We work in an inclusion classroom consisting of a heterogeneous group of 21 students. Many of these students receive special education services. Of the twenty-one students, eight have IEP's, two have 504 plans, two have speech services, and thress receive ESOL services. Six students were included in the selected small group. Five of the six students are receiving one of the above services.
We have used the framing routine periodically throughout the year for a variety of reasons. Many of the students in the group benefit from frequent review of vocabulary and concepts, visual graphic organizers, and the breakdown of main ideas and essential details. It is able to be used for introduction of new vocabulary, making abstract concepts more concrete, and for review. It is so flexible, and it is able to be utilized for all subjects.
We have used the framing routine periodically throughout the year for a variety of reasons. Many of the students in the group benefit from frequent review of vocabulary and concepts, visual graphic organizers, and the breakdown of main ideas and essential details. It is able to be used for introduction of new vocabulary, making abstract concepts more concrete, and for review. It is so flexible, and it is able to be utilized for all subjects.