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#VOCABULARY WORD SORTS FOR THIRD GRADE HOW TO#

As students read the text or discuss it in more detail, allow them to reclassify their words.

Next, give students a short amount of time to rotate to other groups to examine other sorts from their classmates’ groups.

Give students approximately 10 minutes to create their sorts.

Remind them that they will need to be able to explain their rationale for the groups they created. If it is an open sort, suggest to students that they categorize the words into groups that make sense to them.

If the activity is a closed sort, remind students they will need to use the categories provided to them.

Based on if this is a pre-reading strategy or after-reading strategy, the teacher should decide how much support to provide. (An alternative would be to first model for a whole group using a whiteboard or overhead transparency.) Provide enough words for each group of 3-5 students. Copy words onto index cards or print them on slips of paper.At this time, the teacher should determine if it will be an open or closed sort. Select 15-20 words that are important to the understanding of the lesson.While closed sorts reinforce and extend students’ ability to classify words and concepts, open sorts can prompt divergent and inductive reasoning. This forces them to become more involved in manipulating the list.

#VOCABULARY WORD SORTS FOR THIRD GRADE HOW TO#

In an open word sort, students determine for themselves how to categorize the words.

This requires students to think critically as they look for specific concepts, word structures and definitions.

Closed word sorts are when the teacher defines the process for categorizing the words.I’ve also discovered that it works great for geographic terms, people, events, places – just about any type of list that seems unconnected to other stuff. As an after-reading strategy, students reflect on what they read and process the ideas presented in the text. During pre-reading, kids use their prior knowledge to organize words and establish a purpose for reading. The strategy is useful in both elementary and secondary classrooms as both a pre-and-post reading strategy. Sort that small mountain of laundry into a few piles, and you’ll restore the order of your laundry baskets.īasically this strategy asks students to organize words or phrases into piles that make sense to them. If you haven’t had time to do the laundry for a week or more, it can feel as if those mile-high baskets of dirty socks and T-shirts are planning to topple your house. One teacher compared open and closed word sorts to doing laundry: And as I begin to use it, I realized how versatile the strategy can be. The English teacher was using it to help kids learn vocabulary words from novels and mentioned it while we were discussing the problem of both vocabulary words and geographic locations in Social Studies. It is incredibly simple to use in the classroom but it can have a huge impact on your kids. A language arts friend of mine shared this strategy with me several years ago and I’ve been using it ever since.