Advanced Language

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K-2 Professional Development
Using multisyllabic words unassumingly; unusually
descriptive and using more adjectives than peers
Asking questions about words
Using similes, metaphors or analogies; rich imagery
Using the specific language of a discipline; using
more interesting adjectives and verbs in their
writing
Expressing similarities and differences readily,
insightfully, and complexly
Kingore, B. (2001) The Kingore Observation Inventory. 2nd ed. Austin: Professional Associates Publishing
Advanced Language Connections to the
Common Core…
Kindergarten
First Grade
Second Grade
Advanced
Language
Connection
RL. k.2- Retell familiar
stories including key
details.
RL.1.2- Retell familiar
stories including key
details and
demonstrate
understanding of the
central message or
lesson.
RL. 2.2- Recount stories
including key details
and determine their
central message or
lesson.
*uses advanced
vocabulary and
multisyllabic words.
*uses more adjectives
than age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
RL.k.4-ask and answer
questions about
unknown words.
RL.1.4-identify words
and phrases in stories
or poems that suggest
feelings or appeal to
the senses.
RL.2.4-describe how
words and phrases
supply rhythm and
meaning in a story,
poem, or song.
*uses advanced
vocabulary and
multisyllabic words.
*uses more adjectives
than age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
Kindergarten
First Grade
Second Grade
Advanced
Language
Connection
RL.k.9- Compare and
contrast the adventures
and experiences of
characters.
RL. 1.9- Compare and
contrast the adventures
and experiences of
characters.
RL.2. 9- Compare and
contrast two or more
versions of the same story.
*uses advanced
vocabulary and
multisyllabic words.
*uses more adjectives than
age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
*uses similes, metaphors,
or analogies
*responses reflect
insightful and complex
though.
RI.k.2- Identify the main
topic and retell key details
of a text.
RI.1.2- Identify the main
topic and retell key details
of a text.
RI.2.2- Identify the main
topic of a multi-paragraph
text as well as the focus of
specific paragraphs.
*uses advanced
vocabulary and
multisyllabic words.
*uses more adjectives than
age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
Kindergarten
First Grade
Second Grade
Advanced
Language
Connection
RI.k.3- Describe the
connection between two
individuals, events, ideas
or pieces of information in
a text.
RI.1.3- Describe the
connection between two
individuals, events, ideas
or pieces of information in
a text.
RI.2.3- Describe the
connection between a
series of historical events,
scientific ideas or concepts
or steps in a technical
procedures in a text.
*uses advanced vocabulary
and multisyllabic words.
*uses more adjectives than
age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
*uses similes, metaphors,
or analogies
*responses reflect insightful
and complex though.
RI.k.4-ask and answer
questions about unknown
words.
RI.1.4 – ask and answer
questions to help
determine or clarify the
meaning of words and
phrases in a text.
RI.2.4-determine the
meaning of words and
phrases in a text relevant to
grade 2 topic or subject
area.
*uses advanced vocabulary
and multisyllabic words.
*uses more adjectives than
age peers
*responses reflect insightful
and complex though.
*uses specific language of a
discipline
Kindergarten
First Grade
Second Grade
Advanced
Language
Connection
RI.k.9- Identify basic
similarities and differences
between two texts on the
same topic.
RI.1.9- Identify basic
similarities and differences
between two texts on the
same topic.
RI.2.9- Compare and
contrast the most
important points presented
by two texts on the same
topic.
*uses advanced vocabulary
and multisyllabic words.
*uses more adjectives than
age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
