Classroom Instruction with that works English Language Learners

APPENDIX B

TYPES OF SUMMARY FRAMES

The Narrative Frame

The narrative or story frame commonly contains the following elements:

•Characters: the characteristics of the main characters in the story

•Setting: the time, place, and context in which the information took place

•Initiating event: the event that starts the action rolling in the story

•Internal response: how the main characters react emotionally to the initiating event

•Goal: what the main characters decide to do as a reaction to the initiating event

•Consequence: how the main characters try to accomplish the goal

•Resolution: how the goal turns out

Components 3–7 are sometimes repeated to create what is called an episode.

Frame Questions

• Who are the main characters in the story?

• When and where did the story take place? What was the place like?

• What happened at the start of the story?

• How did the main characters react to that event?

• As a result of what happened, what did the main characters decide to do? Did they set a goal? What was it?

• What did the main characters do to try to accomplish their goal?

• How did things turn out?

The Topic-Restriction-Illustration Frame

The topic, restriction, and illustration (T-R-I) pattern is commonly found in expository material:

• Topic (T): general statement about the information to be discussed

• Restriction (R): statement that limits the information in some way

• Illustration (I): example of the topic or restriction

Here’s an example:

• T: In 1981, the Braves were the best team in baseball.

• R: Their pitching staff was excellent.

• I: Larry Hutchins was 20–2 for the season.

• I: Bob Ewy had the fastest pitch in the majors.

• R: Their hitters were also excellent.

• I: Dave Wallace batted .421.

• I: Walter Zebleman hit 42 homers.

As the example illustrates, the T-R-I frame can have a number of restrictions and accompanying illustrations.

Frame Questions

• T: What is this story about in general?

• R: What information does the author give that narrows or restricts the general topic?

• I: Wha t examples does the author present to illustrate the restriction?

Argumentation patterns attempt to support a claim. They contain the following elements:

• Evidence: information that leads to a claim (e.g., streets filled with violence)

• Claim: the assertion that something is true (e.g., “Our city is becoming a haven for crime”)

• Support: examples of or explanations for the claim (e.g., “Violent offenders infest our judicial system” [example]; “The violence is a result of poor city management” [explanation])

• Qualifier: a restriction on the claim or evidence counter to the claim (e.g., “However, there is a ray of hope”)

Frame Questions

• What information does the author present that leads her to make a claim?

• What claim does the author make about a problem or situation? What does she assert is so?

• What examples or explanations does the author present to support her claim?

• Does the author present a restriction on the claim?

The Problem-Solution Frame

Problem-solution patterns introduce a problem and then identify one or more solutions to the problem:

• Problem: There will soon be a worldwide oil shortage.

• Solution: One solution might be the development of solar energy.

• Solution: Another solution could be to conserve energy by using it less.

• Solution: Finally, a tactic might be to replace gasoline with ethanol-based fuel.

Frame Questions

• What is the problem?

• What is a possible solution?

• What is another possible solution?

• What is yet another possible solution?

The Conversation Frame

A conversation is a verbal interchange among two or more people. Conversations commonly have the following components:

• Greeting: some acknowledgment that the parties have not seen each other for a while

• Inquiry: a question about some general or specific topic

• Discussion: an elaboration or analysis of the topic; commonly included in the discussion are the following:

ᵒ Assertions: statements of facts by the speaker

ᵒ Requests: statements that solicit actions from the listener

ᵒ Promises: statements that assert that the speaker will perform certain actions

ᵒ Demands: statements that identify specific actions to be taken by the listener

ᵒ Threats: statements that specify consequences to the listener if commands are not followed

ᵒ Congratulations: statements that indicate the value the speaker puts on something done by the listener

Frame Questions

• What question or topic was brought up?

• How did the discussion progress? What facts were stated?

• What did the characters say to each other to begin the conversation?

ᵒ Did either person make a request of the other?

ᵒ Did either person demand a specific action from the other?

ᵒ Did either person threaten specific consequences if a demand was not met?

ᵒ Did either person say something that indicated that he or she valued something that the other had done?

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم التطوير والتنمية المستدامة يبحث آفاق التعاون المشترك مع معهد التطوير النيابي

المشاركون في مشروع دار علوم نهج البلاغة يشيدون بمحاضراته وقيمه التربوية والعقائدية

قسم الشؤون الفكرية يقيم ندوة تثقيفية لفريق صناعة المحتوى الهادف في جمعية كشافة الكفيل

المجمع العلمي يقيم المرحلة الثانية لاختبار المتقدمين لقناة حفظة القرآن الكريم في النجف الأشرف

المزيد

الآخبار الصحية

دراسة مقلقة تكشف تفاصيل مفاجئة عن مكملات فيتامين (د)

استراتيجيات غذائية للتحكم بالجوع والشعور بالشبع طوال اليوم

هدف علاجي واعد للحد من تطور أكثر أنواع سرطان البنكرياس شيوعا

وفاة 1147 شخصا على الأقل.. الحر يبطش بالإنجليز !

المزيد

الآخبار التكنلوجية

7 مفاهيم خاطئة حول ضغط الإطارات وكيفية تجنبها

نصائح لتحسين كفاءة محرك السيارة وإطالة عمره الافتراضي

ترامب لرؤساء شركات الـ AI: أنتم تتحكمون في العالم !

القطارات تكشف "عيبا خطيرا" في سيارات تسلا.. ما هو؟

المزيد

مواضيع ذات صلة

APPENDIX C EXAMPLE OF A THREE-YEAR PARENT AND COMMUNITY INVOLVEMENT PLAN

Classroom Instruction with that works English Language Learners APPENDIX A TYPES OF GRAPHIC ORGANIZERS

Classroom Instruction with that works English Language Learners CONCLUSION

INVOLVING PARENTS AND THE COMMUNITY Summary

INVOLVING PARENTS AND THE COMMUNITY Recommendations

INVOLVING PARENTS AND THE COMMUNITY District Activities

How One District Engaged the Families of ELLs and Members of the Local Community

Epstein’s Model of Parent and Community Involvement

INVOLVING PARENTS AND THE COMMUNITY

IDENTIFYING SIMILARITIES AND DIFFERENCES Summary

IDENTIFYING SIMILARITIES AND DIFFERENCES Classroom Example

Adapting Identification of Similarities and Differences to the Stages of Language Acquisition