Students apply their understanding of a concept by identifying parts of a diagram. 

Diagrams support all learners by showing structure and associated terminology. Labeling a diagram requires applying knowledge of a concept. It is an effective form of self assessment, enabling students to check their own understanding. Labeling a diagram serves as useful feedback to a teacher too, as it provides information about what students understand and what they still need to learn.

Diagrams range in complexity from very simple to deeply intricate, so labeling diagrams is an activity that is appropriate at all grade levels and in many subject areas. For example, at the early grades, students may be tasked with labeling the parts of a plant, while at upper grades they are challenged to label parts of a plant cell.

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Students match images and/or words based on content specific criteria to assess and build understanding of a topic.

Matching requires  students to evaluate, compare and match information based on explicit, topic-specific relationships. Matching tasks require understanding of conceptual relationships, such as “for example,” “compare/contrast,” and “cause and effect.” These tasks require either solid knowledge of the content or strong deductive reasoning skills.


Evaluating and generalizing connections are the skills needed to complete matching activities and are relevant to all grade levels across the curriculum. 

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Students will sort topic-related events or information in sequential order

Sequencing refers to putting events or information in a specific order. The ability to sequence requires higher-order thinking skills, from recognizing patterns to determining cause and effect and more. Sequencing helps students understand and organize material they’ve learned as well as helps them solve problems.

Sequencing can be practiced in every grade and is relevant across the curriculum. In reading, students use sequencing to recognize how a plot unfolds from beginning to middle to end. To conduct experiments in science students practice sequencing skills to follow steps and to identify changes over time. They also use sequencing skills to place information in a certain order, such as organizing planets from closest to furthest from the sun. And, perhaps most apparent, sequence is integral to history, where recognizing the effect of past events is essential to understanding what happened after and why.

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Students will sort images or text objects into logical groups

Common everyday activities that involve sorting are the beginning concepts of children developing math skills.  Children continue sorting and classifying by organizing their understanding of language, people and objects in their environment.
By sorting, children understand that things are alike and different as well as that they can belong and be organized into certain groups. Getting practice with sorting at an early age is important for numerical concepts and grouping numbers and sets when they're older. This type of thinking starts them on the path of applying logical thinking to objects, mathematical concepts and every day life in general.

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Students use timelines to categorize similar or related events into themes, eras, and topics.

Timelines help children understand the chronology of historic events, and help them situate newly encountered events and figures in relation to those they’ve already studied. They provide a visual aid for identifying cause and effect relationships between events, and a visual prompt to activate prior knowledge. They allow children to recognize how historic events, eras and topics overlap in time.

See some example timeline activities