graphic organizers - find word templates€¦ · web viewreading notes: lecture notes. character...

Task Specific Graphic Organizersto Improve Reading Comprehension

Mary BarrettMayo High School1420 SE 11th Ave.

Rochester, MN [email protected]

Tree Map Showing Types of Visual Tools

Graphic Organizers for Reading Comprehension 2These materials may be duplicated for non-profit, educational use.

Types of Visual Tools

BrainstormingWebs

mind mapping

webbing

clustering

Task-Specific Organizers

life cycles: science

text structures: reading

decision trees: mathematics

Thinking Process Maps

Concept Mapping

systems thinking

Thinking Maps

Visual Tools for Constructing Knowledge By David Hyerle 1996 Association for Supervision and Curriclum Developmentpage 27 - ASCD #196072 – ISBN 0-87120-266-2Reprinted with permission.

for accessing and organizing

personal knowledge

for content information organized in

a specific way

for thinking and transfer of

information across

disciplines

Name: Date: Hour:

NOVEL NOTES TITLE

Chapter: Pages:

Setting Changes: Add or clarify from discussion:

Main Character(s):

Main Event(s):

Chapter: Pages:

Setting Changes: Add or clarify from discussion:

Main Character(s):

Main Event(s):


Shakespeare Study Guide Name:

Act: Scene(s): Date: Hour:

Plot Summary:

Plotline Points:(These are major actions which move the rising action toward the climax, or events which exemplify the falling action and resolution.)

Reading Notes: Lecture Notes

Character Development -

Themes -

Other -


Word Diary Name Hour Dates: to

Date Unfamiliar Word Context: Sentence in which you found the word Guess

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Your grade depends on the following: 1) The word is spelled correctly; 2) the word is used in the sentence in which you found it; 3) the word is highlighted or underlined within the sentence; 4) your handwriting is legible; and 5) your guess makes sense when it is substituted for the new word in the context of the sentence.

Your Word Diary is due after each 10 diary entries. Thanks! Due Date: Graphic Organizers for Reading Comprehension 5These materials may be duplicated for non-profit, educational use.

Character Guide Name: Date: Hour: NAME: IDENTIFY GOAL IMPORTANT ACTIONS PERSONALITY TRAITS WHAT HAPPENS TO:


ELECTION OF 1912Compare/Contrast Graphic Organizer

Name: Date: Hour:ROOSEVELT TAFT WILSON DEBS

SIMILARITIES

DIFFERENCESROOSEVELT TAFT WILSON DEBS

Political Party

Ideas for US

Elected?


Minnesota History C/C Graphic OrganizerRed Wing, Hawley, Hibbing, and West St. Paul Name:

DIFFERENCES

Red Wing Hawley IN REGARD TO Hibbing West St. Paul

land, river farm land RESOURCES ore, timber river trade

DECLINE

REDEVELOPMENT

CURRENT STATUS


Red Wing

SIMILARITIES1. Geographical features were important to development.2. Immigration played a major role in settlement.3. Each town has a strong sense of community identity.

Hawley Hibbing West St. Paul

Meet the Hero (Protagonist) Name: Date: Hour:


Character

6. Reactions of Others

5. What the character says

4. Thoughts 3. Behavior

2. Setting

1. Physical Description

Meet the Villain (Antagonist) Name: Date: Hour:


Character

6. Reactions of Others

5. What the character says

4. Thoughts 3. Behavior

2. Setting

1. Physical Description

STORY MAPPING

Your Name: Date: Hour:

Title of story being mapped:

Fill in each section of the story map with complete sentences and ideas about the literary elements contained in the above story.

SETTINGDescribe the time, place, and situation of the story.

CHARACTERSThe Good Guy: The Bad Guy:

Protagonist name: Antagonist NameAppearance: Appearance:

Personality: Personality

Goal: Goal:

PROBLEMExciting Force: What is it? What caused it?


PLOT: What are the major events, crises, and complications?

CLIMAXWhat is the climax of the story?

How is the problem solved?

THEME: What is the author’s main idea or message?


BIOGRAPHY MAP

Name: Date: Hour:


TitleA

uthor

Central Conflict(Main Problem)

Plotline

Name: Date: Hour:

Story Title: Author:

14Climax/Resolution

13

12

11

10

9

8

7

6

5

4

3

2

1Introduction

Characters: New Vocabulary:

(Main)

(Minor)

Setting:

Time:

Place:

Adding Fractions


15

16

Directions: Complete the flowchart to show the steps in adding fractions.


Are the denominations

the same?NO

Do the denominators have common

factors?

Yes

Yes

No

Did you find a common

denominator?

NoYes

The Four-Square + MethodThis four-square method can be used to solve any mathematical problem in science.

