ABSTRACT
In the previous chapters, we presented various strategy lessons to promote the development of the linguistic, cognitive, and sociocultural dimensions of literacy. Th e individual strategy lessons were addressed in a general manner so that they could be easily adapted to meet the needs of a diverse teacher and student population. In this chapter, we provide a general curricular framework into which the strategy lessons might be embedded. In those instructional contexts in which teachers have some say over the curriculum, we encourage teachers to adapt and modify the framework as necessary. For teachers working within more prescribed settings, the strategy lessons may need to be used within an established curriculum. In either case, it is ultimately the teacher that rouses the curriculum to life by providing students with experiences that engage their hearts and their minds.
