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.
