1. Big Ideas. Four or five ideas that organize a curriculum or major segment of a curriculum. For example, the strand on deduction in Corrective Reading is organized around the big ideas: (a) Just because two things happen around the same time doesn't mean one causes the other thing to happen; (b) Just because you know about a part doesn't mean you know about the whole thing; (c) Just because you know about a part doesn't mean that you know about another part; (d) Just because you know about a whole thing doesn't mean you know about a part; (e) Just because words are the same doesn't mean they have the same meaning; (f) Just because a writer presents some choices doesn't mean there aren't other choices; (g) Just because events have happened n the past doesn't mean they'll always happen.

In effect, all of the exercises in this strand: a) teach the prerequisite skills needed to understand ("get") these ideas; b) use examples to help students to induce (figure out) these ideas; c) explicitly teach strategies for using these ideas to make deductions from rules and evidence and to evaluate deductive arguments; and d) provide more examples (e.g., valid and invalid deductive arguments) for students to apply strategies for criticizing the arguments.

2. Conspicuous Strategies. Explicitly teach definitions for: a) concepts; b) rules (propositions--do what when; what happens first, and then; categorical; causal) c) strategies; e.g., how to decode and read new words (read it the slow way = sound it out; read it the fast way = blending), to write papers, or to solve math problems; d) operations (e.g., how to write letters.

3. Mediated Scaffolding. Provide more structure at first or when skills are weaker, and gradually fade the structure. For example, fade model--lead--test into model--test. Fade teacher directed to student directed.

4. Primed Background Knowledge. Make sure lessons briefly review older, relevant material.

5. Strategic Integration. Lessons combine older material and newer. For example, sentence inference and parts of speech are used to learn (and then apply) strategies of deduction.

6. Judicious Review. At the start of each lesson, and embedded in later lessons.

From Kameenui, E., & Carnine, D. (1998). Effective teaching strategies that accommodate diverse learners.. Upper Saddle River, NJ: Prentice-Hall.