Graphic Organizers Catalogue

ESCUELA NORMAL SUPERIOR DEL ESTADO DE MÉXICO
BACHELOR OF TEACHING AND LEARNING
OF ENGLISH IN SECONDARY SCHOOL
SECOND SEMESTER GROUP: UNIQUE
* ACADEMIC WRITINGS *
GRAPHIC ORGANIZERS
CATALOGUE
ELABORATED BY
ANCIRA NAPOLES DIANA
FLORES FRANCO ANDOVIN ISMAEL
MAY 15th, 2022
BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

ACADEMIC WRITINGS 1
INTRODUCTION
Graphic Organizers are a visual representation of knowledge that structures information by

arranging important aspects of a concept or topic into a pattern using labels. Their main function
is to help present information in concise ways that highlight the organization and relationships of
concepts. (Bromley, DeVitis & Modlo, 1999)
This document consist of a compilation of the most common types of graphic organizers (12 in
total). To have a clear and effective information of them, each one present a brief of information
(definition, characteristics and elements), steps or procedure to elaborate it and an example.
At school, it is a useful strategy that consider them as a powerful tool to achieve meaningful
learning. Some advantages to use graphic organizers are the following:
• A graphic organizer shows information, data and characteristics related to a specific topic
or between different aspects.
• The main purpose of choosing and creating one, is to present concrete information in a
visual graphic for anyone who wants to read or learn about it.
• It permits identifying and visualizing each aspect or specific data more efficiently.
• There are many types of graphic organizers, each one of them has its own structure,
elements, procedure and design to organize, understand and explain quickly almost whole
information of a topic.

ACADEMIC WRITINGS 2
INDEX
I N T R O D U C T I O N ...................................................................................................................................... 2
F I S H B O N E D I A G R A M ...................................................................................................................... 4
V E N N D I A G R A M .................................................................................................................................... 7
COMPARATIVE M A P ........................................................................................................................ 9
K W L C H A R T ...............................................................................................................................................11
M A T R I X T A B L E...................................................................................................................................... 13
N E T W O R K T R E E ................................................................................................................................... 17
P R O B L E M A N D S O L U T I O N M A P ...................................................................................... 19
S E Q U E N T I A L M A P ............................................................................................................................. 21
A S E R I E O F E V E N T S C H A I N S............................................................................................ 23
CYCLE M A P ............................................................................................................................................. 25
SPIDER M A P.......................................................................................................................................... 27
STORY M A P ............................................................................................................................................. 29
R E F E R E N C E S .......................................................................................................................................... 31

ACADEMIC WRITINGS 3
FISHBONE DIAGRAM
DEFINITION
Fishbone diagrams are also called a cause and effect diagram, or Ishikawa diagram (Lewis, 2020).
A fishbone diagram is a visualization tool for categorizing the potential causes of a problem. This
tool is used in order to identify a problem’s root causes. Typically used for root cause analysis, a
fishbone diagram combines the practice of brainstorming with a type of mind map template. It
should be efficient as a test case technique to determine cause and effect.
A fishbone diagram is useful in product development and troubleshooting processes, typically

used to focus a conversation around a problem. After the group has brainstormed all the possible
causes for a problem, the facilitator helps the group to rate the potential causes according to their
level of importance and diagram a hierarchy. The name comes from the diagram's design, which
looks much like a skeleton of a fish. Fishbone diagrams are typically worked right to left, with each
large "bone" of the fish branching out to include smaller bones, each containing more detail.
Dr. Kaoru Ishikawa, a Japanese quality control expert, is credited with inventing the fishbone
diagram to help employees avoid solutions that merely address the symptoms of a much larger
problem. Fishbone diagrams are considered one of seven basic quality tools and are used in the
"analyze" phase of Six Sigma's DMAIC (define, measure, analyze, improve, control) approach to
problem-solving.
HOW TO MAKE A FISHBONE DIAGRAM ?
Fishbone diagrams are typically made during a team meeting and drawn on a flipchart or
whiteboard. Once a problem that needs to be studied further is identified, teams can take the
following steps to create the diagram:
1. The head of the fish is created by listing the problem in a statement format and drawing a
box around it. A horizontal arrow is then drawn across the page with an arrow pointing to
the head. This acts as the backbone of the fish.

