The program utilizes the unique Word Frames method of studying subject matter.  The students review and reinforce the subjects taught in class by creating a Word Frame drawing based on the specific sections in the textbook recently covered by the school teachers.

What is a Word Frame?

  1. Based on the textbook content assigned, the child draws one simple drawing which “reminds” the student about the subject. The child does not do any coloring.
  2. The child selects keywords or key phrases from the text.
    • Using colored pencils, the child writes the keywords over and over in rows, filling in the spaces in the drawing.
    • The keywords appear to color in the picture.
  3. The child picks 2-4 key or interesting concepts in the text.
    • On the outside of the picture, in each quadrant of the page, write the concepts from the text.
    • The child must use their own words in an attempt to articulate the content.

Program Duration

This program spans 3 terms or one academic year.  Each 9-week term is one “round” of the program.  The students can continue in the summer if they choose, but the textbooks at that time should be identified by the HT Program Administrator.

Group Selection

Students can participate if they choose.  Only students who are interested in the drawings.  If students wish to join the program in the middle of the term, they may participate on the side, but they cannot join a team until the next term.  Once the student commits to a team, they can quit, but a team must keep the minimum number of team members.

Program Execution

The Legacy Framework is built on the three components of the Self-Worth discovery process: ELE, ESA, and KYC.  These three components have been developed from the principles of Self-Worth that are at the heart of every Hope Torch program.  As such, they are applied to every program.

In Word Frames, the Legacy Framework is applied quarterly as follows:

First Quarter – July-September

During this quarter, the focus is ELE (Embracing Life Enrichment).  The focus of the program is to unite the children in the areas of Advocacy, Team Unity, and Recognition.

Prepping for the Program
  1. The kids are one or two large groups (up to 10 kids). Age and gender are not a factor.
  2. Textbooks should be identified for each kid as the source material. Typically, this will be school textbooks in Science or any other subject.  However, some children do not have textbooks in which case outside educational books (i.e. encyclopedias, homeschooling material, etc…) can be use.
  3. Conduct a basic Word Frames training if required. Explain the concept and various aspects of a Word Frame.
  4. Conduct a basic Collaborative Art training if required. Explain the concept of the overall drawing and the value of each kid using their own creativity for their component.
Weekly Activities

This program takes part in two-week increments.  The details of each week are listed below.   Over the course of the term, there should be at least 4 cycles of two weeks each.

Week 1

  1. Kids perform the presentation from the previous week. TAKE A PICTURE!  (Video is ok, but we need a picture as well. Remember, don’t show direct faces.  Take the picture from the side or show the props.)
    • After the presentation, ask a few kids to appreciate the two leaders for the project as a whole and how they performed as leaders.
    • Do this for all Week 1s except the first week
  2. Identify the topic for the group to work on the next 2 weeks.
    • The topic should be broad enough so that every child’s textbook can refer to some keywords in that topic.
    • For example, the topic can be as broad as “electricity” but not as specific as “Circuit”.
    • This way every child will have relevant keywords from their textbook.
  3. Ask the children to decide on a single shape for the image.
  4. Assign one sheet per child. Arrange all the blank sheets on the floor and outline the shape.
    • The outline should have a substantial portion in every sheet.
  5. Give each child one sheet.
    • Ask them to come next week with a word frame on their topic.
    • Ask the children to write their names on the back of their Word Frame along with the topic.

Week 2

  1. Arrange all their word frames into the original image. TAKE A PICTURE!
  2. Without knowing which child did each word frame, pick the 2 word frames that show good creativity (color, detail, etc…) as well as proper word frame techniques (keywords, explanations, …)
  3. Have the group of children appreciate these two Word Frames.
    • Ask them to appreciate the specifics in creativity (color, detail, etc…)
    • Ask them to appreciate the specifics in effort (keyword, explanations, etc…).
  4. Identify these two kids as the leaders for the next week. For the next week, these two leaders must arrange for a 5-minute creative presentation on the topic.
    • Presentation can be in any form
    • All the kids in the team must have some part in the presentation
    • The role of the leaders is to arrange for the practice and the performance. The leaders are the directors and producers.
Term Activities
  1. At the end of the term, arrange all the pictures into a single document which can be added as a single post on the HT website.
    • Show the post to the kids.
  2. Throw a small party at the home or if take them for ice cream (if within the budget).
    • This is no competition. All the kids go for participating.

 

Second Quarter – October-December

During this quarter, the focus is ESA (Enabling Social Action).  The focus of the program is to encourage the kids to actively and intentionally seek improvement for themselves and their group.

Prepping for the Program
  1. The kids are divided into teams of 3-7 kids. The teams should be balanced in terms of age.
  2. The teams are each given a scorecard which has a row for each kid on the team and a column for each week of the contest, up to 14 weeks.
  3. Textbooks should be identified for each kid as the source material. Typically, this will be school textbooks in Science or any other subject.  However, some children do not have textbooks in which case outside educational books (i.e. encyclopedias, homeschooling material, etc…) can be use.
  4. Conduct a basic Word Frames training if required. Explain the concept and various aspects of a Word Frame.
WordFrame Scoring System
  1. Each child’s word frame can earn a maximum of 4 points. The scoring is based on the following metrics:
    • 1 point – The child did the Word Frame in advance of the program admin’s visit. If not done, the child does not get this point.  However, based on their discretion the program admin can give the child the opportunity to make a word frame on the spot for the sake of the other point opportunities.
    • 2 points – The child made an honest attempt which means they can connect the image to the subject, they used their keywords, they tried to express the content on the outside of the image in their own words. This is all or nothing, no partial credit.
    • 1 point – The child can express their word frame content, either by test, or explanation or some other method chosen by the program admin.
  2. Every child’s score is recorded in the scorecard
  3. The “team score” is the lowest score for any child in the team. It is not cumulative.
Weekly Activities
  1. Ask the group leader (appointed the previous week) to arrange the team.
  2. Collect the previous weeks Word Frames
  3. Test the students by asking them to recreate or present their Word Frames.
  4. Score each student based on the scoring system given.
  5. Assign sections from the textbook to each student.
  6. Assign the leader for the coming week. The leader is rotated every week.
Term Activities
  1. Throughout the term, the program admin must find ways of motivating the competition. A reward for the leaders every few weeks is an option.  Also, rewarding improvement is a good practice.
  2. At the end of the term, the team with the most points for the term gets to go out for a treat (park, zoo, mall, etc…). There is no second-place prize, but all children can be encouraged with a small gift.

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