List-group-label definition: "List-group-label is where students are asked to generate a list of words, group them together according to their similarities, then label the group." (Taba, 1967)It can be a pre-reading activity or after reading so students have to go back and look at the text. It's a great strategy because students are making connections between words.
List-group-label research: "According to research by reading rockets this strategy builds on student's prior knowledge about a topic, actively engages students in learning new vocabulary and content by activating their critical thinking skills, and teaches categorizing and labeling skills." (Reading Rockets, 2011)
How you may use it: Teachers can use this strategy by assessing students. A teacher can introduce a new topic. Have students fill out a list-group-label graphic organizer to see what they know about the topic. This will show the teacher his or her students prior knowledge. Another way a teacher can use this strategy is to have the whole class create a list-group-label poster about a main topic they just read about. Each student can write a list, group, or label on a sticky note. Each column will have each student's contribution. Students answers will facilitate a whole group class discussion.
How it will benefit student learning: This strategy will benefit student learning because students will learn how to categorize items. Students will use this skill throughout life. You categorize where clothes go, organize homework the way you do it, and other things. Students will be able to brainstorm, put items in a certain group based off characteristics and group them. Students are also learning how to observe and think about details in order to group items.
Writing component of the strategy: W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to ask, purpose, and audience. Writing ties into this strategy because when students are producing their list-group-label ideas they can write in a sticky note and post in on the poster or students can individually fill out a list-group-label graphic organizer.
2 videos with short summary: The first video is an example of a teacher facilitating the strategy. She works with the students step by step and writes with them in the graphic organizer. She asks them to categorize items. This video is engaging for me because it's showing a teacher in action with the strategy. She portrays the strategy well to her students. If I were to use this strategy I would have my students be more creative in the sense I would have them design their own graphic organizer for ten minutes to have them engaged and excited to use it. The students can turn the organizer in and have the teacher assess it.
The second video has a teacher introduce the strategy and discuss why it's important and beneficial to use. At the end of the video it shows student's work samples with the strategy in effect. It's a short engaging video for students. If I was a teacher I would introduce the strategy myself and use the end of the video to show my students some samples. It's engaging for the students to see the samples because it will help them turn a switch on in their brains how they will incorporate this strategy and what ideas they have going on. A teacher can assess student's work by walking around when they are doing an activity and giving feedback or asking questions why they listed, grouped, or labeled something the way they did.
List-group-label research: "According to research by reading rockets this strategy builds on student's prior knowledge about a topic, actively engages students in learning new vocabulary and content by activating their critical thinking skills, and teaches categorizing and labeling skills." (Reading Rockets, 2011)
How you may use it: Teachers can use this strategy by assessing students. A teacher can introduce a new topic. Have students fill out a list-group-label graphic organizer to see what they know about the topic. This will show the teacher his or her students prior knowledge. Another way a teacher can use this strategy is to have the whole class create a list-group-label poster about a main topic they just read about. Each student can write a list, group, or label on a sticky note. Each column will have each student's contribution. Students answers will facilitate a whole group class discussion.
How it will benefit student learning: This strategy will benefit student learning because students will learn how to categorize items. Students will use this skill throughout life. You categorize where clothes go, organize homework the way you do it, and other things. Students will be able to brainstorm, put items in a certain group based off characteristics and group them. Students are also learning how to observe and think about details in order to group items.
Writing component of the strategy: W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to ask, purpose, and audience. Writing ties into this strategy because when students are producing their list-group-label ideas they can write in a sticky note and post in on the poster or students can individually fill out a list-group-label graphic organizer.
2 videos with short summary: The first video is an example of a teacher facilitating the strategy. She works with the students step by step and writes with them in the graphic organizer. She asks them to categorize items. This video is engaging for me because it's showing a teacher in action with the strategy. She portrays the strategy well to her students. If I were to use this strategy I would have my students be more creative in the sense I would have them design their own graphic organizer for ten minutes to have them engaged and excited to use it. The students can turn the organizer in and have the teacher assess it.
The second video has a teacher introduce the strategy and discuss why it's important and beneficial to use. At the end of the video it shows student's work samples with the strategy in effect. It's a short engaging video for students. If I was a teacher I would introduce the strategy myself and use the end of the video to show my students some samples. It's engaging for the students to see the samples because it will help them turn a switch on in their brains how they will incorporate this strategy and what ideas they have going on. A teacher can assess student's work by walking around when they are doing an activity and giving feedback or asking questions why they listed, grouped, or labeled something the way they did.