Framing Routine (FI)

3. Co-Construct and Instruct

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  • Last updated July 28, 2020 at 11:27 AM by kucrl
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Co-construct and instruct with the Frame using the Cue-Do-Review steps with a group or class. Follow the Get Set section to introduce the Frame to students.
Co-construct and instruct with the Frame using the Cue-Do-Review steps with a group or class.  Follow the Get Set section (pp. 24 - 31) to introduce the Frame to students.
  • Cue: p. 27
  • Do: pp. 27 - 30
  • Review: p. 31

All posted evidence

Definitely important to chunk the frame into individual lessons for Algebra because of the various characteristics. Frame paces the lessons

albe7707 Over 1 year ago

Cue-Do-Review Checklist

kitwilliams Over 1 year ago

FRAME Implementation Checklist

kitwilliams Over 1 year ago

Cue, Do, review Self Check

thend015 Over 1 year ago

Cue, Do, review Self Check

thend015 Over 1 year ago

This is copied from my lesson plan. It was differentiated to fit the needs of a small group of students with disabilities.

Cue:  The SE will tell the Guided Practice Group that they will be constructing a FRAME to review the models of multiplication.  They will be reminded that they will have to talk to each other to fill in the parts of the FRAME and complete the boxes on their FRAME as the teacher writes/builds a FRAME with their thinking. The SE will provide each student with a FRAME, provide directions of where to glue it into their notebooks, and instruct how to cut out their visual cards.   

Do: The SE will provide the Guided Practice Group with the topic: Models of Multiplication and a brief explanation: organizing numbers to get a total (product).  The SE will ask: “What do you know about the models of multiplication?”  As the Guided Practice Group facilitates answers, the SE will add a main idea to the posted FRAME and remind students to copy it onto their individual FRAME.  The SE will encourage these students to define (or tell what it looks like) the model. The SE will encourage this group to listen to each other and make a decision about what to add to the FRAME.  The group will also be guided to discuss together, which visuals match the model and then work together to determine how to write an equation and the meaning of the equation using words for one of the models for each main idea. . The SE will add to the FRAME as the Guided Practice Group  makes decisions about the visuals and definitions for each model of multiplication. This routine will be completed as we add a new main idea to the FRAME.  The SE will provide guidance as needed to help the group identify the essential details for each main idea while guiding the students with their conversation and discussion. When the group reaches the “So What?” statement, the SE will ask “Why is multiplication important?” or “Why do we do multiplication?” The SE may have to change the wording of the question in an effort to guide students with understanding of the question being asked and to verbalize their understanding of the topic. 

During the instruction of the Cue-Do-Review, the SE will assist students as needed with redirection to task, following the instruction, guiding discussion in the cooperative group, completing the FRAME and making any needed on-the-spot accommodations for students not meeting the expectations with success. 

Review:  The SE will extend the understanding of the students in the Guided Group by providing the students with the multiplication problem: 3 x 7.  The SE will ask the students in this group, “Which model do you understand the best?”  They will be guided to pick the model that they feel helps them the most when solving a multiplication problem.  They will use blank or graph paper to demonstrate their model of choice and to find the product of the equation.  The SE will provide the opportunity for students to share their work and choice for solving the problem.  
The SE will continue to guide students as needed in this group with the  use of previously taught strategies for computation to find the product. 
efleming Over 1 year ago

Co-Construct and Instruct

I have led all instruction and activities related to the framing routine. I would like to train my co-teacher on how to implement the framing routine as well. In the future I want the students to have a little more voice with the routine and be able to use it to lead or teach others. 
manderson Over 1 year ago

Models of Multiplication Cue-Do-Review

*The GE will work with the majority of  students to construct their FRAME.  The Cue- Do-Review will begin after the Guided Practice Group joins the SE at the small group table.

Cue:  The GE will tell the students that they will be co-constructing a FRAME to review the models of multiplication.  Students will be reminded that they will have to work as a cooperative group and talk to each other to assist with filling in the sections of the FRAME. They will also have to make sure that they are following along and completing the FRAME as it is being projected on the white board.  The GE should explain how this FRAME helps to keep track of important information to remember.The GE will provide each student with a blank FRAME and provide directions of where and how to glue it into their interactive notebooks (side-by-side on a spread).

Do: The GE will provide the students with the topic of the FRAME: Models of Multiplication.  After determining the key topic for the lesson, the GE will ask the students if they can explain what it is about (paraphrase the topic).  After discussion, the GE will instruct the students to add a brief explanation in the “is about…” section of the FRAME: organizing objects in order to find a total (product).  The GE will then ask the students to Think-Pair-Share in order to answer this question: “What do you know about the models of multiplication?”  Once students have worked with their group to answer the question, the GE will ask students to share their thoughts to the whole group.  As the students facilitate responses, the GE will add a main idea to the posted FRAME as it is identified by the students.  The GE will remind students to copy what is written and projected on the board onto their individual FRAME.  The GE will ask the students to discuss with their table partners, the essential details for the main idea.  Students will be guided to use the labels on the frame to develop a definition and a model to represent the main idea being discussed.  The students will also write, using words, what the equation means (“It means…”).  Lastly, the students will create a word problem that will showcase the model being discussed.  The GE will record student responses on the board.  After all ideas are on the board, the GE will ask the students to review each of the suggested details and as a whole group, discuss and decide which are the most essential details that showcase each model  to include on the FRAME.  Students will then copy the FRAME as the GE models and add the details decided by the students.  If the students are not on track to identifying a detail , the GE will ask guiding questions to assist students with understanding of the main idea and recording appropriate details. This routine will be completed as the students add a new main idea to the FRAME. 

The SE will provide guidance as needed to help the group identify the essential details for each main idea. When the group reaches the “So What?” statement, the SE will ask “Why is multiplication important?” or “Why do we do multiplication?” The students will talk with their table partners to identify their “So What?” statement.  The teacher will record these statements on the board and as a whole group, the students will review each one and decide on the best option to be recorded on the FRAME.

During this lesson, the PP will assist the GE teacher with making sure that students are completing the FRAME as modeled and are remaining on task during this lesson.  The PP will also make sure to address any on-the-spot accommodations or redirections that may be needed by students with disabilities.   

Review: The GE will extend the understanding of the students in the larger group by allowing students to choose a multiplication equation and model it in at least 2 ways that were reviewed when completing the FRAME.  Students will use blank paper to demonstrate the models of their choice in order to find the product of the equation they chose.  Once students have finished this task, the GE will provide an opportunity for students to share their work with peers who are sitting in their group.  Students should be able to use terminology from the FRAME to assist them with their explanation of how they solved their multiplication equation.

Give each student a Multiplication Models Exit Ticket while the SE explains how to complete the closure activity. Use the document camera to project the exit ticket for the SE. As the SE explains the closure, direct instruction may be required for certain students.  
lauren-ayers Over 1 year ago

Co-Construction & Instruction with Students

Co-Construction
The FRAME that I developed was for the area of composite figures with negative space. This was not a new topic for my 8th graders but it is one they struggle with. I displayed the FRAME on the ActivPanel and we worked as a whole class to complete the missing components. For example, I gave the image of a semi-circle, but the students provided the name, formula, measurement of the radius, and area. Co-constructing the FRAME in this way gave the students a sense of ownership and ensured that they were engaged.
Instruction
I used the FRAME template to reinforce the idea that we are beginning with a composite figure, deconstructing it, and then finding the area of the composite figure. I was able to tie together their answers and comments to provide them with a learning experience that was engaging, provided accurate information, and gave them a tool to use as they progress.
benson17 Over 1 year ago

Co-Construction and Instruction with Students.

The FRAME that I developed was for the area of composite figures that required addition. The CLOZE style FRAME was displayed on the Activpanel and student copies were distributed. I used this FRAME to re-teach a previous skill where I had used typical guided practice notes. Unfortunately, my students struggled to apply the concept.

To begin, Students participated in a discussion about key vocabulary before we began completing the information on the FRAME. I stressed that students were expected to ask questions, express their level of understanding, and participate in choosing descriptors for each part of the FRAME.

At first, students were reluctant to share their thoughts or to ask questions, but once one or two became more actively involved with the co-construction, others followed suit. The use of the FRAME encouraged discussions, "aha" moments, and the combination of graphics and words made reaching every learner easier.

In the end, I questioned students regarding their thoughts about using the FRAME, and to my surprise, my students were overwhelmingly positive. After my students used their FRAME to complete practice problems, they were even more invested.
voss17 Over 1 year ago

Attached is a device checklist completed by my Badge coach, Ms. Littleton.

dsentz Over 1 year ago

Hand over hand prompting along with modeling was used to assist students with completing this frame the first time.

Google Docs

SIM Outline DRAFT

dsentz Over 1 year ago