Linda Bowers Rosemary Huisingh Carolyn LoGiudice Jane Orman Skill Areas: Language, Reasoning Ages: through 12 Grades: through Copyright © 2003 LinguiSystems, Inc LinguiSystems, Inc 3100 4th Avenue East Moline, IL 61244-9700 1-800-PRO IDEA 1-800-776-4332 FAX: E-mail: Web: TDD: 1-800-577-4555 service@linguisystems.com www.linguisystems.com 1-800-933-8331 (for those with hearing impairments) All of our products are copyrighted to protect the fine work of our authors You may only copy the worksheets as needed for your own use with students Any other reproduction or distribution of the pages in this book is prohibited, including copying the entire book to use as another primary source or “master” copy Printed in the U.S.A ISBN 0-7606-0500-9 About the Authors Linda Bowers, M.A., CCC-SLP, is a LinguiSystems co-owner and speechlanguage pathologist with extensive experience serving preschool and schoolaged children Her professional interests include critical thinking and language abilities of children and adults Carolyn Linda Jane Rosemary Rosemary Huisingh, M.A., CCC-SLP, is a LinguiSystems co-owner and has served the communication needs of school-aged children for many years Her special interests include childhood language, vocabulary, and thinking skills Carolyn LoGiudice, M.S., CCC-SLP, edits, writes, and coordinates product acquisitions for LinguiSystems She has broad experience serving the communication disorders of school-aged children Carolyn’s special interest is in pragmatics and thinking skills of children and adolescents Jane Orman, M.A., CCC-SLP, develops tests for LinguiSystems With extensive school experience, Jane has a particular interest in the language demands on students regarding assessment, critical thinking, and the school curricula Linda, Rosemary, Carolyn, and Jane have co-authored several tests, therapy kits, and games for LinguiSystems, including the following: The Listening Test • The Expressive Language Test The WORD Test–Elementary, Revised • The WORD Test–Adolescent TOPS (Test Of Problem Solving)–Elementary, Revised TOPS (Test Of Problem Solving)–Adolescent TOSS (Test Of Semantic Skills)–Primary TOSS (Test Of Semantic Skills)–Intermediate The Listening Kit • The Expressive Language Kit TOPS (Tasks Of Problem Solving) Kit–Elementary TOPS (Tasks Of Problem Solving) Kit–Adolescent The Reading Comprehension Game–Elementary The Reading Comprehension Game–Intermediate Illustrations by Margaret Warner • Cover design by Chris Claus • Page layout by Lisa Parker Table of Contents Introduction Unit 1: Classifying Unit 2: Comparing and Contrasting 63 Unit 3: Answering True/False Questions 102 Unit 4: Answering Wh- Questions 129 Unit 5: Predicting Outcomes 184 Unit 6: Determining a Missing Event 213 Unit 7: Sequencing 224 Unit 8: Making and Explaining Inferences 235 Unit 9: Identifying Causes of Events 248 Unit 10: Identifying Problems and Solutions 254 Unit 11: Imagining and Role Projection 268 Unit 12: Criticizing 290 Unit 13: Stating Opinions 301 Answer Key 310 Introduction From infancy through adulthood, language and reasoning skills play a critical role in success or failure in dealing with life’s varied experiences We all need to think independently and reason logically to solve problems, determine causes of events, and predict outcomes in daily life As educators, we witness the significant problems that result when students lack logical thinking and adequate expressive language skills We observe preschoolers who have trouble answering basic questions or who don’t associate simple cause-and-effect relationships We see students at the elementary and secondary level experience difficulty participating in classroom discussions They respond with tangential and irrelevant answers They approach everyday problems without applying logic or appropriate organization Deficient reasoning skills also affect interpersonal relationships Students who fail to generalize from previous learning or experience remain at risk in dealing with school and life in general We developed this program to teach students specific reasoning and expressive language skills We have included a variety of formats to help students understand and practice targeted reasoning and expressive language skills Each unit in No-Glamour Language & Reasoning addresses a specific thinking skill area The units are sequenced in a hierarchy that reflects normal development of these skills The question types reflect classroom, textbook, and standardized test formats Most of the responses are oral in order to give students practice in speaking their thoughts You may want to alter the response mode to have your students respond in writing to improve their written expression Writing may also help some students refine their thinking skills during the process of generating and writing their responses There is a Pretest/Posttest at the beginning of each unit We recommend a 90% accuracy rate to consider a unit skill (or an individual task) mastered An accuracy rate of 60%-89% suggests that training in the skill is appropriate If a student achieves an accuracy rate below 60% on either a pretest or any of the unit tasks, we suggest reviewing lower-level units or tasks before presenting tasks in the deficient skill area again The beginning units of No-Glamour Language & Reasoning teach students to organize their thoughts about attributes, the foundations for higher-level thinking skills Students learn to recognize key characteristics and to associate, compare, and contrast things and ideas Students receive extensive practice in classifying, comparing, understanding exclusion statements, and sequencing by attribute No-Glamour Language & Reasoning Copyright 2003 LinguiSystems, Inc Introduction, continued The later units of this book teach students the thinking and language skills they need to ask and answer questions appropriately True/false questions teach students to think through questions before responding Higher-level questions teach students to use effective language to share information, ideas, explanations, and opinions Learning to ask questions gives students experience in manipulating language to formulate the most appropriate questions to ask in various situations The Answer Key lists sample answers where appropriate; answers for oral exercises are printed on the stimuli pages In many cases, more than one answer may be correct Accept all reasonable answers as correct, taking advantage of natural opportunities to support the breadth of experience and information your students bring to their learning Students who have been conditioned to expect only a “right/wrong” judgment for answers may need encouragement to think of more than one “right” answer, or to accept another student’s answer as correct when it differs from their own “correct” answers Such encouragement may help students take other people’s perspectives more readily When a student gives what appears to be an incorrect answer, probe the student to understand what prompted the answer Use patterns of incorrect answers as valuable diagnostic information about where you need to provide additional specific training Whenever stimuli encourage independent thinking or analysis, encourage students to develop their own opinions and standards to evaluate ideas Some of the worksheets in this book include a question or two at the bottom of the page Answers to these questions are not provided because they will vary according to personal experiences, values, and opinions We hope No-Glamour Language & Reasoning helps your students acquire logical thinking skills and apply them to their future experiences Such application will boost their success in school, social relationships, and everyday problem solving Their self-confidence will increase as they recognize they can think and reason for themselves and can communicate their thoughts effectively to others Linda, Rosemary, Carolyn, and Jane Introduction No-Glamour Language & Reasoning Copyright 2003 LinguiSystems, Inc Unit Classifying Classifying is a basic cognitive function that children normally learn early in life Once a child attaches an attribute label to an object, he develops the ability to attach meaning to the label Function is often the first attribute a child learns about an object Shoes are for wearing on his feet, food is for eating, etc The child quickly learns additional critical attributes of words and his internal definitions for them become more adult-like Although parents may be confused and amused when their toddler calls a cow “doggie,” to the linguist, this toddler is demonstrating his knowledge of primitive class-naming He is simply overgeneralizing doggie to all four-legged animals As the child masters critical attributes, he begins to develop classification skills He learns that all hot things can hurt and that not all red things