*uses similes, metaphors,
or analogies
*responses reflect insightful
and complex though.
W.k.3- Use a combination
of drawing, dictating and
writing to narrate a single
event or several loosely
liked events in the order in
which they occurred and
provide reaction to what
happened.
W.1.3- Write narratives in
which they recount two or
more appropriately
sequenced events , include
some details regarding
what happened, use
temporal words to signal
event order, and provide
some sense of closure.
W.2.3- Write narratives in
which they recount a wellelaborated event or short
sequence of events, include
details to describe actions,
thoughts , and feelings use
temporal words to signal
event order, and provide
some sense of closure.
*uses advanced vocabulary
and multisyllabic words.
*uses more adjectives than
age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
*uses similes, metaphors,
or analogies
*puts new twist on
traditional ideas.
Kindergarten
First Grade
Second Grade
Advanced
Language
Connection
SL.k.4- describe familiar
people, places, things, and
events and with prompting
and support, provide
additional detail.
SL.1.4- describe people,
places, things, and events
with relevant details,
expressing ideas and
feelings clearly.
SL.2.4- tell a story or
recount an experience with
appropriate facts and
relevant, descriptive
details, speaking audibly in
coherent sentences.
*uses advanced vocabulary
and multisyllabic words.
*uses more adjectives than
age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
SL.k.5- Add drawings or
other visual displays to
descriptions as desired to
provide additional details.
SL.1.5- Add drawings or
other visual displays to
descriptions when
appropriate to clarify ideas,
thoughts, and feelings.
SL.2.5-Create audio
recordings of stories or
poems; add drawings or
other visual displays to
stories or recounts of
experiences when
appropriate to clarify ideas,
thoughts or feelings.
*uses advanced vocabulary
and multisyllabic words.
*uses more adjectives than
age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
*uses language of a
discipline
Kindergarten
First Grade
Second Grade
Advanced
Language
Connection
L.k.4-Determine or clarify
the meaning of unknown
and multiple meaning
words and phrases.
L.1.4-Determine or clarify
the meaning of unknown
and multiple meaning
words and phrases
choosing flexibly from an
array of strategies.
L.2.4-Determine or clarify
the meaning of unknown
and multiple meaning
words and phrases
choosing flexibly from an
array of strategies.
*uses advanced vocabulary
and multisyllabic words.
*uses more adjectives than
age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
*uses language of a
discipline
L.k.5- Explore word
relationships and nuances
in word meanings.
L.1.5- Demonstrate
understanding of word
relationships and nuances
in word meanings.
L.2.5- Demonstrate
understanding of word
relationships and nuances
in word meanings.
*uses advanced vocabulary
and multisyllabic words.
*uses more adjectives than
age peers
*uses rich imagery,
unusually descriptive
*uses more interesting
verbs in their writing
*uses language of a
discipline
*uses similes, metaphors,
or analogies.
Work Sample: What Makes A Good Leader by Jerome
A good leader must be intelligent kind and listen to other
people. I think I am a good leader. I get a lot of hundreds
on my work and I am responsible. Jason, Sherril and other
kids in my class say I’m smart. Friday is kickball day.
They pick me for captain because I pick girls and boys for
my team. I’m fair. Sometimes they argue and grumble
about the kick. I stop the argument by telling them lets
vote. My class picked me for student council. I had to
write a speech and make signs. I organized some of my
friends to help me. I like going to student council. Its like
being in congress. We tell are ideas and vote for the one we
want. Some day I want to be a congress man. I would be
fair and make good laws. The End.

