The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas (Jossey-Bass Teacher)

226 Pages·2010·2.6 MB·English

by  Katherine S. McKnight

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connections and relationships between facts, • Assess classroom achievement
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tor Katherine McKnight shows teachers how to organizers that can be used before,
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organizers as guides, students are prompted own graphic organizers for different a Help Kids with Reading, Writing,
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Katherine S. McKnight, Ph.D., has been an educator for over 20 years.
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www.josseybass.com 1770 Boston Massacre
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Katherine S. McKnight
Cover design by Michael Cook
Teacher
Jossey-Bass Teacher
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The Teacher’s
Big Book of Graphic
Organizers
100 Reproducible Organizers That Help
Kids with Reading, Writing, and the Content Areas
KATHERINE S. M KNIGHT
C
Copyright© 2010byJohnWiley&Sons,Inc.Allrightsreserved.
PublishedbyJossey-Bass
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ISBN:9780470502426
PrintedintheUnitedStatesofAmerica
FIRSTEDITION
PBPrinting10987654321
CONTENTS
Acknowledgments viii
AbouttheAuthor ix
Chapter One
Why Are Graphic Organizers Such Important Tools
for Teaching and Learning? 1
Chapter Two
Graphic Organizers for Brainstorming and Idea
Generation 5
1: PowerThinking(LevelsofBrainstorming) 6
2: ABCBrainstorm 8
3: CarouselBrainstorm 10
4: VennDiagram 12
5: CompareandContrast 14
6: KWL 16
7: KWS 18
8: KWHL 20
9: KWLT 22
10–17: TopicGenerationGraphicOrganizers
10: TopicGenerationwith3Ideas–LinearModel 24
11: TopicGenerationwith4Ideas–LinearModel 26
12: TopicGenerationwith6Ideas–LinearModel 28
13: TopicGenerationwith3Ideas–CircleModel 30
14: TopicGenerationwith4Ideas–CircleModel 32
15: TopicGenerationwith6Ideas–CircleModel 34
16: CharacterTraitsWeb 36
17: TopicGeneration:HandModel 38
18: AnticipationGuide 40
19: HypothesisGuide 42
20: IdeaWeb 44
21: Fishbone 46
22: Spider 48
23: Herringbone 50
24: YDiagram 52
Chapter Three
Graphic Organizers for Vocabulary Development 55
25: VocabularySlide 56
26: ConceptorVocabularyMapI 58
27: ConceptorVocabularyMapII 60
v
28: ConceptorVocabularyMapIII 62
29: ConceptorVocabularyMapIV 64
30: WordDetective 66
31: Six-ColumnVocabularyOrganizer 68
32: VocabularyTree 70
33: CyberVocabularyDetective 72
Chapter Four
Graphic Organizers for Note Taking
and Study Skills 75
34: CornellNotes 76
35: Three-ColumnNotes 78
36: TNotes 80
37: AnalysisNotes 82
38: SummaryOrganizer 84
39: JournalistGraphicOrganizer 86
40: StoryBoardNotes:ThreeFrame 88
41: StoryBoardNotes:SixFrame 90
42: OutlineNotes 92
43: TheFiveSenses 94
44: CycleorFoodChain 96
45–48: GraphicOrganizerBookmarks 98
45: BookmarkforReadingFiction 99
46: ReadingRemindersBookmark 100
47: BookmarkforQuestionsDuringReading 101
48: TextbookRemindersBookmark 102
49: IndividualPerformanceinaCooperativeGroup 104
50: CooperativeGroupPlanner 106
51: PortfolioTracker 108
52: IndependentReadingLog 110
53: AssignmentTracker 112
Chapter Five
Graphic Organizers for Supporting Reading
Comprehension 115
54: QuestioningtheAuthor 116
55: Question-Answer-Relationship(QAR) 118
56: Gist 120
57: Survey,Question,Read,Recite,Review(SQ3R) 122
58: Survey,Question,Read,Recite,Review,Reflect(SQ4R) 126
59: Fix-UpStrategies 130
60: ReadingConnections 132
61: ReQuest 134
62: StoryTrailsandHistoryTrails 136
63: Text-Think-Connect(TTC) 138
64: REAP 140
65: PLAN 142
vi Contents
66: PACA 144
67: DRTA 146
68: TextStructures 148
69: ReferenceFrames 150
70: PriorKnowledge 152
71: InferencePrompter 154
72: List-Group-Label 156
73: Think-Pair-Share 158
