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Transcript of Exclusion Brainstorming
Expands students understanding about a topic.
Used for social studies or science topics.
Teachers present students with a list or words to read.
Students identify the words that relate to the topic and those that don't belong.
After reading, students revisit the words to decide if they chose words correctly. When to use this strategy? Example Exclusion Brainstorming How to use this strategy? Students work together in small groups or as an entire class. Topic: Polygons Why use this strategy? Useful prereading activity.
Used to introduce a new concept or topic.
Figure out what students already know about a topic.
When students are brainstorming about the words on the list and deciding which ones are related.
Students make predictions and revisit those predictions.
Expands their background knowledge about the topic.
They gain experience with vocabulary words.
Are able to develop a purpose for reading. Steps:
1. Prepare a word list: teachers select words that relate to the topic and some that don't.
2. Mark the list: students work in groups or as a class to decide which words are related. They draw circles around unrelated words.
3. Learn about topic: students read and learn about topic.
4. Check the list: students check their list and cross out unrelated words and put checks next to related words. Before: provide students with a mixture of words about a topic. Allow them to brainstorm about what they already know and circle words.
After: students will check their word list and cross out words that are unrelated to the topic and check those that are related.
To familiarize students with concepts and vocabulary before reading nonfiction books and articles. Ticket Out Complete the exclusion brainstorming activity on "Bacteria".
First, circle the words that you think are not related.
After, go back to the story, "Bacteria: The Good, the Bad and the Stinky, on pg 38 and check your list. Cross off the words that are unrelated to "Bacteria". Put check marks next to related words. plane figure
regular What would you circle before learning about polygons? What would we cross out after learning about polygons? References Tompkins, G. E. (2013). 50 Literacy Strategies: Step by step. (4th ed., pp. 37-39). New York: Pearson Education, Inc.
Exclusion brainstorming . (n.d.). Retrieved from http://eagles.midway.edu/ted/STRATEGY_files/exclusion_brainstorming.htm Differentiation Differentiation Modify word list.
Add more words for advanced students.
Take away some words for below average students.
Arrange students in groups based on readiness or knowledge about the topic.