are apples As the child continues to gain experience and knowledge, he refines his sorting abilities He begins by recognizing things that are the same and, therefore, things that are different Then he begins to match and sort objects by attribute, function, or name These receptive skills soon become expressive language as the child tells his mom, “A dog is a pet but a cow is a farm animal.” Over time, the child applies the same types of object classifying to thoughts and abstract concepts, such as characters’ emotions or intentions in stories The more organized the child’s vocabulary is, the more easily he can retrieve the precise words he needs Ultimately, classifying skills enable children and adults to organize ideas, sequence them, and think about them logically For all of the numerous and diverse cognitive tasks required in daily life, flexibility in classifying and the corresponding language is essential Children must be able to prioritize classifications to select salient attributes for given situations For example, when a child hears “Watch out for cars,” he must be able to focus upon attributes of the cars’ sizes and dangers, rather than upon attributes of the cars’ parts, colors, or composition The child’s experiences and his language flexibility allow him to identify the most salient features of car at the time the warning is given Imagine how the world looks to a student who doesn’t classify and make logical connections between words or ideas Learning new vocabulary must be overwhelming and frustrating This student is unable to differentiate or attach importance to the attributes of words He cannot differentiate critical from unimportant attributes of a word He does not have a mental grouping system to organize incoming information into logical chunks This student’s vocabulary does not grow rapidly as he is exposed to new objects and experiences Recalling words from memory is labor-intensive for this student His receptive and expressive communication skills are, consequently, delayed No-Glamour Language & Reasoning Copyright 2003 LinguiSystems, Inc Unit Classifying, continued The tasks in this unit will help students classify both objects and ideas First students will practice labeling items by function, attribute, part, or composition Then they will name items within specific categories Next they will identify items that have two specific attributes All of these tasks prepare students to sort and re-sort what they know about objects and ideas They encourage flexible thinking and they are the foundation of higher-level thinking skills, such as comparing, contrasting, making inferences, and forming opinions Some of the tasks in this unit have more than one level of difficulty Select the most appropriate level for each student You can easily increase the difficulty of most of the tasks by requesting the student to name additional correct responses Although some students will be able to respond appropriately to oral-only stimuli, others will need picture cues at first There are 200 Category Sorting Pictures on pages 12-21 to offer such visual cues Copy these pages and cut the pictures apart Use them for tasks such as these: Labeling “Tell me the name of each picture.” “Tell me what a looks like/feels like/sounds like/tastes like.” “Tell me what a does/what we with a .” “Tell me what group a belongs to.” “What parts does a have?” “What is a made of ?” Sorting “Show me all the (category).” (animals, foods, things that fly, fasteners, containers, things with a handle, things that are soft, etc.) An index of the Category Sorting Pictures is listed on pages and 10 for your reference No-Glamour Language & Reasoning Copyright 2003 LinguiSystems, Inc Index Category Sorting Pictures ANIMALS ant 12 bat 12 bear 12 bee 12 butterfly 12 camel 12 cat 12 caterpillar 12 chicken 12 chimpanzee 12 chipmunk 12 cow 12 dinosaur 12 dog 12 eagle 12 elephant 12 fawn 12 fish 12 frog 12 giraffe 12 guinea pig 13 horse 13 leopard 13 lion 13 mouse 13 octopus 13 ostrich 13 parakeet 13 penguin 13 pig 13 rooster 13 seahorse 13 seal 13 shark 13 snake 13 spider 13 starfish 13 tadpole 13 tiger 13 turtle 13 worm 14 zebra 14 Unit 1—Classifying No-Glamour Language & Reasoning CLASSROOM calculator calendar crayons desk eraser glue markers pen pencil ruler scissors tape 14 14 14 14 14 14 14 14 14 14 14 14 CLOTHING blouse coat dress jacket pajamas pants shirt shorts skirt suit sweater