Mary Lou,

Do you mean the reading strategies? I have a curriculum map at school 
that
is based on the reading strategies.....in September: teach monitoring 
comprehensiion,
October: making connections, etc.

Is this what you mean?

May Dartez/6th/GA
On Nov 28, 2006, at 5:37 AM, CAG wrote:

> Mary Lou - by the 'strategies', what exactly are you referring to? The
> different ways to read text books and trade books? Along the lines of 
> 'every
> teacher is a reading teacher'?
>
> Bill's suggestion for approach is good. Our middle level team in our 
> union
> is working backwards toward the lower grades in establishing a
> research-paper-writing process. They have looked at what they want to 
> see a
> research paper look like by 8th grade and then have broken that down by
> grade level expectations. Cathy
> ----- Original Message -----
> From: "Mary Lou" <[EMAIL PROTECTED]>
> To: "'A list for improving literacy with focus on middle grades.'"
> <[email protected]>
> Sent: Tuesday, November 21, 2006 4:09 PM
> Subject: [LIT] cross-walking curriculum
>
>
>>
>> I've got a question for the group...
>>
>> We are in the process of designing a core curriculum map in the four 
>> major
>> content areas.  It will be designed as a means for teachers to 
>> articulate
>> by
>> trimester the WHAT and the HOW LONG of their instruction.  I am 
>> wondering
>> if
>> any participant has the experience of doing this activity with 
>> STRATEGIES
>> as
>> the basis for the reporting.
>>
>> I believe that we have been doing the WHAT (content), and the gap in
>> instruction is the HOW (strategies). My concern - and here is where I 
>> need
>> direction and input - is HOW CAN I COMMUNICATE THIS EFFECTIVELY TO THE
>> POWERS TO BE and HOW CAN TEACHERS BEST REPORT THIS IN ORDER FOR IT TO 
>> BE
>> EFFECTIVE DATA TO DRIVE INSTRUCTION?
>>
>> Thanks to all in advance,
>> Mary Lou
>>
>>
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>
>
>
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