Vocabulary Lesson
List-Group-Label
When to Use: Before and After Reading
Purpose: To activate background knowledge and increase vocabulary.
Developed from the work of Hilda Taba (1967), List-Group-Label helps students
activate background knowledge about a topic and increase their knowledge of words
and academic vocabulary while applying categorization
and organization skills (Blachowicz & Fisher 2002).
Materials:
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Anecdotal Notes
Student
chart paper and marker
Objective
Performance
Next Steps
index cards
reproducible: Anecdotal Notes, page 129
reproducible: List-Group-Label, page 130
Process: Follow these steps:
1. Begin by brainstorming a list of words and phrases
that are associated with a topic. Ask students to
collaborate to generate as many words as they can
think of. List students’ responses on the board or
on chart paper. Here’s how a lesson on communities
might look:
2. Read through the list to model correct
pronunciation and spelling.
Name: ________________________________________________________________ Date:
129
________________________________________
List-Group-Label
Words:
Label: ______________________________________
Label: ______________________________________
These words form a group because _____________
These words form a group because _____________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Label: ______________________________________
Label: ______________________________________
These words form a group because _____________
These words form a group because _____________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
130
3. Next, work with students to sort words and
Comprehension Lessons for RTI: Grades 3–5 ©2013 Elizabeth Stein • Scholastic Teaching Resources
Comprehension Lessons for RTI: Grades 3–5 ©2013 Elizabeth Stein • Scholastic Teaching Resources
Teacher: OK, readers, we’ve been
learning a lot about
communities. So, before we
begin reading today, let’s
brainstorm a list of words we
already know that connect
to what we know about what
makes a community.
phrases into groups. Encourage students to
Comprehension Lessons for RTI: Grades 3–5 © 2013 Elizabeth Stein • Scholastic Teaching Resources
71
create a label for each group by thinking of a description or word that connects
all the words within a group.
Teacher: OK, let’s begin to put these words into groups. We will have to
decide which words are similar to each other. For example, we
could start a group by putting “extended family” and “nuclear
family” together because they both describe families. Or we
could put “agriculture” and “irrigation” together because
they both have to do with farming. You decide which groups
you want to create by thinking about the reasons why you are
putting the words in specific groups.
4. Facilitate a discussion by asking students to explain the relationship between the
words and phrases as they connect the vocabulary to the labels and topic. Have
your small group of students talk in pairs before discussing with everyone at
once. This will give all students a chance to engage in the discussion.
Use the Strategy:
„„ To introduce vocabulary
„„ To activate students’ background knowledge and clarify their understanding
„„ To review terms prior to a test or before moving to the next unit of study
Tier 2 Formative Assessments
QQ Have students write words on index cards and place the word cards into
groups. You can document each student’s performance on an Anecdotal Notes
reproducible. Note: You can use this reproducible with all the lessons in this book.
QQ Give a List-Group-Label graphic organizer to each student to complete.
Studying students’ completed graphic organizers of groups and labels will
give you a window into their understanding and level of thinking. In addition,
you will be able to identify any students who were unable to create groups
in a way that makes sense, or those who were unable to create labels for
their groups. Students’ work samples will inform your decisions to continue
reteaching concepts or moving on to new terms.
Comprehension Lessons for RTI: Grades 3–5 © 2013 Elizabeth Stein • Scholastic Teaching Resources
72
Anecdotal Notes
Student
Objective
Performance
Next Steps
Comprehension Lessons for RTI: Grades 3–5 © 2013 Elizabeth Stein • Scholastic Teaching Resources
129
Comprehension Lessons for RTI: Grades 3–5 © 2013 Elizabeth Stein • Scholastic Teaching Resources
130
Words:
Label: ______________________________________
These words form a group because _____________
____________________________________________
____________________________________________
Label: ______________________________________
These words form a group because _____________
____________________________________________
____________________________________________
These words form a group because _____________
____________________________________________
____________________________________________
Label: ______________________________________
These words form a group because _____________
____________________________________________
____________________________________________
_________________________________________
Label: ______________________________________
List-Group-Label
Name: _________________________________________________________________ Date: