Alison (Fastov) Taylor

Framing Lessons For Focused Reading*

Alison Taylor (Fastov), taught English, Argument and Writing as well as American literature electives at Georgetown Day School in Washington, DC for twenty-five years.  Her introduction to teaching came during two years working with 25 high-school students in a residential treatment program at Timberlawn Psychiatric Hospital in Dallas, Texas after she earned a graduate degree in clinical psychology.  Following a move to Washington, DC, she earned an MA in English at Georgetown University and taught for eleven years in Montgomery County, Maryland, last as English Department Chair at Churchill HS in Potomac, Maryland.

Alison believes vivid connection with students creates stronger engagement.  The more thought and interest teachers invest in framing the text, assignment or challenge, the better the students’ understanding and outcome.

  1. Framing the reading for students of mixed abilities
  2. Using Native American poems (any poems)
  3. The Challenge of Vocabulary (such as)
  4. Ellen Moody on working with mixed-ability readers
  5. Vocabulary

“After learning the acronym FRAME, it was easy for me as the English department chair to explain this method to my colleagues.” (This post was written by NCTE member Angela Moore, a member of the NCTE Secondary Section Steering Committee. Angela Moore is the English Department Head at George Wythe High School in Richmond, Virginia. She has been teaching for twenty-four years.  )

https://ncte.org/blog/2021/05/framing-routine-try-students/

F.R.A.M.E.

F  “Focus on the topic.” of the text
R “Reveal main ideas.” in the text
A “Analyze details.” set forth by the author
M  “Making Meaning for ME, the reader.  a “So what?’ statement.” Or why is it important for Me to know this? What has this to do with ME, the reader.
E “Extending understanding.” In what ways does this text connect to something I know from experience, observation, reading hearing or viewing in another course, in the news, or on social media?

  1. This entails considering what aspect/idea/unique experience or surprising piece of information is contained in the paragraph/article/chapter/lesson.
  2. Develop an introductory question, quotation, photo, cartoon, social media post that promises to arouse curiosity.  Often some high visibility and/or local issue headline, YouTube video or sports/celebrity event will generate lively opinions which can be directed, guided or connected toward the subject or main idea of the piece.
  3. Open the class with that.
  4. Ask for their thoughts.
  5. Guide their ideas to the key idea or most intriguing element of the piece.  This may take some time, especially as class members may want to respond to others’ ideas or assertions.
  6. Ask what they might say or do about that?  Have them write one or two sentences.  Read some aloud.
  7.     Then, read the first sentence or two of the reading. Explain any confusing phrases or unfamiliar terms.  Define vocabulary.  Ask for reactions. Work toward sound comprehension.

Continue working to the end of the first paragraph.  Gauge students’ comprehension by asking for a summary.  Encourage students to take notes of these summaries.

If students seem on solid ground, have them continue to read each paragraph aloud using the same process. If some students seem doubtful or to struggle, repeat the summaries in question form, aiming to see what is hindering/impeding their comprehension.  Ask what might be puzzling or confusing.

Share enough summaries to ensure students have a good grasp of the material.  Complete as much of the reading necessary to lay a firm foundation.  The teacher should be able to assess individual students’ strengths and weaknesses as readers which will help tailor future readings.

Finally,  ask students to write a one or two-sentence “take-away—some key idea, conclusion or possible direction this initial section suggests. Sharing them allows students to confirm and/or expand their own insights.  As the teacher avoid making specific comments on these.  Leave these thoughts open, so as students read on, read more, they form their own analyses and conclusions.

Alison Taylor
Humanities and Writing Coach

*Based on conversations with Alison and explorations about FRAMING.