GIVENo Read the problem carefully.o What information is

known? o Identify key words

Calculate . . . Determine . . . Find . . . What is . . .

o Identify operations that will help you solve the problem.

UNKNOWNo Organize the Datao What are you looking for? Collect Data Create Tables Draw Diagrams

What don’t you know? Assign variables to unknowns

EQUATIONo Write the equationo Show the relationship

between what you know and what you don’t know.

This is a verbal model and contains no numbers.

SOLUTIONo Write the equation.o Substitute numbers

and their units into the equation.

o Solve the problem.o Clearly indicate your

answer.o INCLUDE labels.

+ Don’t guess; use GUES+!


Check your work; review your method and answer.Is the answer reasonable?Have you answered all the questions?Have you used proper units?

Four-Square + Method

Name: Date: Hour:

GIVEN UNKNOWN

EQUATION SOLUTION

+



Four-Square + Method

Name: Date: Hour:

Problem: On my bike, I can average 20 km/hour. I travel one complete lap around the Silver Lake bike path in 15 minutes. (That’s ¼ of an hour.) How far is one trip around the lake?

GIVEN

t = 0.25 hour

s = 20 km/hr.

UNKNOWN

Distance( or d )

EQUATION

d = s x t

or

distance = speed x time

SOLUTION

d = 20 km/hr. x 0.25 hr.

= 5 KM.

+

Thanks to Peggy Kahlstorf Edwards at John Marshall High School for these GUES+ pages!Social Studies Note-Taking Graphic Organizer

Name: Date: Hour:



Chapter: Pages: Take notes on the chapter you were assigned to read. In your own words, write information that answers the questions WHO, WHERE, WHEN, WHAT, and WHY. Finally, summarize the chapter in a sentence or two.WHO? Important People: WHERE? Important Places: WHEN? Important Dates:

WHAT? List the most important events of this chapter:

WHY? Give reasons (yours or the authors) to explain why events happened.

SUMMARY: Write one or two sentences that summarize the main idea of the entire chapter.


Four Kinds of Cause/EffectName: Hour: Date:

1. Single Cause/ Multiple Effect

Effect

Effect Effect

Effect Effect

Effect Effect

Effect

2. Multiple Causes/Single Effect

Cause

Cause Cause

Cause Cause

Cause Cause

Cause


CAUSE

EFFECT

Four Kinds of Cause/Effect

3. Chain Link Cause/Effect

CauseE/C

E/C

E/C

E/C

E/C

E/C

E/C

4. Multiple Causes/Multiple Effects

Usually it takes several causes before you begin to see any effects in this multiple cause and effect pattern.


CRITICAL

MASS

Topical Paragraph Note Taking Grid

Title:

Name: Date: Hour:


Topic:

Main Idea

Details to support Main Idea

Main Idea


Main Idea


Main Idea


Sequence Chart

Title: Author:

Name: Date: Hour:


Forms of Energy: Science Compare/Contrast

Name: Date: Hour:Solar Nuclear Hydroelectric Fossil Fuels

Similarities:

Solar Nuclear Hydroelectric Fossil Fuels

Write a brief summary of the key concepts of this chapter on renewable and non-renewable fuels.


Atoms Family: Cooperative Group Activity for the Periodic Table

Description: An approach for teaching students about the periodic table and for generating questions and discussion about the periodic table.

Purpose: To show students that elements are arranged in the periodic table in a certain patterns, and to show that elements in the same family have similar properties.

Example: This could be a group activity in which each student will research an element. The student will then give the results of this research to other members of his/her group and receive information from other group members in the "family." The student will then find other members of the class who have done research on his/her atom's "neighbors" and share information with others.

SEE NEXT TWO PAGES FOR WORKSHEETS THAT GO ALONG WITH THIS ACTIVITY.


Atoms FamilyIndividual Worksheet: Atom and his family

Name: Date: Hour:

You should choose one element to research. Find unique information about your element and fill in that information on the chart below.

Here is my family: Here is information about each element in my family:


Individual Worksheet: Atom and his neighborsPage 2

Now seek out other people in the class who have information about your atom's "neighbors." Fill in the chart below with information about those "neighbors" on the periodic chart.

These are my neighbors:

My own little atom.

Now, in the space below, write a paragraph explaining the relationships among elements located in the same family on the periodic chart.


Graphic Organizer for Five-Step Problem Solving


1. Restate the Problem/question:

2. Find the needed data:

3. Plan what to do:

4. Find the answer:

STEP 1 STEP 2 STEP 3

Answer:

Check! Is your answer reasonable?

Persuasive Patterns: Article Overview Grid for Critical Reading

Name: Date: Hour:Article Title: Date of Article:Author: Topic: Pattern:Author's Credentials:

Prior Knowledge/Background Info:

Source Evaluation:

Intro ¶’s: Pivot:

Pattern Part:↓ Key Word Notes: (MI/FIRES):

Abstract:

Red Flags (Loaded words/bias, errors in logic of argument/fallacies, incomplete data, etc.)1.

2.

3.

4.


PAL BEG CRITICAL ANALYSIS

Name: Date: Hour:Topic: Red

Flag

Key Words/ Phrases

Source Data

What is the title?

Who is the publisher?

When was it published?

Who is the author?

Purpose

What is the author’s purpose?Who is the intended audience?Does the type of article shape or limit the topic? Explain.

Briefly restate the author’s premise(s).

Briefly restate the author’s conclusion(s).

Authority

INTERNALIs the author qualified to write on this topic? Explain.What, if any, are the author’s affiliations?Could this show bias?What sources/experts does the author quote? Are the sources believable?

EXTERNALIs the publication trust-worthy? Explain.Is the information current? Is it important that it is current? Explain.


Critical AnalysisPage 2

Red Flag

Title/Author

Logic

What fallacies, if any, are present in the article?

Quote from the article and name the fallacy.

Are you aware of any points the author has selected or omitted?

Bias

List any subjective words and/or emotional language the author used in this article.Is the author neutral, moderately biased, or extremely biased?

Explain.

Evidence

What FIRES, if any,does the author include? List them here.

Are they documented?

What non-facts, if any, are included? List recommendations, opinions, etc.

Does the evidence pass the RET test? Is it the RIGHT KIND, ENOUGH, & TRUE? Explain.

Gain

Might the author or organization have anything to gain from taking this position?


RAPT Notes Sheet Name:

Subject: DATE: Page: R = Read the paragraph/Listen to the lecture.A = Ask questions.

• What's it about? (Topic/Table of Contents)• What is the author/lecturer saying about the topic? (MI/FIRES)

P = Put it in your own words using SKRAWL2

T = Test yourselfTOPIC/Table of Contents(What's it about?)

MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)(What is the author/lecturer saying about the topic?)


Subject: Date: Page:

TOPIC/Table of Contents(What's it about?)

MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)(What is the author/lecturer saying about the topic?)


Evaluating an Art Work From Colin Atkinson – Lincoln High School – Lake City, Minnesota

Name: Date: Hour:

Part 1: Describing what you see using your senses and aesthetic perceptions:


Name of Artwork: Quick Sketch (On a separate piece of paper)

Medium? Things you can recognize in the artwork.

Condition?

Dimensions:

Describe visual elements (combine to make sentences). Example: I see a small blue circle.

Technical qualities: Describe how the artist used the materials.

Describe how the artist used tools and techniques.


Part 2 - Analyze relationships / Analyze the evidence.


Balance:

a. Symmetricalb. Asymmetricalc. Radial plan

(Circle one.)

Rhythm:Are there movements/rhythms in colors, shapes or other elements? How?

Proportions:Normal/Exaggerated

Pattern: Is there a pattern of light, shadow, or color?

Emphasis: Is there a focal point?Is there a center of interest?Where and Why?

Unity and Variety:What principles help to unify the artwork? Why?

Are some principles more important than others? Why?

Is there a definite subject? What?

Are you invited by the artist to walk through or around the artwork? Why? How?

Are you the observer?

Are you part of the action of the artwork?



Develop a hypothesis (a good guess) about the meaning of the work of art. A hypothesis is an educated guess about the meaning of an artwork. An educated guess includes what you have discovered by careful observation.

A good interpretation explains what you have observed and analyzed. You will use a lot of your knowledge about art and life to interpret the artwork.

Discuss the expressive qualities in the artwork and what they mean to you. There are no right or wrong answers. Remember to think of your interpretations as a hypothesis.

Remember a good interpretation includes expressive language. You might say that that a work has energetic lines, bold colors, velvety shadows, etc.

A good interpretation includes analogies. An analogy might be "a delicate shading is misty, like fog" or "the diagonal lines seem to be marching."

A good interpretation also includes causes and effects. For example you might say, "The face looks tired (effect) because the lines and shadows are dark and droopy (cause).

A good interpretation explains how the work of art is related to other ideas or events. The artist is always sending one or more wordless messages to the viewer. Make an educated guess about the message. The artist's message might be about the beauty of color or the power of the artist's imagination. It is often about the artist's world and culture. Some works show joy or great sorrow. If you have difficulty in interpreting a work, think about our own experience in life.

HYPOTHESIS: IT TELLS ABOUT THE MOST IMPORTANT SENSATIONS, FEELINGS, AND IDEAS THE WORK COMMUNICATES TO YOU.

HYPOTHESIS: Give your best guess what the artwork is about.


Judgment A: A critical judgment can be made after you have interpreted an artwork. Judging art is always a matter of being fair and logical. Make sure you identify the kind of art you are judging. Judge things in relation to their type. You can't judge one art form or style as better or worse than another.

