the framing routine
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The Framing RoutineThe Framing RoutineThe Content Enhancement The Content Enhancement
SeriesSeriesPatti Ward, certified trainerPatti Ward, certified trainerpward@moisd.k12.mi.uspward@moisd.k12.mi.us
The University of KansasThe University of KansasCenter for Research on LearningCenter for Research on Learning
Lawrence, Kansas 66045Lawrence, Kansas 66045
Strategic Instruction Model Strategic Instruction Model (SIM)(SIM)
S tra teg ic In s tru c tion M od e l (S IM )
U n ive rs ity o f K an sas A t-R isk / A cad em ica lly d iverse L earn in g Teach in g
Too ls to en h an ce learn in g an d p e rfo rm an c e
designed by increase success for aid in to enhance
ContentKnowledge
of the social world
SkillsRules and procedures
StrategiesGuidelines related
to selecting and applying skills
Content
Skills
Strategies
Content
Skills
Strategies
Strategically Enhanced
Instructional Environment
Content
Skills
Strategies
Strategically Enhanced Instructional
Environment
RealityReality
The Performance GapDemands/Skills
Years in School
At-Risk / Academically At-Risk / Academically DiverseDiverse
Increased demands/decreased Increased demands/decreased supportsupport
PowerfulPowerful Multiple applicationsMultiple applications Not limitingNot limiting StructureStructure Manipulate/transformManipulate/transform
Learning StrategiesLearning Strategies
A cq u is it ion S to rag e E xp ress ion
Th ree S tran d s
Learning StrategiesLearning Strategies
In te rp . V isu a l A id s *
V isu a l Im ag ery
S e lf-Q u es tion in g
P arap h ras in g
W ord Id en tifica t ion
A cq u is it ion
L IN C S V ocab u la ry L earn in g
L is ten in g & N o te tak in g *
P a ired A ss oc ia tes
F irs t-le tte r M n eu m on ic
S to rag e
Tes t Tak in g
A ss ig n m en t C om p le t ion
Th em e W rit in g *
E rro r M on ito rin g
P arag rap h W rit in g
S en ten ce W rit in g
E xp ress ion
Th ree S tran d s
How Has Strategy Instruction How Has Strategy Instruction Helped?Helped?
What are the Components What are the Components of Content Enhancement?of Content Enhancement?
Content Enhancem ent
Organize inform ation and tasks Understand C oncepts Rem em ber and respond
Routines that help students to:
Strategic EnvironmentStrategic Environment
L esson O rg an izer R ou tin e
S u rvey R ou tin e
U n it O rg an izer R ou tin e
C ou rse O rg an iz er R ou tin e
O rg an ize in form ation an d tasks
C on cep t C om p arison R ou tin e
C on cep t A n ch orin g R ou tin e
C on cep t M as te ry R ou tin e
U n d ers tan d con cep ts
C la rify in g R ou tin e
F ram in g R ou tin e
Q u a lity A ss ig n m en t R ou tin e
R eca ll E n h an cem en t R ou tin e
R em em b er an d resp on d
C on ten t E n h an cem en tR ou tin es th a t h e lp s tu d en ts to :
How well does ContentHow well does ContentEnhancement really work?Enhancement really work?
Each routine has been studied in Each routine has been studied in secondary content-area classes secondary content-area classes characterized by diversity.characterized by diversity.
In each study, teachers learned the In each study, teachers learned the routine easily and student learning gains routine easily and student learning gains were observed by both teachers and were observed by both teachers and researchers.researchers.
How well does ContentHow well does ContentEnhancement really work?Enhancement really work?
In each study, students gained an In each study, students gained an average of at least 10 to 20 percentage average of at least 10 to 20 percentage points on tests or tasks that required points on tests or tasks that required students to demonstrate learning.students to demonstrate learning.
In general, the greatest gains were In general, the greatest gains were seen in classes where teachers had the seen in classes where teachers had the highest expectations for student highest expectations for student learning and were consistent in their learning and were consistent in their use of the routine over time.use of the routine over time.
