This book uses curricular content and middle-school lesson formats to help students transfer language learning to the classroom and meet testing requirements.
- Improve language-based classroom and testing performance
- Respond accurately to a variety of questions
- Comprehend and use more complex forms of grammar and vocabulary in an academic context
- Understand multiple-meaning words and figurative language
- Develop reasoning skills needed for middle-school academic requirements
The language lessons teach students to associate and apply information to a variety of contexts and respond to academic/testing questions accurately. Students learn 1,555 words from the social studies, science, language arts, math, geography, political science, and history curricula. Age-appropriate articulation lessons with a language approach are included for the r, s, z, l, and th sounds.
- Vocabulary – using context to determine meaning, testing words, curricular vocabulary, and more
- Comprehension – identifying flag words, identifying and understanding sequence words, identifying passive voice sentences, and more
- Expression – asking questions, relating events, using complete sentences, and giving directions
- Grammar & Syntax – irregular plural nouns, past tense verbs, and comparatives; subject and verb agreement; whose vs. who's; and more
- Multiple Meanings – words, phrases, and sentences
- Figurative Language – identifying, explaining, associating, and using figurative language
- Reasoning – comparing and contrasting, analogies, general vs. specific terms, inferencing, and more
- Language Skills & Articulation – synonyms, antonyms, prefixes, and parts of speech
Copyright © 2002
I have been purchasing materials from LinguiSystems for years now, and they've never let me down! The materials are high quality and very functional. My favorite series is the "No-Glamour" series. No-Glamour Middle School is wonderful. The book covers many skill levels with many fun and interesting activities for each level!
Kathleen Anne Smith, SLP
- 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 aids (Kester-Phillips, Foote, & Harper, 2008).
- Dockrell, Lindsay, and Connelly (2009) found that adolescents with specific language impairment (SLI) showed limited growth in their written language abilities in the middle school years which is associated with limited oral vocabulary development.
- Spoken and written grammatical abilities were found to be quantitatively different in school-aged children with SLI in comparison to age- and language-matched children. Judgment of syntax was a language measure continued in weakness despite other language measures improving within the SLI population (Gillam & Johnston, 1992).
- Five components of instruction needed to address older students who are struggling to read include word study, fluency, vocabulary, comprehension, and motivation (Roberts, Torgesen, Boardman, & Scammacca, 2008).
- A study by Feng and Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.
No-Glamour Language Middle School incorporates these principles and is also based on expert professional practice.
Dockrell, J.E., Lindsay, G., & Connelly, V. (2009). The impact of specific language impairment on adolescents' written text. Exceptional Children, 75(4), 427-446.
Feng, S., & Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders' writing. Reading Improvement, 42(2) 67-72.
Gillam, R.B., & Johnston, J. (1992). Spoken and written language relationships in language/learning impaired and normally achieving school-age children. Journal of Speech and Hearing Research, 35, 1303-1315.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
Roberts, G., Torgesen, J.K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research & Practice, 23(2), 63-69.