High Order Thinking Mega Pack for Early Learners

Grade Levels
PreK - 1st
Standards
Resource Type
Formats Included
  • PDF
Pages
90 pages
$8.50
$8.50
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Description

Higher Order Thinking (HOT) skills are necessary for students to be successful in the 21st century. These higher order thinking skills will help students become thoughtful and creative in their approach to problem solving. Using all six levels of Bloom’s Taxonomy students will get practice answering knowledge based, and comprehension, questions; students will be able to apply old and new information into real world problems, analyze information and data; and synthesize information and create thoughtful, creative, new solutions to problems. All this at an age appropriate level for early and primary grade learners.

A Packet full of questions, templates, and games to help you, help your students, become analytical, critical, and creative thinkers!

Included in this packet:
- Higher Order Thinking Question set with over 100 questions to ask students during a read aloud.
- Would You Rather Questions set with over 95 ‘would you rather’ questions.
- Small Group Higher Order Thinking Question Set with 30 H.O.T questions you can ask during small group and free play.
- Lego Challenge with 44 cards to unleash your students creativity when it comes to solving real world problems.
- Table toys, Science Center, and Sensory Table H.O.T questions with 32 questions cards. Cards are specific for manipulatives in these centers.
- Higher order thinking questions card for the writing center.
- Dramatic Play H.O.T question and scenarios cards.
- 9 Morning Message templates to show you how you can include HOT questioning during your morning routine.


Check out the entire resource:Video Product Preview


Work on the following common core state standards:

CCSS.ELA-LITERACY.RF.K.4
Read emergent-reader texts with purpose and understanding.
CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
CCSS.ELA-LITERACY.RI.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.ELA-LITERACY.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.
CCSS.ELA-LITERACY.RI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
CCSS.ELA-LITERACY.RI.K.10
Actively engage in group reading activities with purpose and understanding.

Work on the following Teaching Strategies Gold objectives:
Language
Comprehends language
Follows directions
Uses an expanding expressive vocabulary
Uses appropriate conversational and other communication skills

Cognitive
Attends and engages
Persists
Shows curiosity and motivation
Shows flexibility and inventiveness in thinking


The great thing about this packet is that it’s automatically differentiated. The Higher Order Thinking question cards are ordered in a way in which you can ask questions based on where your students are academically. You are also able to push them to be thoughtful in different centers in a child friendly way.

for more resources, tips, and materials for early childhood education visit The Elementary Helper
Total Pages
90 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Read emergent-reader texts with purpose and understanding.
Actively engage in group reading activities with purpose and understanding.
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
With prompting and support, identify the reasons an author gives to support points in a text.

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