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.

It was very interesting to watch Ms. Daniel implement the FRAME routine with her students.  She introduced in as a tool to be used to organize thoughts prior to writing an essay.  She made it very clear that the FRAME they created in class would be used as the foundation for a five paragraph essay.  The essay would be the extension of this FRAME and this process would be used again during the semester so that the students can get used to the flow and organization of the routine.  Ms. Daniel provided the key topic and prompted the students to create the is about statement.  The main ideas were hinted at, but the students came up with their own phrasing, especially by the last main idea.  Each of the essential details were student driven, with a little bit of guiding if the students struggled to find ideas.  The same can be said for the So What? statement.
After the observation, I commended Ms. Daniel on a job well done!  For a first independent attempt at the FRAME, she did a very good job!  Her students were very attentive and participated in the discussion and documenting their thoughts as they progressed.  The biggest part to work on will be pulling more from student knowledge so that there is less prompting or suggestions from the teacher.  As the students continue to work with the FRAME, especially formulating/organizing thoughts for the writing process, it will become smoother and students will provide their more and more of their own ideas.