Concept Sort
Definition:
"A Concept Sort is a vocabulary and comprehension strategy used with students to introduce new topics and/or familiarize students with new vocabulary. Concept Sorts can be used before reading to gather students’ prior knowledge about the upcoming content, or can be used after reading to assess students’ understanding of the concepts that were presented to them. Additionally, these sorts help students use critical thinking skills by creating categories for groups of words as they sort them based on each word’s meaning," (Simon, n.d.).
The Steps to Implement a Concept Sort:
"A Concept Sort is a vocabulary and comprehension strategy used with students to introduce new topics and/or familiarize students with new vocabulary. Concept Sorts can be used before reading to gather students’ prior knowledge about the upcoming content, or can be used after reading to assess students’ understanding of the concepts that were presented to them. Additionally, these sorts help students use critical thinking skills by creating categories for groups of words as they sort them based on each word’s meaning," (Simon, n.d.).
The Steps to Implement a Concept Sort:
- Develop a list of topics or words from the text the students are about to read or have read.
- Instruct students to place the topics or words into groups. This can be done individually, as a small group, or as a class.
- Discuss as a class the groups and why the students put words in certain groups ("Concept Sort," 2014).
Benefits of this Strategy:
- Introduces new material.
- Allows students to familiarize themselves with a new topic or vocabulary words.
- Gives the teacher a better understanding of the students' prior knowledge on the topic ("Concept Sort," 2014).
Video 1: This video starts out by briefly explaining what a concept sort is. The teacher then takes a class through an example using a concept sort. She gives the students a list of words. The students then get into groups to sort the words into two different categories. In their groups, they discuss what category they should put the words into and why. The teacher walks around the room briefly stopping by several groups to participate in the discussion. Finally, the students discuss the words and groupings as an entire class. The teacher uses her observations of the group and the class discussion at the end to assess the students' learning.
Video 2: This video is an example of a second grade class using a concept sort to introduce a new book. The teacher starts out by posting a list of words on the board that are from a book they are about to read. Then, she gives the students three categories that they can place the words under. The instructor models the process of sorting these words before she breaks students into groups. The students are put into small groups to finish sorting the list of words. The strategy is wrapped up with a group discussion over the activity. The teacher uses this to assess the students' understanding of the material.
Writing Component:
Follow the regular procedure for a concept sort. Give the students a list of words and have them sort the words into groups. Then, for the writing part, have the students write a paragraph for each group of words explaining why they grouped the words the way they did.
Writing Standard Assessed:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Sources:
Concept Sort. (2014). In Reading Rockets. Retrieved July 14, 2014 from
http://www.readingrockets.org/strategies/concept_sort.
Simon, C.A. (n.d.). "Introducing Ideas and Vocabulary with a Concept Sort". In Read Write Think. Retrieved July 14,
2014, from http://www.readwritethink.org/professional-development/strategy-guides/introducing-ideas-vocabulary- with-30953.html.
Follow the regular procedure for a concept sort. Give the students a list of words and have them sort the words into groups. Then, for the writing part, have the students write a paragraph for each group of words explaining why they grouped the words the way they did.
Writing Standard Assessed:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Sources:
Concept Sort. (2014). In Reading Rockets. Retrieved July 14, 2014 from
http://www.readingrockets.org/strategies/concept_sort.
Simon, C.A. (n.d.). "Introducing Ideas and Vocabulary with a Concept Sort". In Read Write Think. Retrieved July 14,
2014, from http://www.readwritethink.org/professional-development/strategy-guides/introducing-ideas-vocabulary- with-30953.html.