sweatpants swimsuit T-shirt 14 14 14 14 14 14 15 15 15 15 15 15 15 15 CONTAINERS backpack box can canteen cookie jar garbage can jar laundry basket mailbox milk jug paper bag piggy bank 15 15 15 15 15 15 15 15 15 15 15 15 pitcher purse salt and pepper shakers sugar bowl suitcase thermos 16 16 16 16 16 16 DAIRY PRODUCTS butter cheese ice cream milk yogurt 16 16 16 16 16 FASTENERS button paper clip ribbon rope safety pin snap stapler string thumbtack zipper 16 16 16 16 16 16 16 16 16 17 FIRST AID antibiotic ointment bandage cotton swab crutches pain reliever peroxide rolled gauze sunblock syringe tape thermometer 17 17 17 17 17 17 17 17 17 17 17 Copyright 2003 LinguiSystems, Inc Index Category Sorting Pictures, continued FOODS bread cereal pizza popcorn pretzels sandwich taco 17 17 17 17 17 17 17 FRUITS apple banana grapes orange pear strawberry tomato watermelon 17 18 18 18 18 18 18 18 LENSES binoculars glasses magnifying glass microscope sunglasses telescope 18 18 18 18 18 18 MEATS bacon chicken ham hot dog pork chop steak 18 18 18 18 18 18 Unit 1—Classifying No-Glamour Language & Reasoning PLANTS apple tree bush cactus cattails cornstalk evergreen tree fern lily pad palm tree rosebush sunflower tulip vine willow tree 18 19 19 19 19 19 19 19 19 19 19 19 19 19 SPORTS EQUIPMENT baseball baseball bat baseball glove baseball hat basketball basketball hoop bowling ball bowling pins fishhook fishing pole football football helmet goalpost soccer ball soccer goal tennis racket volleyball 19 19 19 19 19 19 19 20 20 20 20 20 20 20 20 20 20 10 TABLEWARE bowl cup fork glass knife paring knife plate spoon 20 20 20 20 20 20 20 20 TRANSPORTATION airplane bicycle bus canoe car helicopter motorcycle pickup truck rowboat sailboat semi truck ship train van 20 20 21 21 21 21 21 21 21 21 21 21 21 21 VEGETABLES broccoli carrot celery corn lettuce onion peas potato 21 21 21 21 21 21 21 21 Copyright 2003 LinguiSystems, Inc Task Criticizing Goal: To use appropriate nonverbal language when expressing criticism Nonverbal behaviors play a vital role in criticizing Some behaviors enhance your message; others distract people from your comments Use a variety of voice tones, body postures, and facial expressions to demonstrate the difference these factors make when people offer criticism Ask your students to critique your behaviors and tell how others are likely to react to your different styles of expressing criticism Here are a few suggestions of nonverbal behaviors to include in your demonstrations, as well as example criticisms you can use with your students Negative/Ineffective Behaviors • Put your hands on your hips and lean forward to act authoritative or belligerent • Point your finger to blame or threaten someone • Let your voice drip with sarcasm to project your superiority • Roll your eyes in exasperation to show your frustration with others who don’t “get it” the way you • Smile or sneer to show your smugness over someone else’s inferiority • Laugh as you criticize Effective Behaviors • Look at your listeners as you make your comments to see how they are reacting • Speak clearly • Use good posture • Match your facial expression and voice tone to your message Example Criticisms • Tina can’t carry a tune; I could hear her off-key voice during the whole song • That’s not the right way to hang up those posters • Dustin would have passed the test if he had studied harder • Not one of you answered number ten correctly • I can’t believe you haven’t finished your homework yet • The next time you try, remember what I told you • You can write much better than that • Someone left a jacket lying on the floor • You should know what you want to say before you raise your hand After your demonstrations and discussion with students, have your students take turns delivering the criticisms on the following two pages Before each presentation, direct the student privately to use appropriate or inappropriate nonverbal behaviors Then ask the other students to critique the criticism delivery, making their observations of nonverbal factors as specific as they can Unit 12—Criticizing No-Glamour Language & Reasoning 298 Copyright 2003 LinguiSystems, Inc Task 6, continued Cut these strips apart Give one to each student See the instructions on page 298 You’re the only one who hasn’t voted yet We will get done faster if we all work together Something smells really bad here Your picture is crooked on the