Graphic

Organizers

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Graphic Organizers (GOs)

A graphic organizer is a tool or

process to build word knowledge
by relating similarities of meaning
to the definition of a word. This
can relate to any subject—math,
history, literature, etc.
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Why are Graphic Organizers

Important?
 GOs connect content in a meaningful way to
help students gain a clearer understanding of
the material (Fountas & Pinnell, 2001, as
cited in Baxendrall, 2003).
 GOs help students maintain the information
over time (Fountas & Pinnell, 2001, as cited
in Baxendrall, 2003).
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Graphic Organizers:

 Assist students in organizing and

retaining information when used
consistently.
 Assist teachers by integrating
into instruction through creative
approaches.
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Graphic Organizers:
 Heighten student interest
 Should be coherent and consistently used
 Can be used with teacher- and student-
directed approaches
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Coherent Graphic Organizers

1. Provide clearly labeled branch and sub branches.

2. Have numbers, arrows, or lines to show the
connections or sequence of events.
3. Relate similarities.
4. Define accurately.
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How to Use Graphic

Organizers in the Classroom

 Teacher-Directed Approach
 Student-Directed Approach
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Teacher-Directed Approach

1. Provide a partially complete GO for students

2. Have students read instructions or
information
3. Fill out the GO with students
4. Review the completed GO
5. Assess students using an incomplete copy
of the GO
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Student-Directed Approach
 Teacher uses a GO cover sheet with prompts
Example: Teacher provides a cover sheet that
includes page numbers and paragraph numbers to
locate information needed to fill out GO
 Teacher acts as a facilitator
 Students check their answers with a teacher copy
supplied on the overhead
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Strategies to Teach Graphic

Organizers
 Framing the lesson
 Previewing
 Modeling with a think aloud
 Guided practice
 Independent practice
 Check for understanding
 Peer mediated instruction
 Simplifying the content or structure of the
GO
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Types of Graphic Organizers

 Hierarchical diagramming

 Sequence charts

 Compare and contrast charts

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A Simple Hierarchical Graphic

Organizer
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A Simple Hierarchical Graphic

Organizer - example

Algebra Geometry

MATH

Calculus Trigonometry
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Another Hierarchical Graphic

Organizer
Category

Subcategory Subcategory Subcategory

List examples of each type

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Hierarchical Graphic Organizer –

example
Algebra

Equations Inequalities
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Compare and
Contrast: Category

Illustration/Example What is it? Properties/Attributes

Subcategory

Irregular set
What are some What is it like?
examples?
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Compare &
Numbers
Contrast:
Illustration/Example What is it? Properties/Attributes

6, 17, 25, 100 Positive Integers

Whole
-3, -8, -4000 Numbers Negative Integers

0 Zero

Fractions
What are some What is it like?
examples?
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Venn Diagram
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Venn Diagram - example

Prime Numbers

5 7
11 13

2 3

Even Numbers
Multiples of 3
4 6
8 10 6 9 15 21
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Multiple Meanings
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Multiple Meanings – example

Right Equiangular
3 sides 3 sides

3 angles 3 angles

1 angle = 90° 3 angles = 60°

TRI-
ANGLES

Acute Obtuse
3 sides 3 sides
3 angles 3 angles
3 angles < 90° 1 angle > 90°
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Series of Definitions
Word = Category + Attribute

= +

Definitions: ______________________
________________________________
________________________________
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Series of Definitions – example

Word = Category + Attribute

= +
Square 4 equal sides &
Quadrilateral
4 equal angles (90°)
Definition: A four-sided figure with four equal sides and
four right angles.
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Four-Square Graphic
Organizer
1. Word: 2. Example:

4. Definition 3. Non-example:
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Four-Square Graphic
Organizer – example
1. Word: semicircle 2. Example:

4. Definition 3. Non-example:

A semicircle is half of
a circle.
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Matching Activity

