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The Fundamental 5: The FORMULA for Quality Instruction

1. Frame the Lessonprovide clear statement of learning (The student will
learn)
2. Work in the Power Zoneteacher location
3. Frequent, Small-Group, Purposeful Talk about the Learningmeaningful
discussion and questioning
4. Recognize and Reinforcepositive feedback
5. Write Criticallysolidify connections

Frame the
Lesson
Teach in the
Power Zone
Frequent,
Small Group,
Purposeful
Talk
Recognize &
Reinforce
Critical
Writing
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Developing Frames
(The Fundamental Five: The FORMULA for Quality Instructionk p. 39)
1. Based on curriculum, the teacher determines the critical concept students
must understand for the lesson to be successful.
2. The teacher translates the concept into the students languagethe
objective.
3. The teacher determines how the student can best show understanding and
mastery of the objective. The student should be able to demonstrate this
understanding of the concept during the last 5 minutes of class.
4. The teacher translates this student demonstration into the age-appropriate
languageclosing statement.

Power Zone (p. 48)
1. Remain in close proximity to students 75% of the timemovement.
2. Arrange the classroom to facilitate teacher movement.
3. Limit or remove teacher distractionscomputer, phone, etc.


Talk About the Learning (ch. 5)
1. Frequency
2. Group Size
3. Seed Question
4. Power Zone
5. Time to Translate


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Examples of Elementary Classroom Frames
(The Fundamental Five: The Formula for Quality Instruction p.28)

Language Arts:
Objective: We will identify the rising action in a work of fiction.
Closing Task: I will work with a partner to identify and list words that create
suspense.

Mathematics:
Objective: We will add and subtract decimals.
Closing Task: I will compute the balance for my teachers bank account.

Science:
Objective: We will identify natural sources of water.
Closing Task: I will complete an exit ticket describing the difference
between fresh and salt water.

Social Studies:
Objective: We will discuss the regions of Texas and products from each
region.
Closing Task: I will identify the most valuable region of Texas and justify my
answer.

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Examples of Secondary Classroom Frames
(The Fundamental Five: The Formula for Quality Instruction p.29)

Language Arts:
Objective: We will identify and discuss the themes of Macbeth.
Closing Task: I will share with my partner which of the Macbeth themes
apply in my life and why.

Mathematics:
Objective: We will identify the elements of line equations.
Closing Task: I will write down how I would explain slope to a family member.

Science:
Objective: We will review lab safety practices and procedures.
Closing Task: I will create a lab safety mnemonic with my lab partners and
share it with the class.

Social Studies:
Objective: We will identify and discuss why two important battles became
the turning point of the Civil War.
Closing Task: I will be able to explain why a newspaper would write, The
South Will Lose the War, after these two battles.

Overview
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The Fundamental Five: The FORMULA for Quality Instruction p. 103
Prior to Class:
1. Preview scope and sequence.
2. Frame the lesson
a. Today we will
b. I will write (Write Critically)
3. Plan or select one mid-to-high rigor question to ask the students (Frequent, Small-Group,
Purposeful Talk About the Learning)
During the Class:
1. Greet the students at the door, welcome them, shake their hand. (Recognize & Reinforce)
2. Read the lesson frame to the class. (Frame the lesson)
3. Move to the Power Zone and start the lesson. (Work in the Power Zone)
4. At a point near the middle of the class period, stop. Have the students turn to their neighbor
and discuss the mid-to-high rigor question that was preselected. Let students talk for 2 minutes.
(Frequent, small group, Purposeful Talk about the Learning)
5. Remain in the Power Zone and monitor students conversations. (Work in the Power Zone:
Frequent, Small Group, Purposeful Talk; and additional opportunities to Recognize and
Reinforce.)
6. Cue the students to conclude their conversations.
7. Compliment the students on their efforts and behavior. If a student made a really good point in
his/her discussion, have the student share the discussion point with the class. (Recognize &
Reinforce)
8. Have the students continue with the planned instruction and activities. While the students are
working, wander around the room checking the progress of individual students. (Work in the
Power Zone, continue to Recognize & Reinforce)
9. With 5 minutes left in the class period, give the students an index card or paper. Have students
answer the closing question in 3-6 sentences. (Write Critically and Frame the Lesson)
10. Collect the cards/papers at the door as students exit.
After the Class:
1. Scan the written responses.
2. Use the information from the students writing to create the warm-up activity for the next time
the class meets.


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QUESTION STEMS

Why does ____________ occur?
Explain what happens when _________________ .
What is the difference between __________ and __________ ?
Why does ____________________ ?
What is another meaning of the word ______ on page/in paragraph ___ ?
According to the diagram/table/chart ____________ ?
What happens to ________ when _________ ?
How many different _______ ?
What effect does ______________ have on _______________ ?
What is the main function of _______________ ?
Which shows _____________ ?
What is the effect of ____________ on _________ ?
How does ___________ effect ______________ ?
What is the missing step in ________________ ?
What is the connection between ________ and __________ ?
When its _______ in ______, what is it in ____________ ?
What does __________ have to do with __________ ?
What are the __________ of ___________ ?
This picture shows which of the following ___________ or _________ ?
All of these are ________ except for ________ .
Which of these questions can/cannot be answered by the diagram/table/chart on page
____ ?
Why cant ___________ ?

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_____________ . This is an example of __________ .
(statement)

_____________ . This happens because __________ .
(statement)
Which graph/table chart/diagram shows ______________ ?
Which of these best models how ___________ ?
What conclusion can/cannot be drawn from the graph/table/chart/diagram on page ___ ?
What conclusion can/cannot be drawn from page/ paragraph (number)?
Which of the following characteristics does NOT describe _______ ?
About how long does it take _______ to ________ ?
Which of the following can be __________ ?
According to the ___(2
nd
, 3
rd
, . . .) and ___ (2
nd
, 3
rd
, . . .) paragraphs __________ ?
According to pages ___(page #) and ___ (page #) paragraphs __________ ?



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Writing Critically Activities
Word Splash
Instructions:
Select key vocabulary words or words that connect to a concept and write them for students to
see. (ex: Place value words hundreds, tens, ones, decimal point, tenths, etc.)
Tell the students you wrote the words in no particular order (called a splash)
Have students begin to categorize the words in some logical order
Now have students use the words to write a paragraph
Ask them to share it orally with the class
Have group popcorn out words (8-10) and write on chart paper for all to see. Give them 3-5 minutes to
put the words in a logical order and write a paragraph. Have some share out their paragraphs

Jig Saw Activity
1. Get in groups of 4.
2. Each person read one section of the article.
3. Each person summarizes their portion for the group.


Quick Writes

1. Use topicgive 5 minutes for students to write about what they learnedhow they would teach
a friend todays lesson.
2. Use the upper level Blooms verbs to create a question or two for the students to answer/write
about.
3. Have students create 3-5 upper level rigor questions to ask classmates about todays topic.