first page Your book report needs to say the title of the book you read That last catch was done like a pro Next time you should let me it for you You need to have a sharper point on your pencil These pages aren’t printing out dark enough I can’t read your handwriting You did a much better job this time You just need more practice to it faster You could have asked me to help you He doesn’t know what he’s talking about Don’t listen to him Unit 12—Criticizing No-Glamour Language & Reasoning 299 Copyright 2003 LinguiSystems, Inc Task 6, continued Cut these strips apart Give one to each student See the instructions on page 298 We need to have more information before we can start this project It’s hard to hear with all the noise from the hall You look tired today You should get some more sleep Maybe you should try a different exercise program This float needs a lot more decorating It’s too hot in here You don’t have enough ribbon to go all the way around the box The bus driver won’t let us off unless we pull the cord You need more glue to keep this part in place These paper clips won’t hold more than four pages of paper Next time we should get permission before we use her stapler He is the only one who didn’t read the book yet That box is too heavy to carry all the way to the parking lot A lot of people had to wait in line a long time Unit 12—Criticizing No-Glamour Language & Reasoning 300 Copyright 2003 LinguiSystems, Inc Unit 13 Stating Opinions Students need to learn to discriminate facts from opinions in order to evaluate what they read and hear throughout their lives They also need to express their opinions clearly and support them logically Most students enjoy being asked their opinions about various topics It boosts their self-esteem when others consider their thoughts worth reviewing and discussing An important aspect of stating opinions is stating an opposing opinion as clearly as you can state your own opinion Examining issues from different points of view helps students clarify their own thoughts and develop logical arguments to accept or refute other people’s opinions Encourage your students to examine several sides of a situation and to provide reasonable support for their views Eventually students will internalize responsible critical thinking procedures as they express their opinions The first task in this unit gives students practice in determining positive and negative aspects of various situations Task requires students to discriminate between facts and opinions, understand opinion statements, list pros and cons of opinions, and raise logical questions to help think through issues from different perspectives As your students complete the tasks in this unit, highlight the importance of respecting people’s opinions, whether or not you agree with them Point out that an opinion is often only one of several logical viewpoints of an issue No-Glamour Language & Reasoning 301 Copyright 2003 LinguiSystems, Inc Stating Opinions Pretest/Posttest “Tell me something good about _.” having school rules taking medicine that tastes bad a dog that barks loudly a mosquito bite having to clean your room “Tell me something bad about _.” having a substitute teacher a long vacation from school promising to keep a friend’s secret getting a new pet 10 report cards “Tell me your opinion about _ Explain why you have that opinion.” 11 students smoking 12 dieting to lose weight 13 having PE every day 14 cheating on a test Unit 13—Stating Opinions No-Glamour Language & Reasoning 302 Copyright 2003 LinguiSystems, Inc Task Stating Opinions Goal: To express positive or negative aspects of situations as requested “How would you feel about _? Why?” “Tell me something good about _.” “Tell me something bad about _.” going to school all year ’round not having recess during the school day watching six hours of TV a day brushing your teeth after you eat candy moving to a new town wearing glasses going to bed right after dinner taking a shower instead of a bath eating junk food 10 wearing school uniforms 11 earning money to pay for a bike you lost 12 having an identical twin 13 never wearing shoes 14 having fruit for dessert at lunch every day 15 having kittens in your home 16 playing ball inside your classroom 17 having your own dog 18 cutting your own hair Unit 13—Stating Opinions No-Glamour Language & Reasoning 303 Copyright 2003 LinguiSystems, Inc Task 1, continued 19 having summer