graphic organizers by jacqueline mccann middle ga resa
TRANSCRIPT
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