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Humanities Libertexts

7.1: Graphic Organizers to Improve Notes

  • Page ID
    14033
  • Content Area Reading Graphic Organizers

    William McBride, Ph.D. Author of “Entertaining an Elephant”

    Ron Klemp, Ed.D. Secondary Literacy Coordinator - LAUSD

    www.entertaininganelephant.com www.RonKlemp.com or ron.klemp@lausd.net

    Knowledge Rating

    Preteaching Vocabulary

    Topic:____________

    Knowledge Rating Scale

    Key Term

    Know It

    Unsure

    Don’t Know

           
           
           
           
           

     

    People Search

    Identifying Prior Knowledge

    Topic: __________________

    Instructions: You are to find other classmates who can each

    answer one of the questions on this sheet.

    Screen Shot 2019-08-24 at 1.46.07 PM.png

    Exclusion Brainstorming

    Topic: ______________

    Key Term

    Related

    Unsure

    Not Related

           
           
           
           
           
           

     

    List Group Label 

    Organizing Prior Knowledge

    Topic: ______________

    Screen Shot 2019-08-24 at 1.53.35 PM.png

    Concept Mapping

    What it looks like: What do you know about the _____________?Directions: With a partner, list six things in the circles that you know about this topic. Then give two additional facts about four of these in the outside squares.Hint: Be sure to place facts in the four circles at the top and bottom that you know something else about. You may use your book.

    Screen Shot 2019-08-24 at 1.55.28 PM.png

    Semantic Feature Analysis Grid

    Screen Shot 2019-08-24 at 2.01.00 PM.png

    History Change Frame

    Summarizing Problems and Solutions

    Name of Group:

    Name of Group:

    Name of Group:

    What problems did they have?

    What problems did they have?

    What problems did they have?

    What changes caused these problems?

    What changes caused these problems?

    What changes caused these problems?

    What did they do to solve the problems?

    What did they do to solve the problems?

    What did they do to solve the problems?

    Source: Buehl, D. (1995). Classroom strategies for interactive learning.Schofield, WI: Wisconsin Reading Association

     

    Compare/Contrast “Y” Notes

    Summarizing Differences and Similarities

    Screen Shot 2019-08-24 at 2.07.23 PM.png

    Frayer Model

    Note Taking/Summarizing

    Topic: _________________

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    Compare/Contrast

    Summarizing

    Screen Shot 2019-08-24 at 2.14.29 PM.png

    Herringbone Technique

    Summarizing Main Ideas

    Screen Shot 2019-08-24 at 2.16.03 PM.png

    Agree or Disagree

    Directions: Before reading, if you agree with the statement, put a check in the Me column. After reading, place a check in theText column by statements that the text says are true.

    Topic: _________________

    Screen Shot 2019-08-24 at 2.18.02 PM.png

    Predicting ABC’s

    Predicting Vocabulary

    Screen Shot 2019-08-24 at 2.23.03 PM.png

    K-W-L Plus

    Predicting/Notemaking/Summarizing

    What it looks like: Topic: __________________________________

    Know

    Want to Know

    Learned

         
         
         
         

    CATEGORIES:

                                                                                    

                                                                                    

                                                                                    

                                                                                    

       

     

    Predicting/Notemaking/Summarizing

    Category Outline: Topic: ___________________________________

                                                                                                                                                                                                                                       

    DETAILS:

     

     

     

     

     

     

     

    DETAILS:

    DETAILS:

    DETAILS:

    SUMMARY:

     

    Preview Map

    Previewing Text Features

     

     

     

     

     

     

     

     

     

     

    Three-Column Note Making

    Headings as Questions List Key Bold Words

    Describe all Pictures, Tables, Graphs, Charts

    Answer Questions Define Key Words

       

     

     

     

     

     

     

     

    G. I. S. T.

    Directions: As you read a word problem, choose those words or numbers that you think are needed to solve the problem. Write each word or number you’ve chosen in each of the blanks below. You cannot pick more than 12 words or numbers. You do not have to use all 12 blanks. Be prepared to explain why you need to use that word or number to solve the problem.

