Graphic Organizers for Reading, Writing & More - 22227 FVVVVOVVOOHVIVOVE VOU DBD DOD Thy By Karen Bromley, Linda Irwin DeVitis & Marcia Modlo pleBlied om 008. 1995 The Big Question Wiese)Graphic Organizers for Reading, Writing & More 4 Reproducible Templates, Student Samples, and Easy Strategies to Support Every Learner Linda Irwin-DeVitis Karen Bromley . Marcia Modlo ~ : s_¢ MH oO Lt AS TI Cc 7 [PROFESSIONALROOKS “NEW YORK + TORONTO + LONDON + AUCKLAND + SYDNEY MEXICO CITY * NEW DELHI * HONG KONGa Table of Contents yi L Introduction......... epoooseosRqQaaosBBESpEAREGO pcooanrseeneL IL Templates, Strategies, and Student Samples on The Big Question Research Map.......... vee lB Bookmark Organizer.............. voce eects eee 20 Character Map cece. ve Character Relationships Map........_... . 28 Circle Organizer. PEpOCOICHEE fee lee ceeereees 86 Clock/Time Organizer,....... . coves B Coat of Arms Map : : : +... 80 , Concept Definition Map... .. 82 Data Chart... a4 Discussion Web... feet ceceteeseeeveees cece 86 2 Feature Matrix... veteeedeees coeeeeeeeee 8B Finding Math Factors Organizer...) +40 Getting Into Character Map ....... : . oe) Hierarchical Organizer............... fleece AM : Icon Map.. 46 . K-W-L Chart .. paenos0ds5 48 Main Idea Pyramid Organizer... feeceeeneteeaes 50 . Math Sentences Organizer .......... vtec eee eee eeee eB Mind Map . ©KI605 050 aso OFDUBSAGe ce BA se Multiple Intelligence Planner .......... feet eeee BB Multiple Meaning Map.......... cece BB - Multiple Timeline veteveedenes voteeceees 60 One and All Organizer... veces BD Pictograph........... ve TT 1 4 3 Plot Diagram... . veeeeeeeee ss 66 Read/View/Compare Map................ . vee 6B See Shell Category Map bee cee TO T-Chart .... been . 2 - Three-Word Main Idea Map.......... ce BEIntroduction Many readers of our first book, Graphic Organizers: Visual Strategies for Active Learning, K-8, have asked us for additional examples of graphic organiz- ers, strategies for using them, and full-size templates to support classroom use. This book is our answer to those requests. We hope the specifi¢ procedures, vari- ations, and examples of organizers in the,book will encourage and support the use of graphic organizers as a valuable tool for students and teachers in their thinking and learning.a lr ee NEN DN NR NNN No © The negotiation and coconstruction of meaning that is integral to the creation of graphic organizers allows students to build on one another's knowledge (Bromley, et al., 1995), © Graphic organizers are effective with diverse students in a variety of settings. For example, Cassidy (1991) found graphic organizers improved the leamnifig of gifted students; both Lehman (1992) and Sorenson (1991) found them effective for students with special needs. Graphic organizers can be particularly beneficial for students who have Aificulty with composing. They provide an optional way of depicting Amowledgé and understanding. © Individual students who use graphic organizers in the classroom develop their ability to use them independently as study tools for note ‘aking, planning, presentation, and review (Dunston, 1992). © Graphic organizers are used more and more often in business, industry, and print and electronic media. The ability to interpret, critique, and create these organizers is a part of visual literacy now considered basic to education (Caimey, 1997; Moline, 1995). Currently, viewing is considered the fifth language art, and teachers are urged to develop it with their students at all grade levels, © Graphic organizers are viable alternatives to more traditional assessments. Teachers have successfully used graphic organizers to monitor learning by having students construct them before a topic or unit of study, and then adding or modifying the organizer as they gain added knowledge through reading and research (Irwin-DeVitis and Pease, 1995). Using organizers for the final atsessment focuses both Students and teachers on the key concepts and the relationships among these concepts. Remember, when using graphic oranizers for assessment, students should have the option t6 explain their organizer and defend their reasoning. This combination of oral or written explanation and the visual depiction of the knowledge provides Powerful insights into students’ learning and provides valuable feedback on instructional design and implementation, © More and more often, textbooks are using graphic organizers. Students and teachers need to be able to evaluate the organizers and use them as 2 models and learning aids (Robinson, 1998). In addition, new assessments for literacy and the content areas from commercial an Publishers and state departments are including graphic organizers. 