weather all year ’round 20 pulling your own loose tooth 21 being a police officer 22 moving often because of your parent’s job 23 living on a houseboat 24 camping in a tent in the rain 25 being a garbage collector 26 living in a jungle 27 changing the color of your hair 28 getting a sunburn 29 jaywalking 30 being nine feet tall 31 staying with a grandparent while your parent is away 32 having a stepbrother or stepsister 33 making your own lunch every day 34 sharing a bedroom with a brother or sister 35 wearing braces 36 wearing a helmet while riding a bike 37 doing chores before you can watch TV or play 38 having a spelling test every day 39 wearing contact lenses 40 paying for a lost library book 41 living in a tent all year Unit 13—Stating Opinions No-Glamour Language & Reasoning 304 Copyright 2003 LinguiSystems, Inc Task 1, continued 42 being a firefighter 43 getting a new stepmom or stepdad 44 being a royal prince or princess 45 being the strongest person in your class 46 teachers spanking students who misbehave 47 staying up until midnight every night 48 being invisible 49 becoming a monster when you want to 50 getting a free trip to Disneyland every year 51 getting an allowance of $ 50 a week 52 having your mom or dad as your teacher 53 being the principal of your school 54 selling your old toys at a garage sale 55 being a tightrope walker 56 teasing kids who are younger or weaker than you 57 washing your own clothes 58 accepting a ride home from a stranger 59 walking a cat on a leash 60 keeping a diary that doesn’t have a lock 61 being a champion boxer 62 not going on a field trip because you haven’t finished your assignments 63 celebrating your birthday every week 64 babysitting a younger sister or brother Unit 13—Stating Opinions No-Glamour Language & Reasoning 305 Copyright 2003 LinguiSystems, Inc Task 1, continued 65 having your parent be a police officer 66 surviving a tornado that ruined your home 67 running away from home 68 taking a younger child trick-or-treating 69 walking two dogs at the same time 70 wearing hand-me-down clothes 71 saving half of your allowance for the future 72 not studying for tests 73 writing in your textbooks 74 making all your toys yourself 75 being a school teacher 76 reports of seeing an unidentified flying object (UFO) 77 living in a different country with your family for one year 78 earning a black belt in karate 79 taking a long car trip without any maps 80 writing the combination for your locker on your book covers 81 having your parent tell you what to wear every day 82 being the person who decides the school lunch menus 83 designing gardens for a living 84 being a professional golfer 85 being one of the first people to travel to the space station for a vacation 86 getting an expensive gift from a grandparent 87 predicting the future Unit 13—Stating Opinions No-Glamour Language & Reasoning 306 Copyright 2003 LinguiSystems, Inc Task 1, continued 88 having a pen pal or an Internet pal 89 not having speed limits on roads or highways 90 getting a job delivering morning papers 91 being a rock musician going on tour 92 dating one special person 93 working in a fast-food restaurant 94 learning to drive without knowing how to read 95 going to a boarding school 96 living in Antarctica 97 reading people’s minds 98 home schooling 99 being blind 100 having a parent who works at night and sleeps during the day 101 walking in the rain without a raincoat or an umbrella 102 sleeping until noon on Saturdays and Sundays 103 singing a solo for your school concert 104 being a peer mediator to settle arguments in your school 105 forgetting a family member’s birthday 106 having a pet bird 107 being a star in a movie or a TV show 108 playing baseball in a street 109 having your parent as a substitute teacher Unit 13—Stating Opinions No-Glamour Language & Reasoning 307 Copyright 2003 LinguiSystems, Inc Task Stating Opinions Goal: To identify pros and cons of issues in order to form opinions • Have your students list the pros and cons to support a given opinion about an issue • Divide the group into those in favor (pros) and those against (cons) an opinion • Have each group work together to support their opinions logically • Give each group up to three minutes to explain their position on the issue • Have the groups take opposite sides of the issue and support their new (reversed) opinions logically • Ask students if their original