List-Group-Label (Hilda Taba)

Type of Activity:

Subject Area and Grade Span: Any Subject, Grades 4-12 (Mathematics Example)

What it is:

List-Group-Label allows students to brainstorm and categorize vocabulary as a way to understand key terms to develop concept understanding. This strategy can be used to review familiar concepts and to activate students’ background knowledge. Students generate word associations among terms that are related to the same concept.

What it looks like:

Pre-reading       

1. Identify a broad concept from content reading and/or instruction for generating student responses (See Data in List-Group-Label Sample below).
2. List the concept on the chart, board, or transparency and have students repeat the term. Give the students an explanation of the term.          
3. Ask students to generate (in whole group or small groups) all the words, phrases, or examples associated with the topic (prompt students or give a few examples).
4. Accept and record a list of up to 20 words as appropriate on chart paper or a transparency. (Do not record the terms in any particular order or grouping, such as: mean, mode, median, scatter plot, distribution, compute, etc.; See Step 1 in List-Group-Label Sample below).                                    
5. In small groups, have the students group the words based on characteristics, deleting words that don’t belong.
6. Once categories have been made, students should label each category (See Step 2 in List-Group-Label Sample below).               
7. Have each group share their word groupings, justify their choices, and explain reasons for deletion.           
8. If additional labels are appropriate for related terminology, prompt students to generate more words related to the new label.                                          
9. Encourage students to revise their lists after students share out.                      
10. Have students summarize (verbally and/or in writing) what they have learned about the concept (See Step 3 in List-Group-Label Sample below).          

Post-reading

11.   After reading and/or instruction, students may be asked to revise their lists based on new understandings.

How you know it’s working:

• Students are able to revise the groupings and/or labels for groupings based on new learning/understandings.
• Students are able to generate a list of words related to the concept and identify common characteristics.

Things to consider:

• Students need some prior knowledge of the concept in order to brainstorm related vocabulary (not intended for teaching new concepts).
• English learners may benefit from cognates, visuals, and structured guidance to understand labeling of categories.

Download Documents:

Download List-Group-Label Sample (application/pdf)

Download List-Group-Label Template (application/pdf)

References:

Blachowicz, C., & Fisher, P. (2002). Teaching vocabulary in all classrooms (2^nd edition). New Jersey: Pearson Education, Inc.

Readence, J. E., & Searfoss, L. W. (1980). Teaching strategies for vocabulary development. English Journal, 69, 43-46.

San Diego County Office of Education (2005). Math language that works: Teaching and learning essential mathematics vocabulary Grade 6-Algebra I. San Diego, California.