The Framing Routine

The Framing RoutineThe Framing RoutineThe Content Enhancement The Content Enhancement

SeriesSeries

Patti Ward, certified trainerPatti Ward, certified trainer

[email protected]@moisd.k12.mi.us

The University of KansasThe University of Kansas

Center for Research on LearningCenter for Research on Learning

Lawrence, Kansas 66045Lawrence, Kansas 66045

Strategic Instruction Model Strategic Instruction Model (SIM)(SIM)

S tra teg ic In s tru c tion M od e l (S IM )

U n ive rs ity o f K an sas A t-R isk / A cad em ica lly d ive rse L earn in g Teach in g

Too ls to en h an ce learn in g an d p erfo rm an ce

designed by increase success for aid in to enhance

ContentKnowledge

of the social world

SkillsRules and procedures

StrategiesGuidelines related

to selecting and applying skills

Content

Skills

Strategies

Content

Skills

Strategies

Strategically Enhanced

Instructional Environment

Content

Skills

Strategies

Strategically Enhanced Instructional

Environment

RealityReality

The Performance GapThe Performance GapDemands/Skills

Years in School

At-Risk / Academically At-Risk / Academically DiverseDiverse

Increased demands/decreased Increased demands/decreased supportsupport

PowerfulPowerful Multiple applicationsMultiple applications Not limitingNot limiting StructureStructure Manipulate/transformManipulate/transform

Learning StrategiesLearning Strategies

A cq u is it ion S to rag e E xp ress ion

Th ree S tran d s

Learning StrategiesLearning Strategies

In te rp . V isu a l A id s *

V isu a l Im ag ery

S e lf-Q u es tion in g

P arap h ras in g

W ord Id en tifica tion

A cq u is it ion

L IN C S V ocab u la ry L earn in g

L is ten in g & N o te tak in g *

P a ired A ssoc ia tes

F irs t-le tte r M n eu m on ic

S to rag e

Tes t Tak in g

A ss ig n m en t C om p le tion

Th em e W rit in g *

E rro r M on ito rin g

P arag rap h W rit in g

S en ten ce W rit in g

E xp ress ion

Th ree S tran d s

How Has Strategy Instruction How Has Strategy Instruction Helped?Helped?

What are the Components What are the Components of Content Enhancement?of Content Enhancement?

Content Enhancem ent

Organize inform ation and tasks Understand Concepts Rem em ber and respond

Routines that help students to:

Strategic EnvironmentStrategic Environment

L esson O rg an izer R ou tin e

S u rvey R ou tin e

U n it O rg an izer R ou tin e

C ou rse O rg an izer R ou tin e

O rg an ize in fo rm ation an d tasks

C on cep t C om p arison R ou tin e

C on cep t A n ch orin g R ou tin e

C on cep t M as te ry R ou tin e

U n d ers tan d con cep ts

C la rifyin g R ou tin e

F ram in g R ou tin e

Q u a lity A ss ig n m en t R ou tin e

R eca ll E n h an cem en t R ou tin e

R em em b er an d resp on d

C on ten t E n h an cem en tR ou tin es th a t h e lp s tu d en ts to :

How well does ContentHow well does ContentEnhancement really work?Enhancement really work?

Each routine has been studied in Each routine has been studied in secondary content-area classes secondary content-area classes characterized by diversity.characterized by diversity.

In each study, teachers learned the In each study, teachers learned the routine easily and student learning gains routine easily and student learning gains were observed by both teachers and were observed by both teachers and researchers.researchers.

How well does ContentHow well does ContentEnhancement really work?Enhancement really work?

In each study, students gained an In each study, students gained an average of at least 10 to 20 percentage average of at least 10 to 20 percentage points on tests or tasks that required points on tests or tasks that required students to demonstrate learning.students to demonstrate learning.

In general, the greatest gains were In general, the greatest gains were seen in classes where teachers had the seen in classes where teachers had the highest expectations for student highest expectations for student learning and were consistent in their learning and were consistent in their use of the routine over time.use of the routine over time.

Content Enhancement Content Enhancement p. 1p. 1

A way of teaching an academically A way of teaching an academically diverse group of students in which:diverse group of students in which:

Both group and individual needs are Both group and individual needs are valued and met;valued and met;

The integrity of the content is The integrity of the content is maintained;maintained;

Content Enhancement Content Enhancement p. 1p. 1

A way of teaching an academically diverse A way of teaching an academically diverse group of students in which:group of students in which:

Critical features of the content are selected Critical features of the content are selected and transformed in a manner that promotes and transformed in a manner that promotes student learning; and student learning; and

Instruction is carried out in a Instruction is carried out in a partnership with students.partnership with students.

Supporting Research Supporting Research p. 3p. 3

Students’ writing fluency increased Students’ writing fluency increased

dramatically. Students wrote an average dramatically. Students wrote an average

of 96 more words on post-test writing of 96 more words on post-test writing

tasks; ideation was significantly more tasks; ideation was significantly more

coherent; mechanical errors reduced coherent; mechanical errors reduced

significantly.significantly.

What is the Framing What is the Framing Routine?Routine?

A way to help students understand and A way to help students understand and

learn key information.learn key information.

A way to help students focus on the A way to help students focus on the

relationships between main ideas and relationships between main ideas and

details.details.

When Do You Use the When Do You Use the Routine?Routine?

Within the context of regular instruction to Within the context of regular instruction to help students remember the meaning of or help students remember the meaning of or relationships among:relationships among: Vocabulary wordsVocabulary words PeoplePeople EventsEvents PlacesPlaces Other important terms and ideasOther important terms and ideas

Components ofComponents of

The Framing Routine The Framing Routine p. 5p. 5

TheThe

FrameFrame

TheThe

Linking StepsLinking Steps

TheThe

Cue-Do-ReviewCue-Do-Review SequenceSequence

The Frame The Frame p. 6p. 6

Is a visual device that:Is a visual device that:

Is used to promote understanding and Is used to promote understanding and recall of a key topic and associated recall of a key topic and associated essential details.essential details.

Can be used to take notes about a key Can be used to take notes about a key topic.topic.

The Frame The Frame p. 6p. 6

Is a visual device that:Is a visual device that:

Focuses attention on the importance Focuses attention on the importance behind the key topic.behind the key topic.

Identifies the main ideas related to the key Identifies the main ideas related to the key topic, essential details behind each main topic, essential details behind each main idea, and a summary of what’s important idea, and a summary of what’s important to remember about the key topic.to remember about the key topic.

The FRAME RoutineKey Topic

Main idea

is about…

So What? (What’s important to understand about this?)

Essential details

Main idea

Essential details Essential details

Main idea

p. 6 & 48

To really create social change, many peoplehave to be organized, outspoken, and persistent!

Progressive Era

Unsafe food

Monopolies

Limited voting rights

Unsafe and unfairworking conditions

Muckrakers wroteabout problems

Bully pulpits forcednew laws

Demonstratorscreated public pressure

Activists organizedprotests

Meat Inspection Act

Anti- trust Act

Voting rightsexpanded

Commerce and LaborDepartments

Tools for Social Change Social Changes


Main idea

is about…


Essential details

Main idea


Main idea

a period of social change in the U. S.

Social Problems

p. 6



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act



Social Problems Tools for Social Change Social Changes


Main idea

is about…


Essential details

Main idea


Main idea

THE KEY TOPIC

The name of the key topic being studied.

p. 6



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


Main idea

“IS ABOUT” STATEMENT

A brief explanation of whatthe key topic is about.

p. 6



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


Main idea

MAIN IDEAS

The main ideas behind the key topic. Can besubtopics or brief phrases representing

components of the key topic or items that aresequentially related to each other and the keytopic. The actual number of main ideas may

vary.

p. 6



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


Main idea

ESSENTIAL DETAILS

Details that are essential for students toknow and remember about each main idea.

p. 6

Determine Details for Each Determine Details for Each Main IdeaMain Idea

Essential details:Essential details: List on Frame and testList on Frame and test Clarifying details:Clarifying details: Don’t list/don’t testDon’t list/don’t test Cultural trivia:Cultural trivia: List on Frame and testList on Frame and test Esoteric trivia:Esoteric trivia: Don’t list/don’t testDon’t list/don’t test

Queen of Spain financed trip inorder to spread Christian gospel

Columbus was Italian, butcouldn’t get Italy to finance trip

Martin Pizon, captain and owner ofPinta, tried to beat Columbusback to Spain & claim credit

Nina, Pinta, & Santa Maria(Santa Maria sank)

Columbus discovers theNew World

Main idea

Essential details

Essential detail

Clarifying detail

Cultural expected trivia

Specialized or esoteric trivia

p. 19

Factors to Consider WhenFactors to Consider WhenSelecting Essential Details Selecting Essential Details

ImportanceImportance Which details are so important that all students must Which details are so important that all students must

understand them if they are to understand the main idea.understand them if they are to understand the main idea.

FrequencyFrequency Which details are referred to frequently in class?Which details are referred to frequently in class?

InterestInterest Which details are important enough to know, but may not Which details are important enough to know, but may not

seem very interesting to students and therefore require seem very interesting to students and therefore require

special attention?special attention?

Factors to Consider WhenFactors to Consider WhenSelecting Essential DetailsSelecting Essential Details

PreparationPreparation Which details are foundations for information that will be Which details are foundations for information that will be

covered later in the course and encountered later in life?covered later in the course and encountered later in life?

ComplexityComplexity Which details are difficult to understand because of their Which details are difficult to understand because of their

complexity?complexity?



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


Main idea

A statement designed to help students understand:• how the current topic is related to the overall unit.• how the topic can be used to solve or understand a real-world problem.

SO WHAT?OR

WHAT’S IMPORTANT TOUNDERSTAND ABOUT THIS?

p. 20

The Linking Steps The Linking Steps p. 10p. 10

ocus on the topicocus on the topic

eveal main ideaseveal main ideas

nalyze detailsnalyze details

ake a “So What?” ake a “So What?”

StatementStatement

xtend understandingxtend understanding

Construct A Draft Construct A Draft p. 18-20p. 18-20

1.1. Enter the name of the Enter the name of the key topickey topic

2.2. Enter a Enter a paraphraseparaphrase of the key topic of the key topic

3.3. Enter the Enter the main ideasmain ideas or or subtopicssubtopics

4.4. Enter the Enter the essential detailsessential details

5.5. Enter the Enter the “So What?” statement“So What?” statement

The Cue-Do-Review The Cue-Do-Review Sequence Sequence p. 27-31p. 27-31

Students that the routine will be used.Students that the routine will be used.

The routine.The routine.

The information and process.The information and process.

GO! GO! p. 32p. 32

The Instructional SequenceThe Instructional Sequence

We DO ItWe DO It (students working with you)(students working with you)

Ya’ll DO ItYa’ll DO It (students working with each other)(students working with each other)

You DO ItYou DO It (students working individually)(students working individually)

Why did Columbus cross the Atlantic Ocean?

We predict that most of Columbus’ reasonswere egotistical and perhaps financial.

What motivatedColumbus?

Get rich by sellingspices at home

!!

Get rewarded forsuccessfully making trip

?

Get rich by claimingdiscovered land as his

??

Prove God would protecthim & not let him die

??

Make his sailors “get reli-gion” when scared

??

Spread Christianity toother parts world

?

Be the first to prove theworld was round

!!

Win favor with royalty !!

Become part of the royalcourt

??

Gain respect !

Financial Reasons Religious Reasons Egotistical Reasons


Main idea

is about…


Essential details

Main idea


Main idea

Brainstorm Activity

p. 36

a war that resulted from a bad social situation

Our major interests focus on the effects of this war.

French Revolution

Two classes(super rich & very poor)

Many poor imprisonedin Bastille for no reason

“Let them eat cake”

Violent;used guillotine a lot

Famous battles

Leaders of both sides

Outcome

Timeline of events

Effects on othercountries

Effects on king andfamily

Connection to us

Effects on Frenchpeople

K now already … E xpect to learn … W ant to know …


Main idea

is about…


Essential details

Main idea


Main idea

The “KEW” Routine

p. 36

A political crisis that nearly led to nuclear war with USSR

Because Cuba is so close to US, JKF should have tried to make it a US state.

