Graphic Organizer Book Gr

Scott Foresman Graphic Organizer Book for Grades 2–3

ISBN: 0-328-14596-3

Copyright © Pearson Education, Inc. All Rights Reserved. Printed in the United States of America. This publication, or parts thereof, may be used with appropriate equipment to reproduce copies for classroom use only.

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Editorial Ofﬁces: Glenview, Illinois • Parsippany, New Jersey • New York, New York Sales Ofﬁces: Needham, Massachusetts • Duluth, Georgia • Glenview, Illinois Coppell, Texas • Sacramento, California • Mesa, Arizona

14596_GO_i.indd 1 2/9/05 12:27:56 PM Contents

Teaching Pages GO 1 Story Prediction from Previewing ...... 1 31 GO 2 Story Prediction from Vocabulary ...... 2 31 GO 3 K-W-L Chart ...... 3 32 GO 4 Word Rating Chart ...... 4 32 GO 5 Vocabulary Frame ...... 5 33 GO 6 Story Prediction Chart ...... 6 33 GO 7 Story Sequence A ...... 7 34 GO 8 Story Sequence B ...... 8 34 GO 9 Story Sequence C ...... 9 35 GO 10 Story Elements ...... 10 35 GO 11 Question the Author ...... 11 36 GO 12 Book Report ...... 12 36 GO 13 Story Comparison ...... 13 37 GO 14 Web A ...... 14 37 GO 15 Web B ...... 15 38 GO 16 Main Idea ...... 16 38 GO 17 Venn Diagram ...... 17 39 GO 18 Compare and Contrast ...... 18 39 GO 19 Cause and Effect ...... 19 40 GO 20 Problem and Solution A ...... 20 40 GO 21 Problem and Solution B ...... 21 41 GO 22 Time Line ...... 22 41 GO 23 Steps in a Process A ...... 23 42 GO 24 Steps in a Process B ...... 24 42 GO 25 T-Chart ...... 25 43 GO 26 Three-Column Chart ...... 26 43 GO 27 Four-Column Chart ...... 27 44 GO 28 Four-Column Graph ...... 28 44 GO 29 Cycle Chart ...... 29 45 GO 30 Outline Form ...... 30 45

Graphic Organizer Book

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© Pearson Education draw apictureofonetheproblemsinstory. What do you think a problem in the story mightbe? What doyouthinkaprobleminthestory Graphic Organizer Book After reading I thinkaproblemmightbe Read thetitleandlookatpicturesinstory. Title

Story Prediction from Previewing from Prediction Story

Story Prediction from Previewing ,

1/25/05 2:26:43 PM 1 14596_GO_1-30_final.indd 2 draw a picture that shows what the story isabout. draw apicturethatshowswhatthestory I think this story mightbeabout I thinkthisstory mightbeabout? What doyouthinkthisstory 2 After reading words. Read thetitleandstory Title andStoryWords

Story Prediction from Vocabulary Story Prediction from Vocabulary from Prediction Story

Graphic Organizer Book ,

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Topic

What We K now What We W ant to Know What We L earned

K-W-L Chart

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Word RatingChart Word Word Rating Chart Rating Word Know Have Seen Graphic Organizer Book Don’t Know 1/25/05 2:26:45 PM

Vocabulary Frame

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Story Predictions Chart Story Predictions Chart Title

What might happen? What clues do I have? What did happen? Graphic Organizer Book 1/25/05 2:26:47 PM

Story Sequence A Sequence Story

Story Sequence A

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Events Title Story Sequence B Then Last Next First Characters Story Sequence B Sequence Story Setting Graphic Organizer Book 1/25/05 2:26:48 PM

Story Sequence C

1/25/05 2:26:49 PM 9 14596_GO_1-30_final.indd 10 10 Theme: endswhen The story After that, Next, Then, The actionbeginswhen takesplace This story isabout This story Title

Story Elements

Story Elements Story (name thecharacters) (where andwhen) Graphic Organizer Book 1/25/05 2:26:49 PM

© Pearson Education Graphic Organizer Book Author Title 5. 4. 3. 2. 1. it instead? How wouldyousay it clearer? What wouldmake it clearly? Does theauthorsay author tellsyouthat? Why doyouthinkthe tell you? What doestheauthor

Question the Author the Question

Question the Author Page

11 1/25/05 2:26:50 PM 14596_GO_1-30_final.indd 12 12 Our Favorite Parts Characters Setting Illustrator Author Title

Book Report

Book Report Book Graphic Organizer Book 1/25/05 2:26:51 PM

Story Comparison

13 1/25/05 2:26:52 PM 14596_GO_1-30_final.indd 14 14 Web A Web A Graphic Organizer Book 1/25/05 2:26:53 PM

Web B

15 1/25/05 2:26:53 PM 14596_GO_1-30_final.indd 16 16 Main Idea MainIdea

Main Idea

Supporting Details Graphic Organizer Book 1/25/05 2:26:54 PM

Venn Diagram

17 1/25/05 2:26:54 PM 14596_GO_1-30_final.indd 18 18 Alike

Compare and Contrast Topics Compare and Contrast and Compare Different Graphic Organizer Book 1/25/05 2:26:55 PM

Cause and Effect

19 1/25/05 2:26:56 PM 14596_GO_1-30_final.indd 20 20 Solution Problem

Problem andSolution A Problem and Solution A Solution and Problem Graphic Organizer Book 1/25/05 2:26:57 PM

