Exclusion Brainstorming

Literacy Strategy #13

Activates students' background knowledge

The students are presented with a list of words that they then identify as part of the story. This is a prereading technique used in third through eighth grade. This is a great technique for English language learners as well.

Why use this instructional strategy

This is a useful strategy because as the students talk about the words on the list and how they are related, they, "expand their background knowledge, gain experience with key vocabulary words, and develop a purpose for reading (Wormeli, 2001)." -Tomkins 2013

How to Use This Instrucitonal Strategy

**Whole class activity-students learn from each other**
1. Word List Preparation: Teacher identifies words from a text they are reading, and inserts a few that do not fit. The words are put on the white board for further instruction.
2. Read the List With Students: Done in small groups or as a class-the students will decide what words fit and which ones do not. Boxes are drawn around the words that fit.
3. Learn About the New Topic: The reading assignment is read, and students notice whether the words in the activity are in the text.
4. Check the List: After the reading is done, the students and teacher will compare the list of words to those that were actually in the text and correct the boxed words. There has to be some kind of check mark reference to the words that appeared and were boxed as correct and then a crossing out of those words that are not referenced in the text to help the students differentiate.

When to Use This Instructional Strategy

This is a prereading strategy, so, as a teacher, we need to use this initial strategy in the beginning of a given text. This is great with social studies and science text to build vocabulary knowledge and helping students connect that key vocab in their minds.