graphic_organizers_-_s.s

8/7/2019 graphic_organizers_-_s.s

1/34

Graphic Organizers

Procedures Instruction:

1. Teacher provides explicit instruction on whatgraphic organizers are and that graphicorganizers are a work in progress. Specialattention should be placed on how, when, andwhy the students should use them.

2. Teacher models using the selected graphicorganizer while thinking aloud before, during,or after reading the text.

Shows an example of a completed graphicorganizer students could use with what isbeing studied.

Discusses the graphic organizer and itsdesign.

3. Teacher guides and helps students use theselected graphic organizer by addressing thefollowing questions: What is the main idea of the graphic

organizer? How does the format help the user construct

meaning? How are relationships identified? How can this graphic organizer be used andreused?

In what ways does this graphic organizer helpunderstanding the concept?

What changes could be made to better usethe graphic organizer?

4. The students practice using the graphicorganizer. After students have worked with theteacher to complete a graphic organizer,

distribute a blank graphic organizer to students.

Have students work in pairs to complete agraphic organizer using their ownexperiences and background knowledge asthey work through the organizer.

5. Students complete a similar blank graphicorganizer independently.

Washington Alliance Social Studies Graphic Organizers Section 8, Page 1

StrategyWhat is a Graphic Organizer? Students use graphicorganizers to graphically represent ideas and relationsin narrative or expository text. Graphic organizershelp students make concrete, visual connections usingwords, phrases, diagrams, pictures, and arrows.Why use it expected outcomes?Graphicorganizers help students understand how ideas andconcepts are connected or interrelated using visualrepresentation.

Graphic organizers help students: Focus on text structure Visually represent connections in text Organize writing Remember what is being read

When to use it?Before, during, and after instructionand/or reading.

How to use it? Before reading:

Use graphic organizers to organize priorknowledge and provide a conceptual frameworkfor reading new material.

During reading:Graphic organizers can be used to take notes.

After reading:Graphic organizers can be used to summarize, reconstruct,and synthesize reading.

Design group work to promote student interaction andconversation. Use the graphic organizer to encouragestudents to talk about concepts being studied, and totest and challenge others students ideas.


2/34

Have students refine their graphic organizersas they make deeper, more complexconnections.

Encourage students to create their own

organizers.

Classroom

Assessment

How do you know that students are using and

understanding the strategy and/or content?View student work as students complete their graphicorganizers or collect them. Note increasedcomprehension.

Black-line MastersAnticipation/Reaction Guide Page 5Anticipation/Reaction Guide sample Page 6

Anticipation/Reaction Guide sample Page 7Create a Time Line Page 8Create a Time Line sample Page 9Fishbone Page 10Fishbone sample Page 11Its All in the Title Page 12Its All in the Title sample Page 13K-W-L Page 14K-W-L sample Page 15K-W-L Plus Page 16K-W-L Plus sample Page 17Concept Definition Map Page 18Concept Definition Map sample Page 19Persuasion Map Page 20Persuasion Map sample Page 21Problem/Solution Page 22Problem/Solution sample Page 23Sequence Chart Page 24Chronological Sequence Chart Page 25Chronological Sequence Chart sample Page 26SQ3R Page 27SQ3R sample Page 28Systems(s) Comparison Page 29Systems(s) Comparison sample Page 30Triple Venn Diagram Page 31Venn Diagram Page 32Venn Diagram sample Page 33Word Investigation Page 34



3/34

Variations Use graphic organizers to help student develop ideas,content and organization for writing.

Resources Acheycutts, P. Area Education Agency 7. Retrieved on July 12,2003, fromhttp://edservices.aea7.k12.ia.us/edtech/classroom/visual/vocbemp1.GIF" \* MERGEFORMATINET

Idol, L. and Croll, V.J. (1987). Story-mapping training as a meansof improving reading comprehension. Learning DisabilityQuarterly, 10, 214-229.

Kipperman, D. & McKinstry, M. Write design: sequence graphicorganizers. http://www.writedesignonline.com/organizers

NCREL(1995). Strategic teaching and reading project guidebook.Retrieved July 12, 2003, fromhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm

Score: Online Resources for Teachers. Graphic organizers.Retrieved July 12, 2003, fromhttp://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm

Teachnology, Inc. (2002) The Web Portal For Educators.Retrieved July 12, 2003, from www.teach-nology.com.



4/34

Anticipation/Reaction Guide


Directions: Respond to each statement twice: once before thelesson and again after reading it.

Write A if you agree with the statement

Write D if you disagree with the statement

ResponseBefore

Reading

TOPIC ResponseAfter

Reading

NCREL(1995). Strategic Teaching and Reading Project Guidebook[Electronic version].Retrieved July 12, 2003 from

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm.

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htmhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm#topconhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm


5/34

Sample Anticipation/Reaction Guide


Directions: Respond to each statement twice: once before thelesson and again after reading it. The statements are based onLatin America and the United States (Ch.23, sect.1, pgs. 504-511)in World Cultures: A Global Mosaic.

Write A if you agree with the statement

Write D if you disagree with the statement

Response

BeforeReading

TOPIC Latin America and the United

States

Response

AfterReading

If I lived in Latin America, I would admire the U.S

If I were a Latin American, I would want the U.S.to help my region in any way possible.If I were a Latin American, I would trust the U.S.government.The U.S. is a good neighbor to surroundingcountries rather than an oppressive Yankee

ImperialistU.S. investments in Latin America have helpedall Latin Americans.The U.S. should support a dictator if doing sokeeps a country from turning communist.The U.S. has no business helping to overthrow abad leader.The U.S. should use trade embargos to forcechange in countries with poor human rightspolicies.The U.S. should penalize any country that does

not join in on one of its trade embargoes.The U.S. should make Puerto Rico the 51st state.

NCREL(1995). Strategic Teaching and Reading Project Guidebook[Electronic version].Retrieved July 12, 2003 fromhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm.



6/34

Anticipation/Reaction Guide True/False Version

Directions: Respond to each statement twice: once before the

lesson and again after reading it. The statements are based onLatin America and the United States (Ch.23, sect.1, pgs. 504-511)in World Cultures: A Global Mosaic.

Write T if you believe the statement is true

Write F if you believe the statement is false

ResponseBefore

Reading

TOPIC Latin America and the UnitedStates

ResponseAfter

Reading Putpage # that

confirms answer

If I lived in Latin America, I would admire the U.S

If I were a Latin American, I would want the U.S.to help my region in any way possible.If I were a Latin American, I would trust the U.S.government.The U.S. is a good neighbor to surroundingcountries rather than an oppressive YankeeImperialist

U.S. investments in Latin America have helpedall Latin Americans.The U.S. should support a dictator if doing sokeeps a country from turning communist.The U.S. has no business helping to overthrow abad leader.The U.S. should use trade embargos to forcechange in countries with poor human rightspolicies.The U.S. should penalize any country that doesnot join in on one of its trade embargoes.

The U.S. should make Puerto Rico the 51st state.

NCREL(1995). Strategic Teaching and Reading Project Guidebook[Electronic version].Retrieved July 12, 2003 fromhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm.



7/34

Create a Time Line

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

Adapted from Pearson Education, Inc. publishing as Benjamin Cummins and www.genomenewsnetwork.org

http://www.genomenewsnetwork.org/http://www.genomenewsnetwork.org/


8/34

Create a Time Line- SampleRead Western Europe in the World Today (Ch. 31, sections 1 and 2, pgs. 684-695) in

World Cultures: A Global Mosaic. Create a time line of significant events for post-World

War II Europe. Be sure to cite your information. The first two have been done for you.Hint: skim through both sections before filling in any boxes.

1.1945 millions

homeless, many facingstarvation. Cities,

factories, schools, major

transportation routes in

ruins (Ahmad et. al 686)

2.Post WWII U.S. launchescontainment policy to stop

Soviet expansion. In 1947, the

Truman Doctrine is issued

pledging U.S. aid to any free

nation threatened. Also in

1947, the U.S. announces the

Marshall Plan to help rebuild

Europe (687-688).

3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

Adapted from Pearson Education, Inc. publishing as Benjamin Cummins and www.genomenewsnetwork.org

http://www.genomenewsnetwork.org/http://www.genomenewsnetwork.org/


9/34



10/34


Collected

evidencefro m

alloverthe

world

Observed

landforms,f ossils

andgathere d

evidence

of

Earthsclim ate

change

Noticed

connections

betweenreg ions

thatwerent

geographically

connected.

Alfred

Wegener:

German

Scientist

Hypothesized

Thatallthe

continents

wereconne

c tedand

haddrifted

a part.

Namedsupe

rcontinent

Pangaea

1910-

1915

Theory of Continental Drift


11/34

Name ________________________ Date ____________________

Its All In the TitleTitle of Chapter/section:

Based on the title, what do you think this chapter/section might beabout?

Based on the title, what types of information do you think might bein this chapter/section?

In the space provided below, draw a cover page for thechapter/section based on the title.

Adapted from: Teachnology, Inc. (2002) The Web Portal For Educators[Electronic version]. Retrieved July 12, 2003 fromwww.teach-nology.com

http://www.teach-nology.com/http://www.teach-nology.com/http://www.teach-nology.com/


12/34

Name ________________________ Date ____________________

Its All In The TitleTitle of Chapter/section:Role for NATO debatedThe Herald, June 10, 2004, p. A3

Based on the title, what do you think this chapter/section might beabout?

There appears to be a question among nations as to the role NATO will playin a world problem. It is probably Iraq since there has been generaldisagreement about it since before the war

Based on the title, what types of information do you think might bein this chapter/section?

I will probably find the names of the major countries, backgroundinformation, the specifics of the debate.

In the space provided below, draw a cover page for thechapter/section based on the title.

Adapted from: Teachnology, Inc. (2002) The Web Portal For Educators[Electronic version]. Retrieved July 12, 2003 fromwww.teach-nology.com

http://www.teach-nology.com/http://www.teach-nology.com/http://www.teach-nology.com/


13/34

What I Know What I Want to Learn What I Have Learned


KWL


14/34

KWL


I know that the IceAges happened a longtime ago.

I know that peopleliving in North Americahad to come from

somewherebutwhere?

I know that there wasa land bridgebutfrom where to where?

I want to know:o How long ago the

Ice Age happenedo What effect it had

on living thingso What it did to the

environmento What it has to do

with peoplecoming to NorthAmerica

I want to know:o Where the first

North Americanpeople came from

o Why they cameo How they came

I want to know moreaboutthe land bridge.



15/34

KWL+


Categories of Information I Expect to Use:

1.

2.

3.

4.5.



16/34


Concept Definition Map

What is it? (definition/category)

What is it like?

What are some examples?

The Word

Comparison/Contrast

Adapted from Barton, Mary Lee & Deborah L. Jordan, Teaching Reading in Science,McREL, Aurora Colorado, 2001.


17/34


What is it? (Category)Comparisons/Contrasts

The Word

What are some examples?

Similar to a bridge

isthmus

Land formnarrow

Connects

two land

masses

Borderedby water

Isthmus of

Panama


18/34


19/34

Persuasion Map - ExampleRead Latin America and the United States (pgs.505-511 in World Cultures: A Global Mosaic). Answerthe following question in a persuasive thesis sentence in the goal box:

Has the United States involvement in Latin America had a positive effect on Latin America?Write three reasons supporting your goal in the next boxes. List facts and examples in the

branching boxes (be sure to cite examples with page numbers).

fact/exampleAs a result of the Spanish-American War, theU.S. gained Puerto Rico and the Phillipines

(Ahmad et. al 506).

Reason 1The U.S. has taken land

from Latin America.

fact/exampleAfter the Mexican War ended in 1848, the U.S.took almost half of Mexicos territory (506).

fact/example

fact/example

Goal Reason 2 fact/example

fact/example

fact/example

Reason 3 fact/example


The United States

involvement in Latin America

has not had a positive effecton Latin America.


20/34


21/34

Problem/Solution SampleProblem/Solution requires you to identify a problem and consider multiple solutions and possible results.In this assignment, identify the four major global issues in Latin America discussed in Regional and Global Issues(World Cultures: A Global Mosaic, pgs. 511-515). After identifying and explaining the problem (Who, What, Why), listtwo attempted solutions and their results stated in the book (cite the corresponding page number). Then list one

possible solution you have and its possible result. You will complete an organizer for each of the four issues. Thefirst has been done for you as an example.

ProblemWho? Latin AmericaWhat? Debt ProblemWhy? Latin American nations borrowed large amountsfrom foreign banks and governments to develop agricultureand industry. When interest rates rose in the 1980s andthe economy slowed, it created a debt crisis (Ahmad et. al513)

AttemptedSolutions

Results

Solution From Book1. Banks lowered interest rates,extended the repayment period, andcanceled some debt in exchange forpartial ownership(513).

2. L.Amer. governments have cut

spending on services to the poor ,laid of workers, and sold state-ownedindustries (513).

Your Idea

3. L.American governments shouldprovide micro-loans to smallbusiness owners and farmers. Theinterest collected could help pay offthe debt to foreign banks.

From Book1. Though not stated directly,it appears to have kept thecountries from defaulting andto have kept the banks fromfailing (513).

2. This has saved money but ithas also caused the poorsstandard of living to drop evenbelow what it was (513)

Your Idea3.This would help accomplishtwo major tasks. It would helppay off foreign debt and wouldhelp the ever increasing poor.

End ResultsIf all three of the above are done, the end resultcould be an end to debt in Latin America and thestart of prosperity.

Adapted from: Score: Online Resources for Teachers. Graphic Organizers [Electronicversion]. Retrieved July 12, 2003, fromhttp://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm



22/34

Sequence Chart

List steps or events in time order.

Topic:

First:

Next:

Next:

Next:

Next:

Next:

Next:

Last:



23/34

Chronological Sequence Chart



24/34

Chronological Sequence Sample

Topic 1:Europe in World War I

Based on reading from Europe in Two World Wars from World Cultures: A Global Mosaic, pgs.675-682. Please cite all information


Nationalism andcolonial rivalrieslead to increasedmilitary spendingand bigger armiesand navies in the

18002 p.677

By late 1800smilitarism thrived inEurope. P. 677

Topic 2: Europe in World War II

Mussolini andHitler took

advantage o post-WWI turmoil and pooreconomic conditionsto gain power. P.678-679)


25/34

Name: _______________________Date: _______________________

Class: _______________________

SQ3R

Survey:

Record important titles and subtitles from work.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Question: Write "Who, What, When, Where, and Why" questions from main topics.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Read: Write answers to questions from above.

Recite:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Record key facts and phrases as needed for each question.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


Review: Create a summary paragraph for each question.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


26/34

Text: The Industrial Revolution World Cultures: A Global Mosaic p.670-675

Purpose: Be able to answer the following three questions:

1) How did new technologies contribute to the industrial revolution?

2) How did industrialization affect peoples lives?3) How did reformers try to change society in the 1800s?

Name: _______________________Date: _______________________

Class: _______________________

SQ3R Sample

Survey:

Record important titles and subtitles from work.

1)The Industrial Revolution, 2)Beginnings of the Industrial Revolution,2a)the factory system, 2b) improved transportation and communication__ _

_____________________________________________________________

Question: Write "Who, What, When, Where, and Why" questions from main topics.

1) When and what was the industrial revolution? 2) What led to the

beginning of the industrial revolution? 2a) What was the factory system?2b) Where did improvements in transportation and communication occur?

_____________________________________________________________

Read: Write answers to questions from above.

Recite:

1) process in which machines replaced hand tools; steam and electricity

took the place of human and animal power (Ahmad et. al 798).___________

2)A revolution in agriculture which led to increased food production. This in

turn led to better health and increased population. At the same time betterfarming methods led to less need for farmers (671).____________________

_____________________________________________________________

Record key facts and phrases as needed for each question.1) two stages; Britain, Western Europe, U.S. 2) Available labor __________

_____________________________________________________________

_____________________________________________________________


Review: Create a summary paragraph for two of the above questions.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


27/34

Systems(s) Comparison

Systems(s)

Differences

Similarities

Conclusion(s)



28/34

Name ________________________ Date ____________________

Systems(s) Comparison

Systems(s)

Socialism and Democracy

Differences

Similarities

Conclusion(s)

Triple Venn Diagram

____________________



29/34

Name ________________________ Date ____________________

Venn Diagram



30/34



31/34

Compare/ContrastVenn DiagramName ________________

Differences Shared Differences


Rosa acted alone and

then was supported by

the African Americancommunity who

coordinated a city

wide boycott

Rosa Parks, a tired

African Americanseamstress, refused to

give up her seat to a

white man while ridingon a bus in Montgomery,

AL on December 1, 1955

There were a wide

variety of people who

had been arrested.Rosa was just seen as

the best person.

NAACP had beenworking for a long time

to establish a boycott to

integrate the buses inMontgomery

The Americans (Jordan,

Greenblatt and Bowes)

Eyes on the Prize:

Americas Civil Rights1954-1965

by Juan Williams


32/34

Name___________________

Date____________________

Assignment:

_____________

Word InvestigationDirections:

1. Define the wordsuse a dictionary

2. Create direct analogiesWhat words have similar meanings?

3. Make personal analogyWhat would it feel like to have the characteristic or traits of . . ?

4. Identify words with the opposite meaning or characteristics5. Use the word in an original sentencewith correct grammar and at least 6 words long.

Word: _____________________________

1. Definition:

2. Similar (analogy) 3. Feels like: 4. Opposite

5. Your sentence using the word:

Word: _____________________________

1. Definition:





33/34

Side two of Word Investigation

Word: _____________________________

1. Definition:



Word: _____________________________

1. Definition:



A word of your choice from the reading--Word: _________________________________

1. Definition:





34/34

graphic_organizers_-_s.s

Documents