 Divideinto groups
 Match the problem sets with the
appropriate graphic organizer
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Matching Activity
 Which graphic organizer would be most
suitable for showing these relationships?
 Why did you choose this type?
 Are there alternative choices?
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Problem Set 1
Parallelogram Rhombus
Square Quadrilateral
Polygon Kite
Irregular polygon Trapezoid
Isosceles Trapezoid Rectangle
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Problem Set 2
Counting Numbers: 1, 2, 3, 4, 5, 6, . . .
Whole Numbers: 0, 1, 2, 3, 4, . . .
Integers: . . . -3, -2, -1, 0, 1, 2, 3, 4. . .
Rationals: 0, …1/10, …1/5, …1/4, ... 33, …1/2, …1
Reals: all numbers
Irrationals: π, non-repeating decimal
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Problem Set 3
Addition Multiplication
a+b a times b
a plus b axb
sum of a and b a(b)
ab

Subtraction Division
a–b a/b
a minus b a divided by b
a less b b) a
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Problem Set 4
Use the following words to organize into categories
and subcategories of
Mathematics:
NUMBERS, OPERATIONS, Postulates, RULE,
Triangles, GEOMETRIC FIGURES, SYMBOLS,
corollaries, squares, rational, prime, Integers,
addition, hexagon, irrational, {1, 2, 3…},
multiplication, composite, m || n, whole,
quadrilateral, subtraction, division.
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Graphic Organizer Summary

 GOs are a valuable tool for assisting students

with LD in basic mathematical procedures and
problem solving.
 Teachers should:
 Consistently, coherently, and creatively use GOs.
 Employ teacher-directed and student-directed
approaches.
 Address individual needs via curricular adaptations.
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Resources
 Maccini,P., & Gagnon, J. C. (2005). Math graphic
organizers for students with disabilities. Washington,
DC: The Access Center: Improving Outcomes for all
Students K-8. Available at
http://www.k8accescenter.org/training_resources/documents/MathGrap
hicOrg.pdf
• Visual mapping software: Inspiration
and Kidspiration (for lower grades)
at http:/www.inspiration.com

• Math Matrix from the Center for

Implementing Technology in
Education. Available at
http://www.citeducation.org/mathmatrix/
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Resources
 Hall, T., & Strangman, N. (2002).Graphic organizers.
Wakefield, MA: National Center on Accessing the
General Curriculum. Available at
http://www.cast.org/publications/ncac/ncac_go.html
• Strangman, N., Hall, T., Meyer, A. (2003) Graphic
Organizers and Implications for Universal Design
for Learning: Curriculum Enhancement Report.
Wakefield, MA: National Center on Accessing the
General Curriculum. Available at
http://www.k8accesscenter.org/training_resources/u
dl/GraphicOrganizersHTML.asp
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How These Strategies Help

Students Access Algebra
Problem Representation
Problem Solving (Reason)
Self Monitoring
Self Confidence
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Recommendations:
 Provide a physical and pictorial model, such as
diagrams or hands-on materials, to aid the process
for solving equations/problems.

 Use think-aloud techniques when modeling steps to

solve equations/problems. Demonstrate the steps to
the strategy while verbalizing the related thinking.

 Provide guided practice before independent practice

so that students can first understand what to do for
each step and then understand why.
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Additional Recommendations:
 Continue to instruct secondary math students with
mild disabilities in basic arithmetic. Poor arithmetic
background will make some algebraic questions
cumbersome and difficult.

 Allottime to teach specific strategies. Students will

need time to learn and practice the strategy on a
regular basis.
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Wrap-Up
 Questions
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Closing Activity
Principles of an effective lesson:
Before the Lesson:
 Review
 Explain objectives, purpose, rationale for learning the
strategy, and implementation of strategy
During the Lesson:
 Model the task
 Prompt students in dialogue to promote the
development of problem-solving strategies and
reflective thinking
 Provide guided and independent practice
 Use corrective and positive feedback
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Concepts for Developing a

Lesson
Grades K-2
 Use concrete materials to build an understanding of
equality (same as) and inequality (more than and less
than)
 Skip counting
Grades 3- 5
 Explore properties of equality in number sentences (e.g.,
when equals are added to equals the sums are equal)
 Use physical models to investigate and describe how a
change in one variable affects a second variable
Grades 6-8
 Positive and negative numbers (e.g., general concept,
addition, subtraction, multiplication, division)
 Investigate the use of systems of equations, tables, and
graphs to represent mathematical relationships