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Humanities Libertexts

7.2: Graphic Organizers

  • Page ID
    14034
  • 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:

    1. What were you expected to do?

    2. In this assignment, what did you do well?

    3. If you were to do this task over, what would you do differently?

    4. 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.

    Screen Shot 2019-08-24 at 9.16.27 PM.png

    Cause and Effect

    Screen Shot 2019-08-24 at 9.32.37 PM.png

    Character Map (Literary Element)

    Screen Shot 2019-08-24 at 9.40.50 PM.png

    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 

    Screen Shot 2019-08-24 at 9.43.34 PM.png

    Compare / Contrast With Summary

    Screen Shot 2019-08-24 at 9.45.22 PM.png

    Concept Definition Map

    Screen Shot 2019-08-24 at 9.52.58 PM.png

    Constructing Support

    Screen Shot 2019-08-24 at 9.54.56 PM.png

    Cycle Graphic Organizer

    Screen Shot 2019-08-24 at 9.56.35 PM.png

    Deductive Reasoning Graphic Organizer

    Screen Shot 2019-08-24 at 9.57.55 PM.png

    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

    Screen Shot 2019-08-24 at 9.59.21 PM.png

    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

    Screen Shot 2019-08-24 at 10.02.19 PM.png

    Flow Chart

    Screen Shot 2019-08-24 at 10.06.14 PM.png

    Frayer Diagram 1

    Screen Shot 2019-08-24 at 10.07.09 PM.png

    Inductive Reasoning

    Screen Shot 2019-08-24 at 10.14.54 PM.png

    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

    1.  
    2.  
    3.  
    4.  
    5.  

     

    DETAILS (Main Idea)

    Screen Shot 2019-08-24 at 10.34.17 PM.png

    Screen Shot 2019-08-24 at 10.39.29 PM.png

    MATRIX (Compare / Contrast Several Items)

    Screen Shot 2019-08-24 at 10.41.41 PM.png

    Observation Graphic Organizer

    Screen Shot 2019-08-24 at 10.48.44 PM.png

    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

    Screen Shot 2019-08-24 at 10.55.10 PM.png

    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

    1. Movie Star

    2. Poet

    3. Animal in a tree

    4. Red light

    1. animal lovers

    2. city leaders

    3. running river

    4. beautiful sunset

    1. friendly letter

    2. diary entry

    3. warning

    4. brochure

    1. poverty

    2. immigration

    3. native culture

    4. 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 

    Screen Shot 2019-08-24 at 10.59.00 PM.png

     

    Screen Shot 2019-08-31 at 4.53.51 AM.png

     

    Screen Shot 2019-08-31 at 4.55.09 AM.png

    Screen Shot 2019-08-31 at 4.55.37 AM.png

    Steps in a Process

    Topic:

    Step 1

    Step 2

    Step 3

    Step 4

    Step 5

    In conclusion,

     

    Screen Shot 2019-08-31 at 4.58.16 AM.png

    Story Pyramid (Characterization)

    Screen Shot 2019-08-31 at 5.00.24 AM.png

    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.

     Screen Shot 2019-08-31 at 5.02.10 AM.png

    Screen Shot 2019-08-31 at 5.03.16 AM.png

    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

     Screen Shot 2019-08-31 at 5.06.17 AM.png

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

    Screen Shot 2019-08-31 at 5.07.15 AM.png

    Screen Shot 2019-08-31 at 5.08.15 AM.png

    Screen Shot 2019-08-31 at 5.09.08 AM.png

    Screen Shot 2019-08-31 at 5.10.05 AM.png

    Screen Shot 2019-08-31 at 5.10.29 AM.png

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