Christi E. Parker, M.A.Ed.
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1 Author Christi E. Parker, M.A.Ed.
2 Editor Gillian Eve Makepeace Editorial Project Manager Emily R. Smith, M.A.Ed. Editor-in-Chief Sharon Coan, M.S.Ed. Art Director Lee Aucoin Production Manager Phil Garcia Illustration Manager Timothy J. Bradley Cover Artist Lesley Palmer Standards Compendium, Copyright 2004 McREL Publisher Corinne Burton, M.A.Ed. Shell Educational Publishing 5301 Oceanus Drive Huntington Beach, CA ISBN Shell Educational Publishing Made in U.S.A. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. # Graphic Organizers for Reading 2 Shell Educational Publishing
3 Table of Contents Introduction Graphic Organizers Bloom s Taxonomy Combining Graphic Organizers and Bloom s Taxonomy Correlation to Standards How to Use This Book Children s Literature Used in Lessons Fishing for the Facts Graphic Organizer Hot Diggity Dog! Graphic Organizer Connect the Dots Graphic Organizer Countdown to Questioning Graphic Organizer Picture Pyramid Graphic Organizer The Solution Scoop Graphic Organizer Fluency I Need a Voice Graphic Organizer One, Two, Three, Read Graphic Organizer And the Beat Goes On! Graphic Organizer Reading Together Graphic Organizer Just Say It! Graphic Organizer It s in the Cards Graphic Organizer Nonfiction Skills The Order of the Day Graphic Organizer Extra, Read All About It! Graphic Organizer Who Am I? Graphic Organizer Cutting Through Cause and Effect Graphic Organizer Nonfiction Skills (cont.) Hats Off to Facts and Opinions Graphic Organizer A Picture Tells a Thousand Words Graphic Organizer Vocabulary I Spy a Word Graphic Organizer Stopping for Synonyms Graphic Organizer Applauding Affixes Graphic Organizer Amazing Analogies Graphic Organizer Chain of Words Graphic Organizer Definition Blocks Graphic Org a n i z e r Word Recognition The Contraction Train Graphic Organizer It s in the Bag Graphic Organizer Hammering in the Comparatives Graphic Organizer The Tail End of a Word Graphic Organizer Compounding the Problem Graphic Organizer Ballooning Vowel Pairs Graphic Organizer Appendix Works Cited Graphic Organizer Flip Book Graphic Organizer Overheads This section contains a copy of each blank graphic organizer. These 30 overhead transparencies are in the same order as the lessons in the book Shell Educational Publishing 3 # Graphic Organizers for Reading
4 Lesson Fishing for the Facts G r a p h i c O rg a n i z e r Why Use the Graphic Organizer Fishing for the Facts asks students to recall information from a text by answering who, what, when, where, why, and how. As students complete the Fishing for the Facts activities, they show their comprehension of a given text. Fishing for the Facts graphic organizer allows students to recall, as well as write in their own words, the important information from a text. How to Use the Graphic Organizer 1. Read a passage from a textbook the class is currently studying. Then, ask six students to volunteer to be Who, What, When, Where, Why, and How. Give each volunteer a poster that has his/her word on it. Explain the type of information needed to answer the six questions. Ask the class to answer each of the W s and H. As the class answers, have the volunteers write the answer on their poster boards, while you write them on the Fishing for the Facts Overhead. 2. Explain that recalling the five W s and the H helps students check their comprehension. If they can find the information in the text or remember it after reading, then they will have a better chance of recalling the information later. Also, knowing what questions they will be asked after reading gives them a purpose when reading a text. Skills Connection recalling facts and details Bloom s Level Knowledge (See page 7 for a description.) 3. Distribute the Fishing for the Facts graphic organizer (page 16). Ask students to read the next section of the same unit in the textbook with a partner. Ask each student to fill in the graphic organizer with the appropriate information. 4. After students have completed the organizers, ask them to share their facts with their reading partners. This way, they can see if both had the same answers on their graphic organizers. If their answers differ, encourage them to check the text again and make necessary corrections. ELL Support Have ELL students answer only three of the six questions on their organizers. They will still have a purpose for reading but will not be overwhelmed. Extension Idea Ask students to pretend that they are newspaper columnists. Their job is to write a story, reporting the major events that they have just read about in their textbooks. Have them use the graphic organizers to plan their columns. Shell Educational Publishing 15 # Graphic Organizers for Reading
5 Blank Graphic Organizer Name Fishing for the Facts Directions: Answer the questions who, what, when, where, why, and how in the fish below after reading the assigned text. Chapter and Book Title: Who? What? When? Where? Why? How? # Graphic Organizers for Reading 16 Shell Educational Publishing
6 Sample Lesson Standard/Objective The Mysterious Facts Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection). (McREL Language Arts Standard 7.5) Students will answer the questions who, what, when, where, why, and how about The Mysteries of Harris Burdick by Chris Van Allsburg in order to create original mysteries using the answers they have recalled. The Lesson 1. Tell students they are detectives and it is their job to solve a literature mystery. In order to solve the mystery, they must answer the important questions who, what, when, where, why, and how. 2. Show the students the book The Mysteries of Harris Burdick. Read the introduction to them, along with the picture captions Then, tell the students to each choose a picture. It is now their job to solve the mystery shown in their chosen pictures by answering the questions mentioned above and by using the pictures and captions as clues. 3. Give each student a copy of the Fishing for the Facts graphic organizer (page 16). Have them complete their organizers using one of the pictures from the Van Allsburg book. Show students the sample graphic organizer (page 18) to get them started. Explain to them that some inferring might have to occur if there is not a direct answer to one of the questions. 4. Once the students have filled in their organizers, ask them to create mystery stories. What happened in the picture? Who was involved? When did it occur? Where did it occur? Why did this event take place? How did it happen? All of these questions should be answered on their graphic organizers and then in their original stories. Allow students to then share their mysteries with the class. ELL Support Have ELL students answer only three of the six questions on their organizers. Then, allow them to write their mysteries using the answers to these three questions. Extension Idea Ask students to pretend they are newspaper columnists. They have just solved the mystery of who Harris Burdick is. Ask them to use the information in the introduction and some inferences to fill in any gaps. Their newspaper columns should explain who Harris Burdick is and what happened to him. They may wish to complete the Fishing for the Facts graphic organizer to make sure they have included all the important information. Shell Educational Publishing 17 # Graphic Organizers for Reading
7 Sample Graphic Organizer Name Fishing for the Facts for The Mysteries of Harris Burdick Directions: Answer the questions who, what, when, where, why, and how in the fish below after reading the assigned text. Chapter and Book Title: Uninvited Guests The Mysteries of Harris Burdick Who? an intruder; possibly a mouse or an elf What? the doorknob on the small door turned, but the door is too small for a human to fit through When? during the day, as light shines through the window Where? in the basement of a home Why? Possible reasons for an intruder might be that he/she is hungry or looking for a friend. How? There might have been a mouse or elf separated from its family. A small door was easy to open. # Graphic Organizers for Reading 18 Shell Educational Publishing
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