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Cory Bieber EPS 541 April 20, 2013 FRAMING GRAPHIC: Defining a Learning Progression The Framing Graphic

Organizer (Ellis, 1998) provides a good structure for drafting and representing your learning progression. A frame graphic essentially contains the following structures. Use the table below to create a Frame of a typical learning progression in the topic area you are focusing on in the course. In the top box, indicate the topic area. Define three levels of performance. Replace the labels inside the cells of the Framing Graphic with labels that fit your topic area. Use language that most meaningfully defines a learning progression in your topic area. Learning Progression Topic Area Frist Grade Reading Strategies

Novice: Defining CONCEPT(S) -Alphabet Letters and Sounds - Blending - sight words - Questions - Book features

Practitioner: Defining CONCEPT(S) -Writing mechanics and grammar - word analysis -Comprehension questions -Story Mapping - IPICK strategy

Independent/Expert: Defining CONCEPT(S) -Summarizing - Text related writing - fluency - predictions - inferences - vocabulary

Supporting DETAILS 1. Teach students the letters of the alphabet and the corresponding sounds 2. Teach students how to break down words to sound them out the phonemes. 3. Practice sight words to aid with fluency 4. Teach students to ask questions about what

Supporting DETAILS 1. Writing mechanics and grammar: teach students to use proper punctuation, capitalization, sentence structure, and spelling. 2. Word Analysis: teach students to identify vowel patters, blend patterns, prefixes & suffixes. 3. Comprehension: ask

Supporting DETAILS 1. Summarizing: teach students to summarize what they read both orally and in writing. 2. Text related writing: teach students that their writing can connect to themes that they have read about. They can write just like an author and can express their

they are reading. 5. Teach students the features of a book; cover, title, author/illustrator, text and pictures.

students questions to check for comprehension when reading independently or when listening to stories. 4. Story mapping: teach students to map out the title, author/illustrator, characters, setting, problem, and solution. 5. IPICK: teach students to pick appropriate books. I look at a book. What is its Purpose? Is it Interesting? Do I Comprehend it? Do I Know most of the words?





thoughts through this writing. Fluency: help students to practice reading smoothly and with expression. This will help them with comprehension. Predictions: teach students to make guesses about what will happen next in a story based on clues. Predictions must be reasonable. Inferences: teach students to combine their background knowledge with clues from the text to form a new idea similar to a prediction. Inferences must also be reasonable and able to happen. Use real world connections to aid with inferences. Vocabulary: choose possibly unfamiliar words. Have students help create a studentfriendly definition. Use the words in a sentence and add to vocabulary word wall to reference later.