Problem andSolution B

21 1/25/05 2:26:57 PM 14596_GO_1-30_final.indd 22 22 Time Line TimeLine Graphic Organizer Book

Date 1/25/05 2:26:58 PM

Steps ina Process A

23 1/25/05 2:26:59 PM 14596_GO_1-30_final.indd 24 24 Process Step 5 Step 4 Step 3 Step 2 Step 1

Steps ina Process B Steps in a Process B Process a in Steps Graphic Organizer Book 1/25/05 2:26:59 PM

T-Chart

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Three-Column Chart Three-Column Chart Three-Column Graphic Organizer Book 1/25/05 2:27:01 PM

Four -Column Chart

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28 Title

Four

-Column Graph

Four-Column Graph Four-Column

Graphic Organizer Book

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Cycle Chart

29 1/25/05 2:27:03 PM 14596_GO_1-30_final.indd 30 30 C. B. A. Title Outline Form 3. 2. 1. 3. 2. 1. 3. 2 1.

Outline Form Outline Graphic Organizer Book 1/25/05 2:27:04 PM

© Pearson Education • Draw Conclusions Draw • ActivateKnowledgePrior • Predict • Graphic Organizer Book Organizer Graphic a a a younger learners. about astoryconflict.Itissimpleenoughfor which thetitleand/orpicturessuggestpredictions Previewing from Prediction Story • Point out one particular piece of art that art of piece particular one out Point • organizer,graphic discuss this using Before • This graphicorganizer works wellwithany piecein selection title,illustrations,andothertext features. Students usewhatthey know asthey preview the • Have students work in pairs to draw pictures draw to pairs in work Havestudents • • After reading, have students identify havestudents reading, After • 1 3 2 Directstudentstotheselectiontitle. Have studentschecktheaccuracy of Encouragestudentstothinkaboutthe GO 1 GO similarities and differencesbetween and similarities title andthepicturesasthey predict a prediction. a making Model problem. a suggests strongly haveread. students stories other in haveoccurred that problems actual storyproblems. a probleminthestory. Remindthemto as they thinkaboutapossibleproblem. use theirpersonalknowledge andexperiences Suggest they preview theillustrations. their predictionsbydefining oneofthe that suggest a specific problem. specific a suggest that problem. story actual an and predictions original their About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

• After reading, have students compare their compare havestudents reading, After • vocabulary words andrelatethemtothestory. The activity helpsyoungerlearnerspreview a a a help studentsmake predictionsaboutthestory. which thetitleandselectedvocabulary words can Use thisgraphicorganizer withany selectionin about storycontent. Vocabulary from Prediction Story • Draw Conclusions Draw • ActivateKnowledgePrior • Predict • title andselectedwords tomake predictions • Before using this graphic organizer,graphic this using Before • Students usewhatthey know aboutthestory • Point out words that have more than one than havemore that words out Point • • Present groups with word lists (for example, (for lists word with groups Present • vocabularyto wordeach use Havestudents • 1 3 2 Directstudentstotheselectiontitleandpresent Have studentschecktheaccuracy oftheir Have studentsthinkaboutthetitleand GO 2 GO predictions with what actually happens. actually what with predictions selection. the in appear will meaning selected words fromthepiece. around the problem. the around built skit a improvise and words those on based problem a predict to group each Ask vocabulary words asthey predict. experiences andwhatthey know aboutthe might beabout.Remindthemtousepersonal predictions bypicturingascenefromthestory. vocabulary asthey predictwhatthestory bicycle, lock, alley,lock,bicycle, forgotten,unfortunate selection. the about question a write each vocabularyword.each knowabout already students what discuss meaning. Help students predict which predict students Help meaning. About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

). 31

1/25/05 2:36:41 PM 14596_GO_final.indd 32 • If students need help with the K-W-Lthe with help need students If • 32 a a a the chart. questions orallywhileyouwritetheinformationon Chart K-W-L • Students can complete the K-W-Lthe chart complete can Students • detail a of unsure are students if that Suggest • Summarize • Purpose Set • ActivateKnowledgePrior • Young learnersmayneedtobrainstormandsuggest The K-W-L chartworks wellwithexpository text. what they want tolearn. selection andsetpurposesforreadingbyexpressing Students usewhatthey know togenerateinterestina • Create ongoing classroom K-W-Lclassroom charts ongoing Create • newspaper with pairs student Provide • 1 2 3 Studentsbrainstormwhatthey know orthink Studentslistwhatthey learnasthey read. GO 3 GO they know aboutatopic. as students investigate topics in other investigatein students topics as independently, with a partner, or with partner,independently,or a with 2. column in question a into it turn can they 1, column in write they topic. the haveabout they questions what knowand they what of list a generate activity,to them with work answered asthey read. Students listquestionsthey hopetohave subject for students to use as references. as use to students for subject studies. Youby charts these file might social or science as such areas, curriculum a group. a together to complete the charts. the complete to together articles the read havethem Then articles. the K-W-Lbeginfor to charts together work and headlines the read to articles. them Ask

About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

Youstudents’charts use completed can • ratings; their in honest be to students Urge • be studied.Itssimplicitymakes itusefulfor a a a a younger students. This chartworks wellwithany listofwords to for them. Chart Rating Word • Have students revisit their charts after they after charts revisittheir Havestudents • • Context Clues Context • Retell and Recall • ActivateKnowledgePrior • about whetherthewords have any familiarity Students focusonwords oneatatimeandthink • Consider the words that students rate students that words the Consider • 4 1 2 3 Column4,Don’t Know , meanswords thatare Studentswritealistofwords tobestudied Column3, GO 4 GO know a word or not. or word knowa they whether matter doesn’t it point this at totally unfamiliar tostudents. not sureofitsmeaning. Column 2, and putacheckmarkintheappropriatecolumn. Students concentrateonthewords oneatatime in column1. changes to their ratings. their to changes appropriate make and words the havestudied them. discuss meanings, havemultiple or homonyms are they If Seen. seen orheardtheword but don’t know orare word andcanuseitinasentence. upcoming study.upcoming in on concentrate should students words which determine to tool diagnostic a as About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills Have Seen,meansthatstudentshave Know, meansthatstudentsknow the TeachingTips Extensions Graphic Organizer Book Have

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© Pearson Education • Provide students with reference sources they sources reference with students Provide • for vocabularyframe a completing Model • Graphic Organizer Book Organizer Graphic Clues Context • Predict • ActivateKnowledgePrior • a a a a may find vocabulary learningdifficult. frame works wellwithnon-traditionallearnerswho The visual,step-by-stepapproachofthevocabulary with text context orreferencesources. meanings andthencross-checkpredicted Frame Vocabulary Students activate priorknowledge topredictword • Each student can sign up to lead to up sign can student Each • they difficultas wordsnote to students Ask • 4 1 2 3 Studentsusetheword inasentencewithits Chooseakey word fromthetext. Have students Suggestmethodsstudentsmightusetoverify GO 5 GO can use to verify word meanings. wordverify to use can vocabularyword.one verified definition. a group to complete vocabularyframes complete to group a with drawings. the given word andrecordtheseinwriting or identify ideasorsymbolsthey associatewith for chosen words. chosen for to checkmeaning. their predicteddefinitions. and writesentencesusingtheword accordingto know about the word as they predict its meaning Have studentsthinkaboutwhatthey already words inadictionaryorglossaryusecontext word meanings.Encouragethemtolocate vocabulary frame for each unfamiliar word. unfamiliar each for vocabularyframe a complete Havethem selection. a read About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

• Draw Conclusions Draw • ActivateKnowledgePrior • Predict • • Have students change one story element— story one change Havestudents • a a a younger learners. about theevents inastory. Itissimpleenoughfor which thetitleand/orpicturessuggestpredictions This graphicorganizer works wellwithany piecein and thenpredictwhatmighthappenintheselection. Chart Predictions Story • Have students point out details and details out point Havestudents • • Have students talk about the personal the about talk Havestudents • Students preview theselectiontitleandillustrations Havestudents discuss • 1 2 3 Have studentslookatthetitleandillustrations Afterstudentshave readtheselection,have GO 6 GO happen. Discuss happen. might what suggest that elements picture discuss how the story would be different.be would story howthe discuss event—andthen or place, character,time, theywould happen. asthey did and not the way students predicted and thencomparethatwithwhatthey predicted them writeincolumn3whatactuallyhappened in column2. to make theirpredictionsandrecordtheclues Help studentsthinkaboutwhatcluesthey used predictions incolumn1. knowledge andexperiences asthey make their selection. Remindthemtousetheirpersonal and thenpredictwhatmighthappeninthe might happen. to what happens. what to them revisit thepredictions they made.Have This can include other stories they knowof. they stories other include can This predictions. make to used knowledgethey About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions a picture givesclues picture a why why things happened

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14596_GO_final.indd 34 • Remind students to look for clue words and words clue for look to students Remind • Summarize • TextStructure • Retell and Recall • Sequence/Plot • to groups small in work might Students • • Encourage students to visualize what is what visualize to students Encourage • 34 a a a a young readersbegin torecognizeplotstructure. that hasaclearsequenceofevents. Itwillhelp This graphicorganizer works wellwithany selection a selection. A Sequence Story Students recognizethesequenceofevents in • Invite students to draw cartoon strips cartoon draw to Invitestudents • 4 1 2 3 Studentsrecordevents thatendthestory. Studentsrecordthetitleofstory. Studentsrecordevents thattake placeinthe GO 7 GO phrases like phrases sense. makes events from their social studies. social their eventsfrom historical map that charts sequence create charts. their of Students recordevents thatbegin thestory. figure out the order of events in a story.a eventsin of order the out figure eventsof order the if see to happening with frames representing each section each representing frames with middle ofthestory.

About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills and after TeachingTips Extensions at last at to help them help to

Summarize • Retell and Recall • Plot Character,Setting, Elements: Story • a a outcome ofthestory. understand how thesequenceofevents affects the that hasaclearseriesofevents. Itcanhelpstudents This graphicorganizer works wellwithany selection and trackasequenceofevents. Students recordthecharactersandsettingofastory B Sequence Story • Work with students to use a story sequence story a use Workto students with • • Students can draw pictures of the main the of pictures draw can Students • • Students may not need all four boxes on boxes four all need not may Students • words clue the for look to students Remind • eventsof of sequence the identifying Model • 1 2 Studentsrecordthetitle,characters,andsetting. GO 8 GO organizer accordingly.organizer determine the outcome. the determine eventshelped of order story.howthe Discuss newsrecent a eventsin the map to chart events.story Help students redesign the graphic the redesign students Help Then, Students recordevents thathappenFirst, Next, break down one box into more events.more into box downone break to need organizer,may theygraphic or the the order of events.of order the and last, at like phrases and words as well givenas story.a About the Graphic Organizer Graphic the About and Instructional Routine Instructional Skills and Strategies and Skills Last. to help them figure out figure them help to finally TeachingTips Extensions Graphic Organizer Book

