Graphic Organizers to S Upport a Ctive R Eading S Trategy Instruction

Graphic Organizers to S upport A ctive Reading S trategy Instruction Resources for Grades 2-5

by T racey H arding-S tricker, M .Ed.

Y ears of research have provided teachers with inform ation on what skills and strategies proficient readers use. We have learned that proficient readers are active readers, engaging with the text in a variety of ways before, during and after reading. In contrast, struggling readers focus on words rather than ideas. T hey fail to apply the reading strategies. Fortunately, research has also shown that these reading strategies can be taught. N oted researchers D uke and Pearson (2002) found that “com prehension im proves when teachers provide explicit instruction in the use of com prehension strategies.” H ow do we im plem ent the effective teaching of these strategies? S ince reading is an “invisible” act, as is strategy application, we have to find ways to m ake the thinking and strategy application students are doing while reading visible. Graphic organizers are the key. When using graphic organizers, students m ust think about what they are reading and record their thoughts. T hey m ust analyze and organize inform ation, identify im portant details and sum m arize content. Correlating the organizer to the specific reading strategy being taught will help students focus on what they are doing as readers. It will also help them organize and recall inform ation, as well as think about what they are doing to build com prehension. T his metacognition is a necessary aspect of reading strategy instruction. Eventually, students will be able to m ake their own organizers to m atch their purpose for reading. When students are able to do this, they are dem onstrating understanding of active reading strategies. Graphic organizers done while reading provide students with a reference for thinking and writing about reading. When students are asked questions about the text, they can refer to their organizers. Organizers hold students’ thinking and help them recall inform ation, thoughts and questions they had while reading. Graphic organizers aid students in the writing process as they plan, support and record ideas and processes. T hey serve as a prewriting piece when students are asked to develop responses to text. Graphic organizers are drawings or form ats used to represent inform ation visually, show relationships between ideas and help students think critically. A s students convert inform ation and ideas into a graphic m ap they gain increased understanding and insight to the focus topic or strategy. T hey are sim ple to create and can be differentiated based on student need. T hey m eet the needs of various learners and encourage all students to think at the higher end of the taxonom y. S tudents who use graphic organizers are actively engaged in the text or lessons as

Created by Tracey Harding-Stricker copyright 2008 all rights reserved they com plete the organizer and consider the inform ation they are recording. Graphic organizers can be used by the teacher to m onitor and evaluate student progress, serve as written assessm ent data and provide inform ation about students’ learning needs.

With careful planning, you can use organizers to enhance and deepen reading strategy instruction and learning throughout the year.

The “Eight Great” Reading Strategies

A s proficient readers actively engage with text, they think and process inform ation continually. T hese eight reading strategies are what readers use to develop understanding, deepen com prehension and extend m eaning of text. “Good reader” strategies, as identified by research, include m aking connections to schem a, questioning, creating sensory im ages, predicting/inferring, determ ining im portance, setting purpose, m onitoring, sum m arizing/synthesizing and evaluating. S tudents can be taught to use these reading strategies through direct, specific, scaffolded instruction. T he m ost effective lessons are those in which the teacher explains and m odels the strategy clearly, provides tim e for guided practice, collaborative practice and finally, independent use of the strategy. D uring each step of the process, students should be asked to reflect on their use of the strategy, how it helped them deepen com prehension and how it can be applied to other learning situations. T his m etacognition is an im portant aspect of learning to read and m onitor understanding. U sing graphic organizers is an ideal way to connect strategy instruction and m etacognition.

Each strategy is explained in detail and graphic organizers to support the strategy instruction are provided. T he organizers can be used with lessons and resources that are currently available, as well as with structured reading program s.

It is vitally im portant that we set purpose, activate schem a and building background knowledge in our students prior to reading. S chem a provides a fram e of reference for readers, so the words on the page can be m ade into a m eaningful translation. S chem a is what allows students to scaffold new inform ation into existing “files” or knowledge. Once schem a is activated, students are ready to engage in reading, assim ilate inform ation from text into existing knowledge and extend understanding. A s students read, the connect inform ation, experiences and ideas to their own schem a, scaffolding learning and deepening com prehension. S etting purpose determ ines how students approach text, what the look for as they read, and reading rate. U nderstanding the “why” of reading helps students focus on what is im portant when reading.

