Concept
of Word Sort Strategy
a)
Definiton
of Word Sort Strategy
Based on
Bintz (2011: 49-50) Word Sort Strategy is a before-, during-, and after-reading
strategy in which the teacher creates a collection of important words and
phrases from a story on index cards. This collection is prepared in advance of
the lesson. Working individually or in pairs before reading the text, students
arrange the cards in an order that supports the telling of a story and then use
the cards to tell the story to the class.
Preszler
(2006: 22) Word Sorts help students analyze words by looking for patterns.
Grouping words according to similar attributes is an effective Before Reading
strategy that activates prior knowledge of vocabulary words or phrases. It is
especially useful for nonfiction material.
The
classifying or sorting can be done as an open or closed sort. In a closed sort
students organize vocabulary words into predetermined categories developed by
the teacher. In an open sort, students determine the categories. Robert J.
Marzano lists classifying as one way to provide students with multiple
exposures to words to help shape word meanings.
In
Addition Smith and Coe (2007) Word sorts provide students a way to categorize
words based on their own personal experience and prior knowledge. Similar to
the list-group-label strategy initiated, the word sort promotes students’
critical thinking and enables them to consider how words are related to each other.
Word sorting is an active strategy that will give students the ability to think
about words on a variety of levels and contexts.
b)
Procedure
of Word Sort Strategy
Smith and
Coe (2007) defines this collection is prepared in advance of the lesson. Working
individually or in pairs before reading the text, students arrange the cards in
an order that supports the telling of a story and then use the cards to tell
the story to the class. After this step, the teacher reads the story aloud,
stopping at two or three points so students can rearrange their cards to
reflect their ongoing understanding of the story. They use the new arrangement
to retell the story up to that point. This procedure continues until the story
is completed. After reading, students
arrange their cards in an order that best supports a retelling of the story as
the author intended
Based on
Preszler (2006: 22) the procedure word sort in teaching vocabulary as follows
1)
Select words
that are important to a unit or topic of study.
2)
Prepare cards
with identified words. Older students can make their own cards and write the
words given from a list.
3)
Direct
students to sort or classify the words according to the closed sort determined
by the teacher or an open sort where students sort the words into categories
that make sense to them.
4)
Allow students
to work in small groups or pairs.
According
to Johns & Berglund, 1998 the step of the procedure of word strategy as
follows
1) Select 15-20 words that are important to the understanding of the lesson. Words can be chosen on a tier 2 or tier 3 level. At this time, the teacher should determine if it will be an open or closed sort.
2) Copy words onto index cards or print them on slips of paper. Provide enough words for each group of 3-5 students. (An alternative would be to first model for a whole group using a whiteboard or overhead transparency.)
3) Pass out words to groups. Based on if this is a pre-reading strategy or after-reading strategy, the teacher should decide how much support to provide. In either case, the teacher should encourage students to use met cognition skills.
4) If the activity is a closed sort, remind students they will need to use the categories provided to them. If it is an open sort, suggest to students that they categorize the words into groups that make sense to them. Remind them that they will need to be able to explain their rationale for the groups they created.
5) Give students approximately 10 minutes to create their sorts. Next, give students a short amount of time to rotate to other groups to examine other sorts from their classmates’ groups.
6) As students read the text or discuss it in more detail, allow them to reclassify their words.
7) Have students to reflect on their sorts and how it increased their understanding before and/or after the reading of the text. Did they make changes? Why or why not?
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