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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
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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.
.
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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.
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Title:
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Objects(colors, sizes, shapes, numbers
Characters
Actions
Causes/Predictions
Observations Keywords
PicturePerusal
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FIVE FACTS – FIVE PEOPLE
New Information
I Agree
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Emotions
Images
Physical Sensations
Language
SENSORYFEEDBACK
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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
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Written Retell
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Sketch SketchWriteWrite
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Title/Chapter/Pages Date:
Characters: Setting
Summary:
Response:
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2 Column Notes
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Brainstorm / EliminateTitle _____________________________
Brainstorm events from the story. Eliminate all but 4 –6 and write a short summary.
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My ThoughtsTitle: ______________________
Author: ___________________
Date: ______________________
I noticed:
The story made me feel:
The story reminded me of:
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Interview RecordStory/Unit: ___________ Character/Subject:
Interview Questions Subject Response
What I learned about this subject/character:
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Plot Summary
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Using words and/or pictures, show what happened in the story.
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Story Plan
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Setting Characters
First
Then
Next
Later
After that
Finally
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Idea Diagram
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Explanation Paper
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Recount Paper
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Orientation/Intro
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Procedure Paper
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Plot Development
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PLOT DEVELOPMENT
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Story Plan
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Story Plan
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Problem/Solution
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consequently
so
therefore
because
since
thus
as a result
hence
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Discussion PaperPart 1 - Issue
Part 2 – Arguments For Part 3 – Arguments Against
elaboration
Part 4
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Issue/topic
Statement of issuepreview
Point Point Point Point
Summary
Concluding Statement
elaboration elaboration elaboration elaboration
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Story Map
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Title
Who is affected or involved?
Cause of the Problem
Location
The solution
The Problem
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SENSORYGRAPH
Describe a scene from the storythat evokes each of the senses
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smell sight
touch taste
sound
title
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More Than Just WordsTitle:_____________________
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List: powerful words or phrases
Sketch:themes
images big ideas
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similar to both alikesame as while
however different
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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
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EMOTIONS(feelings, sentiments, reactions)
PICTURES(details, images)
CONNECTIONS(reactions, opinions, this made me think of…)
MESSAGES(messages from the author, big ideas, powerful language)
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READER’SRESPONSE
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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
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The Pax RomanaName: Block: Date:
Key Points Importance
Greek Influence
Art and Architecture
Technology and Science
Literature
Law
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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.
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(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?
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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?
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I know … I think… I wonder…
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Know Think Wonder
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Listen Sketch Draft
Words Pictures
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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
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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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