Content Area

Language for Learning,  Thinking and Writing


About the Programs

Language for Learning

Language for Learning is a comprehensive oral language program that teaches your students the words, concepts and statements important to both oral and written language.

Language for Learning Teacher Materials: Spiral-bound Presentation Books (4); Teacher’s Guide; Answer Key; Behavioral Objectives Book; Skills Profile Folder; Picture Book for Assessment.

Language for Learning - McGraw Hill EMEA

Language for Thinking

Language for Thinking builds on the concepts, vocabulary and statement patterns introduced in Language for Learning. Sequenced activities, vocabulary development, extensive practice, sequencing and retelling exercises, and inference activities set the stage for reading comprehension and the grammatical analysis of written language.

Language for Thinking Teacher Materials: Spiral-bound Presentation Books (3); Teacher’s Guide; Answer Key; Behavioral Objectives Book; Skills Folder; and Student Picture Book and Workbook.

Language for Thinking - McGraw Hill EMEA

 

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Language for Writing

Language for Writing develops the critical thinking, vocabulary and communication skills students need to achieve high content standards. Ongoing exercises show students how to write narratives, use specific words, make precise comparisons, summarise and proofread.

Teacher Materials include: 2 Spiral-bound Presentation Books; 1 Teacher’s Guide; 1 Answer Key

Language for writing - McGraw Hill EMEA

 

 

Sample Lessons

Click on a Grade level below to view a sample lesson from the Teacher Presentation Book and Student Workbook.

Placement Test

Placement tests help determine which level of Spelling Mastery is appropriate for a student.  To assist in placing your students at the correct level, please follow the link below.

Research Base

  • Research on Teaching Children to Spell
    This article shows the extensive research base of Spelling Mastery. Spelling Mastery is distinct from many other approaches to teaching spelling. It has demonstrated substantial effects on the spelling development of children.

Other Scientific Research

  • Direct Instruction and the Teaching of Early Reading: Wisconsin's Teacher-Led Insurgency
    The authors of this report summarize some of the research supporting the use of Direct Instruction to teach early reading skills. They also discuss some of the barriers educators face when attempting to implement Direct Instruction, specifically proponents of whole language teaching. Finally the 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.

Each level of Spelling Mastery has been mapped to the National Curriculum for Australia. Click the links below to download the Mapping Documents:

Level A Mapping Document

Level B Mapping Document

Level C Mapping Document

Level D Mapping Document

Level E Mapping Document

Level F Mapping Document