     

    Words or Numbers Needed to Solve the Problem

     

    Screen Shot 2019-08-24 at 2.49.42 PM.png

     

    Separating Fact and Opinion

    fact is something that can be proved to be true. For example, it is a fact that there are 12 inches in a foot.

    An opinion is a personal belief or feeling. For example, it is an opinion that college basketball is the most exciting sport to watch.

    Directions: As you read, list the facts stated by the author in the left- hand column. List the opinions in the right-hand column.

    Facts

    Opinions

     

     

     

     

     

     

     

    Finding Evidence that Supports an Opinion

    Directions: An author tries to convince a reader that his or her opinion is correct by giving evidence. Writer use the following 4 kinds of evidence to convince a reader: Facts, Examples, Quotes from Experts, and References or descriptions of real events. To decide whether or not to believe an author, use the chart below to analyze his or her beliefs

    Facts

     

    Examples

     

    Quotes from Experts

     

    References to Real Events

     

     

    Divide and Conquer

    Group Summarizing

    Directions: Choose one of the subtopics or subheadings of material you

    have just read. Reread that section only. Take notes that summarize the main ideas of that section. Be prepared to teach the rest of the class what you found. As another classmate summarizes his or her section, take notes from their presentation.

    Screen Shot 2019-08-24 at 3.03.07 PM.png

    Definition Mapping

    Definition in your own words

    Screen Shot 2019-08-24 at 3.06.11 PM.png

    Real World Examples

    Understanding Definitions

    Directions: One way to understand difficult key terms is to separate the definitions into 3 levels. The easy words you know well are the first level. The key or bold word being defined is the third level. Any other words in the definition you don’t understand are the second level. You need to know these second level words in order to understand the definition. See how the definition of speculation is separated below.

    Screen Shot 2019-08-24 at 3.13.44 PM.png

    Understanding Definitions

    Screen Shot 2019-08-24 at 3.19.51 PM.png

    Cause/Effect Mapping

    Summarizing

    Screen Shot 2019-08-24 at 3.29.45 PM.png

     

    Determining Point of View

    Analyzing Issues

    Screen Shot 2019-08-24 at 3.33.14 PM.png

     

    P.L.A.N. + What Did I Read?

    Screen Shot 2019-08-24 at 3.37.20 PM.png

    Collaborative Reading

    Directions: You and a partner will take turns reading a section of text. After Person 1 reads, he or she will ask questions about what has been read. Person 1 may look back at the text. However, Person 2 must close the text and respond from memory. Person 1 should ask questions about important, big ideas, not small details. After Person 1 has asked 4-5 questions, Person 2 must summarize, or retell briefly, what was read. At this point partners switch positions and begin the next section. The sheet below allows space for Person 1 to list questions and Person 2 to take notes.

    Person 1: Reader/Questioner

    1. ______________________________________________________________
    2. ______________________________________________________________
    3. ______________________________________________________________
    4. ______________________________________________________________
    5. ______________________________________________________________

    Person 2: Responder/Summarizer

    1. ______________________________________________________________
    2. ______________________________________________________________
    3. ______________________________________________________________
    4. ______________________________________________________________
    5. ______________________________________________________________

    Person 1: Reader/Questioner 

    1. ______________________________________________________________
    2. ______________________________________________________________
    3. ______________________________________________________________
    4. ______________________________________________________________
    5. ______________________________________________________________

    Person 2: Responder/Summarizer

    1. ______________________________________________________________
    2. ______________________________________________________________
    3. ______________________________________________________________
    4. ______________________________________________________________
    5. ______________________________________________________________

    You Must Remember This

    Directions: Your teacher has identified the most important ideas you should remember from the section of text you are about to read. These ideas have been rewritten as questions for you to answer. The questions go in order with the text. Read all the questions once. Then go back and reread the first question. Underline the most important words in that question. As you read, or listen to the text being read, look for these key terms to help you identify where the answers are.

