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Reading + Graphic Organizers  Comprehension

Reading + Graphic Organizers  Comprehension. Rachel Zegas January 17, 2011. High School and Reading. Problem 1: Being in high school does not mean one can read Reading does not just mean sounding out words!

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Reading + Graphic Organizers  Comprehension

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  1. Reading+Graphic OrganizersComprehension Rachel Zegas January 17, 2011

  2. High School and Reading • Problem 1: Being in high school does not mean one can read • Reading does not just mean sounding out words! • Problem 2: High school teachers are trained in content specific knowledge and not reading • This is compounded by intense curricular demands

  3. Traditional Reading Strategies • Outline • Highlight

  4. Outlines “…have linear format that discourages learning relationships among concepts.” GOs “…use a spatial format to convey concept relations.” Outlines vs. GOs (Robinson and Kiewra 1995)

  5. Highlighting “…when students do not actively think about what they are reading and they highlight material that is unimportant, little comprehension of the material occurs.” GOs “…enable students to organize data into segments or chunks that they can comprehend and manage.” Highlighting vs. GOs This does not mean never highlight, but do it correctly. (Montoya and Kreiner 2010) (Gregory and Parry 2006)

  6. Why Do GOs Work? • Both the right and left hemispheres of the brain are active

  7. Why Do GOs Work? • Try to memorize the string of numbers below - you will have 5 seconds • What was the number? • Was this easier? 201181217761945 201 1812 1776 1945 Man is a chunker!

  8. Categories of GOs There are countless types of GOs and numerous ways to categorize them. You need to decide what works best for each assignment. • Sequence • Problem/Solution • Compare/Contrast • Description • Cause/Effect Please see “Graphically Organized Reading Notes” and Tradepost for samples.

  9. Date Event 1492 Columbus sailed the ocean blue! Sequence

  10. Who What How Main Idea Where Why When Description

  11. Cause Effect/Cause Effect/Cause Effect/Cause Effect Cause/Effect

  12. What Why Problem Problem Steps Being Taken Attempted Solution 1. 2. Results 1. 2. Solution Desired Solution End Result Problem/Solution

  13. Differences Apples Oranges Differences Warm-Blooded Animals Cold-Blooded Animals Similarities Compare/Contrast

  14. Picking the Right GO • Step 1: Read the text • Step 2: Reread, note what you want students to recognize • Step 3: Compare notes to GOs and select the best fit • Step 4: Structure the GO to be specific to your text • Step 5: Review GO with students

  15. The Best Fit • Biography - Time Line • Vocabulary - Word Map/Web • Maps - Main Ideas/Details (Quad) • Graphs - Venn Diagram, Y Chart • Historical Ref - Case and Effect • Fiction - Fishbone, Story Map • Newspaper Article - 5Ws Pyramid

  16. Sample • “‘I Hate School’ Extreme Edition” (The Wall Street Journal)

  17. Sum It Up • “Graphic organizers are effective tools for supporting thinking and learning in four major ways: (1) abstract information is represented in a concrete format, (2) relationships between facts and concepts are depicted, (3) new information is connected to previous knowledge, and (4) thoughts are organized for writing and for problem solving.” (Ronis 2006)

  18. Your Task • You are going to select a reading that a GO will enhance • Create a GO for the reading based on the information you want your students to learn • At the end of the session everyone will come back and share what they have created

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