My students and I can develop this as a graphic organizer through understanding the information associated with key topics, main ideas, and essential details. It can assist my students to learn essential information and focus on the relationship between main ideas and details. I believe this is a strategy designed to assist students as they organize topics, main ideas, and details through an organized process. They can collaborate amongst one another by a "think/talk" approach.
I will introduce the assigned lesson on Place Value. I will discuss the Frame Routine technique and model the procedure. The students and I will simultaneously fill in information on blank copies of the form. First, we will talk about the topic and main ideas; standard form, written form, and expanded form. Second, we can determine the essential details of each main idea. The essential details will determine the level of importance and we can rank each one. This provides me with the opportunity to monitor the students' level of understanding and to adjust instruction as needed. Last, we can develop the big idea/"So What?" idea. This will help the students understand how the topic fits overall. The students will implement the "So What?" through a real-world connection that is relevant to them by playing a Place Value game. After students have become familiar with use of the Frame Routine, they can use the Frame graphics independently or in small groups throughout the unit on Place Value, such as standard form, written form, and expanded form.
I will introduce the assigned lesson on Place Value. I will discuss the Frame Routine technique and model the procedure. The students and I will simultaneously fill in information on blank copies of the form. First, we will talk about the topic and main ideas; standard form, written form, and expanded form. Second, we can determine the essential details of each main idea. The essential details will determine the level of importance and we can rank each one. This provides me with the opportunity to monitor the students' level of understanding and to adjust instruction as needed. Last, we can develop the big idea/"So What?" idea. This will help the students understand how the topic fits overall. The students will implement the "So What?" through a real-world connection that is relevant to them by playing a Place Value game. After students have become familiar with use of the Frame Routine, they can use the Frame graphics independently or in small groups throughout the unit on Place Value, such as standard form, written form, and expanded form.