Thinking and Problem Solving

Solving online puzzles, riddles, and brainteasers are a great way to increase reasoning and problem solving. Discussing the problem and possible solutions boosts your brainpower and expressive language skills. Here are a few of Mrs. DeYoung's favorite brainteaser websites:

http://school.discoveryeducation.com/brainboosters/

http://kids.niehs.nih.gov/braint.htm

http://www.mindbreakers.com/

http://kids.mysterynet.com/

Reading Between the Lines/ Interpreting Text

In preparing for the ISAT assessments, this week language groups focused on interpreting what they read. The students read stories similar to passages on the ISAT and discussed how the author used details to convey meaning. (For example, when a writer describes the character's actions, the reader can interpret how the character is feeling. ) Group members were asked to summarize what the passages said and then explain the significance of the story events or tell why certain facts in a nonfiction article are important. Students with comprehension deficits often have difficulty making inferences in order to understand the writer's intent. Other children may be able to understand implied meaning, but struggle to put their thoughts into words. This activity provided an opportunity for pupils to develop critical thinking and then to express their conclusions.

Parents can help their children improve these skills by discussing reading selections with them and focusing on the inferences. Encourage your child to "read between the lines" to discover what the author is trying to communicate. Discussion questions may include:

• What does the author mean?
• What does this section tell you about the character?
• Why is this fact important?
• What is the purpose of this story? and most importantly...
• What can you learn from this passage?

At the recent American Speech and Hearing Association convention, one speaker told the audience of school speech-language pathologists, " Make the implicit explicit!" It was good advice- not only for those of us who teach students with language disorders, but also for parents who want to help their students comprehend and produce meaningful language.

February 2-6

Artic. Groups: This week students who are focusing on speech carryover skills handed in their January calendars in which they rated their speech last month. They have received new calendars and are setting speech goals for February. Some of the students have found it challenging to evaluate their own strengths and weaknesses. They are thinking of specific ways they can improve their communication at home or at school.

Other artic. groups continue to practice self-monitoring. They are making progress listening to themselves and identifying their own errors. Many of these children are beginning to need fewer reminders during small group discussions as well as when they practice word and sentence lists. At this point, students often speak at a slower rate in order to enunciate. Mrs. DeYoung is encouraging some children who are doing well with self-monitoring to increase their rate of speech and speak clearly so that they sound more natural when they talk.

Language Groups: Third graders have enjoyed playing "The Guessing Game" (similar to playing 20 Quesitons) to practice describing critical attributes and forming questions. This activity helps to develop analytical thinking skills as well as improve grammar.

The fourth grade language group reviewed science vocabulary about the animal kingdom. They are comparing and contrasing different types of animals and learning the terminology of classification. Next week students will complete a worksheet using the new vocabulary.

Older students have read a sample extended response and identified the necessary parts of the essay (main idea, text proof, interpretation, and extension). Mrs. DeYoung is showing them actual examples of student writing to demonstrate how they can apply target skills in their own work.