    1. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

    2. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

    3. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

    4. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

    5. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

    Listening/Reading Guide

    Directions: Your teacher has identified the most important ideas you should remember from the section of text you are about to read. These ideas have been rewritten as questions for you to answer. The questions go in order with the text. Read all the questions once. Circle the most important words in each question. As your teacher reads aloud, look for these key words you have circled. When you see them, put a tab at that point in the book. You will go back later, reread the tabbed section, and write an answer.

    1. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

    2. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

    3. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

    4. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

    5. ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

      ______________________________________________________________

     

    What Did I Read? 

    Directions: Your teacher is going to read sections of a text to you. Follow along closely as he or she reads. When your teacher stops reading each section, you will have a few minutes to look back at the section and make notes on the spaces below before you are called on for answers.

    1. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    2. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    3. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    4. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    5. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    6. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    7. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    8. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    9. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    10. Page(s) ________ Paragraphs _________

      Notes:__________________________________________________

      ________________________________________________________

      ________________________________________________________

      ________________________________________________________

    Story Impression Guide 

    Directions: You and your classmates are going to tell a story using the words below. You will either be called on to use the next word in a sentence that continues the story. Or, you will write the next sentence of the story using the next word as a page is passed on to you. If you are writing the story, be sure to read carefully what others have written so that your sentence will make sense when you add it.

    1. ________________________________________________________
    2. ________________________________________________________
    3. ________________________________________________________
    4. ________________________________________________________
    5. ________________________________________________________
    6. ________________________________________________________
    7. ________________________________________________________
    8. ________________________________________________________
    9. ________________________________________________________
    10. ________________________________________________________

    Sentence Synthesis

    Directions: The four key words below come from the section you have just read. See if you can write one sentence that uses all four words and summarizes the section.

    Section: _________ Page(s) ________ Paragraphs _________

    Words:

    1. ________________________________________________
    2. ________________________________________________
    3. ________________________________________________
    4. ________________________________________________

    Summary Sentence:

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    Frames

    Directions: The first paragraph below can be summarized. In other words, the paragraph can be rewritten in a shorter form and still give all the most important ideas. Read first the paragraph below. Then see how the second paragraph at the bottom of the page summarizes the first paragraph. Figure out what key ideas have been left out and fill them in on the second paragraph.

    Paragraph 1:

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    Paragraph 2:

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

    ___________________________________________________

     

    SQ3R

    Survey: Look at the titles, headings, pictures, graphs, charts, and bold words in the text. Predict 4 things you think you will learn.

    1. _________________________________________________
    2. _________________________________________________
    3. _________________________________________________
    4. _________________________________________________

    Question: Turn each of the headings and subheadings into questions. Write these in the left hand column below, one question per space. Also write in any bold vocabulary words you find. Do not fill in the answers now.

    Question or Key Word

    Answer

    1.  
     
    2.  
    3.  
    4.  
    5.  
    6.  
    7.  
    8.  
    9.  
    10.  

     

    Read: Go back and read the text. As you find the answers to the questions or definitions to the key words, write these down in the right-hand column.

    Recite: Pair up with a partner. Check your answers to see if you agreed. If you disagree on an answer, go back to the text and find the correct response. Then, write a short summary in your own words of the text.

    Summary: _________________________________________________

    ___________________________________________________________

    ___________________________________________________________

    ___________________________________________________________

    Review: With your partner or alone, cover the answer section of your paper with another sheet of paper. Practice answering the questions or defining the words without looking at your responses.

     

    Structural Indexing

    Directions: Use the grid below to place key terms from the section of text. Students will create sentences using the words in the order in which they appear on the grid going across, down, and diagonally. Once the sentences are created, have students in PODS or pairs check the accuracy of each other’s sentences.