opinions have changed because of this exercise If so, ask them what changed their minds Here are some issues to use for this task Encourage your students to add to this list All students in your school should wear uniforms Your city/town should have a curfew of 8:00 p.m on school nights Teachers should not give homework over weekends Friends should be loyal to each other Tests are a good way to find out what you have learned Report cards are a good idea It’s okay to drop out of school before you graduate A 16-year-old can be a good parent People should have a doctor’s prescription for all drugs 10 Smoking is a personal choice 11 Good music should be loud 12 A parent should not search a child’s room without permission Unit 13—Stating Opinions No-Glamour Language & Reasoning 308 Copyright 2003 LinguiSystems, Inc Task 2, continued 13 No drinking should be allowed within 100 yards of school property 14 The legal driving age should be 18 in all states 15 Students should get to vote about school menus 16 Families shouldn’t force children to go on all family outings 17 Every student should have chores at home 18 Students should not question the school’s authority 19 There should be no death penalty 20 People should need a prescription for any medicine or drugs 21 Students should give their teachers grades and report cards 22 Everyone should eat an apple a day 23 Parents shouldn’t control what kids watch on TV 24 Students should be able to choose their teachers 25 A student who makes fun of someone should be suspended 26 Every classroom should have at least one pet in the room 27 All stores that sell food should be open 24/7 28 Children under 18 should be able to ride buses and subways free 29 No one under age 16 should be allowed to date 30 No country should ever fight against another country Unit 13—Stating Opinions No-Glamour Language & Reasoning 309 Copyright 2003 LinguiSystems, Inc Answer Key This answer key is provided as a point of reference Accept all reasonable and logical answers as correct Classifying Page 22 C A R T L Page 23 chair – sit on it candle – burn it mitten – wear it hanger – hang clothes on it scissors – cut with them pan – cook in it Page 24 Page 25 Page 26 You cut with them You play with them You wear them You put things in them You clean your teeth with them Page 27 You write or draw with them You count with them You cook with them You open or close them You eat them Page 28 cut it, fold it, curl it, clip/staple it to something, tape it to something, shred it, punch holes in it, wrap things with it, post it on a bulletin board, write/draw on it, paint a picture on it, cover something with it, make a mask, make a hat, make a paper airplane, wad it up, crumple it, throw it away, rip it, fringe it, burn it Page 32 furniture – chair, dresser vehicles – car, truck coins – penny, quarter body parts – ankle, shoulder sports – tennis, golf states – Illinois, California natural disasters – blizzard, flood musical instruments – trumpet, saxophone reptiles – snake, crocodile 10 planets – Jupiter, Saturn 11 feelings – happiness, guilt Page 33 D C J A I K G No-Glamour Language & Reasoning 10 11 12 13 M B L F H E Page 39 1, Page 43 a pocket – pants, shirt, bathrobe, coat, kangaroo, backpack, dress a wheel – car, truck, bike, wagon, airplane, scooter, roller blades a button – shirt, dress, pants, coat, sweater, skirt, doorbell, elevator a door – house, car, garage, shed, airplane, helicopter, truck, elevator, refrigerator a key – house, car, diary, suitcase, safe, desk, filing cabinet a plug – iron, lamp, microwave, fan, vacuum, bathtub, sink Page 47 milk – cheese, ice cream, yogurt, cottage cheese, sour cream, whipped cream, cream, half & half, chocolate milk tomatoes – spaghetti sauce, tomato paste, tomato juice, ketchup, pizza sauce, tomato sauce, cocktail sauce, V-8, tomato soup, salsa Page 50 things you play things made of paper round things white things things with handles words beginning with L things with tails sharp things things that measure 10 transportation, things you ride on 11 cooking utensils Page 52 B, D, H, J B, F, H, K J B, D, H, J B, D, I, K F, H B, D, H, J F, I, K A, E, G, K 10 A, E, G, H 11 B, D, K 12 A, D, E, G, K 13 C, I, K 14 F, H Page 53 B, D E, I A A, C B B E I C 10 I 11 E 12 A 13 F 14 E, I 15 H 16 G 17 D, E cotton – jeans, sweater, sweatshirt, socks, underwear, towels, sheets, blankets, cloth, thread 310 Copyright 2003 