Fist Lists

A Graphic Organizer for Learning Vocabulary

Stage of Literacy Development:

Stage 2: Consolidation / Fluency
Stage 3: Literacy for Growth

Ages:

7-11

Grade Range:

2nd 3rd 4th 5th

Food Groups:

Primary:
Vocabulary, Knowledge Building

Activity Description

Preparation:

1. Compile sets of words for students to choose from when making their own Fist Lists
    a. Words should be relevant to a unit or topic being
    studied
    b. List should contain words of varying difficulty so that all students in the class will be able
    to choose a word that is unknown to them but not too challenging
    c. List should have at least 10-15 words on it to provide students with choice
2. Write the list on chart paper
3. Make a large drawing of a hand on chart paper
4. Choose a word to work with when modeling the activity to the class

Implementation:

1. Introduce students to the words on the list
    a. Read over the words with the class
    b. Explain that they are challenging but relevant words that are important to the unit or
    topic being studied
    c. Scaffold a brief discussion about the meanings of the words (optional)
2. Explain that concept organizers can be used to help them understand the meaning of new words
    a. Connect to prior knowledge by discussing other types of concept maps or organizers that
    the students have used before (if applicable)
3. Create an example Fist List using a think-aloud strategy
    a. Explain to students that you are not sure of the meaning of a particular word
    b. Model strategies you have about how you could clarify the meaning of this word, for example:
        • Using dictionaries, glossaries, thesauruses and other reference aids
        • Using information about the word parts
        • Using context clues
        • Using previous knowledge
    c. Record information on the drawing of the hand throughout the think-aloud process, writing
    the vocabulary word in the palm of the hand, and recording five important pieces of
    information (one for each finger) gained by using the strategies mentioned above, or other
    information discussed during the think-aloud
4. Invite students to work on their own concept maps, using a new word in the center
5. Guide a whole class follow-up discussion about their Fist Lists
    a. Discuss the types of information that the students included on their maps, and why
    they thought the information was useful
    b. Have students share their maps with the class

Adaptations For

English Language Learners/ESL:

- Use visual representations for words included on the student's list
- Provide picture dictionaries or bilingual dictionaries

LD/Reading & Writing Difficulties:

- Use auditory, written, and visual stimuli when modeling as well as providing instruction
- Focus on the knowledge development aspect of concept maps instead of the written aspect

Cultural Appropriateness & Diversity:

- Allow students to include personal information in their concept maps
- Include culturally diverse words on initial word list and discuss meanings in follow-up discussion

Differentiated Instruction:

- Provide instructions and guidelines in simple, smaller steps
- Write instructions on board, and leave example up for students to refer to as they work on the activity

Related References

Source:
Strong, R.W., Silver, H.F., & Perini, M.J. (2008). Reading for academic success, grades 2-6: Differentiated strategies for struggling, average, and advanced readers. Thousand Oaks, CA: Corwin Press.

Evidence:
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. Reading Teacher, 61, 70-77.

Activity Objective

 The goal of Fist Lists: A Graphic Organizer for Learning Vocabulary is to expand students' vocabulary by drawing attention to the definition, key features, and concepts of new words, using a hand with five fingers to graphically organize phrases and ideas.

What You Need

Prep Time:

10-20 minutes
- Compile a list of words for students to use to create their concept maps and write it on chart paper
- Choose a word to use for modeling
- Draw picture of a hand to use during modeling

Task Time:

40-50 minutes
- Teacher introduces the words on the list to the class
- Teacher models creating a sample concept map
- Students work independently to create their own concept maps
- Class engages in follow-up discussion

Materials Required:

Teacher:
- Chart paper
- Markers

Students:
- Dictionaries, thesauruses, other reference materials
- Paper and pencils

What You Do

Teacher Role:

Direct instruction:
- during initial introduction of words and follow-up discussion

Modeling:
- during the making of the concept map

Consultant:
- when students are working independently

Student Grouping:

Whole class:
- during modeling and follow-up class discussion

Individual:
- when creating their own concept maps

Assessment Ideas:

- As students are creating their maps, discuss with them the information they are including and why they chose to include it, as well as where they found the information and how they knew it

- After their maps are done, ask students to explain the meaning of the word they chose and/or other words chosen by their classmates to assess their new understanding

Quick Tips

Activity Extensions:

- Allow students to come up with their own words for creating Fist Lists, or generate a list of potential words as a class

- Use this activity to expand vocabulary in other curriculum areas and units

- Have students create these concept maps in a variety of situations such as when reading independently or after a class read-aloud

- Have students create a vocabulary journal in which they create and store their concept maps in

Additional Comments:

- Research suggests that learning the meaning of words prior to reading them can increase reading comprehension, so it is beneficial to implement this lesson before beginning a unit or introducing a new topic.

- Once students become familiarized with the process of creating Fist Lists, have students make the concept maps based on their own word choice, which would ensure that words picked are personally relevant.
  a. It will also give students practice in recognizing words they do know the meaning 
of and monitoring their own vocabulary development.

- Stress to students that understanding words (and therefore creating this concept map) is not just about the formal definition, but that personal connections are very valuable too.

Other Adaptations/Modifications:

- Provide opportunities for students to collaborate with their peers when working on the activity