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
|Describing||Cause and Effect||Summarizing|
|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:
- 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
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
- 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 www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf