graphic organizer templates

8/12/2019 Graphic Organizer Templates

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Graphic Organizers

By Jacqueline McCann

Middle GA RESA


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Directed Reading/Thinking Activity

What I know I know:

What I think I know:

What I think Ill learn:

What I know I learned:


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Essential question of the lesson:

Activating learning strategies: (learners mentally active)

Cognitive teaching strategies: (Distributed guided practice ad/or distributed

summarizing in pairs; graphic organizers; etc.

Summarizing strategies: Learner individually or in pairs summarizes and

answers essential question)

prompts for distributed practice:

Acquisition Lesson Planning Form


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Unit Name

Unit Essential

Question

Major Concepts/ Skills/Issues

Content Map for Unit:


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What is it?

(Write the definition)

he

Word

What are some examples?

What is it like?


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Word

efinition

xamples

Characteristic

Non-example


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Semantic Mapping:


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Semantic Feature Analysis


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Detail

Main Idea or Main Concept

Detail

Detail

Detail


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Story 1 Story 2 Story 3 Story 4

Setting

Characters

Problem

Solution

Ending

Story Matrix Organizer Example


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Causes

Revolutionary

War

1812 Mexican Civil

War

Military

Economic

Geographic

Socio-

Political

Conflict Matrix Organizer Example


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Topic:

Details

Main Idea Sentence


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Topic

Problem Solution

Main Idea Sentence


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Topic

Main Idea Sentence

CompareWith

respect to Contrast


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Topic

Main Idea Sentence

Sequence

1 2 3 4 5 6 7


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Causation Graphic

Organizer

because

because

because because


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Similarities

Familiar Concept

Relationship Categories

New Concept

Differences

Analogy Graphic Organizer


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Description

Key Word

Attributes


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Cause/Effect

Cause:

1

2.

3.

Effect:

1

2.

3.


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Compare/Contrast

Similarities

Differences


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Problem/Solution

Problem Solution


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Problem/Solution/Result

Problem Solution

Result


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Time/Order

Title:

first 1.

then 2.

then 3.

then 4.

then 5.


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Story Map Example

Title:

(Name)

Characters: (who)

Setting: (Where)

Beginning: (First)

Middle: (Next)

End: (Last)

Main Idea:


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Story Map Example

Title:

(Name)

Characters: (who)

Setting: (Where)

Problem:

Event 1:

Event 2:

Event 3:

Event 4:

Event 5:

Solution/

Conclusion:


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Story Map Example

Title:

Characters: (who) Protagonist Antagonist

Setting: (Where)

Problem:

Difficulty 1:

Difficulty 2:

Difficulty 3:

Difficulty 4:

Climax:

(most important

difficulty)

Resolution/

Conclusion

otagonist

DifficultiesClimax

Resolution

Conclusion


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Title

Main Characters Other Characters

Setting and Time Frame

MiddleBeginning End

Main Idea/ Moral


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Story Map Example

Characters: Setting:

Goal/ Problem/ Conflict:

Major Events:

1.

2.3.

4.

5.

Ending/Resolution:

Moral/ Theme:


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Begin the

Story

Next Part

End of Story

Next part

Next Part

Title of the story:

Cycle Graph

Example: Remembering story sequence in

chronological order. Fill in the blocks with main

events of the story in chronological order.

Main point, or moral of the story:


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This story opens as

The problem begins when

Then,

Next,

Finally, the problem in this story is solved

when

This story ends

Framed Paragraph Outline


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Character Map: Students Use the Character Map to write

short sentences about the what the character did or said

in the story. Then write a sentence beneath the figure that

describes the character

Character Map for: _____________________________


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This story opens as

The problem in the story happens when

Next,

The problem in this story is solved when

This story ends

Probable Passages: Students are provided key elements of the story. They predictwhat will happen, and complete the page. Then they compare what they read with what

they predicted, and make modifications.

is a main character who

Probable Passages for:______________

by:_______________________________


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KWL Outline for:

-K-

Think I Know-W-

Think I Willlearn

-L-Think I have

Learned

Final category designations for L:

Brainstorm and list what you know in the first column.

Write questions or statements in the 2ndcolumn about

what you think you will learn. Read the selection. Writewhat you have learned in the 3rdcolumn. Categorize what

you have learned.


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5-3-1

After learning about a topic, or reading a selection,

students work individually to collect their thoughts and thenin small groups in order to learn through social interaction.

The group shares its word and explains their reasons for

choosing it.

1. Write down five words (on your own):

Reasons:

2. The three words we (groups of two or three) decided on

are:

Reasons:

3. The one word our group decided on is:

Reasons:


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Categories that the ideas fit into

Circle MapStudents organize their thoughts and discover links between

concepts. Working in groups, students put ideas into context

through their own and others points of view.

Topic

Words/Ideas/Knowledge

about the topic.

Summarizing sentences>


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L.I.N.K.List, Inquire, Note and Know

Students use this activity to activate prior knowledge and maintain

focus on their studies. Students write what they know about a

topic, ask others about the topic, add new ideas to their list, and

then discuss the topic as a group. At this point students are

prepared to learn more about the topic.

1. Show students a key term phrase or word that represents

the topic.

2. Have students list what they know about the term.

3. Call on each student for a response. Write the response on

the board or overhead.

4. Have students ask each other about their responses. The

teacher at this point is a facilitator. Students should try to

determine why other students responded as they did.

5. Hide the responses and have students turn their papers

over.

6. Have students write down everything they know about the

topic now. Limit the time to one minute.


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Structured Note taking

Topic:

Problems? Changes that

caused these

problems?

Solutions to

the problems?


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Directed Reading/Thinking Activity

Topic: _____________________

Pre-read text by examining the title, subtitles, pictures, andfirst paragraph. Make predictions about the story. Fill out

parts #1-3 of the graphic organizer. Finish reading the

selection and make any changes. Complete #4.

What I know I know:

What I think I know:

What I think I will learn:

What I know I learned

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