80 GraPuic Oncanizens ron Reaoix, WarTins, ano Mone 7 Scholastic Projestionl Boos, 1960Constructing your own graphic organizer We've provided you with 50 ready-to-use templates in this book. But you may want to develop your own graphic organizers. Here's how to do it. L Identify the main ideas. This can be done through brainstorming a list or through examination of the text. Sometimes the key concepts are high- lighted or appear as major headings. When brainstorming with students, be sure to accept all ideas. 2. Cluster or group words and ideas that are related. 8, Determine the Telationships between and among the main ideas (cause and effect, sequential or chronological, main idea and supporting details, hierarchical, comparative, etc.) and choose the type of organizer most appropriate for the material and the purpose. 4. arrange ideas and draw the connecting lines between and among them. At this point, you may eliminate items from the brainstorming list that are not appropriate. You can also label the lines with words that describe the relationship or link the information, 5 5. Recognize that often there are many ways to represent the information and to connect the concepts. 6. Use icons and pictures as well as words in your organizer. 7. Use a variety of colors to Tepresent aspects of the organizer or the con- tributions of different individuals or groups. 8. Give students partially constructed graphic etganizers to complete before you expect them to create organizers independently. Your goal should be to move from direct instruction and modeling to student inde- pendence in the creation of organizers. Graphic organizers can be constructed: © onblackboards ® for use with overhead projectors © on flannel boards © on chart paper © on standard-size paper that can be copied for each student = Various tools can be used to construct the organizers: © Colored markers or pencils can be used to highlight different topics or to identify individual contributions to a group organizer. © Computer software (see the list on page 10) allows students of all ages = to employ graphics and produce professional-looking flow charts and i organizers. * 60 GnaPuie OscanizeRs ron ReapiNe, Wainins, AND More 9 .-, Seholastie Professional Books, 1999Collaborative Group Checklist Circle the number which applies. Disagree Uwe stayed on task. \we took turns talking. = : liwe listened to others. everyone contributed. live respected others’ opinions. live asked questions. \iwe helped each other. 12 UT w/o wlele \fwe negotiated solutions. alas alata 1 liwe gave positive feedback. 1 Some important reminders: © Discussion of the concepts and relationships is a key aspect of learning because it allows students to build on and clarify one another's knowledge. Without discussion, graphic organizers are not as effective in supporting learning. © Learning is enhanced when students creaté*heir own graphic organizers. Active engagement with the material is necessary to create an organizer since processing information is a key factor in learning. @ Information can be represented in many ways. There is no one right way to represent material visually. © Some students are more visual than others in their learning. For these fi students, graphic organizers are particularly helpful. © Graphic organizers are appropriate for diverse learners because using key vocabulary and pictures or icons makes learning language easier. Graphic organizers can be particularly helpful to ESL students as they highlight the key ideas, important vocabulary, and their connections with a minimal amount of language. Using the templates and strategies in this book : While we have provided a number of ideas and strategies, we hope that this a) book will be a useful guide and resource to stimulate your own ideas and variations. In many cases, the templates and ideas will transfer directly to | the text you wish to use: At other times, you will need to modify the tem- 50 Grarmic Onoantaeas ror Reaoino, Wart, aND MORE a Seholasti Professional Boots, 1998to a written essay question or brainstorming as part of prewriting. For stu- dents who have disabilities in writing or are slow Writers, this method allows them to demonstrate their understandings of content by representing ideas and information and the relationships among them. Of course, a con- nizer. For example, not all content can be best represented with a hierarchical organizer. Be sure to model the creation of each type of orga- nizer with appropriate material several times. Also, creating organizers on 4. I don’t want to bore my students, so how often is too often to use graphic organizers in my class? Like anything else, use common sense and be Seusitive to the attitudes and feelings of your students about overuse of a strategy. Their behavior and many students, aaa 5. Are graphic organizers useful with diverse learners? Yes, graphic organizers are particularly helpful for ESL students, students with learning disabilities and special needs, and gifted students. Graphic organizers highlight “key” vocabulary and can include pictures, both of which give these students a concise visual that helps them dear and remember information and understand relationships. Students for whom {80 Graruic Oxcastzens FoR ReaDiNe, Watt, ano Mowe B ‘Setlas.ePrafessionel Books, 800include in a graphic organizer? Its important for you to consider the instructional purpose of the graphic orgenizer. If the purpose is to generate ideas via brainstorming, all respons- . ©s given by students should be accepted. Later, as students read and research the topic, you.and your students can clarify or correct misconcep- Bons. Often, the student who volunteers an incorrect response is the one to Suggest a clarification or modification based on his new leaming. Ifthe purpose of the graphic organizer is to demonstrate learning, incor- Teer Tesponses iieed to be addressed directly. Teachers and/or peers should note the incorrect response perhaps with a question or evidence to help the Student see that her response is inappropriate so she can correct it 10. What is the biggest problem or challenge I may experience with sraphic organizers? Most often, teachers say they lack enough time to create and use graphic Organizers. But across curriculum areas, teachers who have had the oppor- funity to learn about graphic organizers and who use them regularly in their Graphic organizers take time to plan before a lesson, but they facilitate ; learning and retention, IL. Do graphic organizers really show teachers more about what stu- dents know than tests or essays do? Graphic organizers can demonstrate a student's ability to identify key con- (apis and make connections among them. In a typical essay exam, written language ability, grammar, spelling, and style often are prerequisites for demonstrating knowledge. Writing essays in an organized and connected a teacher uses a student's graphic organizer for assessment, the student pro- vides the teacher with a verbal explanation as well. In this way, you may leam more about your student's knowledge than he is able to waite. For ~ these reasons; graphic organizers aré an efféctive assessment option for 12. What do you do when a student thinks his graphic representation is the best and only way to show a concept(s)? You can help this student see that there are a variety of ways to Tepresent ideas graphically. For example, at the conclusion of a unit, ask each student | to create a graphic organizer to represent the unit's organizing concept. 50 Grate OncanrzeRs rox READING, Warne, ano Mone 1G) Scholastic Professional Book, 19%PART II Templates, Strategies, and Student Samples bE In this section, we've included a variety of graphic organizers that can be used in many different curriculum areas. The first 34 are accompanied by step-by-step directions, stu- dent samples, and strategies for using, them. The last ten are self-explanatory, so we includ- ed just the templates.nn LE ' The Big Question B93 Where? -ADING, WRITING, AND Mone 19 00Date _ 3 Neale. Bookmark Organizer 1 Write the title and L I qt book. : i author of the book Title: Author: 2. Tell what you liked 2. or did not like about 3 the story, 8, Write the namés or 3. draw pictures of the main characters. 4. Describe or draw the 4. Setting of the story. 3 Pe + 5, Tell about or draw 5. an interesting event or character. 50 Gaaruic Onvanizens PoR Reapixc, Wairine, ano Mone 21 Scholastic Proescionol Books, 1809Characte: MapName. Date Character Relationships Web“30 Grarmic OnoanzRs ror Reaoino, WaitiNo, aND Moz 27 |Sitoastc Professional Books 1Clock / Time Organizer 12 He p-m. 29Name, YY GOALS AND DREAMS Date THINGS | AM PROUD OF THINGS | LIKE TO DO 50 GraPiic Oroanizzrs For Reaping, Wairtse, AND MORE Scholastic Professional Books, 1999 PEOPLE WHO ARE IMPORTANT TO ME ~*~ 81Concept Definition Map What are some © examples? (illustration) : New Definition: (concept) Date What is it? (category) What is it like? (property) (property) (illustration) (illustration) 50 Grapuic Oncanizens ror ReAoinc, WaITMG, axD MORE 83 Scholastic Professional Books, 1999Data Chart Research Subject Resources 80 Grapnic Oncawtzens ror READING, WRITING, AND MORE Scholastic Professional Books, 1999SAX SNOSVEU SNOISNTINOD NOILSAND TWHINGO FHL aM WoIssnasiq ON SNOSVA | 87 4 © ORGAN Scholastic Professional Books, 1999 S80 Gaara{7 80 Gnarmc Oncanizens rox Reapivc, WarninG, aN Mom 89 Scholastic Professional Books, 1909Finding Math Factors Organizer “So Guaraic Oncantzss ron Rexoins, Wait, axo MORE 4 Sehaactie Boks, 1899a. FN CANIS Getting Into Character Map: ee i Author 50 Grapuic Oncan: ie Prof IZERS FOR READING, WarriNa, anp Mone Scholastic Professional Books, 1999Name. = Date r Hierarchical Organizer MAIN TOPIC SUBCATEGORIES 50 Guar Onsannan rom Roi, Warns, an Mone 45 Selec Presta BoDate . - Icon Map |. , ) fo Supporting Information Related Icon Central Icon 80 Graratc Oncavizees rox ReADiNe, Wainno, axp Mone Ev Scholastic reescinel Books 1009L What (I) we learned W What (I) we want to find out K : What (I) we know DN 80 GraPaic Oncanizens ror READING, WartiNG, AND Mone ‘Scholastic Professional Books, 1999 40Name. “Main Iae Date Reson, Wasnt, AND MORE 51 18_— — Vale __ - Math Sentences Organizer Subtraction Division Multiplication e Xx Answer to all number sentences [ + Vv Addition ‘APHIC ORGANIZERS FOR READING, WRITING, AND BIBLIOTECA - PRIMA coatemeagamn fon ewe Pam, wrosons —_gBLIOTECA-PRIMARIA 583 “Waauos e 40) aney nod suolelsosse Aue:seap! aif, MOYs 0} sp1om 40/pue ‘s1o}09 ‘suoay ‘sBujmesp asp, 6 Date aa 0 Gearuic ORGANIZERS FoR READING, WeiTiNe, AND Mone ‘Scholastic Professional Books, 1999 Name.ENGI or Theme vo) Grapurc Oncanizens ror READING, WRITING, AND Mone Scholastic Professional Books, 1999 4 Date 57DateDate *9IdOL Slueaj| _aidoyqngjjoadsy” saqeq s]uanq oldoiqngjjoadsy saqeq Seng} oIdoyqngjjoedsy sajeq dUITOU L aid Hp “él DmNe, WRITING, AND More 9 @ 6 wlastic Professional Books, 190:One and All Organizer at INGITIE. Date *" 50 Gaarute Oncantzans ron ReaDinc, Wairie, avo Mons 63 Scholastic Professional Books, 1999Date fea € way Zway 4b wayy sun jo zequinu = joquig AIM afeyuaaiag sjoquiAg FTL ydeshoyorg saofajeg Sap oS AND Mone BADING, WRITING, 1999 30 Gnapiic Organizers For Ri Scholastic Professional Books,Climax Plot Diagram 60 Geaptic Oncansaens ron Reabive, WatrmG, axD Moa ‘Scholastic Professional Books, 1999 Resolution Introduction 67suoinjosay re ORG, Scholastic Proyessi ‘Sy Gearees ~ ae - See Shell Picture or Description Picture or Description Picture or Description Picture or Description Picture or Description Picture or Description Example Example Category/Class Common traits or characteristics that all the examples share: | a : 0 Gnaruic Onoanizens rox READiNe, WRITING, AND MORE 7 hi ‘Scholastic Professional Books. 19995 T-Chart 50 Graptic Oncanizens ron Reaoino, Werrinc, AND MoRE 3 ‘Seholastie Pejessionat Books 10075aye q/ueg Yaueasay (S)uo}snyouog dey ‘s804g 4ys:947U9 eBpuquEg 220K MON eT 0} <(s)uoysanp yoreasay ayy 2/00] yoreasay 99 OUI, fil L *HOUWASIY HOI IdOL HH Busts057 (HB) eC "WON PUN a'r eeAON OY pondepy (suonuyap/qam) :sjdaauog fay -Mouy Apeasje 1eym, 77 ING, WRITING, AND Mons: Oncantzeas ror Reap Professional Books, 1989 {Scholasticbod Jes J La “es wt ES Venn Diagram ete Le Pe fe LS SS 1 J } 780 Graruic Oncanizens ror READING, Waitins, avo More Scholastic Professional Books, 1999 2)Name. Date Vocabulary Concept Development Es ESSENTIAL CHARACTERISTICS NONESSENTIAL CHARACTERISTICS oe EXAMPLES « Scholastic Prafessional Books, 1999 CONCEPT OR CATEGORY NONEXAMPLES 0 Gkarinc ORcANeRs ron Reaoivo, WateNe, ano Mone 8180 Granite Oncavieens rox Reaom, Waerits, ND Moss 83 Scholae Pryestonal Books, 1009Root Word 50 Gnapaic Oncantzess rom READING, WRITING, aXD MORE ‘Scholastic Professional Books, 1999 MALS 85THE QUESTION: Decision-Making Guide Option 1 Cons ~ Predicted/possible outcomes: 0 Grariic Oncantzens ror Reaping, WRITING, AND MORE Scholastic Professional Books, 1999 ooDate ~ Name. S=- Yor spy ayy. [1 pooyouys0y uoneonpy ; css Wea}skud eS S2URUONOg /uonequasaig ‘apay aouaryg ) ; Apmg yoreasay ) ® Sarpmis [e}908. } fs aunjesa}!7/a1ua9 LEB quapuadapuy daztuehay Hurauelg: ae Sunum ) >RS FOR READING, WRITING, AND MORE tholastie Professional Books, 1999 Gnaraic Organize:= Name. Date Reading and“Writing ; Goa] Pyramid I plan to learn the following reading strategies and skills: I plan to write: i} plan to learn the following writing strategies and skills: 50 Graraic OxaNI2ERS roR ReApixo, Warr, ax MORE 91 Sehlastis Professional Boats, 100TITLE: AUTHOR Story Feeling/Event Timeline "7°50 Gkapmic Oncanizens ror ReaDina, Wa ‘Scholastic Professional Books, 1909 TING, AND Mone WAS| Using TOPIC: Magazines Newspapers Computer Searches ise haPite Oncanizeas ron Reabine, WaitiNe, aND Mone 2Sholastic Professional Books, 1999 95oe ead | bat, ee Le A ee ad | eh yo te sey Le PART III Writing Organizer Templates, Strategies, and Student Samples‘dback sheet for self- aPuic OnGanizeRs FoR Re, Or peer-evaluation of writing. ADING, WRITING, AND Mone. Mastic Professional Banke. saneGuide For Writing About a Main or Central Idea Category or Group to Which the Main Idea Belongs Main Idea Is an example of...one type of...is included in...belongs to One or More Examples of the Main Idea Synonyms or other words to For instance...for example... express the main idea an example...such as Description Characteristics of the Main Idea Looks like....sounds like...feels like...smells like... tastes like... appears...seems... These traits... characteristics Something the Main Idea‘is different from Something the Main Idea is the same as Resembles...is like...is similar to... Contrasts with...is the opposite of... is the same as...reminds me of... is not like...differs from 50 Graptic Onoantzens ror REAaiNG, WRITING, AND MORE JO Scholastic Prefessional Books, 1899“i “Guide for Writing a : Comparison Paper i ~ : SAME Item tobe compared Item tobe compared Is like:..is similar to (are similar)...as well as...and...the same as DIFFERENT But...is different from...is different,..on the other hand...while althoug} unless...except 1/30 Gearme Oncantzens ron Reapinc, WaITNG, ano Mone 108 Schlasie Professional Books, 10004B Map ‘fo Persuasive Writing Introduction - (Position or Purpose): BEST (Evidence): B) BEST (Evidence): ° — (ence: +) : J BUT (Opposing Evidence): Conclusion (Restate or Paraphrase Position): "60 Gaaratc Oncanizens ror READING, WaiTING, aNp Mone ‘Scholastic Professional Books, 1999Date Problem- Solution Organizer PROBLEM Key Organizing Words Because Since The problem is EVIDENCE Why is this a problem? Therefore As a consequence This led to So that Nevertheless Accordingly The result is “POSSIBLE SOLUTION(S) If So Then Thus Perhaps Possibly | A solution is Solutions are This resulted in My conclusion is The answer is r ° One answer is SGraniic Oncanizens rok Reavinc, Whirio, axo Mons 107 sholastic Profesional Booka 1560 RESULT(S)Writing About: What Happened TITLE: : In the beginning : On (date) 3 First ]_ | To begin with The start of By It started when a It began on (date) Not long after Second Next , 2 | Then si The second thing And then Next >) Third...fourth...fifth 5 Now 3 | Then i As And then After Finally... Last ‘At the end And the last thing After everything In conclusion 50 Graphic Oncanrzens roR READIN, WaITINo, ato MORE Jo9 Scholastic Prefessimal Books. 1909od eo BN ne Belg! ob BH eS CHeCS Appendix A Print Resources Appendices Bellanca, J. A. (1992). The Cooperative Think Tank II: Graphic Organizers to Teach Thinking in the Cooperative Classroom. Palatine, IL: Skylight Press. Bromley, K., Irwin-DeVitis, L., and Modlo, M. (1995). Graphic Organizers: Visual Strategies for Active learning. New York: Scholastic Professional Books. Bromley, K. D. (1995). Webbing With Literature: Creating Story Maps With Children's Books, 2nd ed. Boston: Allyn & Bacon. Cassidy, J. (1992). “Help your students get the main idea with graphic orga- nizers.” Learning, 21 (2), 76-77. Cassidy, J. (1991). “Using graphic organizers to develop critical thinking.” Gifted Child Quarterly, 12 (6), 34-36. Clarke, John. Patterns of thinking, Burlington, VI: Department of Education, University of Vermont. Hanselman, C.A. (1990). “Using brainstorming webs in the mathematics classroom.” Mathematics Teaching in the Middle School, 1 (9), 766-70. Heimlich, J. E. and Pittleman, S. D. (1986). Semantic mapping: Classroom applications. Newark, DE: International Reading Association. Hyerle, D. (1996). “Thinking maps: Seeing is understanding,” Educational Leadership, 53 (4), 85-89. Irwin-DeVitis, L. and Pease, D. (1995). “Using graphic organizers for learn- ing and assessment in middle level classrooms.” Middle School Journal, 26(6), 57-64. Lehman, H. (1992). Graphic organizers benefit slow learners. Clearinghouse, 66(1), 53-55. Novak, J. (1981). Learning How to Learn, New York: Cambridge University Press. Parks, S. and Black, H. (1990). Organizing Thinking, Book 1. Pacific Grove, CA: Critical Thinking Press and Software. Parks, 8. and Black, H. (1992). Organizing Thinking, Book 2. Pacifie Grove, CA: Critical Thinking Press and Software. . Sinatra, R., et al. (1994). “Using a computer based semantic mapping, read- ing, and writing approach with at-risk fourth graders.” Journal of Computing in Childhood Bducation, 5 (1), 99-112. 80 GraPatc Onoavizens ror ReaDix, Warn, ax Mons i Schtatie Ponsa Rte, 1., PROFESSIONAL DEVELOPMENT “) Cooperative Leaming: Getting Started/49092 Grand Conversations: Literature Groups in Action/73422 __ Graphic Orgenizers: Visual Strategies for Active “] Learning/48928 * Joumaling/49478 ‘Making Portfolio Assessment Easy: Reproducible Forms and "| Checklists and Strategies for Using Them/24507 "Portfolio Assessment: Getting Started/49183 Portfolios in the Classroom: 4 Teacher's Sourcebook/49273 “Reading Comprehension: Self: Monitoring Strategies to Develop Independent Readers/49136 ___ The Reading-Writing Workshop: Gezting Started/49167 “Strategies and Activities for Building Literacy/49353 Teaching with Caldecott Books/49079 * Teaching with Newbery Books/49415 leaching Writing: A Workshop Approach!49202 Theme Studies: 4 Practical Guidel49272 “-READING/WRITING/LITERATURE- “BASED ACTIVITIES « 12 Take-Home Thematic Backpacks/49649 5 Bilingual Mini-Books/49802 | 35 Mother Goose Peek-a-Books/49729 25 Thematic Mini-Books: Easy-to-Make Reproducible Books 412 Promote Literacy/49215 “38 Folk and Fairy Tale Poems and Songs/48801 315 Picture Prompts for Young Writers/49408 —J5 Creative Ways to Publish Students" Writing/49270 ‘SO Surefire Ways to Keep Them Reading All Year!/49142 °225 Creative Prompts for Personal Joumnals/49350 Animal Poems From A to Z/49647 ci juthor Studies Handbook: Helping Students Build Powerful == Connections to Literaturel49479 + Better Than Book Reports/49213 {Tig Book of Ready-io-Use Theme Units/49166 citerature Connections Day-By-Day/49471 Literature-Based Geography Activities/49184 ‘Yerature-Based Multicultural Activities/49185 Geiterature-Based Science Activities/49200 Meet the Authors and Illustrators, Volume One/49097 [feet the Authors and Illustrators, Volume Two/49237 hick Poetry Activities/49767 ‘Teaching Poetry: Yes You Canl/49419 » Spematic Poems, Songs, and Fingerplays/49638, (sing Nonfiction in the Classroom/49352 ,/Vhat Should I Write My Report On? 400 Thematic Research (ideas for Reportsi49648 iting Literaey wit interactive Chars/49234 ‘Leaming Phonics and Spelling in a Whole Language 5 ;Classroom/49148 & bving On in Spelling/49636 Phonics That Work/49624 More Teaching Ideas From PROFESSIONAL BOOKS JOTECA - PRIMARIA, eee eLocoLOMB!ANO MULTICULTURAL AWARENESS Crafts of Many Cultures/49182 Literature-Based Multicultural Activities/49185 Multicultural Books to Make and Share/48921 ‘Multicultural Fables and Fairy Tales/49231 ‘The Multicultural Game Book/49409 Native Americans: Cooperative Learning Activities/49151 ‘The Multilingual Translator/48923 “Round-the- World Folktale Mini-Books/49793 SCIENCE/SOCIAL STUDIES/ART 25 Science Mini-Books/49507 Big Book of Animal Manipulatives/49245 The Body Book: Easy-to-Make, Hands-on Models That Teachl49239 ‘The Bug Book/49473 ‘The Civil War: Literature Units, Projects, and Activities!49509 Colonial America: Cooperative Learning Activities!49133 Columbus: Cooperative Game and Uniti49206 Complete Geography Project and Activity Book/49473 Cooperative Learning: Science/49240 Dinosaur Dig: Cooperative Game and Unit/49236 Explorers: Cooperative Learning Activities/49232 Garbage/49163 Hands-on Geography/49351 Laura Ingalls Wilder/49271 Leaming About Ancient Civilizations Through Art/49505 Literature-Based Science Activities/49200 Mayas, Aztecs, Incas/49504 Meet the Masterpieces: Strategies, Activities, and Posters to Explore Great Works of Arti49212. Ocean Life/49508 Penguins/49639 This Planet Is Mine: Appreciate the Earth through Thematic Units, Literature, and Activities/48794 Whales/49156 MATH 30 Wild and Wonderful Math Stories to Develop Problem- Solving Skills/49169 1001 Instant Manipulatives for Math/49238 Do-It-Yourself Math Stories/49155 Estimation Investigations/49602 Exploring the Numbers One to One Hundred/49506 Great Graphing/49470 Literature-Based Math Activities/49201 Mega-Fun Math Games: 70 Quick-and-Easy Games to Build Math Skills/48176 Mental Math: Computazion Activities for Anytimel49796 Making Multiplication Easyi49140 Multicultural Math/49646 Patchwork Math 1: Addition and Subtraction/49073 Patchwork Math 2: Multiplication and Division/49076 Scholastic Professional Books, P.O. Box 7502, Jefferson City, MO 65102 Ordar Tall Bennet oan ove.Jeena ere ofan ass arly Reels and, Nou akon son Silt ron Sbiioteca Priatia ea 32788 ( sqihy | Tet nabs | L \ very silly. \ \ikes. Prot con, beurreee First Graphic Organizers: 7 30 Reproducible Graphic Organizers p p That Build Early Reading and Comprehension Skills ical by Rhonda Graff Silver BIBLIOTECA - PRIMARIA, COLEGIO ANGLOCOLOMB! ANO re my EW YORK + TORONTO + LONDON + AUCKLAND + SYDNEY Teaching “EXICO CITY + NEW DELHI * HONG KONG + BUENOS AIRES ResourcesIntroduction Why Graphic Organizers? 0.02.0... 4 Using This Book 24 In Each Unit... eee wn Meeting the Language Arts Standards ..........., 7 , Pre-Reading Pre-reading Pondering ............. 10 Think It Over... eee eeec eee 12 Predict & Check ........... 0.0. 14 _ Character The Proofs in the Character........ 16 Character Connection . . Character Change Same & Different .........0.0.000., 22 Character Report ..... eee 24 Character Columns.............., 26 Character Comparison.............. 28 “Sequencing ai Sequence Circle... 02. .0.........30 Time Passes. ..ecseeeeeee es ees, * Balloon Retelling ..................34 Main Idea An Important Point.................40 Scoops of Details... 2.2... 42 Main Idea Celebration..............44 The Main Idea Box........ 0... 46 Vocabulary Wondrous, Wondrous Words! ....... 48 Bucket of Words... 50 Reading Response | Wonder Question Itl...... 5 Let's Compare! oo... 56 Deep Thinkers... ee, 58 What It Means toMe..........0..., 60 All Aboard! o.oo. 62 Stroke of Information...............64 My Favorite Things. 66 Nonfiction Nonfiction News. . -68 Nonfiction Vocabulary . . 3.5.70 Additional Resources...A "Fist Graphic Oranizere: Reading % Schoestic Teaching Resources There is no right or wrong way to use these organizers! They can be used to help children of different ability levels and in different ways. They can be used for whole group, small group or independent response. Initially, you might recreate the organizers on chart paper and model the process to the group, then display the enlarged copy for further reference. Model how to use the organizer and encourage discussion focused on specific aspects of the organizer. By modeling and sharing your thought processes out loud, children will learn how to use the organizers more independently over time. Discussion questions are included for all the organizers. Use them as suggestions (your goals and children’s abilities should be your guide). Because there are multiple ways to complete each organizer, discussion and understanding should be the focus Encourage children to talk about their thinking. Asking children to elaborate on a thought or to explain why often develops a deeper understanding on his or her part, as well as the rest of the group. You can use the organizers to make assessments (formal and informal), adjusting your teaching to the level of children’s understanding. Of course, from time to time you'll want to evaluate how the organizers are working. How are children improving? Are they moving along as readers, and “explorers” of language? Are they inquisitive? What kinds of learners are they becoming? How can the organizers be used to meet the varied needs of the group? ‘And last—have fun! Graphic organizers provide an exciting avenue to explore comprehension and develop a love of reading! This book offers you a great beginning in using organizers with young children. Let your experience and your children’s questions and responses take you the rest of the way. No two teachers will have the same journey, but we can continue to share our professional experiences in order to enhance children’s understanding and enjoyment of reading, writing, and sharing.MEETING THE LANGUAGE ARTS STANDARDS The graphic organizers in this book are designed to support you in meeting the following standards outlined by the Mid-Continent Regional Educational Laboratory (MCREL), an organization that collects and synthesizes national and state K-12 curriculum standards. Reading: Grades K-2 Uses the general skills and strategies of the reading process 7 3 Understands that print conveys meaning (i.e., knows that printed letters and words represent spoken language) > Understands how print is organized and read (e.g., identifies front and . back covers, title page, author, and illustrator; follows words from left- to-right and from top-to-bottom; knows the significance of spaces between words, knows the difference between letters, words, and - sentences; understands the use of capitalizdtion and punctuation as text 4 boundaries) %& Creates mental images from pictures and print *% Uses meaning clues (e.g., pictures, picture captions, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character's behavior) ¥ Uses basic elements of phonetic analysis (e.g., common letter/sound relationships, beginning and ending consonants, vowel sounds, blends, word patterns) to decode unknown words % Uses basic elements of structural analysis (e.g., syllables, basic prefixes, suffixes, root words, compound words, spelling patterns, contractions) to decode unknown words 3 Uses a picture dictionary to determine word meaning % Understands level-appropriate sight words and vocabulary (e.g., words for persons, places, things, actions; high frequency words such as said, was, and where) % Uses self-correction strategies (e.g., searches for cues, identifies miscues, rereads, asks for help) ua % Reads aloud familiar stories, poems, and passages with fluency and expression (e.g., rhythm, flow, meter, tempo, pitch, tone, intonation) Me‘The Graphic Organizersrophie Organizers Reading # Scholastic Teaching RerourcesTitle: Read the title and skim the book. a What I think about when | read the titie: SUES1 AGE AST AST AGt # G1 _£ Gt St 4St SE ASL SL AGEL ISLES ear Words | think about : before | read: Fit Graphic Organizer Reacing Scholastic Teaching Resourcesmeg Sac nessa OSD REAEEEOS COCE res i v JO0ld | yeyop1DYD euy MDIG : as Ou 5 J2f0Bs0gD OML Wy 6g 20% ig OF, : a 3 4 _oL-Character: page(s) Proof. 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