Procedure of List Group Lable (LGL) Strategy

Procedure of List Group Lable (LGL) Strategy

Tree step of list group label as follows

a.       List

The teacher begins the LGL lesson by selecting a one or two-word topic to serve as a stimulus for listing words. The stimulus topic is written at the top of the board or student's paper. Topics should be drawn from the materials that children are reading and from which they are learning.

b.      Grouping/label

The teacher will read the list orally, pointing to each word as it is pronounced. For older children this step may not be necessary, but it is cautioned that even older readers, particularly struggling readers, may benefit from it. The children are then instructed to make smaller lists of words related to the topic, using only words from the large list that the class generated. These smaller groupings should consist of words that have something in common with one another; and each grouping should have at least three words in it. Words from the large list may be used in more than one smaller group, as long as the groupings are different.

c.       Follow up

Using another part of the chalkboard or piece of paper, the teacher solicits and records categories of words and their labels from the children, one grouping at a time. After a category is recorded, the child offering the group must state verbally why the words have been categorized in the particular way stated. In this way, all children can see category possibilities that may not have occurred to them[1]

Four step of list group label strategy there are

a.       TOPIC: Place the topic or key word on the board or overhead. 

The teacher chooses the key word or topic to be analyzed prior to beginning the LGL strategy Begin by asking the students to look at the topic word and to think about all the terms that they know that relate to this word.  Provide students with some time to think about their responses.

b.       LIST – list all the words related to the topic word.

Call on students one by one to share their vocabulary words with the group.  As the students generate these terms, write them on an overhead transparency or on the board so that everyone can read them.  Discuss any of the terms that might be difficult or unfamiliar.

c.        GROUP – categorize the vocabulary words.

When the students have exhausted their responses, allow the students to place the terms in categories.  (Remember, this is not the time to label the categories.) Discuss the possible reasons for placing words or terms in particular groups.  Many terms may fit into several categories or groups. 

d.       LABEL – label all the categories or groups

To refine the categorization skills of students, assign labels as a class to the various categories that have been developed[2]

[1] Taba, H. (1967). Teacher's handbook for elementary social studies. Reading, MA: Addison- Wesley

[2] Jetton & Dole (2004) Organizing for Effective Content Area Reading Instruction


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