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
Uses advanced
vocabulary and
multisyllabic words
Uses more adjectives
than age peers
Puts new twists on
traditional ideas
Uses rich imagery,
unusually descriptive
Uses similes,
metaphors, or analogies
Uses more interesting
verbs in their writing
Uses specific language
of a discipline
What Makes A Good Leader by Jerome
A good leader must be intelligent kind and
listen to other people. I think I am a good
leader. I get a lot of hundreds on my work
because I am responsible. Jason, Sherril and
other kids in my class say I’m smart. Friday
is kickball day. They pick me for captain
because I pick both girls and boys for my
team. I’m fair. Sometimes they argue and
grumble about the kick. I stop the argument
by telling them lets vote. My class picked me
for student council. I had to write a speech
and make campaign signs. I organized some
of my friends to help me. I like going to
student council meetings. Its like being in
congress. We tell are ideas and vote for the
one we want. Some day I want to be a
senator. I would be fair and make good laws
that help everybody. The End.
Check out some examples and strategies that
you could use in your classroom…

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Read aloud daily to students. It enriches their vocabularies,
background knowledge and gives them something to think about.
Choose a new, enriching word to accent each week. As a class,
discuss it, use it in sentences, role play, act it out.
Have students illustrate more advanced nouns.
Have students write and perform a short play, puppet show, or
readers’ theater.
Have students write words in such a way that the visual
representations illustrate what the word means. Have students
create word visualizations for every letter of the alphabet.
Have students write a sentence that is composed of words in
alphabetical order. (Some use of connecting words is permitted.)
Kingore, B. (2001). The Kingore Observation Inventory. 2nd ed. Austin: Professional Associates
Publishing

Questioning:
1. Teachers asking questions like…
- What words did the author use that you really liked? Why? and
Why do you think the author used that particular word? Why?
- What word or phrase is most important?
- Do you agree or disagree with the main idea or value in this text?
- How does this story relate to another story we have previously
read?
- How do the ideas in the text relate to today?
- What might be another good title for this story? Why?
- What if? Example: What if you were the main character in the
story – defend your actions and feelings in the story.
- After reading the text, what questions would you like to ask the
author?

Questioning, cont.
2. Students taking responsibility for asking their own
questions allows them to be more productive and engaged in
their learning process. Teachers can place the question stems
on the board and the students will create their own questions
using the stems.
3. Teachers give students an answer and the students have to
create one or more questions. Ex: The answer is “round”.
What are the questions?

Fluency, Originality, Flexibility and
Elaboration: Students come up with ideas
(fluency), combine ideas in new ways or come
up with unusual ideas (originality), then
categorize and develop their ideas (flexibility
and elaboration).
Examples: Thinking Maps, TABA (Hilda
Taba’s Concept Development) Lessons,
SCAMPER
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
Thinking Maps are visual patterns that allow
us to have a concrete image of abstract
thoughts.
Hyerle, David, Ed.D. and Yeager, Chris, M. Ed. (2007), Thinking Maps: A Language for
Learning

TABAConcept Development Model by Hilda
Taba is used to enhance the thinking skills of
students. It gives students practice in
categorizing and developing, extending
concepts and making generalizations.

Concept Formation
Phase 1: Identifying and listing
You might ask the following: What did you see? What do
you know about...? What do you notice about how they
look- what are some ways that they are the same? How
are they different?
 For the lower grades you would begin with pictures and
manipulatives. The upper grades would use words.
 Examples of manipulatives:
* an assortment of buttons
*pictures of animals
*Primary PETS series (Sybil’s creatures or Limpets pgs 9092)

Phase 2: Grouping

Do any of these go together? Why?
Phase 3: Categorizing (labeling of the groups)

How would you name these groups? Why?
Phase 4: Regrouping

What other/different ways can you group items? Could
some of these belong in more than one group? Why?
Phase 5: Synthesize

Summarize information and form generalizations

SCAMPER is an acronym to assist the
brainstorming of new ideas and promote
looking at old thoughts in new ways.
Example: The Very Hungry Caterpillar by Eric Carle
Substitute: Make up a funny story titled “The Very Hungry Tadpole.”
Combine: What happens if the Very Hungry Caterpillar is following
other caterpillars and they keep eating all the food before he gets to
it? What does he say or do? How does he feel?
Adapt: Study real caterpillars and retell the story so the Very Hungry
Caterpillar only eats what real caterpillars eat.
Modify: Continue the story after the Very Hungry Caterpillar becomes a
butterfly. Tell what happens next until a new egg is laid.
Minify: (Show the size of a caterpillar egg.) What hatches from eggs that
are smaller? Tell a story about how the world appears to them.
Magnify: (Show the size of a caterpillar egg.) What hatches from eggs
that are larger? Tell a story about how the world appears to them.
Put to other use: Make figures out of felt, retell the story on the
flannel board.
Eliminate: Eliminate Saturday’s food in the story. To continue
the pattern established in the book, figure out what food
item and how much of that item the Very Hungry
Caterpillar should eat instead.
Rearrange: Research how long it takes caterpillars to get big
enough to spin a chrysalis (not a cocoon). Rearrange the
story to that length of time.
Reverse: Retell it by reversing the sequence…At the end, there
was a beautiful butterfly. Before the butterfly was a
butterfly, it was a ________.
Kingore, B. (2001) The Kingore Observation Inventory. 2nd ed. Austin: Professional Associates
Publishing
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Visualization: Research studies have shown
that visualization greatly increases the level
and depth of comprehension of both spoken
and written words.
Examples: Squiggles, Through the Eyes of..,
Writing from a different point of view

