Graphic Organizers
By Jacqueline McCann
Middle GA RESA
Directed Reading/Thinking Activity
What I know I know:
What I think I know:
What I think I’ll learn:
What I know I learned:
Acquisition Lesson Planning Form
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.
prompts for distributed practice:
Summarizing strategies: Learner individually or in pairs summarizes and
answers essential question)
Content Map for Unit:
Unit Name
Unit Essential
Question
Major Concepts/ Skills/Issues
What is it?
(Write the definition)
What is it like?
The
Word
What are some examples?
Definition
Examples
Characteristics
Word
Non-examples
Semantic Mapping:
Semantic Feature Analysis
Detail
Detail
Detail
Detail
Main Idea or Main Concept
Story Matrix Organizer Example
Story 1
Setting
Characters
Problem
Solution
Ending
Story 2
Story 3
Story 4
Conflict Matrix Organizer Example
Revolutionary
War
Causes
Military
Economic
Geographic
SocioPolitical
1812
Mexican
Civil
War
Topic:
Details
Main Idea Sentence
Topic
Problem
Solution
Main Idea Sentence
Topic
Compare
With
respect to
Contrast
Main Idea Sentence
Topic
Sequence
1
2
3
4
5
6
Main Idea Sentence
7
Causation Graphic
Organizer
because
because
because
because
Analogy Graphic Organizer
New Concept
Familiar Concept
Similarities
Relationship Categories
Differences
Description
Attributes
Key Word
Cause/Effect
Cause:
1
2.
3.
Effect:
1
2.
3.
Compare/Contrast
Similarities
Differences
Problem/Solution
Problem
Solution
Problem/Solution/Result
Problem
Solution
Result
Time/Order
Title:
first 1.
then 2.
then 3.
then 4.
then 5.
Story Map Example
Title:
(Name)
Characters: (who)
Setting: (Where)
Beginning: (First)
Middle: (Next)
End: (Last)
Main Idea:
Story Map Example
Title:
(Name)
Characters: (who)
Setting: (Where)
Problem:
Event 1:
Event 2:
Event 3:
Event 4:
Event 5:
Solution/
Conclusion:
Story Map Example
Title:
Setting: (Where)
Characters: (who)
Protagonist
Antagonist
Problem:
Difficulty 1:
Difficulty 2:
Difficulty 3:
Difficulty 4:
Climax:
(most important
difficulty)
Resolution/
Conclusion
Difficulties
Protagonist
Climax
Resolution
Conclusion
Title
Main Characters
Other Characters
Setting and Time Frame
Beginning
Main Idea/ Moral
Middle
End
Story Map Example
Characters:
Setting:
Goal/ Problem/ Conflict:
Major Events:
1.
2.
3.
4.
5.
Ending/Resolution:
Moral/ Theme:
Cycle Graph
Example: Remembering story sequence in
chronological order. Fill in the blocks with main
events of the story in chronological order.
Title of the story:
Begin the
Story
End of Story
Next part
Next Part
Next Part
Main point, or moral of the story:
Framed Paragraph Outline
• This story opens as
• The problem begins when
• Then,
• Next,
• Finally, the problem in this story is solved
when
• This story ends
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: _____________________________
Probable Passages for:______________
by:_______________________________
• This story opens as
•
is a main character who
• 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 predict
what will happen, and complete the page. Then they compare what they read with what
they predicted, and make modifications.
KWL Outline for:
-K-
-W-
Think I Know
Think I Will
learn
-LThink I have
Learned
Final category designations for “L”:
Brainstorm and list what you know in the first column.
Write questions or statements in the 2nd column about
what you think you will learn. Read the selection. Write
what you have learned in the 3rd column. Categorize what
you have learned.
5-3-1
After learning about a topic, or reading a selection,
students work individually to collect their thoughts and then
in 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:
Circle Map
Students organize their thoughts and discover links between
concepts. Working in groups, students put ideas into context
through their own and others’ points of view.
Categories that the ideas fit into
Words/Ideas/Knowledge
about the topic.
Topic
Summarizing sentences>
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.
Structured Note taking
Topic:
•Problems?
Changes that
caused these
problems?
Solutions to
the problems?
Directed Reading/Thinking Activity
Topic: _____________________
Pre-read text by examining the title, subtitles, pictures, and
first 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