By Jacqueline McCann Middle GA RESA 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. Summarizing strategies: Learner individually or in pairs summarizes and answers essential question) prompts for distributed practice:

Unit Essential Question Major Concepts/ Skills/Issues 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 Characteristics Word Examples Non-examples

Semantic Mapping:

Semantic Feature Analysis

Detail Detail Detail Detail Main Idea or Main Concept

Story Matrix Organizer Example Setting Characters Problem Solution Ending

Conflict Matrix Organizer Example Causes Revolutionary War 1812 Mexican Civil War Military Economic Geographic Socio-Political

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 7 Main Idea Sentence

Causation Graphic Organizer because because because because

Relationship Categories Analogy Graphic Organizer New Concept Familiar Concept Similarities Differences Relationship Categories

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

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 Climax Difficulties Protagonist Resolution Conclusion

Title Main Characters Other Characters Setting and Time Frame Beginning Middle End Main Idea/ Moral

Story Map Example Characters: Setting: Goal/ Problem/ Conflict: Major Events: 1. 2. 3. 4. 5. Ending/Resolution: Moral/ Theme:

Main point, or moral 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. Title of the story: 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 The problem in the story happens when Next, The problem in this story is solved when This story ends is a main character who 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- Think I Know -W- Think I Will learn -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 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. Write down five words (on your own): Reasons: 2. The three words we (groups of two or three) decided on are: 3. The one word our group decided on is:

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 Topic Words/Ideas/Knowledge about the 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. Show students a key term phrase or word that represents the topic. Have students list what they know about the term. Call on each student for a response. Write the response on the board or overhead. 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. Hide the responses and have students turn their papers over. 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