7.2: Graphic Organizers

Lesson Plan Resources
2-Column Note	Teaching Strategy See attached Graphic Organizer
3-2-1	Summarizing Strategy See below
3-Column Note	Teaching Strategy See attached Graphic Organizer
5W & How Organizer	Teaching Strategy See attached Graphic Organizer
5W Model	Teaching Strategy See attached Graphic Organizer
ABC Organizer	Activating/Vocabulary See attached Graphic Organizer
Acrostics	Teaching Strategy Make up a sentence using the first letter of each word, sequencing, lists Example for order of operations in math: Please Excuse My Dear Aunt Sally
Analyzing Perspective	Teaching Strategy/Extended Thinking See attached Graphic Organizer
Anticipation Guide	Activating Strategy It is a list of statements (not questions) that are related to the reading selection. The statements are not taken directly from the selection, but are inferential so that the students have to really read the selection and think about it. The students then decide whether they agree with each statement or disagree with it. One variation is that the students have to give proof from the selection to back up their opinions. Some of the statements should be written so that students can agree or disagree depending on how they interpret the information in the reading selection. This will encourage discussion. (see example below)
Assessment Prompts	Formative assessment used to gather evidence of learning at strategic points throughout the lesson, which helps the teacher adjust instruction to meet the needs of the learners. They can be in many formats: Written: Think-Ink-Share, Quick Write, Journal Response, Carousel brainstorm, RAFT, Math problems, Error Analysis Visual: Draw a diagram/sketch, Create a visual symbol, Complete a graphic organizer, Think-Sketch-Share Oral: Think-Pair-Share, Numbered Heads Together Show Me: Word sort, Classify items, Mini-whiteboard response, ABCD cards, Demonstrate
Blog	Summarizing Strategy A creative format that allows students to summarize learned material.
Brainstorm Graphic Organizer	Activating or Teaching Strategy See attached Graphic Organizer
Categorize Vocabulary	Activating Strategy 1.Introduce new topic 2.Have students brainstorm ideas that they already know about the topic. You can use sticky notes or slips of paper for ideas from students. 3.After going over all their ideas, help them come up with categories on the board and have students put their ideas under the appropriate category (sticky notes under or tape the slips under the correct category.) 4.Diagram what they have accomplished on chart paper/whiteboard/Smart Board. As you work through the lesson and learn new material, students can add more categories, ideas, and maybe revise previous information.
Cause/Effect	Teaching Strategy See attached Graphic Organizer
Character Map	Teaching Strategy See attached Graphic Organizer
Chart/Diagram	Activating Strategy 1.Introduce new topic 2.In groups, pairs, or individually use blank paper/graphical outline/diagram/chart of topic 3.Students draw, fill in outline/diagram/chart, or create diagram of the topic 4.Students share their information 5.Save this information so it can be revised or referred to during the lesson Ex: Diagram the inside of a cell, create a chart that represents the data set
Classification	Grouping items into definable categories on the basis of their attributes (Extended Thinking) See attached Graphic Organizer
Compare/Contrast	See attached Graphic Organizer (Extended Thinking)
Concept Definition Map	Activating/Vocabulary Strategy See attached Graphic Organizer
Concept Map	See attached Graphic Organizer
Constructing Support	See attached Graphic Organizer
Creative Design	Teaching Strategy Students create a model/representation of the learning throughout the learning experience. With the model/representation complete, the student summarizes the process or learning.
Cycle Graph	See attached Graphic Organizer
Deductive Reasoning	See attached Graphic Organizer (Extended Thinking)
Descriptive Organizer	See attached Graphic Organizer
Error Analysis	See attached Graphic Organizer (Extended Thinking)
Explanation	Summarize learning
Explanation/process	Summarize learning based on the process or sequence
Field Notes & Record	Observe and record data based on observation and/or evaluation of material then summarize findings before progressing to the next level/step
Fishbone Diagram	Teaching Strategy—Cause/Effect See attached Graphic Organizer
Flow chart	See attached Graphic Organizer
FRAME	See attached Graphic Organizer
Frayer	Activating/vocabulary Strategy See attached Vocabulary Graphic Organizer
Illustration	Draw a picture that is a visual representation of the topic. This allows the student to conceptualize the topic and demonstrate understanding.
Inductive Reasoning	See attached Graphic Organizer (Extended Thinking)
Interpretation	Summarization strategy This allows the student to write a journal or learning log entry based on his or her translation of the text, picture, musical piece, etc.
Journal/Journal Entry	Summarizing Strategy A written summary that reflects learning, misconceptions, and questions, and this journal can help the teacher know if she needs to review or move forward with the lesson.
Justify Your Answer	See attached Graphic Organizer
K-W-L	Activating Strategy This strategy helps students make connections to what they know, what they want to learn, and new information they learnabout a topic. It’s a brainstorm tool to gather prior knowledge, preview new information and vocabulary, and recall information after learning it. See attached Graphic Organizer
K-W-L Plus	Activating Strategy This KWL has an added feature that allows the students to categorize their learning along with summarizing their learning. See attached Graphic Organizer
Label & Record	Activating/Teaching Strategy Students predict where target vocabulary is placed within a diagram or to label a model then explain their placement of each word. As the lesson progresses the student makes revisions and explains the change. Or During the lesson, each students labels the diagram/model recording their learning with specific details from the lecture, text, video, etc.
Learning/Reflection Log	Summarizing Strategy A written summary that reflects learning, misconceptions, and questions, and this journal can help the teacher know if she needs to re-teach or move forward with the lesson. 1.During the last 5-8 minutes of the class, students respond in writing to a set of questions 2.They could explain how to do a skill, operation, summarize the lesson, describe an event/place, explain important/main idea, or respond to questions. 3.Sometimes the log can be verbal and shared with a partner then recorded in the learning log
Main idea and Detail map	See attached Graphic Organizer
Main Idea Map	See attached Graphic Organizer
Main Idea Summary	See attached Graphic Organizer
Matrix	See attached Graphic Organizer
Mind Map	Teaching Strategy Allows the learner to organize mental maps with prior knowledge and new information using words, symbols, pictures that include main ideas, details, categories, parts, diagrams, etc.
Model	During the lesson, each students labels the model recording their learning with specific details from the lecture, text, video, etc.
Observation Organizer	See attached Graphic Organizer
One Sentence Summary	Summarizing Strategy Ex: During the science experiment, I ___________________________________________________________, and my hypothesis about the experiment _______________________________________.
Paragraph Summary	Students use details from graphic organizer or class notes to write a summary in their own words
Pattern Analysis	Find, identify, and explain patterns within specific skills/concepts/situations
Perform	Summarizing Strategy Students display learning based on a role play, dramatic portrayal, musical rendition, etc.
Portfolio Page/Log/Entry	Examples of student learning
Prediction Guide	Activating Strategy Used to assess students background knowledge about a topic. Students answer questions that relate to the main concepts within text. This strategy allows a student to read a text with greater focus because they are actively engaged looking for evidence to prove their predictions. (Like Anticipation Guide)
Problem Solving Map	See attached Graphic Organizer
Problem/Solution	See attached Graphic Organizer
Question Quiz Show	Using any game show format, like Jeopardy Students study/review learned information before an assessment
RAFT	Summarizing Strategy (see example below) Role of writer: Who are you? Audience: To whom is this written? Format: What form will it take? Topic (+ strong verb): What is the topic? Or What is the time?
Read Aloud	Teacher READS ALOUD while THINKING ALOUD so students can hear the process needed to solve a problem, interact with text, etc.
Reflective Journal	Learning Reflection Questions: What were you expected to do? In this assignment, what did you do well? If you were to do this task over, what would you do differently? What help do you need from the teacher?
Rephrase	Summarize Strategy Students rephrase/paraphrase learning orally or written
Role Play	Summarize Strategy Students perform to show understanding
Sequence Map	See attached Graphic Organizer
SQ3R	See attached Graphic Organizer
SQ4R	See attached Graphic Organizer
Steps in a Process	Teaching Strategy See graphic organizer
Story Map	See attached Graphic Organizer
Story Pyramid	See attached Graphic Organizer
Study Cards	Summarizing StrategyStudents keep notes based on what they think will appear on the test. Students are able to use their notes during the test. Students can improve their test taking skills and summarizing skills using these study cards. As time goes by, students usefewer and smaller cards until they don’t need any. 1.Determine size of study cards or type of graphic organizer 2.Have students take notes during lesson, readings, video on the cards or graphic organizer 3.Students turn in the notes with the test 4.The cards should get smaller the next few tests until theydon’t get to use their notes on the test
Summarize Details from Graphic Organizer	Summarizing Strategy Teacher models through guided/distributed practice on how to pull details from the graphic organizer to write a summary
The Absent Student	Summarizing Strategy Each student writes a note, memo, or letter to “The Absent Student” that explains the most important thing learned in thelesson for the day.
The Important Thing	Summarizing Strategy (see attached example) 1.After a lesson or reading, introduce “The Important Thing”activity. 2.Review the structure and model how they should use this structure for their own paragraph 3.The first time they use this, the teacher should model using familiar text and model how to use 4.Use a structured form the first few times 5.The teacher could use this format as a journal/learning log entry.
Think Aloud	Teacher thinks aloud during a read aloud, solving a problem, performing an experiment, etc. so students experience the mental processing needed to solve or interact
Ticket Out the Door	Summarizing Strategy (see below and attached) Can be done orally or written Ex: Partner A tell Partner B 3 Major points from today’s lesson Partner B tell Partner A 2 Facts that you learned today Partner A tell Partner B 1 question you still have (then switch)
Translation	Summarization strategy This allows the student to write a journal or learning log entry based on his or her interpretation of the text, picture, photo, musical piece, art piece etc.
Video Clip	Great way to Launch/Activate a unit or lesson (United Streaming contains a variety of video clips. Discoveryeducation.com)
Word Detective	Vocabulary Strategy See attached Graphic Organizer
Word Sort	Vocabulary Strategy See attached Graphic Organizer
Word Splash	This strategy helps to build relationships between words and key concepts. Students make predictions about what a word means in relationship to the topic. 1.Choose vocabulary from new topic 2.Introduce topic 3.Display vocabulary all at once in random order (whiteboard, chart paper, etc) 4.Model how to brainstorm and generate possible relationships between vocabulary and topic. Model how you are making a prediction about the words specific meaning as it relates to the topic. 5.Record the prediction in a sentence. 6.Have students write in a sentence their prediction for each word 7.When reading/learning about the topic, students check their sentences for accuracy and make revisions as needed. 8.Using Cooperative Learning, have students discuss their sentences and corrections about the information. See attached Vocabulary Graphic Organizer
Word Web	See attached Vocabulary Graphic Organizer

 

2-Column Notes
Connections or Cue Column-You might record one or more of the following: *Categories Ex:Causes of WWII Ex: Parts of a Cell *Questions Can write a question that corresponds to the 2ndcolumn Ex: What caused WWII? Ex: What are the parts of a cell? *Vocabulary Words Ex: Holocaust Ex: Synthesis *Review/test alert Ex: WWII causes and names of allies will definitely be on exam Ex: Parts of a cell *Connections Ex: Check the Owens poem for his comments on war Ex: Similar to process we studied in the last unit *Reminders Ex: Be sure to check the meaning of variant Sample Question and Notes What should I write down when I take notes? Leave space in the Connections column so you can add notes and test review questions later	Note-taking Column Write down only important information. Look for: *bold, underlined, or italized words *information in boxes or with an icon/symbol *headers/sub-headers on the page *information the book or teacher repeats *words, ideas, or events that might be on a test *quotes, examples, or details you might be able to use later in a paper or presentation How can I take notes faster? *abbreviate familiar words/use symbols *take notes in bullets and indents; not formal outlines *cut unnecessary words *use telegraphic sentences; like “America enters war 12/44”
Summary: Write a Summary of what you read, lecture, the most important points of the article/chapter/lecture

 

3-2-1

3 Things You Found Out

2 Interesting Things

1 Question You Still Have

 

3-Column Notes

Question	Answer	Example(s)/Picture/Symbol

 

5W and How Model

Topic: ___________________________________

Who:

What:

When:

Where:

Why:

How:

Summary Statement:

 

5W Model

Topic:

Who:

What:

When:

Where:

Why:

Summary:

 

ABC Organizer

Topic:___________________________

A	G	M	S
B	H	N	T
C	I	O	U
D	J	P	V
E	K	Q	W
F	L	R	XYZ

 

Analyzing Perspectives

Issues

Personal Perspective or Character’s Perspective

Reason/Logic

Different Perspective

Reasons / Logic

Conclusion / Awareness

 

Anticipation/Reaction Guide

(Pre-Reading Activity)

An Anticipation/Reaction Guide is used to assess a class’s knowledge before they begin a lesson.

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

• Write A if you agree with the statement.
• Write D if you disagree with the statement.

Response Before Lesson	Topic: Dinosaurs	Response After Lesson
	Dinosaurs are the most successful group of land animals ever to roam the Earth.
	Paleontology is the study of fossils.
	Human beings belong to the Zenozoic Era.
	Most dinosaurs have Greek names.
	Some dinosaurs are named for places in which their fossilized remains were found.
	Dinosaurs ruled our planet for over 150 million years.
	Dinosaurs had small brains.

The statements for the Anticipation/Reaction guide are selected or formed by the teacher based upon significant information in the reading. This activity allows students to focus on some of the important information and see if their Agree/Disagree statements are supported by the reading.

Cause and Effect

Character Map (Literary Element)

1. Write character’s name in central square.

2. In the rectangles, list adjectives or qualities that describe that character.

3. In the ovals, writs examples from the text that support the adjectives or qualities.

Classifying/Categorizing 

Compare / Contrast With Summary

Concept Definition Map

Constructing Support

Cycle Graphic Organizer

Deductive Reasoning Graphic Organizer

Directions: Students read and note details, facts, proof Read, gather details, facts, proof and make predictions Make conclusion or final prediction

 

Descriptive Organizer / Main Idea

Error Analysis

What is the information?

Possible errors or clarification of reasoning:

Considered solution or consequence:

New or revised information:

 

Fish Bone (Cause / Effect)

Cause

Flow Chart

Frayer Diagram 1

Inductive Reasoning

Justify Your Answer

To solve this problem, first I

Then, I

The answer is   Because

 

Justify Your Answer

To solve this problem, first I

Then, I

The answer is   Because

 

KWL Examples

K I know...	W Think I’ll Learn...	L I Learned...

 

KWL

K What we KNOW...	W What we want to FIND OUT...	L What we LEARNED and still nee TO LEARN...

 

KWL Plus

K I know...	W Want to Learn...	Learned...
Categories for “L” (Learned information) and facts/information within each category

 

DETAILS (Main Idea)

MATRIX (Compare / Contrast Several Items)

Observation Graphic Organizer

What is the question?

What is the essential information?

What is not needed?

What strategy will I use?

Does my answer make sense?

Can I draw a diagram of the problem/solution?

 

Problem/Solution Organizer

RAFT Summarizing Strategy

R.A.F.T. is an activity that allows you to write and express your learning in a creative style.

R Role of writer: Who are you?	A Audience: To whom is this written?	F Format: What form will it take?	T Topic: What is the topic or focus plus a strong verb
Movie Star Poet Animal in a tree Red light	animal lovers city leaders running river beautiful sunset	friendly letter diary entry warning brochure	poverty immigration native culture popular land form

 

Directions:

1. Select a role, the audience, a format, and a topic from the above list

2. Use the information that you have gathered from our class notes and any of the learning labs for this writing assignment

3. Be Creative! Create the letter, diary entry, warning or brochure about the topic of your choice

Sequence Map 

 

 

Steps in a Process

Topic:

Step 1

Step 2

Step 3

Step 4

Step 5

In conclusion,

 

Story Pyramid (Characterization)

Directions:

1. Insert 1 word that names a central character.

2. Insert 2 words that describe the setting.

3. Insert 3 words that describe a character.

4. Insert 4 words that describe one event.

5. Insert 5 words that describe another event.

 

Word Sort
Category 1	Category 2	Category 3	Category 4	Category 5

1. Sort the vocabulary cards

2. Think! What do certain words have in common?

3. Based on those common characteristics, what categories can you add at the top of the column?

4. Sort the vocabulary words based on those common characteristics

5. Write a summary that explains the categories and the common characteristics

6. Read your text to verify or confirm your predictions and/or thought processes

 

Word Splash
Write the words in random order in any direction around the topic.