Construction
• Frame Reviews
• Guess What?
• Gotcha!
• Fame Frames
• World’s Best/World’s Worst
• Students-to-Students

**Video: In Adolescent Literacy: Planning for Strategic Teaching Folder: “Analyze and Reach:”--“See it in Action” Tab: See routines; (Frame)

Let’s look at some other sample FRAMES……

In packetp. 11; Not in Guidebook

Making Vocabulary Relevant

Science

In packet

p.12

In packet

p.13

Social Skills

two “star crossed” lovers and the terrible strife between their families.

The forcefulness of love

The inevitability of fate

Love as a cause of violence

Love supercedes all other values, loyalties and emotions.

Romeo and Juliet defy their

Families.

“Deny thy father and refuse

Thy name”

Romeo abandons Mercutio and

Benvolio at the feast to go to

Juliet.

Romeo defies the Prince and risks

death to return to Verona.

Chorus/Prologue

The horrible series of accidents

that ruin Friar L’s plans.

The tragic timing of Romeo’s

Suicide and Juliet’s awakening.

The feud between the families.

Love can overwhelm a person

as powerfully and completely as

hate can.

Romeo threatens to kill himself

When banished from Verona.

Juliet considers death when her father

says she’s to marry Paris.

Double suicide

(The highest expression of love they

could make.)

Romeo and Juliet maybe seen as the preeminent, archetypal love story.

In packet

p.14

Literature

Theme

Analysis

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3 sides 4 sides 5 sides 6 sides

3 angles 4 angles 5 angles 6 angles

TRI means 3 QUAD means 4 PENT means 5 HEX means 6

8 sides 10 sides

8 angles 10 angles

OCT means 8 DEC means 10

In packet

p.15

Distinguishing features of geometric figures

Using some of the Concept Mastery components…

NOT in packet

For your practice attempts at constructing a draft FRAME device……

pp. 16 & 17 in Packet

Framing Routine Evaluations

• To help you evaluate your use of the FRAME device:

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• Framing Routine Device Checklist (see packet p. 18)
• Adolescent Literacy….Review a Faming Routine Guide (packet, p. 19)

Form Groups by subject taught:

~ At your table, examine the sample FRAMING Routine Handouts provided (see next slide)

~ See packet, pp. 18 (Framing Routine Device Checklist) and 19 (Adolescent Literacy…..Review a Framing Routine Guide) to help you determine the quality of the sample Frames.

~ Make notes as to comments, likes, and dislikes.

~ Be ready to briefly discuss with our group.

Packets by subject:

Math: pp. 1-3 Measuring Volume, Writing Linear Equations, Divisors of Factoring

English: pp.. 1-3 The Hero’s Quest, MLA Citations, Conducting an Interview

Science: pp. 1-6 Groups in a Periodic Table, Plate Boundaries, Levers, Simple Machines, Gathering Information

Social Studies: pp. 1-5 Articles of the Constitution

Special Education/Other: pp. 1-4 Printing, fire Safety, Planning a Vacation

~In Groups of Math & Science Teachers:

At your table, examine the sample FRAMING Routine Handouts provided. (Measuring Volume, Writing Linear Equations; Fire Safety, Groups in a Periodic Table)

~See packet, pp. 18 (Framing Routine Device Checklist) and 19 (Adolescent Literacy…..Review a Framing Routine Guide) to help you determine the quality of the sample Frames.

~Make notes as to comments, likes, and dislikes.

~Be ready to briefly discuss with our group.

Integrating Content �Enhancement Routines

• Routines and devices can be used in an integral fashion to present critical concepts that are difficult to learn
• Course, Unit, and Lesson Organizers complement one another
• Given a “Big Idea” reflected in a Unit Organizer, other routines can then be used to present a concept or topic noted within that “Big Idea”
• For Example…

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3 sides 4 sides 5 sides 6 sides

3 angles 4 angles 5 angles 6 angles

TRI means 3 QUAD means 4 PENT means 5 HEX means 6

8 sides 10 sides

8 angles 10 angles

OCT means 8 DEC means 10

In packet

p.15

Distinguishing features of geometric figures

CONCEPT DIAGRAM

Always Present

Sometimes Present

Never Present

Examples:

Nonexamples:

TIE DOWN A

DEFINITION

EXPLORE EXAMPLES

Key Words

Å

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL

CONCEPT

CLASSIFY

CHARACTERISTICS

Æ

Ä

À

Á

Â

Ã

À

Á

Â

quadrilateral

Is a closed figure

Is a simple figure

Has four sides

Has four parts that are straight line segments

Is two dimensional

Is a square

Is a rectangle

Is a parallelogram

Is a trapezoid

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Has > or < four sides

Is an open figure

Has a curved side (s)

Is a complex figure

Is two deminsional

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Has four sides

​

Is an open figure

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​

Has a curved side

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​

Is a simple figure

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Is a square

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polygon

A quadrilateral is a polygon with four parts that are straight line segments and is a two dimensional closed figure.

Piecing it together:

How to integrate Unit Organizer, Concept Mastery, and Framing Routines when teaching the same concept or theme

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FOR EXAMPLE…