LinguiSystems, Inc Answer Key, continued Comparing and Contrasting Page 65 things you wear electrical appliances things with wheels things to clean with headgear Page 66 public buildings, have doors and windows places to play/ have fun transportation, vehicles places where animals live bodies of water, places where people and animals swim Page 67 crops, food that grows entertainment public safety, emergency vehicles sports areas Page 85 basketball/football same: balls, bounce, made of leather different: shape, color, sport 10 Page 97 Page 120 a, d b, c, d a a, b a, c Answering True/False Questions Page 104 1, 2, Page 87 soap/shampoo same: make you cleaner, sudsy, smell good different: body/hair, solid/liquid Predicting Outcomes Page 186 Answers will vary Page 187 Answers will vary Page 105 a, b, c b, c, e a, b, d, e a, b, c Page 116 lollipop, ice-cream cone pencil, pen bicycle, tricycle puppy, cat football, baseball tooth, wagon Page 149 Answers will vary Page 118 learn buy groceries swim ball games picnics No-Glamour Language & Reasoning 311 Page 195 Reasons for guesses will vary Page 196 Page 204 Answers will vary Page 158 when doing homework, when writing a letter when you are sick, when the doctor tells you to take it when sad, when mad when tired, when over-excited when you want to play, when you need to talk or share something Page 175 upside-down cone blindfold on skater teeth in trees Page 194 Pictures will vary Page 198 Answers will vary Page 157 Answers will vary Page 164 bees (2), beehive, sunflower, elephant, saw, campfire Page 188 1, 4, 5, Page 197 a c b a Answering WhQuestions Page 112 Oak Park School: notebook, globe, ruler, pencil Shirley Forest: nest, raccoon, trees Page 126 O; answers will vary fact fact O; answers will vary Page 127 O; answers will vary O; answers will vary fact fact Page 113 Garfield’s Grocery Store: donut, paper bag, carrot stairs/ladder same: go low to high different: steps/rungs, wide/narrow, stationary/portable mittens in summer shoes on hands tools in fruit bowl Pages 121-122 Answers will vary Westbrook Mall: ice-cream cone, money, clothes Page 86 tree/bush same: plants, have leaves, have roots, have branches different: tall/short, trunk/stem covers lead keyboards plants libraries Page 205 Answers will vary Page 206 Answers will vary Page 207 Answers will vary Determining a Missing Event Page 215 The power went off Page 216 He let go and they flew up and away Page 217 She got sick, too Copyright 2003 LinguiSystems, Inc Answer Key, continued Page 218 He got dressed Page 219 The bird laid eggs and they hatched Page 220 She mailed it Sequencing Page 225 balls balloons beds cakes 12 pencils puppies beds cakes puppies balls balloons pencils Page 226 1, 2 2, 1, 2, Page 229 a-1 b-6 c-5 d-2 e-3 f-4 Pages 230-233 Answers will vary Page 234 cow chicken leaf, branch bowling, golf, beach bread soda wallet, piggy bank couch Making and Explaining Inferences Page 236 warm, hot Answers will vary All are having fun see streets/ buildings/ fire hydrant/ city worker Page 237 window broken, sidewalk cracked, roof collapsed, pillar broken, garage door crushed yes, bicycle in driveway, dog with leash Answers will vary Answers will vary Answers will vary Page 238 burned them touched hot pan birthday cake is whole not torn Page 241 trying to get teacher’s attention, taking a test wants to ask a question can see broken lead Page 240 summer orchard farmer lots of fruit trees hot two It’s steaming Pages 256-260 Answers will vary waiting for bus on the bus man has umbrella Imagining and Role Projection Page 242 TV on, dog barking, woman vacuuming, boy playing guitar, man covering ears Answers will vary Page 283-289 Answers will vary Criticizing Page 297 Answers will vary woman shopping tired, bored is carrying shopping bags Stating Opinions Page 243 washing cars raise money for school cars that haven’t been washed are dirty, cars that have been washed are clean Pages 302-309 Answers will vary bride and groom one in wedding dress and veil Page 239 pet store dog leaves falling off trees cool, windy look at way leaves are blowing Identifying Problems and Solutions Identifying Causes of Events Page 250 a fire Answers will vary 911 call, all go because not sure which will be needed Page 251 to make voice louder so people can hear her Answers will vary Answers will vary 21-04-98765432 No-Glamour Language & Reasoning 312 Copyright 2003 LinguiSystems, Inc