List-Group-Label:
The List-Group-Label method teaches students words in a meaningful context. It encourages students to use inductive reasoning to categorize related vocabulary words (Miller & Veatch, 2012). The method has students sort new words with words that are familiar to them, thus connecting new words to what they already know and expanding their understanding of vocabulary (2012).
How to use List-Group-Label (Miller & Veatch, 2012) (http://www.readingrockets.org/strategies/list_group_label):
- Select a main concept in a reading selection and write it on the board.
- List: Have the students brainstorm all the words they think relate to the topic. Write down all student responses. At this point, do not critique the responses. Some response may not have to do with the main topic but hopefully the students will see that as they group the words together.
- Group: students word in small groups to put the words into groups with common features. Challenge the students to explain why they put words together.
- Label: Ask students to think of a label for each of their concept groups.
- (During reading) students then read the text, looking for the terms they categorized.
- (After reading) Students revisit their groups, eliminating words that do not fit and regrouping based on new information found.
An example of List-Group-Label:
Common Core Standards met using List-Group-Label (http://www.corestandards.org/ELA-Literacy/RST/6-8/#CCSS.ELA-Literacy.RST.6-8.1):
Cite specific textual evidence to support analysis of science and technical texts.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.