Cuban Missile Crisis

Unfair govt overthrownin Cuba by Castro andfollowers TE

Castro got no supportfrom U. S. F

Castro nationalizedUS-owned businesses TE

Castro smokes Cubancigars TtCastro got missilesfrom USSR TE

Castro comes to powerin Cuba

Bay of Pigs Invasion Nuclear face off with USSR


Main idea

is about…


Essential details

Main idea


Main idea

CIA planned an invasionof Cuba TE

JFK sent US Air Forceto support invasion F

JFK entertained dinnerguests on night ofInvasion Tt

20,00- Cuban troopsbeat 1,400 invaders TE

Castro told USSR notto send weapons F

Both US & USSR wantedCuba as a state F

US spy plane that spottedmissile sites on Cuba flieshigher than any otherplane Tt

JFK blockaded Cuba tokeep out more USSRships and weapons TE

USSR agreed to removemissiles TE

Anticipation Guide

p. 36

an event that taught lessons about...

A great _____________________ can cause society to examineits values and practices so improvements can be made.

Sinking of the Titanic

1- steel hull– too thin &

Not enough

Lack of procedures for

Inattentive about

Rich _____________-upper deck (luxury)

Middle ___________-middle decks

Lower class-_______________

Largest ship = more

Fastest speed to breakrecord crossing; unable to

Broadest decks =fewer ____________

More luxury = less

Lack of planning Class system Competition


Main idea

is about…


Essential details

Main idea


Main idea

Fill-in-the-Blanks

p. 37


Main idea

is about…


Essential details

Main idea


Main idea

Perspective Taking

p. 36-37

Women’s liberation

Women having the same rights as men and being treated equal

Views of opponents Views of supporters

Men and women have unique roles

A woman’s place is in the home

Women’s lib is messing up a good thing for women

Men should honor and respect women

Men and women do not have unique roles

Men should have equal responsibility at home

Without women’s lib, women are oppressed

Laws are needed to ensure equal treatment

how people can put pressure on governments to make them change

If there is enough cooperation among people, and they focus their energies,they can influence what governments do.

Pressuring govts.

Hungary a “closed”country

Hungary wants tradewith West

1000s of E. Germansleave thru Hungary

Hungary ignores WarsawPact; opens borders

E. Germans demonstrateafter seeing freedom

in Hungary

W. German govt. sup-ports freedom movement

E. German govt. looksbad in eyes of world

Fleeing E. Germans seenas political refugees

E. German govt. nolonger in control

E. German govt. couldsave face or lose face

E. German govt. decidesto allow free movement

Hungary opens borderto Austria

Public pressure on EastGerman govt.

East German govt.opens borders


Main idea

is about…


Essential details

Main idea


Main idea

Linear & Cause-&-Effect

p. 38

how European civilization evolved through the ages

Stages in history never just occur for no reason–key things happen that cause big changes in society.

Evolution of EuropeThe FRAME RoutineKey Topic

is about…


The Age of Discovery

Essential details

Main idea

Increase in leisuretime = more time

for exploration

New map makingtechnology &

navigating skills

Maps became morereal and less fantasy

Monarchs were ableto support explorers

The Reformation

Essential details

Main idea

Merchant (middle)class allowed trade

specialization

Increase in education= more people read

Bible themselves

Artists used woodcutsto spread

Protestant ideas

Pope’s weakenedpower = end of

Holy Roman Empire

The Renaissance

Essential details

Main idea

Trade increased;new middle class

Increase ineducation & the arts

Arts focused onhumans; very realistic

“City- states” govt.allowed Renaissance

to start

The Middle Ages

Essential details

Main idea

Life was eithervery good or bad;

two classes

Common personuneducated

Art focused onreligion

- very dull colors

Feudalism type ofgovernment


p. 38

people disobeying laws in order to change unfair laws

Sometimes breaking a law is necessaryin order to draw attention to unfair laws to get them changed.

Civil Disobedience

Disrupting traffic witha protest march

Burning a draft card

Blacks sitting at thefront of a bus

Sit-ins at a universityadministration office

Voting eligibility laws

Open housing laws

Nondiscriminatoryemployment laws

Integration laws

Want exciting imagesto attract audience

Focus on violentreactions of police

Create an interest inthe issue

Create public revulsionto violence

people disobey a law in apublic & nonviolent way

changes in laws areconsidered and often made

media build publicawareness and support


WHEN …

is about…


Essential details

THEN …


BECAUSE …


p. 38

how beach development is endangering sea turtles

IF we don’t turn off our lights at night,THEN the loggerhead may become extinct.

