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
- 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
Language for Thinking Grades 1-3, Behavioral Objectives Book
Language for Thinking, Mastery Test Package
Language for Thinking, Skills Folder Package (for 15 students)
Language for Thinking, Teacher Materials
Language for Thinking, Additional Answer Key
Language for Thinking, Additional Teacher's Guide
Language for Thinking, Teacher Presentation Book A
Language for Thinking, Teacher Presentation Book B
Language for Thinking, Teacher Presentation Book C
Language for Thinking, Student Picture Book
Language for Thinking, Workbook (Package of 5)
Showing of Results
Showing of Results
Additional Details & Resources
- 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
- Delano, California ELL Students Outscore District
ELL students at Fremont Elementary outperformed district comparisons in Reading scores after adopting McGraw-Hill direct instruction.
- Milwaukee Elementary Nearly Doubles Reading Scores
This report shows drastic improvement in Reading assessment scores of students at Honey Creek Elementary School who use McGraw-Hill direct instruction in the classroom
- Direct Instruction Helps Milwaukee Schools Increase Reading Scores
This report shows drastic improvement in Reading assessment scores of students in Milwaukee Public Schools who use McGraw-Hill direct instruction in the classroom
- Old West End Academy Grade 3 Students Score 100% on Ohio Reading Test
Students at Old West Academy attained a 100% proficiency level in Reading after adopting McGraw-Hill's direct instruction program.
- California Reading First School Uses Direct Instruction as an Intervention Tool
This report shows the positive gains in using McGraw-Hill direct instruction as an intervention tool. Students at Santa Lucia Elementary School show a significant increase in English Language Development scores.
- Horizons and Language for Learning Close Achievement Gap
This report shows how the achievement gap at Vallivue School District was closed among students with limited English proficiency after using Horizons and Language for Learning.
- Direct Instruction Drives Success for Bilingual Students at Houston Elementary School
This report shows the improved assessment scores of bilingual students at Houston Elementary School who use Language for Learning in the classroom