List Group Label Resinski, T. & Padak, N. (2000), Effective reading strategies: Teaching children who find reading difficult (2 ed.). Upper Saddle River, NJ: Merrill This comprehension strategy serves both to help children build vocabulary and build background knowledge about content areas. To complete the activity, students use prior knowledge they already have about a topic to organize the given information. Because the students are doing the majority of the talking and thinking, itis a student- centered activity that promotes cooperative learning, higher order ‘thinking, and problem-solving, To do this activity: 1, The teacher or students select a topic to study. 2, Students work in cooperative groups to brainstorm everything they already know about the topic. The teacher should record the students’ ideas on the board or flip chart. After the list is complete, students may ask for clarification of any words with which they are unfamiliar. 3, The students then examine their lists and search for similarities. As they come across words or topics that are related in some way, they list these topics together and give the related words a label. This can be done on the students’ papers, or the teacher can continue to write on the board or chart. The categorization and labeling processes are continued until the list is exhausted. 4, Students then try to add words to their lists under the appropriate titles. 5. The groups can then share their charts with the class. 6. Asan extension activity, the students can transform their charts into semantic webs. s