Again, from my reading, I have found a simple idea with a lot of possible modifications and uses in a classroom. Again, this idea is not solely for the use of vocabulary instruction; however, it can be helpful for teaching and assessing a students' knowledge of vocabulary and concepts. Taken from Ivannia Soto-Hinman and June Hetzel in The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners, here are some ideas about how to reorganize text and why it might be a useful strategy:
"(Re)organization of text involves the student making the text his or her own by actually changing the form (e.g., rewriting a story in a simpler register for younger children, taking a short story and writing a Reader's Theater script). (Re)organization of text enhances the English Language Learners' and Standard English Learners' processing of text and assists in providing student ownership and understanding of text for long-term memory... Because reading is a receptive literacy process, strategies for (re)organizing text will include expressive literacy process--writing and speaking... Combining writing, speaking, and other expressions of understanding and (re)organizing (e.g., drama, art), teachers can inspire students to express their understanding through multitudinous approaches." (2009, p. 96-97)
Following this explanation of (re)organizing text, Soto-Hinman and Hetzel provide a chart outlining different ways to (re)organize text. This list provided is not exhaustive; however, it is a great bank of ideas to try in a classroom. Here is the strategy bank (ways to reorganize text) from figure 4.18 on page 98: (*Ideas in [ ] are ones that I have added into the bank, those with *** after it are strategies I thought would work best specifically for vocabulary)
- Cartoon
- Chart***
- [Children's Book]***
- Computer Graphics
- Concept Diagrams
- Correspondence
- Diagram
- Diorama
- Display
- Drama
- Film
- [Game Show]***
- Glossary***
- Graphic Organizer***
- Illustration
- Illustration Chart
- Illustration Text and Chart***
- [Interview/Response]
- Journals
- L1 Summary (summary in their first language)***
- Model (e.g., clay, pipe cleaners)
- [Movie Film Strip]
- Murals with Key Words Outline***
- Outline***
- Pair-Share
- Pair-Square
- Picture Dictionary***
- Play (Skit)
- Poetry
- Poster***
- [Powerpoint Presentation]***
- Rewrite
- Series of Illustrations
- Songs
- Speech
- Summary***
- Timeline
- Video
- [Video Game Level]
- Vocabulary Diagrams***
It is clear that some of these ideas are more simplified and some more complicated, making this strategy perfect for classrooms in need of tiered activities due to vast differences in student levels. Also, this strategy can work for many different grade levels. Another thing to notice is how the different ways to reorganize text require different amounts of working time. Some can be easily done as a reinforcement in a homework assignment, others would be better done during class so teacher can have more immediate feedback and ability to guide students. When planning to use this strategy, all of these things must be considered carefully and catered to the students that make up the classroom in which you are planning for.
Works Cited:
Soto-Hinman, I., & Hetzel, J. (2009). Comprehension. In The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners (p. 75-117). California: Corwin.
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