http://www.literacy-engineering.com/
A CURRICULUM ACCORDING TO "ESTEEM" FOR NEW YORK'S CHILDREN, and for NEW YORK'S EDUCATION LEADERS
TABLE OF CONTENTS
OVERVIEW
BACKGROUND - "ACCENTUATE THE POSITIVE"
SEEK OVERHAUL OF TEACHER TRAINING
ELIMINATE NON-ACADEMIC "STRANDS"
ELIMINATE SELF-ESTEEM INFLATION
ELIMINATE GROUP LEARNING/GRADING
ELIMINATE "INTEGRATION ACROSS THE CURRICULUM"
ELIMINATE "CHILD-CENTERED" -- RESTORE "CONTENT-CENTERED" -- EDUCATION
ELIMINATE LEARNING-DISABILITY (LD) TESTING
ELIMINATE PERSONAL OPEN-ENDED QUESTIONS or SELF-REVEALING ACTIVITIES
ELIMINATE "ATTITUDES" FOCUS -- RE-EMPHASIZE LOGICAL THINKING for BRAIN DEVELOPMENT
REDUCE BI-LINGUAL EDUCATION
AN OVERALL PLAN: AN "ENGINEERED CURRICULUM"
CALVERT CURRICULUM
TESTING STANDARDS
LANGUAGE DEVELOPMENT: READING: DIRECT, INTENSIVE, SYSTEMATIC PHONICS
PHONICS SEQUENCES
SPELLING - AYRES SCALE
MATHEMATICS
The "SPIRAL" MATHEMATICS CURRICULUM
INCREMENTAL-DEVELOPMENTAL MATH PROGRESSION
SCIENCE, General, (AAAS 1960's)
APPENDICES: I. Cannell: How All 50 States are Above Average;
II. The Calvert Curriculum
III. The Ayres Spelling Scale
IV. READING
A. Phonological Awareness Training
B. Phonics Sequences
C. McCall-Crabbs Standard Test
Lessons in Reading
D. "Marva Collins Way"
V. Mathematics
VI. The Rubin Model
VII. Core Knowledge Sequence
VIII. Proposed Academic Standards for Kentucky Students
IX. "Who Takes Science?"
X. References/Sources
XI. Cooperative Learning
XII. Recipe for Violence
XIII. Self-Esteem
XIV. Learning-Disability Testing
XV. Campbell Letter
XVI. International Baccalaureate
XVII. Project Follow-Through
XVIII. Bi-Lingual Education
XIX. California Funds Phonics