after,

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© Pearson Education • Graphic Organizer Book Organizer Graphic a a a a outcome ofthestory. understand how thesequenceofevents affects the events thatleadtothesolution.Itcanhelpstudents that hasawell-defined problemandaclearseriesof This graphicorganizer works wellwithany selection events thatleadtothesolutionofproblem. and acentralproblem;thenthey trackaseriesof Students identifythecharactersandsettingofastory C Sequence Story Summarize • Retell and Recall • Sequence/Plot • Setting • Character • and words clue for look to students Remind • a of problem central the identifying Model • • 4 1 2 3 Studentsrecordthesolutiontocentral Studentsrecordthetitle,characters,andsetting. Studentslisttheevents thatdevelop thestory. GO 9 GO

events helpeddeterminetheoutcomeof drama. Discusswiththemhow theorderof chart tomaptheevents inamovie ortelevision Work withstudentstouseastorysequence events. Have studentsdraw picturesofthemainstory situation. like phrases story. problem. Students describeacentralstoryproblem. figure out the order of events.of order the out figure About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills and after TeachingTips Extensions at last at

to help them help to • If students have trouble identifying the identifying havetrouble students If • a a a Elements Story • Modify the graphic organizer to fit the fit to organizer graphic the Modify • of fiction. Itisespeciallyhelpfulforguiding their own writing. structure. Itspromptswillhelpstudentsorganize learners whoarejustbeginning toexplore story • Draw Conclusions Draw • Summarize • Character,Setting, Elements: Story • about discussions group hold might Students • This graphicorganizer works wellwithalltypes Students writeasummaryofstory. • Remind students that sometimes a theme is theme a sometimes that students Remind • the of idea” “big the as theme the Identify • • Students can turn their story elements story their turn can Students • 1 2 3 GO 10 GO Studentsfill intheblankstoidentifystory Studentsusecluesfromthestorytowritea to the story and look for sequence clues such clues sequence for look and story the to return to them events,encourage of sequence specifics of a story.a of specifics elements oftitle,character, andsetting. statement oftheme. the sequenceofevents. Students summarizeplotstructurebydescribing as Plot, Theme Plot, theme. developthat that story the in clues specific identify and story the of theme the and keyevents.and characters, setting, the illustrating pictures draw to Invitethem art. story into graphic not stated directly.stated not idea. big this understand them help ownlivesto their from something use to story.students Encourage next, then, next, About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips and Extensions after .

1/25/05 2:36:45 PM 14596_GO_final.indd 36 36 a a a a a well itwas said,andhow itmightbeimproved. and nonfiction. Studentsanalyzewhatwas said,how This graphicorganizer works wellwithbothfiction Author’s Craft. Author the Question Author’sPurpose/Author’s Craft • Details and Idea Main • Summarize • Retell and Recall • do to format this use also could Students • on focus Author’s4 Craft—the and 3 Boxes • the of one in fill can students 2, Box In • individually,workor can pairs, Studentsin • Students analyze Author’s Purposeand • Use the questions in Boxes 4 and 5 and 4 Boxes in questions the Use • 4 1 5 2 3 Studentsanalyzehow wellthepassage GO 11 GO Studentsfill inthetitleandauthorline. Then Studentstellhow they mightexpress Studentstellwhatthey thinkisthe to explore vocabularyexplorealternatives such to might beimproved. standard Author’sPurposes: communicates andtellhow they thinkit the pagenumber. they chooseapassagetorespondandwrite peer criticisms of classmates’of writing. criticisms peer structure. reading. are they what understand author the criticize who students that sure be to Check uses. author the structure and language own.their of ideas groups. small in the sameideas. author’s purpose. or writeitsmainidea. Students summarizethecontentofpassage or entertain, persuade, as synonyms or variations on sentence variationson or synonyms as

About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions expressuse —or inform,

• Discuss where the story takes place, what place, takes story the where Discuss • from scenes visualize to students Encourage • Summarize • Retell and Recall • Plot Character,Setting, Elements: Story • a a a that gointothemakingofastory. readers betterrecognizeandunderstandtheelements Report Book they have beenexposed to,aswellhelpsall fiction. This formhelpsyoungerreaderstrackstories This graphicorganizer works wellwithany kindof or partofastory. Students summarizewhatthey learnedfromastory • Have students look at similar stories to stories similar at look Havestudents • pictures of series a draw to Invitestudents • 1 2 3 GO 12 GO Studentsrecordthetitle,author, andillustrator Studentsthinkabouttheirfavorite partofthe happens to the main characters, and howand characters, main the to happens illustrations. and summaries their about think they as story the students feel about the book. the about feel students of thestory. Students recordthesettingandcharacters in thestory. story, anddraw apictureofthatscene. story, writeashortsummaryofthatpartthe or authors. or assess their interests in particular themes particular in interests their assess book. the favoriteof their parts of form storyboard in About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions Graphic Organizer Book

