Attribute Charts
An ESL Strategy
Juan García and Caroline Sweet
What is it?
• Is a means of organizing material
visually in order for students to
understand the attributes of a topic
being studied.
• It is a strategy that supports second
language learners because it gives
them a clear understanding of the
topic.
How does it support
ELLs?
• Clearly visualizes their understanding
of the main attributes of the topic
• Helps them compare and contrast
concepts
• Builds prior knowledge
Comparing and
Contrasting
• As the students compare and contrast
particular attributes, they are able to
visualize the global view of the lesson
by interacting with a chart they have
designed.
Building Prior
Knowledge
• Prior to utilizing an attribute chart, the
teacher must determine the topic and
decide if it lends itself to charting.
• If so, the students must be involved in a
discussion of traits and attributes and
understand that charting them will enhance
their knowledge base.
• Following the discussion, the teacher must
aid the students in determining a marking
process, i.e., a checkmark, minus sign, or a
plus sign.
TESOL Standards
Goal 2: To use English to achieve academically
in all content areas
• Standard 1: Students will use English to
interact in the classroom.
• Standard 2: Students will use English to
obtain, process, construct, and provide
subject-matter information in spoken and
written form.
• Standard 3: Students will use appropriate
learning strategies to construct and apply
academic knowledge.
Step #1
Choose a concept to Chart
• Determine whether the concept lends
itself to the charting of attributes.
Make a list of attributes, traits, or
characteristics that could be charted.
Hey kids! Let’s
learn about planets!
QuickTime™ and a
decompressor
are needed to see this picture.
Step #2
Discuss Attributes or Traits
• Involve students in discussion.
• Provide clear instructions.
• Encourage them to contribute to the
completion of the AC by examining the
examples to see which attributes are
present.
• Distribute how to use a marking system
for the task.
Planets
Name
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Planets
Name
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Bigger or smaller
than Earth
Atmosphere
Moons
Evidence of
water
Step #3
Explore the Materials
• Engage the students in the exploration of
resource materials available to support their
understanding of the attributes marked.
• Give Ss multiple opportunities to view realia
or photographs to assure understanding of
the concept and its attributes.
• Model the use of academic language being
learned and help students make connections
between the academic, their background
language, and the BICS.
Planets
Name
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Bigger or smaller
than Earth
Atmosphere
Moons
Evidence of
water
Planets
Name
Bigger or smaller
than Earth
Atmosphere
Moons
Evidence of
water
Mercury
-


?
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Planets
Name
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Bigger or smaller
than Earth
-
Atmosphere
Moons
Evidence of
water


?



Planets
Atmosphere
Moons
Evidence of
water


?
Venus
-



Earth
N/A

 (1)

Name
Mercury
Mars
Jupiter
Saturn
Uranus
Neptune
Bigger or smaller
than Earth
Planets
Atmosphere
Moons
Evidence of
water


?
Venus
-



Earth
N/A

 (1)

Mars
-

 (2)

Name
Mercury
Jupiter
Saturn
Uranus
Neptune
Bigger or smaller
than Earth
Planets
Atmosphere
Moons
Evidence of
water


?
Venus
-



Earth
N/A

 (1)

Mars
+

 (2)


 (16)

Name
Mercury
Jupiter
Saturn
Uranus
Neptune
Bigger or smaller
than Earth
Planets
Atmosphere
Moons
Evidence of
water


?
Venus
-



Earth
N/A

 (1)

Mars
+
+

 (2)


 (16)


 (18)

Name
Mercury
Jupiter
Saturn
Uranus
Neptune
Bigger or smaller
than Earth
Planets
Atmosphere
Moons
Evidence of
water


?
Venus
-



Earth
N/A

 (1)

Mars
+
+
+

 (2)


 (16)


 (18)


 (15)
?
Name
Mercury
Jupiter
Saturn
Uranus
Neptune
Bigger or smaller
than Earth
Planets
Atmosphere
Moons
Evidence of
water


?
Venus
-



Earth
N/A

 (1)

Mars
+
+
+
+

 (2)


 (16)


 (18)


 (15)
?

 (8)
?
Name
Mercury
Jupiter
Saturn
Uranus
Neptune
Bigger or smaller
than Earth
Step #4
Use the Charted Material
• Finally, the students must be engaged in a
• follow-up activity where they apply what
they have learned by comparing and
contrasting the attributes.
• Provide a follow up activity that encourages
students to use the information on the chart.
• Writing assignment – Compare and Contrast
• Students label attributes of one of the
examples from the chart.
Conclusion
• Teacher helps students visualize what is
required of them.
• During the process, Ss learn organizational
strategies that help them communicate what
has been learned.
• Strategy lessens their dependence on
reading, writing, speaking, and listening.
• Attribute charting may be used in any
content area from kindergarten to high
school level.