LITERACY ACTIVITY FORM
Title: Using the Sequential Roundtable Alphabet Chart to Review and Summarize
Information on a given unit of study
Course Name: Any Content Area Grade Level: Intermediate Grades- High School
Content Objective of the lesson:
To review specific content learned in a unit and write a summary of the material.
Language/Literacy Objective of the lesson:
Read, write, listen, and speak to review a topic or unit of study.
State Standards Addressed:
W-E3-Write Summaries, WE-4 Write Expository Text, WE-5
Arizona - Geography, Science – Desert Systems
Estimated Time Required: 90 minutes
Materials Needed:
The Sequential Alphabet Roundtable Chart
Chalkboard or Overhead
Sets of markers, highlighters or colored pencils
Paper and pencils
Procedure:
1. Arrange students (randomly or by mixed ability) into groups of 3. Pass out one
Sequential Roundtable Alphabet Chart to each student. Have students record the unit
or topic name at the top of the chart. (e.g. Arizona Desert)
2. Students work with their group to identify one key vocabulary word or concept that
starts with each letter of the alphabet. Then the group writes one sentence about that
word or concept in the corresponding alphabet box. Everyone must agree that the
information is correct and everyone must write the sentence on his/her chart. The
key word in each sentence should be underlined.
Ex. A- Arizona has four major desert regions.
B. Bats play an important role in fertilizing night blooming cactus.
C. The Chihuhuan Desert is located in southeastern Arizona and extends into
Mexico.
3. After x number of minutes (or when most groups are nearly finished) ask the groups to
review their charts and have each student in the group pick one of their best sentences
to share with the entire class. The teacher can write contributions on an overhead
version of the chart. Groups who need help filling in a space on the chart can also ask
for hints/suggestions at this time.
4. Ask students to look back through their charts to see if any of the information can be
grouped into similar categories. Record the suggested categories on board.
Ex. Desert Animals & their Adaptations, Desert Plants & their Adaptations, Desert
Niches, Water Sources in the Desert, etc.
5. Pass out sets of colored pencils, highlighters, markers, etc. Have the original groups of
students go back through their charts and identify the categories of information they
have included. Have them use a different color pen, highlighter, marker, etc. to color
code their sheets. (They could circle all the information about desert animals and their
adaptations in red; all the plants and their adaptations in green, etc.) This will help
ensure that all their information has been categorized.
6. Have the groups look at their color-coded charts to identify their 3 most developed
categories. They will use each category to write a one-paragraph summary. Students
can be asked to write individually or as a group or each member of the group can write
one of the summaries for their group.
Students will need a to develop a topic sentence for each paragraph; they will need to
organize their details in a logical sequence; and they will need a concluding statement
for each paragraph. (For intermediate grades, the teacher may have to model the
paragraph writing so students understand how to write the introductory and concluding
statements.
7. Optional- Students can orally share their paragraphs with the class.
Extension:
The Sequential Roundtable Alphabet Chart can be used as an introductory activity in which students are challenged to write what they already know about a topic so that prior knowledge can be evaluated before beginning a new unit of study.
Teacher Response to the Activity (include what went well, what did not go so well, how different students responded to activity, and what you would do differently next time)
I used this activity in a High School Resource Arizona History Class as a review activity for a unit about Arizona Deserts. The students enjoyed the challenge of filling in the alphabet chart, especially when they knew they didn’t have to go through the chart from A-Z, but could skip around until the chart was completed. I allowed them to use their text and/or notes to look for key words and concepts when they could not think of items for specific letters. The color-coding helped the students sort their information into various categories. This was a great way to review for the unit test.