ACADEMIC WRITINGS 4
2. Then at least four overarching "causes" are identified that might contribute to the problem.
Some generic categories to start with may include methods, skills, equipment, people,
materials, environment or measurements. These causes are then drawn to branch off from
the spine with arrows, making the first bones of the fish.
3. For each overarching cause, team members should brainstorm any supporting information
that may contribute to it. This typically involves some sort of questioning methods, such
as the 5 Why's or the 4P's (Policies, Procedures, People and Plant) to keep the
conversation focused. These contributing factors are written down to branch off their
corresponding cause.
4. This process of breaking down each cause is continued until the root causes of the
problem have been identified. The team then analyzes the diagram until an outcome and
next steps are agreed upon.
WHEN TO USE A FISHBONE DIAGRAM ?
A few reasons a team might want to consider using a fishbone diagram are:
• To identify the possible causes of a problem.

• To help develop a product that addresses issues within current market offerings.
• To reveal bottlenecks or areas of weakness in a business process.
• To avoid reoccurring issues or employee burnout.
• To ensure that any corrective actions put into place will resolve the issue
EXAMPLE

ACADEMIC WRITINGS 5
ACADEMIC WRITINGS 6
VENN DIAGRAM
DEFINITION
Venn diagrams help to visually represent the similarities and differences between two concepts.
They have long been recognized for their usefulness as educational tools. Venn diagrams have
been used as part of the introductory logic curriculum and in elementary-level educational plans
around the world.
It is usually made up of more than two overlapping circles. The Venn diagram works with sets of
things. (A “set” is a mathematical term, which refers to a series of objects.)
HOW TO ELABORATE A VENN DIAGRAM ?
1. Set the “universe”. (In the context of Venn diagrams, the universe refers to the issue you
are dealing with at the time, and not the entire universe.)
2. Choose the categories. (The term “categories” simply refers to how you are going to
organize the items)
3. Add information in the categories. Draw a circle for each category. Once you’ve done this,
start filling the circles with items.
4. Determine which elements are to intersect. You may notice that some items are found in
both lists
5. Draw the circles again. Take care of the circles and draw them again, but this time, make
the middle of one of the sides of each circle intersect
6. Complete each of the circles. Don’t add the elements that are going to intersect yet. In the
circle labeled
7. Complete the intersection area. In the intersection area, write the words that they have in
common.
EXAMPLE

ACADEMIC WRITINGS 7
ACADEMIC WRITINGS 8
COMPARATIVE MAP
DEFINITION
It is structured in columns. It allows information to be organized according to previously

established criteria. The main purpose is to establish the differences between the concepts being
treated.
The comparative map allows the development of skills to process and compare data, classify
information, organize thinking and facilitate the formulation of conclusions or value judgments.
CHARACTERISTICS :
• They classify and organize the most important information about the topics or elements to
be compared.
• The contents are usually brief and clear.
• They facilitate the understanding of the information to be presented.
• They allow the different elements to be easily and quickly distinguished.
• They use columns in which the information to be contrasted is placed.
HOW TO ELABORATE A COMPARATIVE MAP ?
1. Identify the elements, objects or concepts to be compared. For example, natural

phenomena such as thunderstorm, hurricane and hurricane.
2. Point out which are the aspects to compare. For example, characteristics, advantages
and disadvantages, etc.
3. Identify the characteristics, advantages or disadvantages of each element or object.
4. Prepare the comparative table with the number of columns and rows necessary, according
to the elements to be compared.
5. Write the statements that correspond to the characteristics, advantages or disadvantages,
etc.
EXAMPLE

ACADEMIC WRITINGS 9
MULTIPLE INTELLIGENCES
TYPE HIGHLIGHTS LIKES LEARN BETTER
Reading, writing, storytelling, Reading, listening and seeing

LINGUISTIC Reading, writing, storytelling,
memorizing dates, thinking words, speaking, writing,
speaking, memorizing, doing puzzles
VERBAL about words. discussing and debating
Mathematics, reasoning, Using guidelines and relationships,

LOGICAL Solve problems, question, work with
logic, problem solving, classifying, working with the
numbers, experiment
MATHEMATICS guidelines. abstract
Map reading, graphics, Working with drawings and colors,

Design, draw, build, create,
drawing, labyrinths, puzzles, visualizing, using your mental eye,
ESPATIAL daydream, look at drawings
imagining things, Viewing drawing
Touching, moving, processing

BODY Athletics, dance, drama, Moving, touching and speaking, body
information through bodily
works manuals, use of tools. language
KINESTHETIC sensations
Singing, recognizing sounds,

