Monthly Archives: December 2012

RPM Objectives: A Few More Hints about “R” and “P”

One way to think about RPM (Rigorous, Purposeful, Measurable) objectives is to ask yourself, “WHAT strategies are we practicing, and WHY?”  PS–This is not to say that you shouldn’t also consider how to measure the WHAT, but as you begin … Continue reading

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RPM Objectives: Why “In Order To”?

While working on RPM objectives the other day, a teacher asked me if it was OK to use “by” instead of “in order to” to convey the purpose. Here is what I told her: The word “by” answers the question … Continue reading

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RPM Objectives: A Few Hints about Rigor

In an earlier post, we looked at why and how to create RPM (Rigorous, Purposeful, Measurable) objectives.  While it makes a lot of sense to teach with RPM objectives, it can be challenging when you first start to develop them.  … Continue reading

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NOTICE AND NOTE by Kylene Beers and Robert E. Probst

Today’s post is simply a referral to a good book on literacy instruction.  Check out my review of NOTICE AND NOTE: Strategies for Close Reading by Kylene Beers and Robert E. Probst HERE.  It’s a must-read.

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QUOTE SANDWICHES, PART II: Drawing a Picture of “Context”

Although not known as the artist in my family (one brother is an architect, and my sister designs stained glass and beads, among other things), I have managed to learn one artistic concept that helps me when teaching: “negative space.”  … Continue reading

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QUOTE SANDWICHES, PART I: Why EVERYONE Needs to Know the Recipe

While my friends who teach middle and high school English are familiar with the term “quote sandwiches,” I fear that teachers of other grades or subjects don’t know what we mean when we bandy it about in conversation. The truth … Continue reading

Posted in Argument, Evidence, Explanation, Quote Sandwiches, The Literacy Cookbook BOOK, TLC Website Resources, Writing | Tagged , , , , , , | 4 Comments

RPM Objectives, Or How to Avoid Kidnapping Your Students

If you walked into your classroom and told all of your students to stand up, follow you, and get on a bus without telling them where you were going or how long it would take to arrive, they might look … Continue reading

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