Analogies: Give students a structure for
generating creative ideas, seeing complex
relationships, and making unusual
comparisons. Teachers can begin teaching
analogies with pictures, then move to words.
Examples: Finger is to Hand as Toe is to Foot
Directions: Complete each analogy using a word from the box.
hand hour cherries throw under big eye
book water plant car down square stop
1. In is to Out as Up is to ____________________ .
2. Go is to Green as Red is to ____________________ .
3. Wheel is to Bike as Tire is to ____________________ .
4. Land is to Dirt as Ocean is to ____________________ .
5. Apple is to Tree as Flower is to ____________________ .
6. Toe is to Foot as Finger is to ____________________ .
7. Day is to Month as Minute is to ____________________ .
8. Purple is to Grapes as Red is to ____________________ .
9. Word is to Sentence as Page is to ____________________ .
10. Small is to Large as Little is to ____________________ .
11. Three is to Triangle as Four is to ____________________ .
12. Smell is to Nose as Sight is to ____________________ .
13. Top is to Bottom as Over is to ____________________ .
14. Punt is to Kick as Pass is to ____________________ .
Analogies ©www.HaveFunTeaching.com
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Think Analogies by: Critical Thinking Co.
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Paideia, Socratic Seminar, Junior Great
Books: Students examine ideas logically
through open-ended questions
www.paideia.org
Socratic Seminar site
http://www.journeytoexcellence.org/practice
/instruction/theories/miscideas/socratic/
Explore authentic text: Ex: historical speeches,
personal diaries, personal letters, essays
Kindergarten Lesson
The Sneetches by Dr. Seuss
Big Ideas: friendship, emotion, greed, jealous, judgment, desire, love, equality, and
wealth
Pre-Seminar Activities: Act out story. Introduce vocabulary: contraption, snoot, peculiar,
clambered, guaranteed
Seminar Questions:
Opening:
1)
Do you think the Star Bellied Sneetches are really happy?
2)
Why/why not?
Core:
1)
Do you think the Star Bellied Sneetches were better than the Plain Bellied Sneetches?
Why/why not?
2)
Do you think Sylvester McMonkey McBean was really trying to help the Sneetches?
Why/why not?
3)
Do you think Sylvester McMonkey McBean was really trying to help the Sneetches?
Why/why not?
Closing:
1)
If you see people treating other people badly, what could you do to make them feel
special?
Post Seminar Activity
Complete this sentence and illustrate your sentence. Why I want to be a Star Bellied
Sneetch…
First Grade Lesson Plan
The Lorax by Dr. Seuss
Big Ideas: ecology, world, nature, duty, science, citizenship, beauty,
knowledge
Pre-Seminar Activities: Plant rye grass. Go see the Lorax movie in
theatre.
Seminar Questions:
Opening:
1)
Do you think that the Onceler was a good man or a bad man?
2)
Why/why not?
Core:
1)
What do you think the boy did with the Truffula seed?
2)
What is one adjective you would give to describe the Onceler?
3)
If you were the Lorax, what would you say to make the Onceler
stop cutting down the Truffula trees?
Closing:
1)
What do you think we can do to help the trees?
Post Seminar Activity
Write and illustrate what you would do to help the trees.
By: Evelyn Schlick
Second Grade Lesson Plan
Horton Hatches the Egg by Dr. Seuss
Big Ideas: patience, loyalty, perseverance, responsibility, trust, courage, nature, family,
happiness, justice
Pre-Seminar Activities: Discuss any background information that they have on elephants.
Discuss eggs and what conditions are necessary fro an egg to successfully hatch.
Seminar Questions:
Opening:
1)
What message or lesson do you think Dr. Seuss wanted to tell or teach readers by
writing this story?
2)
Explain why you feel this way?
Core:
1)
Why do you think Mayzie chose Horton to sit on the egg? What character qualities did
he possess?
2)
Do you think it is important to keep promises? Why or why not? When might a promise
need to be broken?
3)
Who do you think the egg rightfully belonged to- Mayzie or Horton? Why?
Closing:
1)
Have you ever had people make fun of you for doing what you felt was right? How did
it make you feel?
2)
Tell about a time that you broke a promise? How did it make you feel?
Post Seminar Activity
Students will solve Horton math problems and use pictures to show their solution strategy:
Horton was on the egg for 51 weeks. How many days is that? Is that more or less than a
year?

