These ready-to-use lessons give your upper elementary and junior high students the practice they need to master language in six skill areas.
- Improve skills in reasoning, sequencing, cause and effect, problem solving, opinions, and inferencing
The 100% Series boost language performance with:
- a broad scope of skills
- hierarchy of activities
- hefty amounts of practice
100% Language Intermediate helps students understand and use language more effectively. The 170 one-page lessons help students learn to apply language skills to the classroom. 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.
Learn the vocabulary of sequencing and understand time concepts. Improve patterning, following directions, and the sequencing of stories and events.
- Cause & Effect
Understand the cause/effect relationship and the consequences of their actions on themselves and others. Identify the chain of events that might occur so better decisions are made.
- Problem Solving
Use language skills to identify, understand, solve, and avoid problems. Activities are provided with and without picture supports.
Differentiate fact from opinion. Practice expressing opinions, preferences, and ideas. The activities require verbal and written responses.
Apply prior knowledge to new information based on what is seen and heard, and make a reasonable deduction. Activities are provided with and without picture supports.
Students restate information in their own words. They begin by using synonyms and progress to restating information in phrases, sentences, and directions.
Copyright © 2004
- 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).
- Students should cite the evidence they used to draw conclusions in order to make the implicit process [of making inferences] more explicit (Bornè, Cox, Hartgering, & Pratt, 2005).
- Explicitly teaching and reinforcing inference-making leads to better outcomes in overall text comprehension, text engagement, and metacognitive thinking (Bornè, 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 aids (Kester-Phillips, Foote, & Harper, 2008).
- Paraphrasing increases text comprehension and proves whether important ideas were understood. Good paraphrasing communicates original ideas through one's own words and phrasing (Fisk & Hurst, 2003).
100% Language Intermediate incorporates these principles and is also based on expert professional practice.
Bornè, L., Cox, J., Hartgering, M., & Pratt, E. (2005). Making inferences from text [Overview]. Dorchester, MA: Project for School Innovation.
Fisk, C., & Hurst, B. (2003, October). Paraphrasing for comprehension. The Reading Teacher, 57(2), 182-185.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
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