Content Enhancement Content Enhancement p. 1p. 1
A way of teaching an academically A way of teaching an academically diverse group of students in which:diverse group of students in which:
Both group and individual needs are Both group and individual needs are valued and met;valued and met;
The integrity of the content is The integrity of the content is maintained;maintained;
Content Enhancement Content Enhancement p. 1p. 1
A way of teaching an academically diverse A way of teaching an academically diverse group of students in which:group of students in which:
Critical features of the content are selected Critical features of the content are selected and transformed in a manner that promotes and transformed in a manner that promotes student learning; and student learning; and
Instruction is carried out in a Instruction is carried out in a partnership with students.partnership with students.
Supporting Research Supporting Research p. 3p. 3
Students’ writing fluency increased Students’ writing fluency increased dramatically. Students wrote an average dramatically. Students wrote an average of 96 more words on post-test writing of 96 more words on post-test writing tasks; ideation was significantly more tasks; ideation was significantly more coherent; mechanical errors reduced coherent; mechanical errors reduced significantly.significantly.
What is the Framing What is the Framing Routine?Routine?
A way to help students understand and A way to help students understand and learn key information.learn key information.
A way to help students focus on the A way to help students focus on the relationships between main ideas and relationships between main ideas and details.details.
When Do You Use the When Do You Use the Routine?Routine?
Within the context of regular instruction to Within the context of regular instruction to help students remember the meaning of or help students remember the meaning of or relationships among:relationships among: Vocabulary wordsVocabulary words PeoplePeople EventsEvents PlacesPlaces Other important terms and ideasOther important terms and ideas
Components ofComponents ofThe Framing Routine The Framing Routine p. 5p. 5
TheTheFrameFrame TheThe Linking StepsLinking Steps TheThe Cue-Do-ReviewCue-Do-Review SequenceSequence
The Frame The Frame p. 6p. 6
Is a visual device that:Is a visual device that:
Is used to promote understanding and Is used to promote understanding and recall of a key topic and associated recall of a key topic and associated essential details.essential details.
Can be used to take notes about a key Can be used to take notes about a key topic.topic.
The Frame The Frame p. 6p. 6
Is a visual device that:Is a visual device that:
Focuses attention on the importance Focuses attention on the importance behind the key topic.behind the key topic.
Identifies the main ideas related to the key Identifies the main ideas related to the key topic, essential details behind each main topic, essential details behind each main idea, and a summary of what’s important idea, and a summary of what’s important to remember about the key topic.to remember about the key topic.
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
p. 6 & 48
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
a period of social change in the U. S.
Social Problems
p. 6
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
THE KEY TOPIC
The name of the key topic being studied.
p. 6
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
“IS ABOUT” STATEMENT
A brief explanation of whatthe key topic is about.
p. 6
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
MAIN IDEAS
The main ideas behind the key topic. Can besubtopics or brief phrases representing
components of the key topic or items that aresequentially related to each other and the keytopic. The actual number of main ideas may
vary.
p. 6
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
ESSENTIAL DETAILS
Details that are essential for students toknow and remember about each main idea.
p. 6
Determine Details for Each Determine Details for Each Main IdeaMain Idea
Essential details:Essential details: List on Frame and testList on Frame and test Clarifying details:Clarifying details: Don’t list/don’t testDon’t list/don’t test Cultural trivia:Cultural trivia: List on Frame and testList on Frame and test Esoteric trivia:Esoteric trivia: Don’t list/don’t testDon’t list/don’t test
Queen of Spain financed trip inorder to spread Christian gospel
Columbus was Italian, butcouldn’t get Italy to finance trip
Martin Pizon, captain and owner ofPinta, tried to beat Columbusback to Spain & claim credit
Nina, Pinta, & Santa Maria(Santa Maria sank)
Columbus discovers theNew World
Main idea
Essential details
Essential detail
Clarifying detail
Cultural expected trivia
Specialized or esoteric trivia
p. 19
Factors to Consider WhenFactors to Consider WhenSelecting Essential Details Selecting Essential Details
ImportanceImportance Which details are so important that all students must Which details are so important that all students must
understand them if they are to understand the main idea.understand them if they are to understand the main idea.
FrequencyFrequency Which details are referred to frequently in class?Which details are referred to frequently in class?
InterestInterest Which details are important enough to know, but may not Which details are important enough to know, but may not
seem very interesting to students and therefore require seem very interesting to students and therefore require special attention?special attention?
Factors to Consider WhenFactors to Consider WhenSelecting Essential DetailsSelecting Essential Details
PreparationPreparation Which details are foundations for information that will be Which details are foundations for information that will be
covered later in the course and encountered later in life?covered later in the course and encountered later in life?
ComplexityComplexity Which details are difficult to understand because of their Which details are difficult to understand because of their
complexity?complexity?
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
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 TOUNDERSTAND ABOUT THIS?
p. 20
The Linking Steps The Linking Steps p. 10p. 10
ocus on the topicocus on the topiceveal main ideaseveal main ideasnalyze detailsnalyze detailsake a “So What?” Statementake a “So What?” Statementxtend understandingxtend understanding
Construct A Draft Construct A Draft p. 18-20p. 18-20
1.1. Enter the name of the Enter the name of the key topickey topic2.2. Enter a Enter a paraphraseparaphrase of the key topic of the key topic3.3. Enter the Enter the main ideasmain ideas or or subtopicssubtopics4.4. Enter the Enter the essential detailsessential details5.5. Enter the Enter the “So What?” statement“So What?” statement
The Cue-Do-Review The Cue-Do-Review Sequence Sequence p. 27-31p. 27-31
Students that the routine will be used.Students that the routine will be used.
The routine.The routine.
The information and process.The information and process.
GO! GO! p. 32p. 32
The Instructional SequenceThe Instructional Sequence
We DO ItWe DO It (students working with you)(students working with you)
Ya’ll DO ItYa’ll DO It (students working with each other)(students working with each other)
You DO ItYou DO It (students working individually)(students working individually)
Why did Columbus cross the Atlantic Ocean?
We predict that most of Columbus’ reasonswere egotistical and perhaps financial.
What motivatedColumbus?
Get rich by sellingspices at home !!
Get rewarded forsuccessfully making trip?
Get rich by claimingdiscovered land as his
??
Prove God would protecthim & not let him die ??
Make his sailors “get reli-gion” when scared ??
Spread Christianity toother parts world ?
Be the first to prove theworld was round !!
Win favor with royalty !!
Become part of the royalcourt ??
Gain respect !
Financial Reasons Religious Reasons Egotistical Reasons
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
Brainstorm Activity
p. 36
a war that resulted from a bad social situation
Our major interests focus on the effects of this war.
French Revolution
Two classes(super rich & very poor)
Many poor imprisonedin Bastille for no reason
“Let them eat cake”
Violent;used guillotine a lot
Famous battles
Leaders of both sides
Outcome
Timeline of events
Effects on othercountries
Effects on king andfamily
Connection to us
Effects on Frenchpeople
K now already … E xpect to learn … W ant to know …
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
The “KEW” Routine
p. 36
A political crisis that nearly led to nuclear war with USSR
Because Cuba is so close to US, JKF should have tried to make it a US state.
Cuban Missile Crisis
Unfair govt overthrownin Cuba by Castro andfollowers TECastro got no supportfrom U. S. FCastro nationalizedUS-owned businesses TECastro smokes Cubancigars TtCastro got missilesfrom USSR TE
Castro comes to powerin Cuba Bay of Pigs Invasion Nuclear face off with USSR
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
CIA planned an invasionof Cuba TEJFK sent US Air Forceto support invasion FJFK entertained dinnerguests on night ofInvasion Tt20,00- Cuban troopsbeat 1,400 invaders TECastro told USSR notto send weapons F
Both US & USSR wantedCuba as a state FUS spy plane that spottedmissile sites on Cuba flieshigher than any otherplane TtJFK blockaded Cuba tokeep out more USSRships and weapons TEUSSR agreed to removemissiles TE
Anticipation Guide p.
