ABSTRACT
The study of the learning process standards that are included in all the Standards documents reveals a primary concern for nurturing inquiry and communication skills as the foundation for addressing the Standards. Each learning stage serves a unique function along the developmental path of learning. Consequently, the selection of cognitive processing verbs that can nurture the kind of learning that is occurring at that level will vary. Using the verbs to guide teaching interactions involves consideration of authentic ways to model thinking processes as well as frame questions to provoke thinking. Authentic interactions help children build on what they know and understand as information is exchanged. Setting the context for children to make connections to the story requires the use of teaching language that invites them to recall prior experiences and to think about their own personal belongings at home.
