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Sorting Success!

Grade:

K-2, 3-5

Uses:

Review of Content or Skill
/  Creative Expression and Communication
Check for Understanding
/  Self-Assessment and Reflection

Materials:

Sorting Success! handout, selected items to sort, and writing utensils
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Description

Students sort objects into groups and explain their sorting choices through drawing or writing.

Preparation

Create or gather sets of sorting materials appropriate for grade level, each containing 5–10 items (e.g., buttons, pattern blocks, picture cards, word cards, number cards). Place materials in easily accessible bins or bags.
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Implementation

Distribute or direct students to get their sorting bins or bags, and distribute the Sorting Success! handout. Explain to students that they will have 5–7 minutes to sort items in multiple ways. As they work, they should use the handout to draw or write the results of four of their sorts and to explain their sorting rules. For example: “I sorted the buttons by color” or “I put all the polygons with four sides together.”

Teaching Tips

  • Consider having students bring in items from home or collect items from around the classroom.
  • Model different sorting strategies before asking students to implement them independently. Show that items can be sorted in various ways (e.g., by size, color, shape, function, beginning sound).
  • Consider using images from Britannica School, Britannica Library, or ImageQuest that connect to desired learning outcomes for some of the sorting materials.

Supporting All Learners

For students needing additional support: Give students two sorting categories and provide sorting mats with clear labels or pictures.

For advanced learners: Challenge students to find multiple ways to sort the same items or to create sorting categories beyond those suggested.

For multilingual learners: Provide picture cues and sentence frames (e.g., “I sorted by…” or “These go together because…”).

Note: Provide accommodations and modifications based on your learners’ needs to ensure full participation.

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