Evelyn Schlick
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Advanced levels of vocabulary and word
study: Use similes and metaphors to increase
vocabulary
Demonstrate examples of superior work to
provide concrete models of advanced
products: PowerPoint, Think-Tac-Toes,
Reports
Allow intellectual peers to pursue advanced
content in similar interests: Independent
Study

A My Name is Alice by Jane Bayer, uses multisyllable words. 1. Create additional rhymes by
adding one or more adjectives that start with
the same letter. 2. Add an adverb that starts
with the same letter to each sentence. 3. Create
alliterative sentences that tell about each
student’s life and interests.
Kingore, B. (2001). The Kingore Observation Inventory. 2nd ed. Austin:: Professional Associates Publishing.

Some Smug Slug by Pamela Duncan Edwards
uses multi-syllable words and rich imagery. 1.
Select a page on which to insert another
appropriate word beginning with specific
letter. 2. Create alliterative adventures using
other letters of the alphabet. 3. Which parts of
the story are fact and which are fantasy?
Kingore, B. (2001). The Kingore Observation Inventory. 2nd ed. Austin:: Professional Associates Publishing.

A Pinky is a Baby Mouse: And Other Baby
Animal Names by Pam Ryan uses multisyllable words; descriptive. 1. Choose another
topic. Brainstorm words beginning with each
letter of the alphabet. Write rhyming couplets
for each. Illustrate. Make into an alphabet
book.
Kingore, B. (2001). The Kingore Observation Inventory. 2nd ed. Austin:: Professional Associates Publishing.

Sylvester and the Magic Pebble by William Steig
uses multi-syllable descriptions and similes. 1.
Expand sentences by adding descriptive words to
simple sentences. Ex: Sylvester found a pebble.
Amazed Sylvester discovered an extraordinary
pebble. 2. Sylvester’s pebble was flaming red and
perfectly round like a marble. How would your
special pebble look? My pebble is
(adjective), (color), and
(adjective) like a (noun).
Kingore, B. (2001). The Kingore Observation Inventory. 2nd ed. Austin:: Professional Associates Publishing.

Yarnspinner Thinking 1: Create onomatopoeia
poems which describe a special place. Students
brainstorm a list of words that sound like noises
and words to use instead of “said.” Students
imagine a very noisy place. Students write a
group or individual poem using brainstormed
words to ‘bring their place to life.’ The first line
should help to establish the location of the poem
and lines should help the reader “hear”
the sounds of their noise place.
Nichols, J.; Thomson, S.; Wolfe, M. (1997). Primary Education Thinking Skills. Pieces of
Learning

Yarnspinner Thinking 2: Read Fortunately by
Remy Charlip or That’s Good! That’s Bad! by
Margery Cuyler. Identify words or phrases
which are particularly colorful. Use creative
thinking to write their own original stories
using colorful words and phrases wherever
possible. This activity offers opportunity for
colorful words, creativity, elaboration,
originality, humor and advanced
vocabulary.
Nichols, J.; Thomson, S.; Wolfe, M. (1997). Primary Education Thinking Skills. Pieces of Learning
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http://www.voki.com/login_force.php?destin
ation=/mywebsite.php
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Let’s check out some examples…
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http://www.hoagiesgifted.org/eric/e640.html
Differentiating the Language Arts for High Ability
Learners by Joyce Van Tassel-Baska
http://www.bertiekingore.com/readinginstructio
n.htm
Reading Instruction for the Primary Gifted Learner by
Bertie Kingore, Ph.D. - What are some appropriate
reading strategies for advanced readers?
http://www.hoagiesgifted.org/levande.htm
Gifted Readers and Reading Instruction by David
Levande
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http://www.paideia.org/wpcontent/uploads/2011/04/KappenSpeakUpListen102009.pdf - Speak Up and Listen by
Terry Roberts and Laura Billings – Speaking and
listening are vital skills for learning to think, but
they are difficult and time consuming to teach.
http://www.ascd.org/publications/educationalleadership/feb08/vol65/num05/Thinking-IsLiteracy,-Literacy-Thinking.aspx- Thinking is
Literacy, Literacy Thinking by Terry Roberts and
Laura Billings
Complete these assignments:

Assignment One: Read one advanced
language article. Write an in-depth response
explaining how the article relates to advanced
language, and how you could implement these
strategies in your classroom.
- Respond to at least two other online
participants.