    Screen Shot 2019-08-24 at 7.53.17 PM.png

    Sentences:

    1. _________________________________________________
    2. _________________________________________________
    3. _________________________________________________
    4. _________________________________________________
    5. _________________________________________________
    6. _________________________________________________
    7. _________________________________________________
    8. _________________________________________________

    Directed Reading Sequence

    Directions: The Directed Reading Sequence is a dialog based “during” reading activity. On this page, the teacher should indicate the sections of the text where the activity will be “dropped in” to the instruction. Also provide an example of an appropriate “squeeze” statement of what the PODS or groups will produce.

    Page # __________

    First Phrase: _________________________ Last Phrase: _________________________

    Sample Squeeze:

    _______________________________________________________________________

    Page # __________

    First Phrase: _________________________ Last Phrase: _________________________

    Sample Squeeze:

    _______________________________________________________________________

    Page # __________

    First Phrase: _________________________ Last Phrase: _________________________

    Sample Squeeze:

    _______________________________________________________________________

    Page # __________

    First Phrase: _________________________ Last Phrase: _________________________

    Sample Squeeze:

    _______________________________________________________________________

     

    Fact Storm Question Sheet

    Directions: When designing a Fact Storm activity, it is best to come up with questions that could be used with the Q Matrix. Some of the questions will be from the lower domains of the comprehension hierarchy, but at least one question generated by the teacher should reflect higher order thinking, such as analysis, synthesis, generalization, or critical evaluation. Use this sheet to create some model questions for students.

    Lower Order Questions:
    (what, why, who, when, where, etc.)

    1. _________________________________________________
    2. _________________________________________________
    3. _________________________________________________
    4. _________________________________________________
    5. _________________________________________________
    6. _________________________________________________

    Higher Order Questions:
    (what would, how would, what could, design, classify, analyze, evaluate)

    1. _________________________________________________
    2. _________________________________________________
    3. _________________________________________________
    4. _________________________________________________
    5. _________________________________________________
    6. _________________________________________________

     

    Content Area Reading Web Resources 

    compiled by Educational Leadership and Bill McBride

    www.ipl.org
    Internet Public Library: resource categorized by content areas. For example, in math you will find links to biographies of women mathematicians, a brief history of algebra, math words, and more.

    http://curry.edschool.virginia.edu/centers/clic
    Content Literacy Information Consortium: lesson plans, student-centered Web sites, and instructional strategies for major content areas compiled by Univ. of VA Curry School of Education

    http://isb.sccoe.org/
    Santa Clara County Office of Education: Math Mentor TV program and Language Arts information on Literature Circles, Vocabulary Games (Root Jeopardy), Six Trait + One Writing, and CA High School Exit Exam (CAHSEE).

    http://www.content-reading.org/
    Content Area Reading Special Interest Group of the IRA: Research quarterly, special meetings at IRA National Conferences, list of Recommended Web Sites.

    http://coe.sdsu.edu/people/jmora/ContentReadMM/
    Jill Kerper Mora at San Diego State University: Study guides and Vocabulary activities, information on reading levels and various content area text structures.

    http://www.sarasota.k12.fl.us/saraso...terdiscrdg.htm
    Sarasota County Public School District, FL: Reading strategies, vocabulary building, graphic organizers, journals, note-taking, and semantic mapping.

    http://www.ops.org/reading/secondarystrat1.htm
    Teacher’s Corner: Reading strategies, vocabulary activities on context clues, roots, and affixes, comprehension activities, and test taking strategies.

    http://www.angelfire.com/wa2/buildin...trategies.html

    Building Cathedrals: Excellent overview of content area reading for secondary students.

    http://www.ucc.vt.edu/stdysk/stdyhlp.html

    Virginia Tech: Excellent site devoted to teaching Study Skills, Test Performance, Note-taking, Proofreading, Memory, Writing, and Vocabulary.

    http://curry.edschool.virginia.edu/g...est/links.html

    University of Virginia Reading Quest: Excellent overview site for content area reading, including teaching strategies, graphic organizers, semantic mapping, and reciprocal teaching.

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