T he following organizers are designed to help students prepare for reading by activating schem a, m aking connections and set purpose for reading.

Know Want to Learned what I know about the what I learned about the topic Know topic what I want to know about the topic

N otes:

Know Want to Source Learned what I know where I learned what I learned about the topic Know about the topic-m y about the topic what I want to source know about the topic

N otes:

Building and Revising Schema Chart (BRS Chart) An Organizer for Non-Fiction Topic Studies

What I Confirmed Revised by New What I Think I by my my Source Learning Still Want Know Source From my to Learn Source

N otes:

T he concept web is ideal for brainstorm ing, which helps you activate schem a on a topic you are reading about. Write the topic of your book (or a vocabulary word from the book) in the center circle. U se the web extensions to show what you know about it. A dd m ore extension circles as needed.

. .

______

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Cluster Web

U se a cluster web as you would a concept web-to activate schem a on a topic. T he Cluster Web organizes inform ation in a m ore detailed m anner than the Concept Web. Write the topic in the center of the web. A dd extension circles as needed.

What you know is your “schem a,” or m ental files. When you learn som ething new, it gets filed into your existing schem a in an organized way that m akes sense. Write your “new learning” on the clipboards and then “file” it away in the proper place.

What I know about 1______

Pre-Reading T-Chart

Browsing through text prior to reading it can help you activate schem a and set purpose. Exam ining the content and form at of the text helps you understand what you’re reading, becom e aware of the text layout and activates any schem a you m ay have on the topic.

T itle ______A uthor ______

Text Feature My Response Read the title and look at the picture on ______the cover. What do you think this book ______will be about? ______

Flip through the pages. What do you ______notice? Is this fiction or nonfiction ______text? ______

If this is fiction, can you tell anything ______about the characters, setting or plot? ______If so, what do you notice? If this is ______nonfiction, what is the central topic? ______What do you think you will learn reading ______this book? D oes this book rem ind you of any other ______books/text you’ve read? If so, what? ______What is it that rem inds you of it? D oes this book grab your interest? Why ______or why not? ______What is your purpose for reading this ______book? ______

S kim m ing and scanning text prior to reading can help you activate schem a and set purpose. Exam ining the content and form at of the text helps you understand what you’re reading, becom e aware of the text layout and activates any schem a you m ay have on the topic. Com plete the “S ixty S econd S kim and S can” prior to reading.

Book Title: ______

Author:______

Read the cover of the book. Think about the title. What What do you already know Note the title and the name do you think the book will about this topic/theme? of the author. Are you be about based on the title? familiar with this author? ______If yes, what are you thinking as you look at the book?

Flip through the book and Predictions for this text: My hopes for this book: skim the pages for one minute. What did skimming through the book make you think about?

Created by Tracey Harding-Stricker copyright 2008 all rights reserved Alphabet Brainstorm Write the topic you’ll be reading about in the “topic” box. Write words that connect to the topic under each letter of the alphabet. Be prepared to explain what you know about the topic and the words you write.

Topic: ______

A B C D E F G H I J K L M

N O P Q R S T U V W X Y Z

M y thoughts: ______

Write the topic you’ll be reading about on the “topic” line. Write words that connect to the topic next to each letter of the alphabet. B e prepared to explain what you know about the topic and the words you write.

Topic: ______

A______N______

B______O______

C______P______

D______Q______

E______R______

F______S______

G______T______

H______U______

I______V______

J______W______

K______X______

L______Y______

M______Z______

U se the V enn D iagram to com pare two texts. T his works well in author’s studies, topic studies and when reading two different versions of the sam e text.

______

N otes:

Connections T hinkm arks

Connections Connections Thinkmark Thinkmark

◊ ◊

As you read, notice when you As you read, notice when you make connections to the text. make connections to the text. Connections will help you Connections will help you understand what you read more understand what you read more deeply. We make text-self, deeply. We make text-self, text-text and text-world text-text and text-world connections as we read. connections as we read.

My Connections… My Connections…

______

Connection Helped me understand the text because…

When I read…. It reminded me of…

My text-to-self Helped me Now I know… connection… understand because…

My text-to-text Helped me Now I know… connection… understand because…

Text-to-World Connections Chart

My text-to-world Helped me Now I know… connection… understand because…

B-D-A Connections Chart

Good readers make connections to the text as they read. Record the connections you make before, during and after reading. Consider how these connections deepened your comprehension of the text.

