THE FUNDAMENTAL FIVE

FRAME THE LESSON

• Framing the lesson is simple.
• Tell kids in plain terminology WHAT they are going to learn.
• Objective is written as “We will...”
• Tell kids in plain terminology HOW they are to demonstrate their learning.
• Product is written as “I will...”

BLOOM'S TAXONOMY

POWER ZONE

• Students are actively engaged; focused.
• The teacher is up and monitoring.
• Teacher can easily move from one area to another. No clutter!
• Does NOT look like students working independently at a small group table
• Does NOT look like the teacher sitting at a desk, table or overhead/Elmo through the entire lesson.

PURPOSEFUL TALK

• Have your “seed” questions in mind before teaching your lesson.
• Look for natural breaks in lesson plans to stop. Use a timer to keep it quick.
• Students may be table partners, shoulder partners, cross town partner, etc.
• Teacher in the power zone listens to correct misinformation.
• Students demonstrate how they relate the material to their own lives

Recognition & Reinforcement

• Make it specific and personal – Be honest. Use the student's name.
• Keep it Positive! Flippen says 7:1 ratio (7 positives to 1 negative)
• Reward the effort they took – even if it is not all it needs to be.
• Make your room a safe place.
• Look for opportunities to recognize students and reinforce effort.

CRITICAL WRITING

• It is students thinking on a topic critically...on paper.
• It is not a time for journal writing.
• Kindergarten students will begin with pictures.
• It might be a list, short paragraph, thinking maps/graphic organizers, purposeful note taking,
• exit tickets, or summaries. It should lead to higher level questions/thinking.