Help your students use language to think independently, reason logically, and solve problems. These full-color cards let students focus on a single illustration while you read stimulus items from the back.
- Recognize key characteristics and associate, compare, and contrast ideas and things
- Learn to classify and sequence by attribute
- Use effective language to ask appropriate questions and share information, ideas, explanations, and opinions
The cards are interesting for students to look at and give them plenty of things to think and talk about. The range of uses is huge—teach thirteen specific language and reasoning skills and generate loads of expressive language practice. The units are arranged in a developmental hierarchy. The stimulus items ask students to answer thoughtful questions, explain their answers, predict, reason, and more.
- Comparing and Contrasting
- Answering True/False Questions
- Answering Questions
- Predicting Outcomes
- Determining Missing Events
- Making and Explaining Inferences
- Identifying Causes of Events
- Identifying Problems and Solutions
- Imagining and Role Projection
- Stating Opinions
Copyright © 2005
- Reasoning skills encourage critical thinking and meta-awareness of internal thought processes. Reasoning skills support students' logical judgments based on conscious reflection and sensitivity to multiple viewpoints (Little, 2002).
- Questioning is the core of critical reflection. It prompts students to engage in a research process that fosters higher-order thinking skills and social-moral attitudes (Daniel et al., 2005).
- Standardized tests require students to predict, draw conclusions, elaborate, explain, and make analogies (McMackin & Newton, 2001).
No-Glamour Language & Reasoning Cards incorporates these principles and is also based on expert professional practice.
Daniel, M.F., Lafortune, L., Pallascio, R.R., Splitter, L., Slade, C., & de la Garza, T. (2005). Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years. Communication Education, 54(4), 334-354.
Little, C. (2002). Reasoning as a key component of language arts curricula. The Journal of Secondary Gifted Education, 13(2), 52-59.
McMackin, M.C., & Newton, S.L. (2001). Investigating inferences: Constructing meaning from expository texts. Reading Horizons, 42(2), 118-137.