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© Pearson Education • Compare and Contrast and Compare • Summarize • TextStructure • Plot Character,Setting, Elements: Story • • Students can use the graphic organizer graphic the use can Students • • Suggest that students use the graphic the use students that Suggest • Graphic Organizer Book Organizer Graphic a a Comparison Story • Modify the graphic organizer by changing by organizer graphic the Modify • within thesamegenreorbyauthor. structures. Itisausefulway tocompareselections that have uniquestoryelementsbut similartext This graphicorganizer works wellwithselections text structuresandstoryelements. between two storiesandmake comparisonsabout Students recognizethesimilaritiesanddifferences • To help students recognize their own their Torecognize students help • 1 2 GO 13 GO Studentschoosetwo storiestocompareand or Viewpoint. compare to Author’sspace Style add might you example,For compared. being stories character types, settings, or themes? or settings, types, character stories with a story written by a classmate. a by written story a with stories to contribute to class or small group small or class to contribute to discussions. the on based comparison for items the events forbothstories. Students listthecharacters,settings,andplot write theirtitles. their charts. Ask: Do you see common see you charts. Do their Ask: analyze to Invitethem ownwritings. their from stories two for charts comparison story complete to them encourage styles, writing organizer to compare one of their owntheir of one compare to organizer About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

• Main Idea and Supporting Details Supporting and Idea Main • Summarize • Classify • • Students can extend this web by adding by web this extend can Students • a a interests andpriorknowledge ofaparticulartopic. all levels andcanbeausefultoolforgauging their This graphicorganizer isappropriateforstudentsof relationships, andorganize information. brainstorm relatedideas,recognizeconcept A Web • You can use the web to determine where determine to Youweb the use can • ideas. list they Workas students with • Students explore theirpriorknowledge asthey • Students might work in small groups to groups small in work might Students • 1 2 GO 14 GO Studentswritethetopicorcentralideainside words or ideas connected by more lines more by connected ideas or words the topic. the about learned they where discuss students topic with that of their classmates. Haveclassmates. their of that with topic particular a knowledgeof their compare to the secondary words or ideas. or words secondary the to connected tothecentercirclebylines. to thetopicandwritethemaroundtopic, Students brainstormwords orideasthatrelate the circle. or what students are interested in. interested are students what or supplied be to knowledgeneeds background idea. central the to relates detail howeach discuss to them Encourage About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

37 1/25/05 2:36:47 PM 14596_GO_final.indd 38 • Use this web to explore main ideas and ideas main explore to web this Use • to enough large are web this ovalsin The • Summarize • Classify • Details Supporting and Idea Main • 38 a a a ideas. brainstorming ideasorrelatingdetailstomain This graphicorganizer isappropriatefor related words, ideas,ordetails. Students highlightacentralconceptandconnectitto B Web • Students can change the appearance of their of appearance the change can Students • that web a create to students Encourage • 1 2 3 GO 15 GO Studentsrecordthetopicormainideain Studentscanaddmoreovals connectedto each related detail. related each for specific or example one than more record center oval. have tofill inalltheovals.) the ovals aroundthecenteroval. (They donot Students addrelateddetailsand/orexamples to supporting details, character traits, character details, supporting antonyms, or genre studies. genre or antonyms, and synonyms their vocabularyand words explore atopicmorefully. connected tothesecondaryovals, asneededto the centeroval, orthey canaddmoreovals related to their central topics, such as leaves.as such topics, central their to related shapes or rectangles, circles, using by webs web.the on based poem or paragraph a write to Invitestudents friend. member, familyor character,literary a of traits the describes

About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

Summarize • Details Supporting and Idea Main • a a main ideasupportedbymajorandminordetails. a nonfiction selectionthatisorganized aroundone This graphicorganizer works especiallywellwith between themainideaanditssupportingdetails. Students recognizeamainideaanddistinguish Idea Main • Point out that most well-developedmain most that out Point • a in details all not that students Remind • by idea main the identify students Help • • A main idea chart is a good way to help to way good a is chart idea main A • • Charting main ideas and supporting details supporting and ideas main Charting • 1 2 GO 16 GO Inthetopbox,studentsrecordamainidea. study guides. study as charts their use and books science or support themainidea. In theremainingboxes, studentslistdetailsthat boxes, as needed to explore the topic. the explore to needed as boxes, more add or boxes these extend can Students havedetails. severalwill supporting ideas idea. main the about more tell that details only include Telldetails. to supporting them are selection topic. the about statement a is idea main The about. all is passage or selection the what consider to them asking details in a section of their social studies social their of section a in details and idea main the chart to pairs in work students Let method. study useful a be can writing. for outline an as it use and chart the on details organize and record can Students work. ownwritten their plan students About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions Graphic Organizer Book

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© Pearson Education Graphic Organizer Book Organizer Graphic to figure historical an student each Assign • a a a ideas orstoryelements. lends itselftocomparisonsorcontrastsbetween Diagram Venn • Suggest that students look for clue words clue for look students that Suggest • that details for look to useful be may It • • To make additional comparisons and Tocomparisons additional make • A Venn diagramworks wellwithany selectionthat or nonfiction. characters, places,ideas,orotherelementsoffiction Students recordsimilaritiesanddifferences between Summarize • Contrast and Compare • • Students can create can Venn Students diagrams • 1 2 3 GO 17 GO Studentslabeleachcirclewiththenameofone Wherethecirclesoverlap, studentswritedetails contrasts, add more circles to the to circles more add contrasts, of thetwo thingsbeingcompared. research. Then have students work in pairs in work havestudents Then research. about. havetheyread characters nonfictional comparing themselves to fictional or fictional to themselves comparing as such contrasts, and comparisons signal that color.or size as such compared, being things the of attributes similar describe that describeboththings. with theothercircle. that describethingonly. They dothesame In thecirclewithitsname,studentswritedetails to create to Vennand comparing diagrams contrasting their two historical figures. historical two their contrasting Venndiagram. like, different,like, and About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions however