74: TheFiveWs 160
Chapter Six
Graphic Organizers for Writing 163
75: AutobiographicalPoem 164
76: HistoricalBioPoem 166
77: InquiryChart 168
78: PeerReview 170
79: EntranceSlip 172
80: ExitSlip 174
81: WriterChecklist 176
82: SensoryStarter 178
83: StoryMapI 180
84: StoryMapII 182
85: ChainofEvents 184
86: Beginning-Middle-End 186
87: ClimaxLadder 188
88–91: PersuasiveWritingOrganizers 190
88: PersuasiveWritingI 191
89: PersuasiveWritingII 192
90: PersuasiveWritingIII 193
91: PersuasiveWritingIV 194
92: WritingRevisionOrganizer 196
93: PrewritingOrganizer 198
94: WhatHappens? 200
95: CharacterCreator 202
96: ConflictandSolutionOrganizer 204
97: GettingReadytoWrite 206
98: WritingProcess 208
99: StoryPyramid 210
100: RAFT 212
References 214
Contents vii
ACKNOWLEDGMENTS
MyjourneyasaneducatorbeganwhenIwasahighschoolteachermorethantwentyyearsago.Early
on, I knew that best teaching practices were central to successful classroom teaching and learning.
I would try anything. Beverly LaCoste, a wonderful educator and my principal for several years,
proclaimed, ‘‘Katie Mac, I can send you to a conference, and the next day you’re trying something
new.’’ It’s true. I’m a tinkerer. Always looking for another instructional strategy or another idea, I
motivate my students who are preparing to become middle school and high school teachers to be
eclecticandworktoreachallkindsoflearners.Andeclecticteachingandreachingalltypesoflearners
are really what this book is about. The more strategies we employ, the more likely we are to succeed
in reaching all our students.
There are many individuals whom I wish to thank who have supported my efforts to make this
bookavaluableteachingresource.EllieMcKnight,CeliaWoldt,LauraWoldt,OliviaDoe,andSydney
Lawson were instrumental in making the student samples feature a success. My graduate assistant,
Astrid Rodrigues, is always patient and diligent. My husband, Jim, is always supportive of my work
and often reminds me that teaching is my vocation. Colin, my son, is a constant reminder that even
whenourworkischallenging,weeducatorsmustrememberthatallchildrenarebeautifullydifferent.
I also want to thank my sister, Mary (a writing teacher), who often helped me get back on the horse
when I fell off. I am grateful to the supportive staff at Jossey-Bass. It is a joy to work with an editor
like Margie McAneny. Justin Frahm’s attention to detail and artistic finesse were critical to the design
of this book. Finally, I must acknowledge my first teacher and mentor, my mom, Patricia Siewert
(1934–2008). Mom was a teacher in the Chicago public schools for more than thirty-four years; she
taught me that teaching was truly an act ofloveand socialjustice.I often sought teaching advicefrom
her, and she was, and will always be, my ‘‘BFF.’’
For Jim, Ellie, and Colin, who bring joy to my life
viii Acknowledgments
ABOUT THE AUTHOR
Katherine S. McKnight, Ph.D., has been a literacy educator for over twenty years. A former
high school English teacher, she currently works as an associate professor of secondary education at
National-LouisUniversity.Shealsotrainseducatorsregularlyasaprofessionaldevelopmentconsultant
for the National Council of Teachers of English. Katie publishes regularly in professional journals and
is a frequent presenter at education conferences. She has coauthored numerous books for teachers,
includingTeachingWritingintheInclusiveClassroom(withRogerPassman;Jossey-Bass,2007),Teaching
the Classics in the Inclusive Classroom (with Bradley Berlage; Jossey-Bass, 2007), The Second City Guide
to Improv in the Classroom (with Mary Scruggs; Jossey-Bass, 2008), and Teaching English in Middle and
Secondary Schools, 5th Edition (with Rhoda Maxwell and Mary Meiser; Pearson, 2010). Katie lives in
Chicago with her husband and children.
AbouttheAuthor ix