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Exclusion Brainstorming

Exclusion Brainstorming. By Hong Duong. What Is Exclusion Brainstorming?. “Teachers use this particular pre-reading activity to help guide and activate students prior knowledge and expand their understanding about a topic before reading (Tompkins, 2010, p.435). The Four Purpose.

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Exclusion Brainstorming

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  1. Exclusion Brainstorming By Hong Duong

  2. What Is Exclusion Brainstorming? • “Teachers use this particular pre-reading activity to help guide and activate students prior knowledge and expand their understanding about a topic before reading (Tompkins, 2010, p.435).

  3. The Four Purpose • 1.) Activate and build students’ background and knowledge about the topic. • 2.) Introduces big ideas and technical words. • 3.) Set purposes for reading. • 4.) Preview text. (Tompkins, 2010, p.406)

  4. Teaching Strategy • 1.) Choose the list of words: Teachers select a list of words related to the topic and include a few words that do not fit in with the topic. • 2.) Mark the list. Students can work in groups to read the word list and decides which ones are related to the topic and circles the words they think are not related. • 3.) Learn about the topic. While students or teachers read about the topic, they try to identify words that are mentioned on the list. • 4.) Check the list. After reading the about the topic, students check the exclusion brainstorming list and make changes according to what learned or read. They put check marks by the words that are related to the topic and circle the one that are not. • 5.) Regroup and check the class prediction (Tompkins, 2010, p. 435) .

  5. Teacher’s Roles • Teachers use exclusive brainstorming strategy to tie in what they are reading and learning. • Assess students prior knowledge. • Help students learn about key concepts and vocabulary before reading. • Allow students to predict. • Ask students why they did or did not select certain words on the list.

  6. Student’s Roles: • Forces student to think about what they know about the topic before reading. • Help them to analyze a topic. • Encourage critical and complex thinking. • Help with vocabulary comprehension. • Allows them to ask questions and learn about the topic.

  7. Problems With Exclusive Brainstorming • Some students are not able to read and the same students are constantly answering. • If students have little background knowledge about the topic, the discussion would not be effective.

  8. EXCLUSIVE BRAINSTORMING MINI-LESSON Directions: Work in pairs or small groups and decide which words you expect to find in the reading. Discuss why a word might or might not appear in the text. Circle the words that do not belong and discuss why. After the teacher or you have read the book, return to the words and see if your predictions are correct. What Is An Insect? (Topic)

  9. Answers:What Is An Insect?Topic

  10. References • Brassell, D. (2011). Dare to differentiate: vocabulary strategies for all students. (3rd ed.). New York: The Guilford Press. • Brunner, J. T. (2011). I don't get it!: helping students understand what they read. Lanham: Rowman & Littlefield Education. Retrieved from http://books.google.com/books?id=Pl9zbmzP1QMC&printsec=frontcov er&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false • Jonson, K. F. (2006). 60 strategies for improving reading comprehension in grades k-8. Thousands Oak: Corwin Press. • Schaefer, L. M. (2001). What is an insect?. Mankato: Capstone Press. • Tompkins, G. E. (2010). Literacy for the 21st century: a balanced approach . (5th ed.). Boston: Pearson Education, Inc.

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