36
an event that taught lessons about...
A great _____________________ can cause society to examineits values and practices so improvements can be made.
Sinking of the Titanic
1- steel hull– too thin &
Not enough
Lack of procedures for
Inattentive about
Rich _____________-upper deck (luxury)
Middle ___________-middle decks
Lower class-_______________
Largest ship = more
Fastest speed to breakrecord crossing; unable to
Broadest decks =fewer ____________
More luxury = less
Lack of planning Class system Competition
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
Fill-in-the-Blanks p. 37
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
Perspective Taking p. 36-
37
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
A woman’s place is in the home
Women’s lib is messing up a good thing for women
Men should honor and respect women
Men and women do not have unique roles
Men should have equal responsibility at home
Without women’s lib, women are oppressed
Laws are needed to ensure equal treatment
how people can put pressure on governments to make them change
If there is enough cooperation among people, and they focus their energies,they can influence what governments do.
Pressuring govts.
Hungary a “closed”country
Hungary wants tradewith West
1000s of E. Germansleave thru Hungary
Hungary ignores WarsawPact; opens borders
E. Germans demonstrateafter seeing freedomin Hungary
W. German govt. sup-ports freedom movement
E. German govt. looksbad in eyes of world
Fleeing E. Germans seenas political refugees
E. German govt. nolonger in control
E. German govt. couldsave face or lose face
E. German govt. decidesto allow free movement
Hungary opens borderto Austria
Public pressure on EastGerman govt.
East German govt.opens borders
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
Linear & Cause-&-Effect
p. 38
how European civilization evolved through the ages
Stages in history never just occur for no reason–key things happen that cause big changes in society.
Evolution of EuropeThe FRAME RoutineKey Topic
is about…
So What? (What’s important to understand about this?)
The Age of Discovery
Essential details
Main idea
Increase in leisuretime = more time
for exploration
New map makingtechnology &
navigating skills
Maps became morereal and less fantasy
Monarchs were ableto support explorers
The Reformation
Essential details
Main idea
Merchant (middle)class allowed trade
specialization
Increase in education= more people read
Bible themselves
Artists used woodcutsto spread
Protestant ideas
Pope’s weakenedpower = end of
Holy Roman Empire
The Renaissance
Essential details
Main idea
Trade increased;new middle class
Increase ineducation & the arts
Arts focused onhumans; very realistic
“City- states” govt.allowed Renaissance
to start
The Middle Ages
Essential details
Main idea
Life was eithervery good or bad;
two classes
Common personuneducated
Art focused onreligion
- very dull colors
Feudalism type ofgovernment
Linear & Cause-&-Effect
p. 38
people disobeying laws in order to change unfair laws
Sometimes breaking a law is necessaryin order to draw attention to unfair laws to get them changed.
Civil Disobedience
Disrupting traffic witha protest march
Burning a draft card
Blacks sitting at thefront of a bus
Sit-ins at a universityadministration office
Voting eligibility laws
Open housing laws
Nondiscriminatoryemployment laws
Integration laws
Want exciting imagesto attract audience
Focus on violentreactions of police
Create an interest inthe issue
Create public revulsionto violence
people disobey a law in apublic & nonviolent way
changes in laws areconsidered and often made
media build publicawareness and support
The FRAME RoutineKey Topic
WHEN …
is about…
So What? (What’s important to understand about this?)
Essential details
THEN …
Essential details Essential details
BECAUSE …
Linear & Cause-&-Effect
p. 38
how beach development is endangering sea turtles
IF we don’t turn off our lights at night,THEN the loggerhead may become extinct.
