Graphic Organizers

By Jacqueline McCann

Middle GA RESA

Directed Reading/Thinking Activity

What I know I know:

What I think I know:

What I think I’ll learn:

What I know I learned:

Essential question of the lesson:

Activating learning strategies: (learners mentally active)

Cognitive teaching strategies: (Distributed guided practice ad/or distributed summarizing in pairs; graphic organizers; etc.

Summarizing strategies: Learner individually or in pairs summarizes and answers essential question)

prompts for distributed practice:

Acquisition Lesson Planning Form

Unit Name

Unit Essential Question

Major Concepts/ Skills/Issues

Content Map for Unit:

What is it? (Write the definition)

The Word

What are some examples?

What is it like?

Word

Definition

Examples

Characteristics

Non-examples

Semantic Mapping:

Semantic Feature Analysis

Detail

Main Idea or Main Concept

Detail

Detail

Detail

Story 1 Story 2 Story 3 Story 4

Setting

Characters

Problem

Solution

Ending

Story Matrix Organizer Example

Causes

Revolutionary War

1812 Mexican Civil War

Military

Economic

Geographic

Socio-Political

Conflict Matrix Organizer Example

Topic:

Details

Main Idea Sentence

Topic

Problem Solution

Main Idea Sentence

Topic

Main Idea Sentence

Compare With respect to

Contrast

Topic

Main Idea Sentence

Sequence

1 2 3 4 5 6 7

Causation Graphic Organizer

because

because

because because

Similarities

Familiar Concept

Relationship Categories

New Concept

Differences

Analogy Graphic Organizer

Description

Key Word

Attributes

Cause/Effect

Cause:

1

2.

3.

Effect:

1

2.

3.

Compare/Contrast

Similarities

Differences

Problem/Solution

Problem Solution

Problem/Solution/Result

Problem Solution

Result

Time/Order

Title:

first 1.

then 2.

then 3.

then 4.

then 5.

Story Map Example

Title:(Name)

Characters: (who)

Setting: (Where)

Beginning: (First)

Middle: (Next)

End: (Last)

Main Idea:

Story Map Example

Title:(Name)

Characters: (who)

Setting: (Where)

Problem:

Event 1:

Event 2:

Event 3:

Event 4:

Event 5:

Solution/

Conclusion:

Story Map Example

Title:

Characters: (who) Protagonist Antagonist

Setting: (Where)

Problem:

Difficulty 1:

Difficulty 2:

Difficulty 3:

Difficulty 4:

Climax:

(most important difficulty)

Resolution/ Conclusion

Protagonist

Difficulties Climax

Resolution

Conclusion

Title

Main Characters Other Characters

Setting and Time Frame

MiddleBeginning End

Main Idea/ Moral

Story Map Example

Characters: Setting:

Goal/ Problem/ Conflict:

Major Events:

1.

2.

3.

4.

5.

Ending/Resolution:

Moral/ Theme:

Begin theStory

Next Part

End of Story

Next part

Next Part

Title of the story:

Cycle Graph

Example: Remembering story sequence in chronological order. Fill in the blocks with main events of the story in chronological order.

Main point, or moral of the story:

• This story opens as

• The problem begins when

• Then,

• Next,

• Finally, the problem in this story is solved when

• This story ends

Framed Paragraph Outline

Character Map: Students Use the Character Map to write short sentences about the what the character did or said in the story. Then write a sentence beneath the figure that describes the character

Character Map for: _____________________________

• This story opens as

•

• The problem in the story happens when

• Next,

• The problem in this story is solved when

• This story ends

Probable Passages: Students are provided key elements of the story. They predict what will happen, and complete the page. Then they compare what they read with what they predicted, and make modifications.

is a main character who

Probable Passages for:______________

by:_______________________________

KWL Outline for:

-K-

Think I Know

-W-

Think I Will learn

-L-

Think I have

Learned

Final category designations for “L”:

Brainstorm and list what you know in the first column. Write questions or statements in the 2nd column about what you think you will learn. Read the selection. Write what you have learned in the 3rd column. Categorize what you have learned.

5-3-1 After learning about a topic, or reading a selection, students work individually to collect their thoughts and then in small groups in order to learn through social interaction.

The group shares its word and explains their reasons for choosing it.

1. Write down five words (on your own):

Reasons:

2. The three words we (groups of two or three) decided on are:

Reasons:

3. The one word our group decided on is:

Reasons:

Categories that the ideas fit into

Circle MapStudents organize their thoughts and discover links between concepts. Working in groups, students put ideas into context

through their own and others’ points of view.

Topic

Words/Ideas/Knowledge about the topic.

Summarizing sentences>

L.I.N.K.List, Inquire, Note and Know

Students use this activity to activate prior knowledge and maintain focus on their studies. Students write what they know about a topic, ask others about the topic, add new ideas to their list, and then discuss the topic as a group. At this point students are prepared to learn more about the topic.

1. Show students a key term phrase or word that represents the topic.

2. Have students list what they know about the term.

3. Call on each student for a response. Write the response on the board or overhead.

4. Have students ask each other about their responses. The teacher at this point is a facilitator. Students should try to determine why other students responded as they did.

5. Hide the responses and have students turn their papers over.

6. Have students write down everything they know about the topic now. Limit the time to one minute.

Structured Note taking

Topic:

•Problems? Changes that caused these problems?

Solutions to the problems?

Directed Reading/Thinking Activity

Topic: _____________________Pre-read text by examining the title, subtitles, pictures, and first paragraph. Make predictions about the story. Fill out parts #1-3 of the graphic organizer. Finish reading the selection and make any changes. Complete #4.

What I know I know:

What I think I know:

What I think I will learn:

What I know I learned