Connections I Connections I Connections I made before made during made after reading reading reading

Helped me Helped me Helped me understand because understand because… understand because…

Word Theatre Planning Chart

Find words in your text that are m eaningful and are im portant to know for com prehension of the text. M ake a plan for “acting out” the word.

Word Pg. # Definition Plan for Dramatizing

Word Map

Y ou m ust understand the words in a text in order to com prehend what you read. S tudying words from the text prior to reading can help you develop schem a for the topic. Find key words in the text and use them to com plete the “Word M ap” organizer.

Definition and Synonym: Antonym:

Word:

______Use it: Sketch it:

Definition and Synonym: Antonym:

Word:

______Use it: Sketch it:

Vocabulary Graphic Organizer N am e:______W ord M ap

Find words that are meaningful to the text you are reading or that relate to the topic. Complete the organizer. Use the outer boxes to label the topics/words.

word from text

. .

Vocabulary Organizer N am e:______M ini Dictionary ------

illustration

synonym

antonym

W ord M eaning:______

______

Sentence:______

______

------

illustration

synonym

antonym

W ord M eaning:______

______

Sentence:______

______

W ord Chart

Exam ples of:

Definiti on of the word:

______

______word

N on-exam ples:

Charact eristics/Description:

______

W ord Connections

Definition:

Exam ples W ord: Reminds of: me of:

M y W ord Connections: I’ll remember this word by connecting it to:

W ord Descriptions

WWOoRrDd::

D efinition: Description: Examples:

ILLUSTRATION :

W ord Pyram id

• Put the word in the top. • Put the definition below the word. • Put synonyms or examples in the next section. • Put a sentence in the bottom.

This basic web can be used for a variety of vocabulary and concept building activities.

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Curiosity is the greatest asset we bring to learning. T he m ind’s desire to know m ore guides us to ask questions, and determ ine ways to find answers to those questions.

Good questions stem from background knowledge-we can only ask a substantive question if we have knowledge of the subject m atter at hand. Q uestioning guides the purpose for reading and helps us hone in on what’s im portant.

Q uestions m oves us deeper into reading. T hey stim ulate thought, provide clarity, expand on ideas, and lead us to further questions. Q uestioning is the hallm ark of thinking.

When instructing students in the reading strategy of questioning, we m ust teach them that “reading is thinking.” What does this m ean? Our students often don’t realize that proficient readers ask questions before, during, and after they read.

When a reader asks questions during the reading process, he is interacting with the text, searching for answers. T o do this, the reader m ust self-m onitor for com prehension, clarify inform ation, and constructing m eaning.

T he following organizers will help your students ask questions about text before, during and after reading.

B-D-A Questioning

T itle:______A uthor:______Proficient readers ask questions about the text before, during and after reading. Q uestioning helps readers clarify inform ation, m onitor for understanding and construct m eaning. R ecord your questions on the chart below.

Q uestions I have…

Before reading:

D uring reading:

5 W’s and an H A fter reading:

What?

When?

Where?

Why?

H ow?

Questioning Cluster

Who?

How? What?

Topic:

______

Why? When?

Where?

N otes: ______

Who

When What

H ow

Where Why

If we want to fully comprehend what we are reading, we must answer the questions that come to mind. Sometimes the answers are in the text-they are “right there.” Other times, we must “think and search” and put together different parts of one or more texts to find the answer. Some answers will be in your head-you’ll make a connection and find the answer “on your own.” Sometimes you and the author will have the answer. This happens when you combine your viewpoints with that of the author.

Use the chart below to record the types of questions you asked and answered about the text.

“R ight T here” “T hink & S earch”

“On M y Own” “A uthor & You”

Question Answer Helps me understand the text better because…

Question-Answer T-Chart

My Questions Answers From the Text

Questioning Chart

Title______Author______

As I read, I’m questioning. My question is ______

How I find the answer: Text Clues and Information My Schema

Using this information, I can infer that ______

I know this because ______

****************************************************************************************************

Title______Author______

As I read, I’m questioning. My question is ______

How I find the answer: Text Clues and Information My Schema

Using this information, I can infer that ______

I know this because ______

“Beefy questions” have a lot of m eat “B ony questions” do not have m uch to them -they’re open-ended and can m eat to them -they usually require be answered in m any different ways. sim ple, one-word responses.