1. State your purpose in making a judgment about a work of art.2. Identify criteria or standards. There are 2 main sources of criteria:

a. Some art works can be judged by criteria that you learn about at home, in school, or everyday life. (This is where your hypothesis goes.)b. Many artworks can be judged by criteria that come from art theories that have been developed by art experts. (See next page.)

3. Cite evidence (give reasons). After you state your criteria for judging art, give reasons why the work does or does not meet the criteria or standards.

4. State your conclusions. You state your conclusions by giving a summary of the major strengths and weaknesses in the work.

Write your critical judgment about the artwork called here:

CRITERIA FROM THEORIES OF ARTA theory of art states how people should think about and judge art. Art theories are developed by philosophers about art called "aestheticians." Most aestheticians agree that there are four main theories about art:

1. ART AS IMITATION: some experts say that art is a way to represent or interpret what you see. Accuracy and honesty in art are highly valued.

a. First impression: Does the work look real?b. Design: Do the proportions of parts, colors and other elements seem to be natural or

lifelike? Is the work planned around patterns, rhythms, forms we see in nature or the human-made environment?

c. Subject/Theme: Does the subject or theme seem to be based on an event or something the artist observed? Is the subject or theme more realistic than as it is honestly shown?

D. Materials: Can you see some of the natural qualities or materials?E. Function or Decorative Art: Can you identify the use or function of the art looking just

at the design?

2. ART AS FORMAL ORDER: Some theories are based on a respect for logical order and idealized forms in art. A work of art might be judged good if it met all the criteria listed.

A. First Impression: Is the work beautiful or harmonious?B. Design: Is the work unified by a kind of invented or mathematical order?C. Subject/Theme: Does the subject or theme seem to be idealized or have a spiritual

quality? Is the work more abstract than realistic?D. Materials: Does it look as though the artist used extreme care using materials and

finishing the work?E. Functional or Decorative Art: Is the artwork elegant, refined, or dignified? Does the

design of the work seem to be just as important or more important than the practical use of the object?

3. ART AS EXPRESSION: Some theories of art are based on a respect for strong human feelings and originality. Standards for judging art include:

A. First Impression: Does the work express definite feeling?B. Design: Are the proportions or parts, color, and other elements unexpected or

exaggerated? Is the total design dramatic or original? Does it give you a definite feeling?

C. Subject/Theme: Is the subject or theme unique, dreamlike or fantastic? Does the subject or theme seem to come from the artist's desire to communicate a strong feeling (the great joys, sorrow or problems of people)?

D. Materials: Is the use of materials original or unexpected? Are the materials and techniques an important part of the mood or feeling of the work?

E. Functional or Decorative Art: Does the work have an unusual function or combine several functions?

4. ART AS FUNCTION: The art has a message about a religious, political, social, economical, radical or other idea.

A. First Impression: Does the work have an important message or function?B. Design: Are the proportions, colors and other elements planned to help you understand

the message of the work?C. Subject/Theme: Is the subject or theme related to the life of a particular cultural group?D. Materials: Do the materials and techniques help you understand the message in the

artwork?E. Functional or Decorative Art: Does the work have an important purpose?


Test Taking Map

Name: Hour:


Reduce Test

AnxietyStudy for

Tests

Maximize Your Score

Make Educate

d Guesses

Test Taking

Strategies

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

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1.

2.

3.

4.

5.

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7.

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1.

2.

3.

4.

Test Taking Unit Map

Name: Hour:


Reduce Test

AnxietyStudy for Tests

Maximize Your Score

Make Educate

d Guesses

Test Taking

Strategies

1. Attend class and take notes2. Review your notes regularly.3. Highlight key ideas in your notes.4. Create flashcards for lists.5. Create a review G.O.6. Study with a partner in a last-

minute review.

1. Study regularly.2. Get a good night’s sleep and eat

breakfast.3. Remember to breathe.4. Say something positive to yourself

about how you’ll do.5. Ignore other test takers; take time to

do your best.6. Skip hard questions and come back

to them later.

1. Preview the entire test.2. Allot the amount of time you’ll spend on each section.3. Decide in which order you’ll do the sections.4. Follow directions.5. Complete the easiest sections first.6. Complete the sections worth the most points next.7. Don’t leave any items blank.8. Write neatly and legibly.9. Use BOSS for essay tests.

1. Avoid absolutes, such as “always,” or “never”

2. Choose the longest, most detailed answer.

3. Eliminate answers that are too similar.4. Eliminate obviously wrong answers.

Name: Date: Hour:

Word ScrollWhat it is… What it isn’t…


graphic organizers - find word templates€¦ · web viewreading notes: lecture notes. character...

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