Visual representations of the main ideas of information text (frames) help middle-grade students learn from reading. A study investigated frame development by middle-grade teachers. Twenty-seven teachers worked alone and collaboratively to frame experimental passages that had been selected from content area textbooks in social studies and science. Their conversations were also audiotaped. Results indicated that for each content area text, 75% of the frames used the same basic formats and represented the same major ideas from text. Frames varied considerably, however, in accuracy and completeness of representing subordinate concepts and in explicit use of text terms. Results also showed that collaboratively produced frames generally had higher degrees of completeness, accuracy, and explicitness than did frames produced by individual teachers. Analysis of the frames and the audiotaped conversations revealed the challenges of the framing process and the results of collaborative work. Suggestions for teachers on developing frames include: (1) think about text structure and frame formats when reading; (2) use ready-made frame formats or develop regular frame formats; (3) work with another person; (4) check text for accuracy and information; (5) be sensitive to problems with text; and (6) make frames simple and unified. (Eight figures of frames are included and 17 references are attached.) (PRA)