Endangered loggerheads
Sea turtles crawl ontobeach & bury eggs
Sun incubates eggs;babies dig out of sand
Crawl toward light to getto the sea & swim away
Attracted to movement &glimmer of light on water
Houses and hotels onbeaches
Tourists on the beaches
Beach buggies on thebeaches
Street lights, car lights,flashing signs, carnivals
Baby turtles attracted tobright lights
Crawl toward bright lights,away from sea
Eaten by predators anddehydrated
Babies get lost,disoriented
Turtles bury eggsin sand
Beach development &tourists Baby turtles die
The FRAME RoutineKey Topic
START WITH …
is about…
So What? (What’s important to understand about this?)
Essential details
ADD THIS …
Essential details Essential details
RESULTS …+ =
Linear & Cause-&-Effect
p. 38
Our position:
If … Then…
What we’ll say … They’ll probably say … How we’ll respond …
The FRAME Routine 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
In-Class Debates
p. 39
Beware of Beware of Pitfalls!Pitfalls! P. 42P. 42
““Frames don’t have to be prepared Frames don’t have to be prepared before class.”before class.”
““Students don’t need to be involved in Students don’t need to be involved in constructing the Frame.”constructing the Frame.”
““If I don’t get it right the first time, I If I don’t get it right the first time, I won’t ever get it right.”won’t ever get it right.”
““Students will automatically see the Students will automatically see the advantages of organizing information advantages of organizing information using a Frame.”using a Frame.”
Win!Win!Students Win!Students Win! Check whether students are learning Check whether students are learning
what they’re supposed to be learning.what they’re supposed to be learning. Check whether students are personally Check whether students are personally
satisfied with what & how they are learning.satisfied with what & how they are learning. Check whether students’ grades reflect how much Check whether students’ grades reflect how much
they have learned.they have learned.
Win! Win! p. 45p. 45
You Win!You Win! Select a growth target.Select a growth target. Choose a way to learn.Choose a way to learn. Choose a support system.Choose a support system. Plan for confidence building.Plan for confidence building. Debug.Debug. Maximize the challenge.Maximize the challenge. Take ownership of the routine.Take ownership of the routine.
Develop Your “Ensurance” Develop Your “Ensurance” Policy Policy p. 46p. 46
Tell others about the routine & what you Tell others about the routine & what you are doing.are doing.
Set personal use and achievement goals Set personal use and achievement goals related to the routine.related to the routine.
Create personal reminders to use the Create personal reminders to use the routine.routine.
Show your Frame graphics to colleagues Show your Frame graphics to colleagues and ask them for their ideas.and ask them for their ideas.
Invite others to watch you use the routine.Invite others to watch you use the routine.
Develop Your “Ensurance” Develop Your “Ensurance” Policy Policy p. 46p. 46
Enlist help and feedback from students.Enlist help and feedback from students. Collaborate with a colleague in learning and Collaborate with a colleague in learning and
using the routine.using the routine. Set aside time to reflect and plan every day.Set aside time to reflect and plan every day. Monitor your growth by regularly noting your Monitor your growth by regularly noting your
thoughts, ideas, and reactions.thoughts, ideas, and reactions.
Develop Your “Ensurance” Develop Your “Ensurance” Policy Policy p. 46p. 46
Try out the routine right away.Try out the routine right away. Build on success.Build on success. Focus on quality not quantity.Focus on quality not quantity. Accept the fact that everyone has to face the challenge of Accept the fact that everyone has to face the challenge of
change.change. Pause periodically and take stock of what you are learning.Pause periodically and take stock of what you are learning. Congratulate yourself on your successes!Congratulate yourself on your successes!
Reading StrategiesReading Strategies
““Using the Frame graphic Using the Frame graphic organizer to facilitate Reading organizer to facilitate Reading
Comprehension”Comprehension”Edwin S. Ellis, PhDEdwin S. Ellis, PhD
Class-wide Mediated Class-wide Mediated ReadingReading
Co-construct graphic with Co-construct graphic with students as passages are being students as passages are being read & discussedread & discussed
Promotes discussion and Promotes discussion and understandingunderstanding
Record of essential informationRecord of essential information
The FRAME Routine Key Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Main idea Main idea
Byron
Essential Details
A character in the book, “The Watsons Go to Birmingham”
He picks on kids most of the time.