ActivateKnowledgePrior • Conclusions Draw • Contrast and Compare • • Remind students to look for clue words clue for look to students Remind • a a a can helpstudentsmake comparisonsthemselves. be usedtoexplore comparisonsanauthormakes or also bemadeacrosstexts. The graphicorganizer can between ideasorstoryelements.Comparisonscan Contrast and Compare nonfiction selectionthatlendsitselftoacomparison This graphic organizer works well with any fiction or Students recordcomparisonsandcontrastsintexts. • Have student partners use partners Havestudent • comparisons real-life make could Students • and similarities examine can Students • 1 2 3 GO 18 GO Studentsrecordtwo ormorecentralitems Studentswritethedifferences betweenthetwo differences they find.differencesthey conclusions based on the similarities and similarities the on based conclusions drawevents. can or They characters as such items, and variousissues differencesbetween differences in the seasons. Do the same the Do seasons. the differencesin for parts of the country.the of parts for the other hand other the things beingcomparedintheDifferent things beingcomparedintheAlike Students writethesimilaritiesbetweentwo issues intheTopics and phrases that signal comparisons and comparisons signal that phrases and as topics and chart the similarities and similarities the chart and topics as musicians, for example. for musicians, two televisionshows,or two foods, two of contrasts, such as such contrasts, About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips . Extensions similarly,however, and box. and Spring box. Fall box.

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1/25/05 2:36:49 PM 14596_GO_final.indd 40 TextStructure • Summarize • Effect and Cause • • Often there is more than one cause for a for cause one than more is there Often • 40 a a Effect and Cause • To help students identify cause-and-effect Toidentify students help • effectsin before come causes though Even • that hasclearcause-and-effect relationships. This graphicorganizer works wellwithany selection either fiction ornonfiction. Students identifycause-and-effect relationshipsin • Suggest that students use the graphic the use students that Suggest • • Students might work in pairs to list to pairs in work might Students • 1 2 GO 19 GO To recordacause,studentsanswerthequestion, choose a current event and brainstorm eventand current a choose to cause. students single Ask a effectfor one than more is there effect.Often single effectrelationships. cause-and- clue can that words selection always be clue words. clue be always “Why didithappen?” and as such words, clue for look they suggest relationships, effectsfirst. the identify to study of purposes for easier be may order,it time question, “Whathappened?” To recordaneffect, studentsanswerthe possible multiple causes and multiple effects. multiple and causes multiple possible own lives and to identify the causes. the identify to ownlivesand their eventsin important record to organizer

About the Graphic Organizer Graphic the About . Remind them that there won’tthere that them Remind thus. Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions so,

consequently,therefore,

• With nonfiction selections, help students help Withselections, nonfiction • • Ask students to identify a local community local a identify to students Ask • a a simple enoughforyoungerlearners. that clearlypresentaproblemandsolution.Itis This graphicorganizer works wellwithallselections in fiction ornonfiction. Students identifyproblemsandsolutionspresented A Solution and Problem • Point out that a solution to a problem will problem a to solution a that out Point • • To help students arrive at the problem, the Toarriveat students help • TextStructure • Summarize • Plot • • After they have summarized a certain a havetheysummarized After • 1 2 GO 20 GO Studentssummarizeandrecordaproblem details may describe a problem and its and problem a describe may details supporting and sentence topic howthe see ending. way,unhappy an yielding negativea in resolved be might problem presented inthetext. graphic organizer.the graphic use might They problem-solution a create to and problem own.their of solutions suggest to box second the use not always be positive. For example, a positive.example,For be always not problem?” the problem. Students summarizeandrecordthesolutionto solutions. a it is “Why and problem?” a has “Who as such questions ask to them encourage or to the editor of a local newspaper.local a of editor the to or organizer to write a letter to a city officialcity a to letter a write to organizer problem in the first box, students might students box, first the in problem About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions Graphic Organizer Book

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© Pearson Education TextStructure • Summarize • Plot/Sequence • • Suggest that students look for words that words for look students that Suggest • Graphic Organizer Book Organizer Graphic a a a problem, andafinal solution. that presentaproblem,various efforts tosolve the This graphicorganizer works wellwithallselections relate toefforts tosolve problems. in fiction ornonfiction andcharthow plotevents can Students identifyproblemsandsolutionspresented B Solution and Problem • Point out that the first attempt to solve a solve to attempt first the that out Point • problem, the Toarriveat students help • • Students can work together to create a create to together work can Students • and problems havetheysummarized After • 1 2 3 GO 21 GO Studentssummarizeandrecordaproblem Studentsidentifyandrecordtheactualsolution problem facing their school. their facing problem a for organizer graphic problem-solution presented inthetext. one is successful. is one variouseffortsuntil around built be can plot a that and successful, always not is problem problem. such questions ask to them encourage to theproblem. people trytosolve theproblem. Students lookforandrecordways charactersor clue the sequence of attempts at solving the solving at attempts of sequence the clue problem?” a it is “Why problem?” the is “What problem?” a has “Who as, of their own. their of solutions suggest to box third the use might students boxes,two first the in attempts About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

