SORTS FOR EMERGENT- CONCEPT SORTS - Guyla Ness

SORTS FOR EMERGENT- CONCEPT SORTS

Directions For Concept Sorts 1-4

Concept sorts are not tied to any particular stage and can be used at any time when they fit a topic in the curriculum. However they are also a good way to introduce young children to categorizing and sorting routines as described here. Whenever possible relate the sort to something you read ? a poem or book and work to develop the vocabulary of the items in the sort.

E Sort 1. Work and Play Concept Picture Sort

Display the pictures for this sort and name them with student's help. Explain that the pictures can be sorted into two categories, Things you play with and things that you would use to work with. Use the kite as a header for "Play" and the rake as a header for "Work". You may want to write these words on a card. Then select another item such as the hammer. Ask the students, Is this something you play with or something you work with? Yes, You work with a hammer so I am going to put it here under the rake. Repeat this with several more items. Then get students to help you sort the rest. Before sorting they should explain their decision like this: A yoyo is something you play with. After sorting, read through all the pictures tin each column and ask the students how they are alike. Leave up the headers and scramble the rest of the words to resort in the group. Students can then be given their own set of pictures to sort independently or with a partner.

Teach the traditional song: "This is the way I wash my hands so early in the morning" and adapt it for different items in this sort. "This is the way I hammer a nail..." or "this is the way I vacuum the floor."

On another day model how the items can be sorted a different way. Perhaps by things you use indoors (vacuum cleaner, doll) and things you use outdoors (rake, kite) and things that might be used both places (broom, hammer). Items might be sorted by things that move (skate, top, kite) and things that don't move (block, broom, saw). Tools can be sorted by those that use electicity and those that do not.

E Sort 2. Body and Clothes Concept Picture Sort

Display the pictures for this sort and name them with student's help. Explain that the pictures can be sorted into two categories, Things you wear and parts of the body. Use the feet as a header for "Body" and the socks as a header for "Clothes". You may want to write these words on a card. Then select another item such as the jacket. Ask the students, Is this something you wear or a part of your body? Yes, a jacket is something you wear. You can take clothes off but you can't take off part of your body! Let's put jacket under the socks because they go together ? they are both clothes. Repeat this with several more items. Then get students to help you sort the rest. Before sorting they should explain their decision using a word that names the picture and the category label: A leg is part of your body. After sorting, read through all the pictures tin each column and ask the students how they are alike. Leave up the headers and scramble the rest of the words to resort in the group. Students can then be given their own set of pictures to sort independently or with a partner.

On another day model how the items can be sorted a different way. Parts of the head and things you wear on your head might be one category. The shoe and socks can be matched to feet and the glove and mitten matched to the hand. Elicit sentences from children that include two terms from the sort such as "I wear a hat on my head." These can be recorded as dictations and read back.

E Sort 3. Transportation Concept Picture Sort

Display the pictures for this sort and name them with student's help. This is a good sort to use to find out if students can create their own categories. Ask for suggestions or pair up children to work with a partner to come up with categories. Possibilities include Things that travel in the air, on the land, and in the water; Things that have wheels and things that do not; and Things that have motors and things that do not. Help students label their categories using cards. Elicit student talk that explains why they have sorted they way they did and encourage them to use complete sentences such as "I travel in a bus to school". Find out what forms of transportation they have used and which ones they would like to use. You may want to write these words on a card for headers. You can also try a Guess My Category sort. Sort about half the items into categories and then ask students if they can guess where the next item will go. Try to avoid identifying the categories until the end. After you model this students might create Guess My Category sorts for each other.

E Sort 4. Creature Concept Picture Sort

Display the pictures for this sort and name them with students' help. This is another good sort to use to find out if students can create their own categories. Ask for suggestions or pair up children to work with a partner to come up with categories. Categories include where the animals live, their body covering, how many legs they have, etc. Help students label their categories using cards. After sorting several ways challenge students to talk about one of the animals in terms of the categories they have use. For example, "Birds have two legs and can fly in the sky." You can also try a Guess My Category sort. Sort about half the items into categories and then ask students if they can guess where the next item will go. Try to avoid identifying the categories until the end. After you model this students might create Guess My Category sorts for each other.

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