He could be nice and show his feelings.
He was disliked because he was a bully and mean.
Daddy cool.
He feared his mom. Disobedient
Sometimes being cool does not result in making friends.
The FRAME Routine Key Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Main idea Main idea
Scout
Essential Details
…a young girl in the novel To Kill a Mockingbird
Looked like
Acted like
Relationships with others
How changed
Importance to story
The FRAME RoutineKey Topic
is about…
So What? (What’s important to understand about this?)
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
ScroogeHow he looked and acted “A Christmas Carol”
ChangeAttitude about self
Attitude about othersLifestyle
ClothesVoice / SpeechBodyFace
Team-topic ReadingTeam-topic Reading
Divide class into groups Divide class into groups Assign each group one of the main ideas Assign each group one of the main ideas
from a frames.from a frames. Each groups records essential information Each groups records essential information
on the Frame as they read.on the Frame as they read. Each group reports to the class.Each group reports to the class. Teacher: facilitates discussion, clarifies & Teacher: facilitates discussion, clarifies &
monitors information, & models note takingmonitors information, & models note taking
Reading in the NewsReading in the News
Select a newspaper or magazineSelect a newspaper or magazine Students/teacher selects 3-8 articlesStudents/teacher selects 3-8 articles Record title and main ideasRecord title and main ideas Helps students learn to identify main Helps students learn to identify main
ideas and essential informationideas and essential information Can be use for paraphrasing or Can be use for paraphrasing or
summarizing writing activity (RAP)summarizing writing activity (RAP)
Individual-topic ReadingIndividual-topic Reading(Jigsaw Activity)(Jigsaw Activity)
Teacher provides students with Teacher provides students with Frame and main ideasFrame and main ideas
Divide class into groups (# of Divide class into groups (# of students in group should equal # students in group should equal # of main ideas)of main ideas)
““Jigsaw”Jigsaw”
Homework ReadingHomework Reading
Students are assigned to complete a Students are assigned to complete a Frame covering the assigned readingFrame covering the assigned reading
Initially, the teacher provides Initially, the teacher provides structure such as main ideas.structure such as main ideas.
More experienced students would be More experienced students would be expected to determine main ideas expected to determine main ideas independently.independently.
students who use good study plans
Strategic learners actively and purposefully usesmart strategies before, during, and after learning
Strategic Learners
By organizing booksand materials
By setting goals andmaking plans
By scheduling timewisely
By asking andanswering questions
By linking new info. tobackground knowledge
By looking forpatterns
By thinking how newinformation can be used
By evaluating results
By anticipating futureneeds
They think BEFORE They think DURING They think AFTER
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
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taking advantage of someone or something
Our world would be better if there were no exploitation in it.
exploitation
Strong take advantageof weak
Results in anger
Colleges make $ fromgames; players not paid
Some politicians exploitvoters
Some factories exploitworkers
Porn & prostitutionexploit women
Parents make me dochores for no money
Big kids in lunch roombully me
My big brother made meclean his room
Facts Real- world examples Personal experiences
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using non- violent ways to protest and change unfair laws or policies
Peaceful resistance can work to change unfair laws, but you need supportfrom others, and you need to plan on it working slowly.
peaceful resistance
Is done to draw atten-tion to the problem
Addresses an unfairlaw, practice, or policy
To be effective, manymust participate
Involvespeaceful tactics
Reactions to it areviolent
Takes several times towork
Make more enemiesthan friends
Actions receivenegative consequences
Should be used just toget your way
Involves violence orharsh language
Works if you do it justyourself
ALWAYS SOMETIMES NEVER
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labeling shapes according to the number of sides
Polygons are closed, flat figures with straight lines for sides.
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3 sides 4 sides 5 sides 6 sides3 angles 4 angles 5 angles 6 angles
TRI means 3 QUAD means 4 PENT means 5 HEX means 6
8 sides 10 sides8 angles 10 angles
OCT means 8 DEC means 10
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