Language for Thinking 2002

Grade Levels: 1-3
Language for Thinking builds upon the concepts, vocabulary, and statement patterns introduced in Language for Learning. Carefully organized sequences of activities, exceptional vocabulary development, extensive practice, sequencing and retelling exercises, and inference activities set the stage for reading comprehension and the grammatical analysis of written language.

About the Program

 Features:

  • Carefully organized sequences of exercises, including Classification, True/False, Analogies, and Absurdity that emphasize reasoning and critical thinking
  • Exceptional vocabulary development including work with homonyms, synonyms, opposites, and definitions
  • Many opportunities to use vocabulary words and concepts imbedded in sentences
  • Extensive practice with word usage including forming contractions and "untangling" sentences with double negatives
  • Sequencing and retelling exercises that challenge students to remember important details
  • Inference activities that require students to draw conclusions and explain their answers
  • Placement Test and 15 Program Assessments ensure that children are working on concepts appropriate for their ability


Program Components

  • Language for Thinking Grades 1-3, Behavioral Objectives Book
    Language for Thinking Grades 1-3, Behavioral Objectives Book
  • Language for Thinking, Mastery Test Package
    Language for Thinking, Mastery Test Package
  • Language for Thinking, Skills Folder Package (for 15 students)
    Language for Thinking, Skills Folder Package (for 15 students)
  • Language for Thinking, Teacher Materials
    Language for Thinking, Teacher Materials
  • Language for Thinking, Additional Answer Key
    Language for Thinking, Additional Answer Key
  • Language for Thinking, Additional Teacher's Guide
    Language for Thinking, Additional Teacher's Guide
  • Language for Thinking, Teacher Presentation Book A
    Language for Thinking, Teacher Presentation Book A
  • Language for Thinking, Teacher Presentation Book B
    Language for Thinking, Teacher Presentation Book B
  • Language for Thinking, Teacher Presentation Book C
    Language for Thinking, Teacher Presentation Book C
  • Language for Thinking, Student Picture Book
    Language for Thinking, Student Picture Book
  • Language for Thinking, Workbook (Package of 5)
    Language for Thinking, Workbook (Package of 5)
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To learn about the specific purchase options for this program, please contact our Customer Service team at 800-338-3987

Additional Details & Resources

Research Base

  • Direct Instruction and Teaching of Early Reading
    This report summarize some of the research supporting the use of Direct Instruction to teach early reading skills. It also discuss some of the barriers educators face when attempting to implement Direct Instruction, specifically proponents of whole language teaching. Finally, researchers describe schools and teachers in Wisconsin that have achieved excellent results with Direct Instruction and how this is changing the minds of many critics.
  • Special Education and Direct Instruction
    Research shows strong evidence of success when Direct Instruction programs are used with students with special needs. In fact, Direct Instruction is one of only seven interventions proven effective (Forness, Kavale, Blum & Lloyd, 1997). With its research-supported design and systematic delivery, Direct Instruction is often referred to as a program for special education or at-risk students.
  • The Research Base and Validation of Direct Instruction Language Programs
    This report shows the seventeen studies have been published in peer-reviewed journals, 16 of which were group design studies (pre-experimental, quasi-experimental, experimental) and one of which was single case (A-B). All examined the effectiveness of one or more of the Direct Instruction language programs across a wide variety of settings and populations. All studies are described in the narrative.

Evidence of Success