Instructional Strategy

INSTRUCTIONAL STRATEGY

Hexagonal Clusters

Grade:

K-2, 3-5, 6-8, 9-12

Type:

Acquire Vocabulary

20-30

Minutes

When:

Before and after reading

Materials:

Blank paper, glue, Hexagonal Clusters cutouts, scissors, writing utensil

Description

Hexagonal Clusters is a strategy that promotes vocabulary acquisition as students identify and explain connections between key terms, drawing on prior knowledge and previous learning. In addition, the strategy promotes critical thinking and collaboration, as students engage in discussions to negotiate the connection between terms. This strategy can be used before reading to familiarize students with the lesson concepts and vocabulary. It can also be used after reading to support students in solidifying the connection between ideas and concepts in the text or lesson.

Procedure

Prepare the Hexagons

Provide each triad with a sheet of Hexagonal Cluster cutouts and a blank sheet of paper.

Display and introduce the key vocabulary, reading each word and its definition aloud. Students record one word on each hexagon and then cut them out.

Introduce the Activity

Share that as a triad, students will work together to place each of the hexagons somewhere on the piece of paper. Explain that they can place hexagons so that they touch, or they can place a hexagon somewhere on the paper so it is by itself. Explain that in order for hexagons to touch, they must be related in some way. If students do not think the word connects to the others already placed, they can place it alone, explaining why it does not connect.

Students take turns choosing a hexagon and placing it on the paper, explaining their placement until all words have been used.

As time allows, invite triads to share their clusters with the class and explain the connections they made.

Consider having students return to their clusters after reading, moving words as desired and discussing why they think the word should be moved.

Differentiation

Younger Audience: To adapt the Hexagonal Clusters strategy for younger students:

Use larger hexagons with pictures or simple words.

Reduce the number of hexagons.

Use physical, movable hexagons.

Provide more guidance and scaffolding.

Incorporate color-coding.

Allow drawing on blank hexagons.

Make it a group activity.

Use string to show connections.

Sentence Stems: Provide sentence stems to assist students in explaining connections, such as:

I think ___ and ___ are connected because ___.

___ caused ___, so they are connected.

After ___ came ___.

The solution to ___ was ___.

___ and ___ are both ___.

Visual Anchor Hexagons: Support language acquisition by creating dual-sided hexagon cards featuring vocabulary words on one side and corresponding illustrations on the other. This visual support enhances vocabulary comprehension and helps students make connections between words and ideas. Additionally, create anchor charts displaying examples of connected hexagons with explanations of their relationships. These visual aids serve as models, reinforcing the concept and guiding students in their own work.

Creating a Historical Discourse: If students are ready for the additional challenge of using the key vocabulary at a deeper level, consider encouraging them to use the historical categories of inquiry to create their clusters. They can explain how the words relate not only to another word but also the theme they are placing it around. Consider the following categories:

cause and effect

change and continuity

describing the past

turning points

perspective

Variations

Digital Clusters: Creating a digital version of the hexagonal clusters can enable students to see all classmates’ clusters, to create a “before reading” and “after reading” version for comparison, or to build on their cluster across several lessons in a unit.

Instructional Strategy

INSTRUCTIONAL STRATEGY

Hexagonal Clusters

Description

Procedure

Differentiation

Variations

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