Singing, humming, playing an Rhythm, melody, singing, listening
MUSICAL remembering melodies,
instrument, listening to music to music and melodies
rhythms
Understanding people,
leading, organizing, Having friends, talking to people, Sharing, comparing, relating,
INTERPERSONAL communicating, resolving getting together with people interviewing, cooperating
conflicts, selling

ACADEMIC WRITINGS 10
KWL CHART
DEFINITION
KWL & KWHL charts are graphic organizers designed to activate prior knowledge, promote
higher-order questioning, and engage students in metacognition. A KWHL chart is a variation of a
KWL chart where an extra column is added for ‘How’: How can I learn this, How will I learn this,
How I plan to learn this, How I’ll know if I’ve learned it, etc.
HOW TO ELABORATE A KWL CHART ?
Column 1: What you know

You can have KWL charts for both individuals and group learning. Teachers may break the entire
class into several groups and assign separate topics to each team. Every group can then share
their discoveries with others. The first column is related to the already gained knowledge either by
a group or an individual. In this way, the teachers can understand learners' prior knowledge, be it
correct or diversionary, which assists the trainers to upgrade or correct the knowledge of the
learners. The educators can also prepare a plan to remove the students' misconceptions if they
have any.
Column 2: What you want to know

In this column, the teachers come across the various aspects where they can analyze what the
learners want to learn. In this phase, the teachers can further divide a group into several smaller
groups of equal minded pupils so that each one can gain from the learning of all the other clusters.
Column 3: What you have learned

Here the learners can compare 'what they wanted to learn' and 'what they have 'learned. They can
mark what they noted in column 2 and if their queries are answered satisfactorily. They can also
share what they found catchy, interesting, or even any misconception they had, as told in column
1.
EXAMPLE

MATRIX TABLE
DEFINITION
A matrix chart or diagram is a project management and planning tool used to analyze and
understand the relationships between data sets. Matrix charts compare two or more groups of
elements within a single group. (Lucid Content Team, 2020).
HOW TO ELABORATE A MATRIX TABLE ?
1. Define your purpose

Before you begin building your diagram, you need to define your objective for the exercise. What
information or insights are you trying to glean from your analysis?
2. Recruit your team

Next, you need to select who you want on your team. Choose team members who have the time
and expertise best suited to achieving your stated objective.
3. Identify and collect the data sets

Your team can help you determine what data should be compared and is most important for
providing accurate and meaningful insights.
4. Select the appropriate matrix type

The matrix you use to analyze the data depends on what your goal is and the types of data you
are comparing.
5. Determine how to compare your data

Determine how you will compare the data and what symbols you will use to notate the matrix.
6. Document the matrix relationships

Make sure there is consensus on each decision and document any relevant discussion
surrounding the analysis.
7. Review and draw conclusions

Once your analysis is complete, you can review the matrix to evaluate and draw conclusions
based on the results.

EXAMPLE

NETWORK TREE
DEFINITION
Tree map templates or tree map graphic organizers are data visualization tools that show the
hierarchy of the data and the relationships between the elements in different levels of order. It may
use nested rectangles or other shapes, and sometimes a depiction of a real tree is also used.
(Edrawsoft, 2021)
A solution map indicates a logical analysis of how one might weight information provided to solve
the problem. The solution map contains an overview of all laws and principles used in each step
to strengthen students' knowledge base. (Noah, 2022)
HOW TO MAKE A NETWORK TREE ?
Step 1: Identify the most important element under the topic you are studying. Write this
down at the top of the hierarchy chart.
Step 2: List down the second layer of sub-elements stemming from the first component
you have identified. Add a third and fourth as necessary.
Step 3: Connect these with lines to show how they are connected to each other
(Athuraliya, 2019).
EXAMPLE

PROBLEM AND SOLU TION MAP
DEFINITION
A solution map indicates a logical analysis of how one might weight information provided to solve
the problem. The solution map contains an overview of all laws and principles used in each step
to strengthen students' knowledge base. (Noah, 2022)
STEPS TO MAKE A PROBLEM AND SOLUTION MAP:
1. Identify the problems.

2. List your side effects
3. Evaluate the options.
4. Brainstorming solutions.
5. Identify the obstacles.
6. List the actions
7. Document agreements.
EXAMPLE

BULLYING

AC ADE MI C WRI T I NG S 20
SEQUENTIAL MAP
DEFINITION
It is a tool that helps graphically re present the order of steps in a process, a timeline of events,
etc. It can also be used to plan lessons or to take down notes during a lesson. A Sequential
Episodic Map is useful for mapping cause and effect.
The cognitive sequence map simulates a chain with chronological sequences. In the first box the
title is written, and in the boxes below the information, steps or stages that develop the main topic
are included (Lucidspark, 2002).
STEPS TO MAKE A SEQUENTIAL MAP:
• Review the information you want to represent on your cognitive map. It can be the text of
a book, or an article on an Internet page.
• Find the main theme. The main theme can be the title of the article.
• Identify the most important points and ideas. Do not forget to underline them or write them
so they will not forget you.
• Choose the type of cognitive map you will use. Review the above information to fin d the
type of adequate cognitive map. It will also be important to decide the method you will use
to create your map.
• Organize the underlined ideas on your cognitive map. The most general ideas should go
close to the main theme, while the most specific ideas must be more removed under the
corresponding theme and subtheme .
• Review the information. Make sure your cognitive map follows a hierarchical order of ideas,
that is, the most general idea to the most specific.
EXAMPLE

A SERIE OF EVENTS CHAINS
DEFINITION
It is used to show the sequence of events in a passage, showing the continuous movement of
events. Students can gain a deeper understanding of text by retelling the proper order and
understand how the events affect the central theme of the story (Shmaefsky, 2007).
STEPS TO MAKE IT:
Steps for make a serie of events chains
1. First we need to Identify the object, procedure, or initializing event.

2. Then we need to have the steps or stages for the procedure.
3. When we have the steps we need to identify what are the relations to one another?
4. Finally we need to put the final outcome
EXAMPLE

CYCLE MAP
DEFINITION
It is a diagram where the information is recorded in chronological order or by sequence through

circles and arrows that carry continuous or periodic serialization (Pimienta, 2011).
STEPS TO MAKE A CYCLE MAP:
1. Identify the input and output element of your system.

2. Decide the direction in which you want to draw your diagram
3. Choose the icons and colors that will represent each of the elements.
4. Identify the elements in which decision-making is implicit.
5. Divide the diagram into blocks to be clear about what to say in each one and leave you
nothing.
6. Read it yourself several times and, even if you understand it, show it to a colleague.
Everyone must fully understand the information you want to convey in the diagram.
(Canive, 2020)
7. E X A M P L E

SPIDER MAP
DEFINITION
Following the idea from Wondershare EdrewMax, explains “A spider map is an organizational tool
that graphically represents your concepts and helps you brainstorm ideas.” (Wondershare
EdrewMax, 2022)
A spider map has a main idea or topic in the center, of the diagram. Each detail or sub-topic
associated with the main idea has its own leg, or branch, surrounding the main idea. The basic
premise of spider mapping is to familiarize students with a topic at a basic level.
STEPS TO MAKE IT:
StoryBoardThat explains the steps that you should follow to have a great Spider Map.
a) The title in the center of the spider map is the central topic, person, or vocabulary word.
b) The map then branches out into separate cells to show details or examples of the topic.
c) Having the main topic in the center and the ideas surrounding it reduces the temptation to
give greater importance to particular details.
d) The legs of the spider map are all treated equally (Storyboardthat, 2022).
8. E X A M P L E

STORY MAP
DEFINITION
Story map is a kind of graphic organizer in the form of illustration or picture which describes the
story line or the content of a text. Story map may help students identify parts of narrative text or
the content of text. In a literacy class, students may be assigned to summarize the content of a
text, to make a story outline which is, then, developed into a comprehensive text.
There are many different types of story map graphic organizers. The most basic focus on the
beginning, middle, and end of the story.
ELEMENTS
A story map covers the following parts:
• Setting: When and where a story happens,

• Character: People in the story,
• Conflict or problem: Main problem each character has.
• Event: Thing done by the characters.
• Resolution or conclusion: Thing done by the characters to cope with the problem.
STEPS TO MAKE IT:
To elaborate this organizer, do you need to follow some steps or instructions?
1. Identify characters: know who is involved in the development of the story.

2. Setting: Identify the place and time your history happens.
3. Plot events: Describe briefly the important plot events that happened in:
3.1. Beginning: You should introduce the characters in the setting and a problem the
characters face.
3.2. Middle: You can briefly describe what happens before the problem is resolved.
3.3. End: There should be a resolution or a way for the characters to overcome the
challenge they had in the beginning.

EXAMPLE

REFERENCES
Athuraliya, A. (October, 2019). 19 types of graphic organizers for effective teaching and learning.
Creately Blog. Recovered from: https://creately.com/blog/diagrams/types-of-graphic-
organizers/
Bromley, K., DeVitis, L. I. and Modlo, M. (1999). 50 Graphic Organizers for Reading, Writing &
More. New York: Scholastic Professional Books.
Canive, T. (2020). How to make a diagram. Sinnaps. Recovered from:

https://www.sinnaps.com/blog-gestion-proyectos/comohacer- un-diagrama
Comparative Chart. (s. f.). Significados. Obtained on 9th May, 2022. Recovered from:
https://www.significados.com/cuadro-comparativo/
Education, E. D. E. E. (December, 2021). Causes of bullying and how to deal with them. VIU.
Obtained on 9th May, 2022. Recovered from:
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escolar-y-como abordarlas
Freire. P. (1985): Pedagogía del oprimido. Montevideo, Tierra Nueva. México, Siglo XXI Editores
Garrett, T. (s. f.). Student-Centered and Teacher-Centered Classroom Management: A Case

Study of Three Elementary Teachers. Rider University, Lawrenceville, New Jersey.
Obtained on 9th May, 2022. Recovered form:
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Graphic Organizers Muskingum University. (s. f.). Muskingum University. Obtained on 9th May,
2022. Recovered from: https://www.muskingum.edu/
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onlinevirtual-a-distancia-remota

Investopedia. (September, 2021). How to Use a Venn Diagram?. Obtained on 9th May, 2022.
Recovered from: https://www.investopedia.com/terms/v/venn-diagram.asp
Lewis, S. (December, 2020). Fishbone diagram (Ishikawa cause and effect). Techtarget.
Recovered from: https://www.techtarget.com/whatis/definition/fishbone-diagram
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Recovered from: https://lucidspark.com/es/blog/queesunmapacognitivo
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ESCUELA NORMAL SUPERIOR DEL ESTADO DE MÉXICO

BACHELOR OF TEACHING AND LEARNING

OF ENGLISH IN SECONDARY SCHOOL

SECOND SEMESTER GROUP: UNIQUE

ANCIRA NAPOLES DIANA

FLORES FRANCO ANDOVIN ISMAEL

MAY 15th, 2022

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

Graphic Organizers are a visual representation of knowledge that structures information by

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

A fishbone diagram is useful in product development and troubleshooting processes, typically

HOW TO MAKE A FISHBONE DIAGRAM ?

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

WHEN TO USE A FISHBONE DIAGRAM ?

• To identify the possible causes of a problem.

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

HOW TO ELABORATE A VENN DIAGRAM ?

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

It is structured in columns. It allows information to be organized according to previously

HOW TO ELABORATE A COMPARATIVE MAP ?

1. Identify the elements, objects or concepts to be compared. For example, natural

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

TYPE HIGHLIGHTS LIKES LEARN BETTER

Reading, writing, storytelling, Reading, listening and seeing

Mathematics, reasoning, Using guidelines and relationships,

Map reading, graphics, Working with drawings and colors,

Touching, moving, processing

Singing, recognizing sounds,

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

HOW TO ELABORATE A KWL CHART ?

Column 1: What you know

Column 2: What you want to know

Column 3: What you have learned

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

HOW TO ELABORATE A MATRIX TABLE ?

1. Define your purpose

2. Recruit your team

3. Identify and collect the data sets

4. Select the appropriate matrix type

5. Determine how to compare your data

6. Document the matrix relationships

7. Review and draw conclusions

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

HOW TO MAKE A NETWORK TREE ?

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

STEPS TO MAKE A PROBLEM AND SOLUTION MAP:

1. Identify the problems.

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

STEPS TO MAKE A SEQUENTIAL MAP:

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

STEPS TO MAKE IT:

Steps for make a serie of events chains

1. First we need to Identify the object, procedure, or initializing event.

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

It is a diagram where the information is recorded in chronological order or by sequence through

STEPS TO MAKE A CYCLE MAP:

1. Identify the input and output element of your system.

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL

STEPS TO MAKE IT:

BACHELOR OF TEACHING AND LEARNING OF ENGLISH IN SECONDARY SCHOOL