Help your students use language to think independently, reason logically, and solve problems. With these lessons, they'll be able to follow classroom discussions, give relevant answers to questions, and boost their classroom and social confidence.
- Recognize key characteristics and associate, compare, and contrast ideas and things
- Learn to classify, understand exclusion statements, and sequence by attribute
- Use effective language to ask appropriate questions and share information, ideas, explanations, and opinions
You'll love the expansive range of specific language and reasoning skills in one huge book. The units are arranged in a developmental hierarchy. The question types reflect classroom, textbook, and standardized test formats. There are a variety of learning formats in the task items to help students understand and practice targeted skills. Most of the responses are oral. A Pretest/Posttest at the beginning of each unit lets you easily identify weaknesses and track progress.
- Comparing and Contrasting
- Answering True/False Questions
- Answering Wh- Questions
- Predicting Outcomes
- Determining a Missing Event
- Making and Explaining Inferences
- Identifying Causes of Events
- Identifying Problems and Solutions
- Imagining and Role Projection
- Stating Opinions
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- 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).
- 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).
- Questioning is the core of critical reflection. It prompts students to engage in a research process that fosters higher-order thinking skills and social-moral attitudes (Daniel et al., 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).
No-Glamour Language & Reasoning 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.
Daniel, M.F., Lafortune, L., Pallascio, R., Splitter, L., Slade, C., & de la Garza, T. (2005). Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years. Communication Education, 54(4), 334-354.
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 May 1, 2009, from http://www.yale.edu/ynhti/curriculum/units/1995/1/95.01.05.x.html