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No-Glamour® Language & Reasoning Cards
Ages: 6-12   Grades: 1-7

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.

Outcomes

  • 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
Cards
#35010
$45.95
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    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.

    Each unit has an instruction card that gives an overview of the skill and some teaching tips.  The units are:

    • Classifying
    • Comparing and Contrasting
    • Answering True/False Questions
    • Answering Questions
    • Predicting Outcomes
    • Determining Missing Events
    • Sequencing
    • Making and Explaining Inferences
    • Identifying Causes of Events
    • Identifying Problems and Solutions
    • Imagining and Role Projection
    • Criticizing
    • Stating Opinions

     

    Copyright © 2005

    Components
    200 4" x 6" double-sided, coated, picture/stimuli cards; 13 instruction cards
    • 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.

    References

    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.

    Author(s)

    Linda Bowers, Rosemary Huisingh, Carolyn LoGiudice

    Biography

    Linda Bowers, M.A., SLP, is a LinguiSystems co-owner and speech-language pathologist with extensive experience serving preschool and school-aged children.  Her professional interests include critical thinking and language abilities of children and adults.

    Rosemary Huisingh, M.A., SLP, is a LinguiSystems co-owner and has served the communication needs of school-aged children for many years.  Her special interests include childhood language, vocabulary, and thinking skills.

    Carolyn LoGiudice, M.A., CCC-SLP, wrote and edited products and tests for LinguiSystems for 25 years, incorporating her previous experience as an SLP in school and clinic settings.  She is now retired and savoring time with her family, friends, and hobbies.

    Linda, Rosemary, and Carolyn have written several tests, therapy kits, and games for LinguiSystems.

    Introduction

    Students need to think logically and express themselves clearly throughout their academic years and for life beyond school.  Like the book No-Glamour Language & Reasoning, No-Glamour Language & Reasoning Cards target these specific reasoning and expressive language skills in a hierarchy that reflects normal development.