Using graphic organizers with nonfiction texts
- 1. Using Graphic Organizers with Nonfiction Texts Created and compiled by Alyson Mitchell M.Ed. Texas Tech University 2009
- 2. What are graphic organizers? • Tools that display information so that readers can see the relationships among the topics being explored. • Visual representations of information • “Valuable tools for reading, writing, thinking and learning.” • Useful with all kinds of learners: gifted, special education, special needs and ELL students. • “Used for brainstorming, gathering information, summarizing, organizing, self evaluating and so forth.” • Found in textbooks, standardized tests, workbooks, overheads, SmartBoards, and journals. (Pike and Mumper, pgs 140-142)
- 3. Why use graphic organizers? • They can be used before, during and/or after the reading of a text. • Studies have shown that graphic organizers can assist comprehension. One study discovered that students became more active readers when they used graphic organizers while reading (Frey and Fisher, 171). • They support students who struggle with literacy. • Because nonfiction can be difficult for children, the use of graphic organizers makes content more accessible. • They can link information being read with child’s background knowledge. • They can encourage students to work collaboratively and improves social skills (Pike and Mumper, pg. 142). • They give teachers the opportunity to assess what children have learned about a topic being studied (Pike and Mumper, pg. 142).
- 4. When can graphic organizers be used? • Before reading • During reading • After reading (or before, during AND after) • In any content area…reading, writing, math, science, social studies, art…
- 5. How should graphic organizers be used? The research is clear…in order to be effective, graphic organizers must be used with the teacher. Often they are used as a worksheet, for the child to fill out on his/her own. This is not the most beneficial way to use this teaching tool. Merkley and Jefferies (pg. 167) share attributes for effective implementation: 1. share links among categories 2. provide time for student input 3. connect new information to prior learning 4. make reference to new information/text 5. seize opportunities to reinforce decoding and structural analysis. It should be noted, these attributes do not have to appear in this order. When utilizing the graphic organizer, time should be provided to do each of the above.
- 6. How should graphic organizers be used? What might these attributes look like? 1. Share links among categories: “We have been learning about the rain forest. Before we read a new book about this topic, let’s look at this graphic organizer. It is organized by layers of the rain forest, why do you think that is?” 2. Provide time for student input: Pause and provide time for students to answer the above question… 3. Connect new information to prior learning: “What do you know about each of these layers?” 4. Make reference to new information/text: “In this book, Rain Forest, the authors share with the reader what life looks like in the rain forest. Let’s read the first few sections and determine how each of these layers are described.” 5. Seize opportunities to reinforce decoding and structural analysis: “This layer is called the canopy. Why do you think it is called this? (structural analysis) How do these authors describe the canopy of the rain forest? Let’s write this on our chart. What sounds should we write first? (decoding)” The next slide shows a sample graphic organizer using this scenario and the text, Rain Forest.
- 7. Rain Forest Emergent Canopy Forest Floor Understory Thick branches Most wildlife here. Lots of leaves Windy Tops of trees Monkeys and birds Leafy bushes Dark and hot Frogs hide in leaves Dead leaves Insects Anteater This chart could be added to as more information is learned.
- 8. Types of Graphic Organizers Just like there are different structures in trade books, there are many different graphic organizers. When considering what type of organizer to use, consider the structure of the text being used. In Module 3 we learned that trade books can have any of these structures: Question and Answer Description Sequence or Time Order Cause and Effect Problem and Solution Compare/Contrast
- 9. Question and Answer Texts A question and answer text states a question about a topic and then provides the reader with the answer and usually a detailed explanation. An example might be: “Which president was in a wheelchair? Franklin Roosevelt” Conceptual graphic organizers that provide a central idea with supporting details work well for this type of text. An example would be: Past Presidents Accomplishments Scandals: Interesting Facts: Backgrounds:
- 10. Description Texts These types of books describe a topic. A good example of this text would be Pumpkin Circle. Again, conceptual graphic organizers are good tools to use with these types of texts because they include a main idea with supporting details. Another example of a conceptual graphic organizer might be:
- 11. Sequence or Time Order Texts Pumpkin Circle is another good example of this type of text. Because it progresses through the life cycle of a pumpkin, the book has a sequential order. Biographies are another type of time order text. Cyclical and sequential graphic organizers work well with this type of text. These organizers are described in your textbook on pgs 150 and 151. Some examples of this type of organizer might be:
- 12. Cause and Effect and Problem/Solution Texts These types of text are similar. Cause and effect texts explain how actions or events cause something to happen. With problem and solution texts the author presents a problem or question followed by an answer. A book about pollution would be a good example of cause and effect or problem/solution. A sample graphic organizer that could be used might be:
- 13. Compare/Contrast Texts This type of texts takes at least two topics and compares the two. Graphic organizers are ideal to use with this type of text. They simply and visual portray how two subjects are the same and how they are different. An example of this might be:
- 14. A Final Reminder (Pike and Mumper, pg. 153) • Be sure that there is a match between the purpose and content of the lesson and the type of graphic organizer chosen. • Because one visual does not meet all instructional purposes, a variety of graphic organizers should be used. • Students must have enough knowledge and familiarity with the type of organizer to be successful. • To gain the most from graphic organizers, students should construct or work on them collaboratively. • Discussion of ideas and relationships should be an integral part of the process. • Students should also be involved in the construction of graphic organizers.
- 15. A Final Reminder “They are such a simple tool that there is a temptation to merely distribute them and ask students to fill them in. Unfortunately, without proper scaffolding, graphic organizers can be reduced to a level of a fancy worksheet, completed only to satisfy the teacher.” (Frey and Fisher, pg. 179)
- 16. References Frey, N. and Fisher, D. (2007). Reading for Information in Elementary School: Content Literacy Strategies to Build Comprehension. Columbus, OH: Pearson. Merkley, D. and Jefferies, D. (2000). Guidelines for implementing a graphic organizer. The Reading Teacher, 54, 166-172. Pike, K. and Mumper, J. (2004). Making Nonfiction and Other Informational Texts Come Alive. Boston, MA: Pearson. Websites Utilized: www.edhelper.com www.educationoasis.com www.eduplace.com www.graphicorganizers.com www.Readwritethink.org