Sequence/Plot • TextStructure • Summarize • a a told outoforder. help studentsunderstandandorganize events thatare that presentsevents insequentialorder. Itcanalso This graphicorganizer works wellwithany selection in sequentialorderalongacontinuum. Line Time • Remind students to look for dates and dates for look to students Remind • • Display some history book time lines and lines time book history some Display • Students organize events fromfiction ornonfiction • Invite a group to chart important school important chart to group Invitea • create and interviewpartners Havestudents • accompany to lines time create can Students • 1 2 GO 22 GO Studentsrecordthefirst event ontheslanting sequence of events, such as events,such of sequence a signal that phrases and words notice to and text the within clues as day of times line andlabelitwiththedayordatebelow. on linesrelative totheotherevents. Students add the remaining events, placing them and next, to create their own time lines as study aids. study as lines owntime their create to students Encourage recall. and understanding aid organizers graphic howthese discuss events on a classroom time line. time classroom a eventson partners’lives. the eventsin important on based lines time events.or figures historical on reports About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills meanwhile TeachingTips Extensions . first,then,

41 1/25/05 2:36:51 PM 14596_GO_final.indd 42 • Tell students to look for clue words such words clue for look Tellto students • 42 the writing before that students to Suggest • a a a organizer tofit thesituation. into smallersteps,helpthemredesignthegraphic A Process a in Steps • Discuss with students the importance the students with Discuss • that astepreallyneedstobebroken down further work withthisgraphicorganizer, studentsdiscover procedure thathasrelatively few steps.If,asthey This graphicorganizer works wellwithany steps orelsewriteasequenceofevents ordirections. Students breakdown aprocessintothreesimple • Students might complete the graphic the complete might Students • Visualize • Sequence • Process a in Steps • 1 2 3 GO 23 GO Studentswritethetitleoradescriptionofwhat Studentswritetheremainingtwo stepsinthe organizer by drawing pictures of each of pictures drawing by organizer leading. are steps the knowwhere will they this, doing By process. the of purpose the and process the visualize to try they steps, events.the of the steps in the process. the in steps the of as the process,andwriteitinbox. Students identifythefirst step,thebeginning of this processwillproduce. process intimeorder. someone might need to follow this process. followthis to need might someone which in situations brainstorm students Havesteps. these listing of usefulness and

first,and next, About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions to help them sequence them help to last

• Tell students to look for clue words such as such words clue for look Tellto students • • Suggest that before students write the steps, the write students before that Suggest • a a a B Process a in Steps • Discuss the usefulness of a list of steps like steps of list a of usefulness the Discuss • Visualize • Sequence • Process a in Steps • procedure thathasmorethanafew steps. This graphicorganizer works wellwithany recognize asequenceofevents ordirections. Students willbeabletousethegraphicorganizer to Students breakdown aprocessintosimplesteps. • Students might complete the graphic the complete might Students • 1 2 3 GO 24 GO Studentswritethetitleoradescriptionofwhat Studentswritetheremainingstepsin and begin,first,then, next, where the steps are leading. are steps the where knowwill they this, doing By process. the of result the or process the visualize to try they steps. the sequence recipe, assembling a toy,on). a so assembling and recipe, (followinga followsteps might they which in situations brainstorm Havestudents this. captions. with diagrams or illustrations using organizer the process,andwriteitinbox. Students identifythefirst step,thebeginning of this processwillproduce. steps asnecessarytocover theprocessfully. process intimeorder. Adjust thenumberof About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions Graphic Organizer Book last to help them help to

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© Pearson Education T-chart limitstopicstotwo items,itisappropriate Graphic Organizer Book Organizer Graphic a a for youngerlearners. well withalltypesofselections.Becausethe T-Chart ActivateKnowledgePrior • Summarize • Details Supporting and Idea Main • Contrast and Compare • T-charta vocabulary Usetwoexplore to • in T-charta generated Use ideas organize to • T-chartthe use twoexplore can to Students • helpful whenexploring two concepts.Itworks This isamultipurposegraphicorganizer thatis or betweenpriorknowledge andnew ideas. words; orchartideaswithinatext andacrosstexts, and compareideas,storyelements,orvocabulary Students identifytwo itemsorconcepts;explore • Students might use a T-charta use brainstorm might to Students • one complete to team a of partner Inviteeach • 1 2 GO 25 GO Studentsheadthechartwithtwo items being explored. debate. example. usage a and definition, pronunciation, speech, of part include could word each under Listings words. session. brainstorming group a solution. and problem a chart or characters conflicted two compare might theyexample, For elements. story columns, asneeded. Students writeordraw detailsintheappropriate them to use their ideas to plan and present a present and plan to ideas their use to them Invitetopic. debate a for ideas con and pro chart. the of column About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

ActivateKnowledgePrior • Summarize • Details Supporting and Idea Main • Classify • a a It works wellwithalltypesofselections. exploring andorganizing threeconceptsofany sort. This isamultipurposeorganizer thatishelpfulfor chart ideaswithinatext oracrosstexts. features; recognizecomparisonsandcontrasts;or Chart Three-Column • Students can use a three-column chart three-column a use can Students • • Use the chart to help students explore three explore students help to chart the Use • chart three-column a use can Students • classify ideas,storyelements,genres,orvocabulary Students identifythreeideasorconcepts;explore or • Suggest that student use a three-column a use student that Suggest • brainstorm groups small in Havestudents • 1 2 GO 26 GO Studentsheadthechartwiththreeitemsor features beingexplored. characteristics. columns, asneeded. Students writeordraw detailsintheappropriate using the chart in this way.this in chart the using Model usage. and antonyms,synonyms, example, vocabularyfor word;a of aspects session. brainstorming to organize ideas generated in a group a in generated ideas organize to genre or elements story explore to or logs. or ownjournals their in ideas organize to chart as such parts, three into downnaturally break could that topics About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions before,and during,

