The content of this book is entirely ready-to-use practice activities for classroom language skills. Target reasoning, sequencing, cause and effect, problem solving, and inferencing.
- Improve skills in reasoning, sequencing, cause and effect, problem solving, opinions, and inferencing
- Become skilled communicators
The 100% Series boost language performance with:
- a broad scope of skills
- developmental hierarchy of activities
- lots of content on every page
100% Language Primary helps students understand and use language more effectively. The lessons are organized into six language skill areas. Each skill area consists of 24 one-page activities with teaching suggestions, a progress chart, and a family letter. The skill areas and lessons within them are organized in developmental order.
Answer wh- and yes/no questions and make predictions that require basic reasoning. Visual supports are provided initially and then gradually fade away.
Learn the vocabulary of sequencing. Improve patterning, following directions, and the sequencing of stories and events.
- Cause & Effect
After an introduction to cause and effect situations, students practice identifying and explaining cause and effect.
- Problem Solving
Use language skills to identify, understand, solve, and avoid problems.
Practice expressing opinions, preferences, and ideas.
Apply prior knowledge to new information and make a reasonable deduction.
Copyright © 2001
- Reasoning and critical thinking are necessary skills for competence across the curriculum. They require students to examine, relate, and analyze all aspects of a problem or situation. Students engaged in critical thinking must make associations that connect problems with their prior knowledge (Pellegrini, 1995).
- 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).
- Students should cite the evidence they used to draw conclusions in order to make the implicit process [of making inferences] more explicit (Borné, Cox, Hartgering, & Pratt, 2005).
- Explicitly teaching and reinforcing inference-making leads to better outcomes in overall text comprehension, text engagement, and metacognitive thinking (Borné, Cox, Hartgering, & Pratt, 2005).
- Effective vocabulary instruction strategies actively engage the student and require higher-level cognitive processing. These strategies include: using new words in novel sentences based on connections to prior knowledge, identifying synonyms and antonyms, analyzing word features, and using visual aides (Kester-Phillips, Foote, & Harper, 2008).
100% Language Primary incorporates these principles and is also based on expert professional practice.
Borné, L., Cox, J., Hartgering, M., & Pratt, E. (2005). Making inferences from text [Overview]. Dorchester, MA: Project for School Innovation.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
Little, C. (2002). Reasoning as a key component of language arts curricula. The Journal of Secondary Gifted Education, 13(2), 52-59.
Pellegrini, J. (1995). Developing thinking and reasoning skills in primary learners using detective fiction. Yale-New Haven Teachers Institute, 1. Retrieved June 4, 2009, from http://www.yale.edu/ynhti/curriculum/units/1995/1/95.01.05.x.html