As a complex area resource teacher I was able to teach the FRAME routine to both a teacher as well as a high school student. I chose to work with a colleague who is also a resource teacher. We worked together for a few weeks to construct our frames. We decided to teach the framing routine as a review following lessons 1 and 2 from the word mapping lessons. We received feedback from our coach, Diane Gillam, and made revisions based on the recommendations from our coach. Overall, I feel the lesson went well. I followed the script in the framing routine book. It was very helpful to keep the flow of the lesson and helped to ensure I covered all of the steps to the FRAME. I taught the lesson virtually so I needed to make sure we had all the materials prepared and distributed prior to the lesson.
I submitted my video lesson along with my implementation checklist to my coach, Diane Gillam. She provided me with very helpful feedback. She suggested when identifying inflectional and derivational suffixes I need to state that inflectional suffixes change the meaning and derivational suffixes do not change the meaning to a word. She also provided me with suggestions on how to extend the lesson into writing. I can see how the FRAME can be helpful when organizing information before a writing activity.
I submitted my video lesson along with my implementation checklist to my coach, Diane Gillam. She provided me with very helpful feedback. She suggested when identifying inflectional and derivational suffixes I need to state that inflectional suffixes change the meaning and derivational suffixes do not change the meaning to a word. She also provided me with suggestions on how to extend the lesson into writing. I can see how the FRAME can be helpful when organizing information before a writing activity.