B eefy Q uestions B ony Q uestions

QAS

You ask yourself different kinds of questions as you read. You will need to use different strategies to answer the questions, depending upon the type of question being asked. Complete the chart below to show your questions, answers and the strategies you used to find the answers.

Questions Answers Strategies Used to Answer Questions

SQ3R

The SQ3R chart will help you use a variety of good reader strategies. You must first survey the text, noticing and recording any important information. This includes titles, subtitles, key words and information from pictures or illustrations. Next, you will ask questions about the topic and record them on the chart. Then, you’ll read. As you read, write the answers to any questions you’ve asked. When you’re done, recite key ideas and facts from the text. This will help you remember what you read. Finally, you will review the text and write a summary of it.

S Q 3R

N am e______T itle______T opic______Survey

Question

Read

Recite

Review/Retell

I Wonder Thinkmarks

I wo nder…______I wonder…______

______

I’m confused about… ______I’m confused about… ______

______

Ling ering questions ______Lingering questions ______

______

TITL E: ______TITLE: ______

AUTH OR:______AUTHOR:______

GENR E: ______GENRE: ______

???? ???????????????????????????????????? ????????????????????????????????????????

NAME:______NAME:______

Creating Sensory Images

Sensory images bring reading to life. Strong sensory images draw the reader into the text, so much so that he becomes part of it. Our visualizations make the reading our own-it personalizes it, and through these images we forge attachments to characters, places, and events. Our sensory images can help us remember and recall what we read with ease.

When we create sensory images as we read, we personalize the text and feel a connection to it. Visualizations and other sensory images create a sense of ownership in the reader.

We use sensory images to do the following:

• Visualizations fill in missing information. • Using schema and text clues we create sensory images (this is a form of inference, only with images rather than words). • Visualizing in nonfiction to deepen understanding: visualizing size, shape, space, or time. • Visualizing in nonfiction text to develop understanding of people, places, and activities, as well as to compare the known to the unknown. • Sensory images also include: smells, sounds, tastes, and touches

The sensory images we create stem from our own personal experiences. We use sensory images to deepen understanding before, during and after reading.

Visualizations and other sensory images bring out the pleasure of reading. When visualizing, we create “mind movies” and can see the action, the characters, the setting. This type of personal involvement draws us in as readers.

The following organizers are designed to help students create visualizations and other sensory images as they read.

Visualizing Three-Column Chart

Word or I visualize… Deepened my Phrase understanding because…

In My Mind’s Eye

This visualization helped me understand______

______

“Step Into the Story” Five Senses Chart

I see I hear I sm ell

I touch/it feels I taste N ew U nderstandings

How did “stepping into the story” help you understand what you read?

Draw what you “see” happening in the book/story. Record your visualizations in order.

Did the “movie in your mind” help you fill in any information missing in the book? How?

Text Clue: Makes Me Visualize:

My visualizations help me understand the story because ______

As you write, complete the chart.

I see… I touch… I hear… I taste… I smell…

Sensing these helps me understand the story because..

“I Sense” Organizer

I see…

I taste… I hear…

Title:

______

I smell… I touch…

My sensory images helped me understand the story because…

______

A Captured Image

Proficient readers create visualizations as they read. This enables them to remember information, fill in “missing” pieces, create inferences and develop understanding. As you read, note the most vivid visualization you create. Sketch it in the frame below. Write about it.

______

Between the Scenes

Good readers create “mind pictures” or images that go beyond the text and fill in missing information. In the boxes below, sketch to fill in the missing information from the text you read today. What do your visualizations help you understand more deeply?

______

Nonfiction Comparisons-Visualizing to Clarify Information

Nonfictions writers often use comparisons to illustrate information and make it easy for the reader to understand. Comparing size, shape and purpose allows the reader to connect the known to the unknown. As you read, note any comparisons made by the author. Draw a picture to show what the author was comparing and write how it helped you understand the text.

Explain how this A ______is like a ______. comparison helped you understand the text.

A s I was reading, I visualized… A s I was reading, I visualized… ______

Other sensory im ages I had while Other sensory im ages I had while reading… reading… ______

T hese helped m e understand the text T hese helped m e understand the text because… ______because… ______

TITLE: ______TITLE: ______

AUTHOR:______AUTHOR:______

GENRE: ______GENRE: ______

NAME:______NAME:______