Thinking Skills

Grade 1 and 2

Author: Jill NorrisEditor: Marilyn EvansIllustrator: Don RobisonDesktop Design: Joy Evans

Congratulations on your purchase of some of the finest teaching materials in the world.For information about other Evan-Moor products, call 1-800-777-4362 or FAX 1-800-777-4332

http://www.evan-moor.comEntire contents copyright ©1997 by EVAN-MOOR CORP.

18 Lower Ragsdale Drive, Monterey, CA 93940-5746Permission is hereby granted to the individual purchaser to reproduce student materials in this bookfor noncommercial individual or classroom use only. Permission is not granted for school-wide, or

system-wide, reproduction of materials.Printed in U.S.A.

EMC 482

Think Critically • Think Logically • Think Creatively

The variety of activities in this book will strengthen your students’ thinking

skills and enhance learning. The charts and student pages provide practice in:

• Critical Thinking - sorting, ordering, classifying, analyzing,observing, comparing & contrasting, problem solving

Charts: 7, 8, 9, 10, 11, 25, 26, 27, 28, 29, 30, 31, 32, 35

• Logical Thinking - analogies, generalizing, predicting,patterning, deductive reasoning, problem solving

Charts: 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 36, 37

• Creative Thinking - fluency, flexibility, original ideas,divergent thinking, mental imagery, problem solving

Charts - 1, 2, 3, 4, 5, 6, 33, 34, 38, 39, 40, 41, 42, 43, 44

How to Use Thinking Skills Charts

Each lesson comprises:

• a chart that poses a problem or question

• Notes to the Teacher, which provide teaching suggestions and answers for the

chart and student page.

• a reproducible student page to be used either with the chart or as follow-up practice

Present the chart to the whole class or a small group. Either display the chart or reduce the chart on the

photocopier (60-65%) and make an overhead transparency.

Be sure to give students the opportunity to discuss how they solved each problem. By working together

on the activities, students will learn to share ideas and benefit from each other’s problem-solving

strategies.

Let your students know that you value well-thought-out strategies and creative ideas. Encourage students

to innovate, experiment, and have fun learning.

Note: There are a few charts which require recording answers or information

directly on the chart. Here are two ways to do this:

• Buy clear vinyl (“tablecloth” plastic) at a fabric store. Use clothespins to

clip the plastic over the chart. Write with erasable overhead

transparency pens.

• Reduce the chart (60-65%) on the photocopier and then make a

transparency for use on the overhead projector.

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© 1997 by Evan-Moor Corp. Thinking Skills Grades 1-2 EMC 482

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Just a Pencil

How many uses can youthink of for a pencil?List as many as you can.

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Chart Answers

Worksheet Answers

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Notes to the Teacher Skill: Fluency

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Brainstorming is an important part of shared problem solving. It is

simply generating as many ideas as possible that address a specific

topic or problem. The expression brainstorming was coined by the

American industrialist Alex Osbourne in the 1950s. He outlined ways

to generate many innovative ideas and to build up healthy group

dynamics.

When working with young students on fluency in brainstorming,

please remember:

• All ideas are valuable. (Don’t judge or evaluate

ideas during the brainstorming process.)

• It’s good to build on someone else’s idea.

• Unusual ideas are welcome.

Begin with simple questions about familiar objects. Move to more

complex problem solving as students gain fluency. After generating

ideas, move to classifying and evaluating as your students’ levels of

readiness allow.

If your students are not yet writing fluently enough to do these

worksheets independently, divide them into small groups to

brainstorm orally with a parent or cross-age tutor as the recorder.

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Answers will vary.

Answers will vary.

© 1997 by Evan-Moor Corp. Thinking Skills Grades 1-2 EMC 482

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Melt It!

Think of five ways to melt an ice cube.

? ? ? ? ?

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