Endangered loggerheads

Sea turtles crawl ontobeach & bury eggs

Sun incubates eggs;babies dig out of sand

Crawl toward light to getto the sea & swim away

Attracted to movement &glimmer of light on water

Houses and hotels onbeaches

Tourists on the beaches

Beach buggies on thebeaches

Street lights, car lights,flashing signs, carnivals

Baby turtles attracted tobright lights

Crawl toward bright lights,away from sea

Eaten by predators anddehydrated

Babies get lost,disoriented

Turtles bury eggsin sand

Beach development &tourists Baby turtles die


START WITH …

is about…


Essential details

ADD THIS …


RESULTS …

+ =


p. 38

Our position:

If … Then…

What we’ll say … They’ll probably say … How we’ll respond …


Main idea

is about…


Essential details

Main idea


Main idea

In-Class Debates

p. 39

Beware of Beware of Pitfalls!Pitfalls! P. 42P. 42

““Frames don’t have to be prepared Frames don’t have to be prepared before class.”before class.”

““Students don’t need to be involved in Students don’t need to be involved in constructing the Frame.”constructing the Frame.”

““If I don’t get it right the first time, I If I don’t get it right the first time, I won’t ever get it right.”won’t ever get it right.”

““Students will automatically see the Students will automatically see the advantages of organizing information advantages of organizing information using a Frame.”using a Frame.”

Win!Win!

Students Win!Students Win! Check whether students are learning Check whether students are learning

what they’re supposed to be learning.what they’re supposed to be learning.

Check whether students are personally Check whether students are personally

satisfied with what & how they are learning.satisfied with what & how they are learning.

Check whether students’ grades reflect how much Check whether students’ grades reflect how much

they have learned.they have learned.

Win! Win! p. 45p. 45

You Win!You Win! Select a growth target.Select a growth target. Choose a way to learn.Choose a way to learn. Choose a support system.Choose a support system. Plan for confidence building.Plan for confidence building. Debug.Debug. Maximize the challenge.Maximize the challenge. Take ownership of the routine.Take ownership of the routine.

Develop Your “Ensurance” Develop Your “Ensurance” Policy Policy p. 46p. 46

Tell others about the routine & what you Tell others about the routine & what you are doing.are doing.

Set personal use and achievement goals Set personal use and achievement goals related to the routine.related to the routine.

Create personal reminders to use the Create personal reminders to use the routine.routine.

Show your Frame graphics to colleagues Show your Frame graphics to colleagues and ask them for their ideas.and ask them for their ideas.

Invite others to watch you use the routine.Invite others to watch you use the routine.


Enlist help and feedback from students.Enlist help and feedback from students.

Collaborate with a colleague in learning and Collaborate with a colleague in learning and

using the routine.using the routine.

Set aside time to reflect and plan every day.Set aside time to reflect and plan every day.

Monitor your growth by regularly noting your Monitor your growth by regularly noting your

thoughts, ideas, and reactions. thoughts, ideas, and reactions.


Try out the routine right away.Try out the routine right away.

Build on success.Build on success.

Focus on quality not quantity.Focus on quality not quantity.

Accept the fact that everyone has to face the challenge of Accept the fact that everyone has to face the challenge of

change.change.

Pause periodically and take stock of what you are learning.Pause periodically and take stock of what you are learning.

Congratulate yourself on your successes!Congratulate yourself on your successes!

Reading StrategiesReading Strategies

““Using the Frame graphic Using the Frame graphic organizer to facilitate Reading organizer to facilitate Reading

Comprehension”Comprehension”

Edwin S. Ellis, PhDEdwin S. Ellis, PhD

Class-wide Mediated Class-wide Mediated ReadingReading

Co-construct graphic with Co-construct graphic with students as passages are being students as passages are being read & discussedread & discussed

Promotes discussion and Promotes discussion and understandingunderstanding

Record of essential informationRecord of essential information


Main idea

is about…


Main idea Main idea

Byron

Essential Details

A character in the book, “The Watsons Go to Birmingham”

He picks on kids most of the time.

He could be nice and show his feelings.

He was disliked because he was a bully and mean.

Daddy cool.

He feared his mom. Disobedient

Sometimes being cool does not result in making friends.


Main idea

is about…


Main idea Main idea

Scout

Essential Details

…a young girl in the novel To Kill a Mockingbird

Looked like

Acted like

Relationships with others

How changed

Importance to story


is about…


Main idea

Main idea

Main idea

Main idea

Main idea

Main idea

Main idea

Main idea

Scrooge

How he looked and acted “A Christmas Carol”

ChangeAttitude about self

Attitude about othersLifestyle

ClothesVoice / SpeechBodyFace

Team-topic ReadingTeam-topic Reading

Divide class into groups Divide class into groups Assign each group one of the main ideas Assign each group one of the main ideas

from a frames.from a frames. Each groups records essential information Each groups records essential information

on the Frame as they read.on the Frame as they read. Each group reports to the class.Each group reports to the class. Teacher: facilitates discussion, clarifies & Teacher: facilitates discussion, clarifies &

monitors information, & models note takingmonitors information, & models note taking

Reading in the NewsReading in the News

Select a newspaper or magazineSelect a newspaper or magazine Students/teacher selects 3-8 articlesStudents/teacher selects 3-8 articles Record title and main ideasRecord title and main ideas Helps students learn to identify main Helps students learn to identify main

ideas and essential informationideas and essential information Can be use for paraphrasing or Can be use for paraphrasing or

summarizing writing activity (RAP)summarizing writing activity (RAP)

Individual-topic ReadingIndividual-topic Reading(Jigsaw Activity)(Jigsaw Activity)

Teacher provides students with Teacher provides students with Frame and main ideasFrame and main ideas

Divide class into groups (# of Divide class into groups (# of students in group should equal # students in group should equal # of main ideas)of main ideas)

““Jigsaw”Jigsaw”

Homework ReadingHomework Reading

Students are assigned to complete a Students are assigned to complete a Frame covering the assigned readingFrame covering the assigned reading

Initially, the teacher provides Initially, the teacher provides structure such as main ideas.structure such as main ideas.

More experienced students would be More experienced students would be expected to determine main ideas expected to determine main ideas independently.independently.

students who use good study plans

Strategic learners actively and purposefully usesmart strategies before, during, and after learning

Strategic Learners

By organizing booksand materials

By setting goals andmaking plans

By scheduling timewisely

By asking andanswering questions

By linking new info. tobackground knowledge

By looking forpatterns

By thinking how newinformation can be used

By evaluating results

By anticipating futureneeds

They think BEFORE They think DURING They think AFTER


Main idea

is about…


Essential details

Main idea


Main idea

taking advantage of someone or something

Our world would be better if there were no exploitation in it.

exploitation

Strong take advantageof weak

Results in anger

Colleges make $ fromgames; players not paid

Some politicians exploitvoters

Some factories exploitworkers

Porn & prostitutionexploit women

Parents make me dochores for no money

Big kids in lunch roombully me

My big brother made meclean his room

Facts Real- world examples Personal experiences


Main idea

is about…


Essential details

Main idea


Main idea

using nonviolent ways to protest and change unfair laws or policies

Peaceful resistance can work to change unfair laws, but you need supportfrom others, and you need to plan on it working slowly.

peaceful resistance

Is done to draw atten-tion to the problem

Addresses an unfairlaw, practice, or policy

To be effective, manymust participate

Involvespeaceful tactics

Reactions to it areviolent

Takes several times towork

Make more enemiesthan friends

Actions receivenegative consequences

Should be used just toget your way

Involves violence orharsh language

Works if you do it justyourself

ALWAYS SOMETIMES NEVER


Main idea

is about…


Essential details

Main idea


Main idea

labeling shapes according to the number of sides

Polygons are closed, flat figures with straight lines for sides.

PolygonsThe FRAME RoutineKey Topic

is about…


TriangleMain idea

OctagonMain idea

QuadrilateralMain idea

DecagonMain idea

PentagonMain idea

Main idea

HexagonMain idea

Main idea

3 sides 4 sides 5 sides 6 sides3 angles 4 angles 5 angles 6 angles

TRI means 3 QUAD means 4 PENT means 5 HEX means 6

8 sides 10 sides

8 angles 10 angles

OCT means 8 DEC means 10


Main idea

is about…


Essential details

Main idea


Main idea


Main idea

is about…


Main idea

Essential details

Main idea


is about…


Main idea

Main idea

Main idea

Main idea

Main idea

Main idea

Main idea

Main idea


Main idea

is about…


Main idea Main ideaEssential Details

Looked like

Acted like

Relationships with others

How changed

Importance to story

The Framing Routine

Documents

Transcript of The Framing Routine