LinguiSystems home
100%® Language Intermediate
Ages: 9-14   Grades: 4-9

These ready-to-use lessons give your upper elementary and junior high students the practice they need to master language in six skill areas.

Outcomes

  • Improve skills in reasoning, sequencing, cause and effect, problem solving, opinions, and inferencing
Book
#31007
$47.00
Add to Cart
** This is a Cloud E-Book that is accessible from any device with Internet access. .

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. 

  • Sequencing
    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. 
  • Opinions
    Differentiate fact from opinion.  Practice expressing opinions, preferences, and ideas.  The activities require verbal and written responses. 
  • Inferencing
    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. 
  • Paraphrasing
    Students restate information in their own words.  They begin by using synonyms and progress to restating information in phrases, sentences, and directions. 

Copyright © 2004

Components
183 pages, answer key
  • 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.

References

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

Author(s)

Patti Halfman

Biography

Patti Halfman, M.A., CCC-SLP, is a speech-language pathologist who spends her work day talking with LinguiSystems customers.  Before joining the staff of LinguiSystems, Patti worked in various school settings helping children in preschool through high school.

100% Language Intermediate is Patti's third publication with LinguiSystems.  She is also the author of 100% Language Primary and co-author of Scissors, Glue, and Vocabulary, Too!

Introduction

Do your students struggle with language tasks?  Do they experience difficulty mastering basic language skills?  If so, they are undoubtedly frustrated with our complex language.  Oftentimes, older students find themselves lost in the language or feel left behind in the midst of a group engaged in general conversation.  The demands of our language require us to process so much information that when we are unable to keep up, we fail to understand what is going on or being said.  Because students with poor language skills don't make natural connections between what they see and know, they may not "get" knowledge that is obvious to most people or that most of us think of as just plain common sense.  

Unfortunately, students who have trouble with basic language skills and just don't seem to "get" it will probably experience difficulty with self-expression, decision-making, social development, reading, and math.  However, if you can intervene and help make these language tasks manageable and more automatic for your students, their road to success will be much smoother.  100% Language Intermediate is full of ready-to-use activities designed to help you do just that.  Once your students learn these skills and begin to understand and use language more effectively, they will become more successful in other areas as well.

100% Language Intermediate is divided into six language areas that progress in difficulty throughout each unit:

  • Sequencing
  • Cause & Effect
  • Problem Solving
  • Opinions
  • Inferencing
  • Paraphrasing

Each unit includes the following components:

Overview
The overview offers a brief description of the unit, additional suggestions for introducing the unit and using the activity pages, and expansion activities to help you provide opportunities for your students to generalize what they've learned.

Progress Chart
The progress chart is a tool you can use to keep track of the activities a student has completed and record any comments you might have on his performance.

Activity Pages
The activities are designed for one-on-one or classroom use with students ages 9-14.  The pages progress in difficulty throughout each unit.  Some of them contain pictures to give the student clues to the answers; however, they generally do not provide answers to the questions.  The pictures may also be beneficial when working with ESL students or students who have a more limited vocabulary.

These activity pages allow the student to practice both verbal and written language situations.  Many of the activity pages provide the opportunity for the student to give a written response.  As students get older, written tasks are more prevalent.  Students who have difficulty with general language tasks often have difficulty applying language to written tasks.  Other pages are intended to be answered orally; however, you may choose to incorporate writing into these tasks by having students write their responses on a separate sheet of paper.  Likewise, you may also choose to change the directions on activity pages that require the students to provide written responses and instead instruct them to respond orally.

Activities 23 and 24 in each unit are included to provide students with opportunities to apply the targeted language skills to more real-life situations.

Parent/Caregiver Letter
A family letter has been provided for each unit telling parents and caregivers what the child has been learning.  There are also some activity ideas for family members to use to help the student continue practicing a particular skill at home.

As you work through the units in 100% Language Intermediate, you may notice that there are some similarities across language areas.  This is because the targeted language skills are not pure in themselves, but rather, they build one upon the other.  I've attempted to separate the tasks enough so that students can focus on one area of language at a time, thereby strengthening it to improve their overall language.

I hope you and your students enjoy this simple approach to improving language comprehension.

Patti