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Key Visuals

Gladys Rosencrans, Coordinator

Special Programs

*Contents of this document may be freely copied for educational purposes.

Downloadable from: First Class: All Staff: Special Programs: Special Programs Resources

Graphic Organizers

Graphic Organizers/Key Visuals Graphic Organizers or Key Visuals are organizational and scaffolding tools that greatly facilitate the development and use of language. They are beneficial in both acquiring and representing knowledge. When students use key visuals, their work tends to have greater depth, focus and organization.

The following key visuals may be used as a catalyst for developing language in a variety of situations. They are useful in generating both oral and written language by providing stimuli:

to generate conversation and writing which may be used for assessment for group discussion to assist students in writing or talking about a topic to which they have a personal connection for presenting information in a more accessible manner.

The visuals included here are intended as samples only. It is important to choose visuals which are relevant to the individual students and to the type of material being used.

Reaching for Success – Supporting ESL Learners 5/24/23227

It is essential that students be taught how to use the key visuals. We cannot assume they are self-evident or that students will choose to use them initially.

Title:

Objects(colors, sizes, shapes, numbers

Characters

Actions

Causes/Predictions

Observations Keywords

PicturePerusal

FIVE FACTS – FIVE PEOPLE

New Information

I Agree

Emotions

Images

Physical Sensations

Language

SENSORYFEEDBACK

Task 1 Date Due:

Due Date:

Task 2

Task 3

Due Date

Task 4

Due Date:

Task 5

Due Date:

Break big assignments into smaller, manageable tasksMake sure to plan a due date for each smaller task

Written Retell

Sketch SketchWriteWrite

Title/Chapter/Pages Date:

Characters: Setting

Summary:

Response:

2 Column Notes

Brainstorm / EliminateTitle _____________________________

Brainstorm events from the story. Eliminate all but 4 –6 and write a short summary.

My ThoughtsTitle: ______________________

Author: ___________________

Date: ______________________

I noticed:

The story made me feel:

The story reminded me of:

Interview RecordStory/Unit: ___________ Character/Subject:

Interview Questions Subject Response

What I learned about this subject/character:

Plot Summary

Using words and/or pictures, show what happened in the story.

Story Plan

Setting Characters

After that

Finally

Idea Diagram

Explanation Paper

Recount Paper

Orientation/Intro

Procedure Paper

Plot Development

PLOT DEVELOPMENT

Story Plan

Problem/Solution

consequently

therefore

because

as a result

Discussion PaperPart 1 - Issue

Part 2 – Arguments For Part 3 – Arguments Against

elaboration

Part 4

Issue/topic

Statement of issuepreview

Point Point Point Point

Summary

Concluding Statement

elaboration elaboration elaboration elaboration

Story Map

Who is affected or involved?

Cause of the Problem

Location

The solution

The Problem

SENSORYGRAPH

Describe a scene from the storythat evokes each of the senses

smell sight

touch taste

More Than Just WordsTitle:_____________________

List: powerful words or phrases

Sketch:themes

images big ideas

similar to both alikesame as while

however different

Fairy TalesCharacters Setting

Title Good Evil When/Where Problem Magic Moral

Both each but however and only same different similar alike more less better worse

EMOTIONS(feelings, sentiments, reactions)

PICTURES(details, images)

CONNECTIONS(reactions, opinions, this made me think of…)

MESSAGES(messages from the author, big ideas, powerful language)

READER’SRESPONSE

PersonalityDescribe your student’s character traits –

attitudes, moods, etc.

Name, age grade, etc.

AppearanceDescribe your student’s physical

Conduct/ActionsDescribe your student’s behaviour

ChallengesDescribe the challenges your student is faced with and his/her approach to them

The Pax RomanaName: Block: Date:

Key Points Importance

Greek Influence

Art and Architecture

Technology and Science

Literature

Using words and/or pictures show:the impact these advances had on the Roman people? the impact these advances had on the regions that the

Romans conquered?

Consider factors such as: leisure, wealth, heath, lifestyle, government, etc.

(title) Name: Date:

Event After reading pages choose quotes about 10 important events and record them in the arrows below

Why was it important Record below why you believe the event was important. What impact did it have?

Event After reading pages choose quotes about 10 important events and record them in the arrows below

Why was it important Record below why you believe the event was important. What impact did it have?

I know … I think… I wonder…

Know Think Wonder

Listen Sketch Draft

Words Pictures

PLANNING MEETINGStudent School

Age Birth Date Grade Referring Teacher

What would you like the student to do that she is not currently doing?

What strategies have been tried?

What are the student’s strengths? What are the student’s needs?

What is the goal? What would success look/sound like?

Brainstorm all options and possibilities.

Action Plan(Teacher selects only those most appropriate for the situation)

Responsibilities(Who will help?)

Review Date

Study GuideName: Grade: Block:

ReferenceText

Concepts Key QuestionsAs you read and discuss keep

these questions in mind.

PredictionsWhat do you think you will learn in these areas?What ideas and vocabulary do you think will be

important?

This Guide provides an overview of the topics and key ideas to be presented in the unit.Go over the topics and page references as a large group on the overhead.Have them fill in the prediction column on the right for the first topic only. Have them reflect in their Learning Log (notebook) how this will be useful throughout the unit.

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