Assignment Two: Create an advanced
language lesson plan that you could implement
in your classroom. Align your lesson plan to
the Common Core Standards and incorporate
higher level questioning and strategies from
this module.

Assignment Three: Implement the lesson plan
with your students and write a reflection of
your lesson. Answer the following questions in
your reflection:
- Did this lesson raise the rigor in your
classroom?
- Would you use any of the strategies that you
implemented in another lesson? If yes, what
and how? If no, why?
- What are some additional activities that you
might add to your lesson plan?
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Kindergarten P.E.T.S.TM by Sandy Wyatt and
Dodie Merritt, Pieces of Learning,
ISBN: 978-1-934358-00-9
Primary Education Thinking Skills by Jody
Nichols, Sally Thomson, Margaret Wolfe, Dodie
Merritt, Pieces of Learning,
ISBN: 1-880505-24-X
Primary Education Thinking Skills 2 by Jody
Nichols, Sally Thomson, Margaret Wolfe, Dodie
Merritt, Pieces of Learning,
ISBN: 978-1-880505-37-3
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Primary Education Thinking Skills 3 by Jody
Nichols, Sally Thomson, Margaret Wolfe,
Dodie Merritt, Pieces of Learning,
ISBN: 978-1-880505-87-8
Problem-Based Learning in k-8 Classrooms – A
Teacher’s Guide to Implementation by Ann
Lambros, Corwin Press, Inc.,
ISBN: 978-0-76194-534-5
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Differentiating Instruction With Menus:
Language Arts by Laurie E. Westphal, Prufrock
Press, Inc., ISBN: 978-1-59363-492-6
Inquire – A Guide to 21st Century Learning by
Robert King, Christopher Erickson, and Janae
Sebranek, Thoughtful Learning,
ISBN: 978-1-932436-34-1
Improving Comprehension with Think-Aloud
Strategies by Jeffrey D. Wilhelm, Ph.D,
Scholastic Professional Books,
ISBN: 978-0-439-21859-7
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The Kingore Observation Inventory by Bertie
Kingore, Ph.D., Professional Associates
Publishing, ISBN: 978-0-9657911-8-2
Questioning makes the Difference by Nancy
Johnson-Farris, Pieces of Learning,
ISBN: 0-9623835-3-8
Active Questioning – Questioning Still Makes
the Difference by Nancy Johnson, Pieces of
Learning, ISBN: 1-880505-13-4
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(Primary Thinking Skills)
Analogies/Similarities & Difference, Remedia
Publications, ISBN: 0-15617-53122-9
Bloom’s & Beyond – Higher Level Questions
and Activities for the Creative Classroom by
Kay Davidson and Tressa Decker, Pieces of
Learning, ISBN: 978-1-931334-84-6
(Critical Thinking Skills) Analogies by Ellie
Weiler, Remedia Publications,
ISBN: 0-15617-50943-3
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First Time Analogies by Dianne Draze,
Prufrock Press, Inc., ISBN: 978-1-593630-73-7
Reaching all Learners: Making Differention
Work by Bertie Kingore, Professional
Associates Publishing, ISBN: 0-9787042-3-1


Jacob's Ladder Reading Comprehension Program
- Primary 1 (Grades K–1) by
Joyce VanTassel-Baska Ed.D., Tamra
Stambaugh, Ph.D., Sourcebooks, Inc.
ISBN-13: 9781593639174
Jacob's Ladder Reading Comprehension Program
- Primary 2 (Grades 1–2) by Joyce
VanTassel-Baska Ed.D., Tamra Stambaugh,
Ph.D., Sourcebooks, Inc.
ISBN-13: 9781593639181
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