5. Describe Their Implementation

Ms. Gurley's presentation of the Frame was awesome! She was thorough and utilized "kid friendly" language throughout her lesson.  The higher children utilized the Frame we created with higher level language.  The special education students loved the words with pictures and labeling.  They understood the concepts because when we played the money games they had their framing chart with them.  They were referring to the chart as they played the games.  Some of the higher children had difficulty with the language of the So What.  We decided to have the children write their own So What.  This proved to be successful because they could explain it to their shoulder partners.

Mrs. Murphy used a FRAME to review describing equivalent ratios in her 6th grade math class.  Her students showed a definite improvement after the FRAME when compared to her pre-assessment question.  Mrs. Murphy expressed that she feels that the Cue-Do-Review sequence will become easier to implement as she practices the routine with her students.  We went through the Cue-Do-Review sequence together as a refresher, and discussed that it would help for her to have a "Cue-Do-Review" FRAME out the first few times for reference until it becomes reflexive. 

Mrs. Blevins used the Framing Routine to teach her fifth grade inclusion classes about four more types of figurative language. During four separate class periods, she would introduce the four main ideas using the four item Frame, guiding students through the co-construction process. I observed her on two different occasions during this period. Some of the structures were difficult for the students to distinguish between, making the Frame an ideal mechanism to list the essential details that define each type of figurative language.

My co-teacher was able to use the framing routine in her small group during lesson. She saw success with her students in them making connections with the two stories.

Included in Demonstrate Implementation With Fidelity Section. One PowerPoint.