after. 43 1/25/05 2:36:53 PM 14596_GO_final.indd 44 • 44 a a works wellwithalltypesofselections. for classifyinginformationunderfourheadings.It Chart Four-Column • • • students help to chart four-column the Use • chart four-column a use can Students • chart four-column a use can Students • This isamultipurposeorganizer thatishelpful features; orchartideaswithinatext oracrosstexts. classify ideas,storyelements,genres,orvocabulary Students identifyfourideasorconcepts;explore or • • 1 2 GO 27 GO Studentsheadthechartwithfouritemsor

features beingexplored. to planplayersorgames forsports Students mightuseafour-column chart weekend’s activities ororganize shoppinglists. Students canuseafour-column charttoplana Summarize Main IdeaandSupportingDetails Compare andContrast Classify on. so and as such categories or speech of parts by classify can vocabularywords.Theyselection classify session. brainstorming characteristics. appropriate columns,asneeded. Students canwriteordraw detailsinthe to organize ideas generated in a group a in generated ideas organize to genre or elements story explore to tournaments orplayoffs.

About the Graphic Organizer Graphic the About naming, descriptive, feeling, action, feeling, descriptive, naming, Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

Summarize • ActivateKnowledgePrior • Contrast and Compare • Classify • • Discuss what a bar graph is useful for: to for: useful is graph bar a what Discuss • a a a have beenquantified. immediate visualrecordofavariety oftopicsthat determine students’ priorknowledge. Itserves asan This graphicorganizer works wellasasurvey orto tastes ortrendswithintheclass. Graph Four-Column • Ask students questions about the about questions students Ask • to fourinnumber;they cansurvey favorites ornote Students compareandcontrastavariety ofitems,up • Display bar graphs from other sources, such sources, other from graphs bar Display • or members surveyfamily to Invitestudents • 1 2 3 GO 28 GO Title thegraph. Studentscollectdata(possiblybysurveying favorite? How many more students like morestudents many How favorite? this graph tell you? Which is the class the you? is Whichtell graph this as: such recorded, information comparing thenamesortitles. positive response. The resultwillbeabargraph in onebartheappropriatecolumnforeach is beingrecorded. pictures inthebottomsquarestoidentifywhat Students addnamesortitlesdraw orglue column 4 (column family membersorotherstudents)andcolor of responses for selected topics. selected for responses of numbers the of comparison visual a display organizer. graphic this of that to fashion similar in built are howthey and graphs those of purposes the Discuss textbooks. studies social as graphs. bar in results their display to and topics chosen about friends About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills ) column 2 (column like than TeachingTips Extensions Graphic Organizer Book ) What does What ?

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© Pearson Education • Suggest that before they begin writing, beginthey before that Suggest • and topic the of stages the write can Students • Graphic Organizer Book Organizer Graphic a a a environmental processes. students recognizethestagesoflifeformsor This graphicorganizer works wellwithscience cycles ofliving things. Students recordstepsinaprocessorstagesthe Chart Cycle Visualize • Sequence • Process a in Steps • source, another from charts cycle Display • or mathtopics. The graphicorganizer helps • Students can brainstorm a list of list a brainstorm can Students • 1 2 3 GO 29 GO Studentchooseoneboxforthebeginning stage. Students continue around the cycle, making sure then draw them, if they wish. they if them, draw then they draw thefirst stageintheprocess. They enterthename,topic,ordescription, name ortopicdescription. next stage,wherethey entertheappropriate Students follow thearrow tocontinuethe the information was assembled. was information the show,howthey and what showit, howthey compare and textbook, science a as such chart. cycle the to applied be might that livingthings so. do to takes it stages howmany and stage original its to returns study of topic howthe plan students that thefinal stageleadsbacktothebeginning. About this Graphic Organizer Graphic this About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions

• Main Idea and Supporting Details Supporting and Idea Main • Summarize • TextStructure • Pointout that certain kinds ofbooks (social • • Emphasize that an outline is a tool, and that and tool, a is outline an that Emphasize • lower-caseshownwith divisionsare Further • Studentscan use topics, phrases, orsentences • a a a Form Outline main headsandsubheadsasthey need. outline tosuittheirown purposes,usingasmany with youngerstudents. Writers canchangethe This simplified outlineformisappropriateforuse their own thoughtsbeforewriting. on theorganization ofprintmaterialsortoorganize Students useasimplified outlineformattotake notes • Demonstrate how an outline works by doing by works outline howan Demonstrate • 1 2 3 GO 30 GO Studentsrecordthetitleofwritingora Secondaryheadlines( showinghow they are organized. helpreaders understand the texts better by andnumbered sections. Theseare meant to outlinesinthe form ofmain heads, subheads, studiestexts, for example) may have built-in hand. at students’materials from nonfictionor texts needed before they begin any actual writing. actual anybegin they before needed as often as rewriteit reviseand can students etc.). b, (a, letters throughout. withone, however, they should beconsistent fortheir outlines. Once they have begun break down themainheadsintotheirparts. the maindivisions ofthewriting. On mainheadlines( description ofit. a class outline of a piece of informativeof piece a of outline class a About the Graphic Organizer Graphic the About Instructional Routine Instructional Skills and Strategies and Skills TeachingTips Extensions A, B,etc.),studentsfill in 1, 2, etc.)areusedto

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