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No-Glamour® Language Elementary
Ages: 5-11   Grades: K-6

The scope and organization of this big book of language lessons make it an essential therapy item!


  • Use language to convey information, ideas, and problem-solve
  • Improve social language
  • Improve language skills for the classroom
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*The CD contains the complete book.  All pages are printable.
** This is a Cloud E-Book that is accessible from any device with Internet access. .

The 334 activities (368 pages total) are arranged in developmental order within 18 essential language skill areas:

Describing Cause and Effect          Summarizing
Classifying Sequencing Giving Reasons
Comparing Riddles Opinions
Antonyms Predicting Multiple Meanings
Synonyms Paraphrasing Idioms
Following Directions         Main Idea Analogies


For each of the skill areas, you'll get 14-20 pages of activities.  Tasks progress in difficulty within each skill area.  Activities begin with easier, picture-based exercises and move toward more text-based exercises for higher-level students.  The tasks are presented in a variety of learning formats including:

  • fill-in-the-blanks
  • circle the correct answer
  • complete a chart
  • multiple-choice questions

Besides using the activities in direct instruction, No-Glamour Language Elementary works well for take-home assignments, classroom language improvement, and teaching English Language Learners.

Copyright © 1998

368 pages, answer key

I have been purchasing materials from LinguiSystems for years now, and they've never let me down!  No-Glamour Language Elementary is wonderful.  It teaches all the skills that are necessary for all language arts subjects like classifying, following directions, and understanding the "main idea" of a paragraph or short story.  It covers many skill levels with fun and interesting activities for each level.

Kathleen Anne Smith, SLP
Urbana, OH

  • Reasoning skills encourage critical thinking and meta-awareness of internal thought processes.  Reasoning skills support students' logical judgments based on conscious reflection and sensitivity to multiple viewpoints (Little, 2002).
  • A systematic approach to teaching vocabulary, including direct and indirect instruction, teaches students that vocabulary is important for learning language and for reading (Beck, McKeown, & Kucan, 2002).
  • Explicitly teaching and reinforcing inference-making leads to better outcomes in overall text comprehension, test engagement, and metacognitive thinking (Borné, Cox, Hartgering, & Pratt, 2005).
  • Summarization is a skill that helps students identify main ideas and recall information needed to answer comprehension questions (NRP, 2000).
  • Standardized tests require students to predict, draw conclusions, elaborate, explain, and make analogies (McMackin & Lawrence, 2001).

No-Glamour Language Elementary incorporates these principles and is also based on expert professional practice.


Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guildford Press.

Borné, L., Cox, J., Hartgering, M., & Pratt, E. (2005). Making inferences from text [Overview]. Dorchester, MA: Project for School Innovation.

Little, C. (2002). Reasoning as a key component of language arts curricula. The Journal of Secondary Gifted Education, 13(2), 52-59.

McMackin, M.C., & Lawrence, S. (2001). Investigating inferences: Constructing meaning from expository texts. Reading Horizons, 42(2), 118-137.

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction-Reports of the subgroups. Retrieved November 6, 2009, from




A spirited group of writers from LinguiSystems collaborated on No-Glamour Language Elementary.  Together they have many years of experience educating and working with both the young and the old to improve their language skills.  In true LinguiSystems style, these authors also make it a priority to have fun with life and our language and hope that this philosophy is reflected throughout these pages.


Although No-Glamour Language Elementary isn't glamorous, it's far from dull!  We've written each and every page knowing that students like to have fun (and so do their teachers!).  No-Glamour Language Elementary gives students the opportunity to enjoy language while learning they can actually manipulate their environments with it.  What sport!

For each of the 17 sections, you'll get 14-20 pages of activities.  While most of these can be done independently, they are more entertaining and beneficial if you guide your students' work.  By bringing your language expertise to these pages, you'll awaken your students' natural curiosity about the twists and turns of our unique language.

Students will learn that comparing, contrasting, using antonyms, and using synonyms are all precursors to understanding and making analogies.  They'll relish discovering that words can have multiple meanings and that knowing synonyms makes paraphrasing easier and more interesting.  However you approach using No-Glamour Language Elementary, the outcomes regarding your students' language improvement will be obvious in their academic performance.

Besides using the activities in direct instruction, try No-Glamour Language Elementary for:

  • 10 minute take home assignments
  • general classroom language improvement
  • parent-student instruction (sent home with the student to improve student AND parent language skills)
  • teaching English as a second language
  • peer teaching
  • student mentor teaching with a younger, language delayed student
  • portfolio entries

Finally, we hope you find No-Glamour Language Elementary comprehensive.  This bunch o' book was a great team effort so we could bring you enough language activities for years to come.  Go ahead, use it like you would the Yellow Pages . . . over and over again until it's all worn out.

Carolyn, Paul, Lauri, Barb, Karen, Rosemary, Linda, Kelly, Nancy