Focus on basic sequencing skills, and then apply them to a variety of classroom tasks. Whether it's sequencing words, steps in a task, or events in a narrative, students learn to think logically and talk about what they are doing.
- Improve language-based thinking and problem solving
- Logically sequence words, numbers, and information
- Sequence story pictures and story text
The book begins with simple activities like sequencing numbers, patterns, words in sentences, and steps in a task. Activities advance to sequencing by quantity, length, size, time, and priority. Classroom skills include making a timeline, sequencing a life cycle, and sequencing story pictures and written stories.
The book is written in the proven format of the Spotlight Series with:
- activities sequenced by complexity
- visual cues that are gradually faded
- skills defined in student-friendly terms
- a variety of curricular and daily living topics
- simple sentence structure and vocabulary so students can focus on learning the concepts
- minimal writing requirements in the beginning lessons
- a pretest/posttest
You may purchase Spotlight on Reasoning & Problem Solving Sequencing individually or as part of the 6-book Spotlight on Reasoning & Problem Solving set. The 6-book set consists of:
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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).
Spotlight on Reasoning & Problem Solving Sequencing 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 April 8, 2009, from http://www.yale.edu/ynhti/curriculum/units/1995/1/95.01.05.x.html