CT-RA (Creative Thinking-Reading Activity) Strategy

contributed by Jennifer Farrell

Rationale:

CT-RA is a useful, research-based strategy (Ruddell, 1996) for activating students' prior knowledge about a concept or topic. This strategy helps students solve problems by using their own prior knowledge and builds students' confidence in their own abilities and knowledge.  This strategy is also very effective for ESL students, as it gives them opportunities to express their own  ideas and allows them to ask peers for clarification, if needed.

Alvermann, D.E., S.E. Phelps, & V.G. Ridgeway (2007). Content area reading and literacy: Succeeding in today's diverse classrooms. Boston, MA: Pearson.

Procedure:

Background information: The explanation of the procedure will use examples from how I would use this as a pre-reading strategy for the novel Until They Bring the Streetcars Back by Stanley Gordon West. The story is set in 1949, and the major conflict of the story is that a high school senior named Cal discovers that a classmate of his, Gretchen, is being physically and sexually abused by her father. Cal promises Gretchen that he will help her, but he also promises her that he won't tell anyone. My use of CT-RA will be to get the students started on thinking about what they would do in Cal's position. For a description of the novel, click here.

Resources: notebook paper, pens or pencils, maybe a board or flip-chart to record student ideas if desired.

The Process:

1. Create rules for brainstorming with students.

    --Examples rules could include but are not limited to think of as many ideas as you can, you are not allowed to criticize anyone's ideas--even your own, use any thought that comes to you--the crazier, the better, etc.

2. Present students with the creative thinking task and give them 5 minutes to brainstorm.

    --I would present the students with the following scenario: You have just discovered that someone in your class is being abused by one of his or her parents. You promised not to tell, but you also promised to help. What could you do?

3.  Share ideas in a large group. You could record ideas on the board or a flip chart, if desired.

4.  Announce to the students that they must evaluate and select the best response based on a single criterion. Provide criterion and allow students to brainstorm.

    --I would present the following criterion: Which of the solutions do you think woul be most likely to work in 1949?

5.  Share responses.

Additional Possible Procedures

This is a reading activity that students could do on their own as well.  Especially when a student has to read self selected material regarding a research project.  I feel when the kids walk into the Social Studies room they automatically think they’re receivers of information and that’s it.  When the kids are given research choices and projects they tend to shut down and make the first hurdle the biggest.  CT-RA is a strategy that would help with this dilemma.   If I were to follow the process above then the students will have brainstormed and made connections with what they may know as well as spark an interest that they may want to know more of......comment by Rick Spinner

 Contributed by Caitlin B:  Students can use this activity to bring their different backgrounds into the classroom and learn from each other.  This works particulalry well with a homogenous group.  It forces them to examine other perspectives and cultural backgrounds.

--Students would be presented with the creative thinking problem: You are falsely accused of murder.  The circumstantial evidence is huge, and you had a biased jury.  You are convicted and sentenced to death.  What would you do?

 --After students have brainstormed in groups, add the qualifier: Now you are a poor black man convicted of killing a rich white man in Louisiana, 1940s.  Would any of these work?

--This sharing will be prior knowledge building for the text A Lesson Before Dying--Ernest Gaines.