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List-group-label is a pre-reading evidence-based strategy that helps to develop vocabulary and concepts by drawing on the students' prior knowledge.
The list-group-label strategy, although originally intended for a social studies classroom, can be used in any content area for any grade level.
For this demonstration, it will be used in a middle school social studies setting.
Standard: CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
The list-group-label strategy helps strengthen a student's existing vocabulary and remember new vocabulary with increased accuracy.
Students are asked to draw upon their background knowledge in relation to a specific topic.
These two skills are vital components that aid in strengthening a student's language comprehension, a key component in reading comprehension.
https://dyslexiaida.org/event/a-20th-year-celebration-of-scarboroughs-reading-rope/
Vocabulary and background knowledge are key components to developing a student's language comprehension. Language comprehsnion is a vital part of the simple view of reading equation. Combined with word recognition, students will become more skilled readers.
Since this is a pre-reading strategy, students should complete this task prior to reading a selected text that will be studied in class.
The first step in list-group-label is to identify a key concept that reflects one of the main topics that will be addressed in the text.
For the purpose of this demonstration, the main topic that we will be brainstorming is World War II.
Once the key concept has been determined by the teacher, students should participate in brainstorming to generate a list of words related to the concept.
For our topic of WWII, this list may look something like the following:
Italy
FDR
Atomic Bomb
USA
Tojo
Jews
Churchill
Nazis
Hitler
Hawaii
Hiroshima
Bomber Aircraft
Soviet Union
Mussolini
Germany
Pearl Harbor
Stalin
Japan
U-boats
Enola Gay
Great Britain
Next, either individually or in learning teams, students should group the words into logical categories.
Students will have to make connections and look for similarities between the words to justify their groupings.
Based on the list made for our topic of WWII, some possible groupings are as follows:
Atomic Bomb
Enola Gay
U-boats
Bomber Aircraft
Stalin
Hitler
FDR
Tojo
Jews
Churchill
Mussolini
Germany
Pearl Harbor
USA
Hawaii
Hiroshima
Japan
Italy
Great Britain
Soviet Union
The last step in this activity is to label each group accordingly. The label should connect each of the words in the group.
Labels for the groupings made based on our WWII list may resembles the following:
Weapons
Atomic Bomb
Enola Gay
U-boats
Bomber Aircraft
People
Stalin
Hitler
FDR
Tojo
Jews
Churchill
Mussolini
Places
Germany
Pearl Harbor
USA
Hawaii
Hiroshima
Japan
Italy
Great Britain
Soviet Union
Templates like these can be used to make the process easier for students!
https://www.teacherspayteachers.com/Product/List-Group-Label-1048337
https://www.teacherspayteachers.com/Product/List-Group-Label-Graphic-Organizer-276915
It is important for the teacher to make sure students get the most out of the implemented reading strategy.
The following three extensions are suggested to help students get the most out of this activity.
After students have completed the list, group, and label steps in the strategy, a suggested variation asks them to write a paragraph using the words from one of the groups.
This will allow them to synthesize their understanding of how the words are connected while simultaneously revealing important background knowledge.
Once the activity is completed, the teacher should ask students to make predictions about what they think the selected text to be studied will be about.
Strategic questioning should be used to stretch their thinking. For example:
"How does the title of the text relate to your groups of words?"
"Explain why you grouped certain words together in one group as opposed to another."
Asking students to compare with each other the different groups they made could also spark meaningful discussions.
After reading, students should revisit their lists. In doing so, they should eliminate words that may not fit anymore based on the text they read. They also should regroup words according to what they have learned about the key topic.
In doing this, students will be more mindful of the vocabulary they encounter while reading.