SECTION E.
GRAPHIC ORGANIZERS
ADDENDUM - SECTION E
GRAPHIC ORGANIZERS
UNDER CONSTRUCTION
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SECTION E.
GRAPHIC ORGANIZERS
TABLE OF CONTENTS
Non-Fiction Text Analysis and Exposition A
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Non-Fiction Text Analysis and Exposition B
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Compare and Contrast Three Topics
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Compare and Contrast Four Topics
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Compare and Contrast – Block Style Organization
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Compare and Contrast – Point-by-Point Organization
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Cause and Effect
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Portable Word Wall
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Comparing and Contrasting Media Coverage
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Reading Log
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KLW Chart
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Timeline
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It Says, I Say, and So
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Say Something
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Somebody Wanted but So
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S.Qu.A.R.E
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T.H.E.M.E.S.
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R.A.F.T.
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Reciprocal Teaching Question Template
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T.P.C.A.S.T.T.
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Frayer Model
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SOAPSTone
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Non-Fiction Text Analysis and Exposition A
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Non-Fiction Text Analysis and Exposition B
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Compare and Contrast Three Topics -Basic
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Compare and Contrast Four Topics - Basic
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Compare and Contrast – Advanced
Block Style Organization
Introductory Paragraph:
Background information
Layout
Size
House A
Landscaping
Layout
House B
Size
Conclusion:
Summarizes main points and
reinforces thesis
Sample A
Sample B
Landscaping
Three or More Characteristics about A
Three or More Characteristics about B in same sequence
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Compare and Contrast – Advanced
Introductory Paragraph:
Background information
Point-by-Point Organization
House A
Layout
House B
House A
Size
Landscaping
House B
House A
House B
Characteristic of Sample A
Characteristic of Sample B
Conclusion:
Summarizes main points and
reinforces thesis
Features Being Compared
Features
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Cause & Effect
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A – Z “Portable” Word Wall
(Vocabulary Notes)
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
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Comparing and Contrasting Media Coverage
Note-Taking and Graphic Organizers
1st News Article
Compare/Contrast
2nd News Article
What are the basic
facts?
Trees Planted
Trees Planted
What idea does the
point of view convey?
Shadier Park
Playground Space Lost
How does the title
differ?
Positive
Negative
What details appeal
to the emotions?
Shady Park, Money spent came from Teenagers have no place to play
donations and did not affect budget. sports, Community needs to spend
money from budget
Who was the writers
intended audience?
Adult community
Teenage Community
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READING LOG
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KLW CHART
Headings & Subheadings
(if applicable)
K -What I Already Know
L - Interesting Facts or Examples I
Learned About
Complete this section using the Key Word
Note Taking method
Key Words
& Page
Statements – Convert each key
word into 1 or 2 statements
W - WHAT I WONDER ABOUT
Compose questions about things that you need additional clarification or about things you are
wondering about & want to know more.
L-
EXTENDING MY READING - Investigate the answers to 1 or 2 of the questions you were wondering about. Find other books or
articles in hard copy or online. You may get back to this sheet when you are ready to fill in the information after you do the necessary
reading. If you found the answer to a question you had, explain what you learned:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
- EXTENDING MY READING con’t - Even if you didn’t find the answer to your question, explain what NEW information you learned or what
new questions you now have. Continue on an attached sheet.
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Timeline
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It Says, I Say, And So
Directions: Answer the questions by quoting or paraphrasing the text. Then
add your own thoughts. Finally, compare what the author wrote with what
you wrote and draw an inference in the last column.
Question
It Says
I Say
and So
Source:
Beers, Dr. Kylene. Reading Strategies Handbook – A Guide to Teaching Reading in the Literature Classroom. Holt, Rinehart
and Winston, 2003.
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Say Something
Directions: Before reading, decide who will respond first. Then read the selection
silently until you reach a designated stopping point. When finished reading, you must
both respond to the text. If you are unable to say something, you must read the selection
again. Keep track of partner responses.
Response Type
Notes on response
Make a
Prediction
Ask a
Question
Make a
Comment
Make a
Connection
Source:
Beers, Dr. Kylene. Reading Strategies Handbook – A Guide to Teaching Reading in the Literature Classroom. Holt, Rinehart
and Winston, 2003.
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Somebody – Wanted – But - So
Somebody
Wanted
But
So
Source:
Beers, Dr. Kylene. Reading Strategies Handbook – A Guide to Teaching Reading in the Literature Classroom. Holt,
Rinehart and Winston, 2003.
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S.Qu.A.R.E.
Your Position:
Reason #1
Reason #2
Statistic
Quotation
Anecdote
Attach other
sheet if
necessary
Reasoning/
Logic
Expert
Opinion
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T.H.E.M.E.S
OPINION:
T.H.E.M.E.S. Possible Reasons for Opinion
Time
Health
Education
Money
Environment
Safety
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R.A.F.T.
Title of Text:
Page(s) of Original Text Segment(s):
Original Segment Written according to Point-of-View of:
R
What is the role of the speaker? (Outside narrator? A character in
the story?)
A
What is the target audience for whom this is written?
(Is it meant to entertain them, to convince them, to offer suggestions?)
F
What is the best format to use?
(A poem? A brochure? Song lyrics? A formal letter? A radio
broadcast?)
T
What topic from the original segment will be transformed?
What issue will you write about according to a different point of view?
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RECIPROCAL TEACHING QUESTION TEMPLATE
READING
STRATEGIES
QUESTIONS
Questioning
ƒ
ƒ
ƒ
ƒ
Clarifying
ƒ
ƒ
ƒ
ƒ
Predicting
ƒ After thinking about what I just read, I think I will next be reading about…(with
One question I had when I read was…?
From this bit of information, I can infer that…?
Is the author implying…?
Is_____ (information in the text) comparable to _____ (something known from past
experience)?
ƒ I wonder…?
ƒ Who…? What…? Where…? When…? How…? Why…?
One of the words I wasn’t sure about was …
What other words do I know that I can use in place of….?
What words or ideas do I need to clarify?
This is confusing me. I need to _____(identify the strategy )
to figure this out.
expository t ext)
ƒ Based on what has happened so far, this is what I think will happen next…(with
narrative text)
ƒ I’ll probably find out more about…
ƒ Based on what I know about this character, I predict that he/she will respond by ….
Summarizing
ƒ
ƒ
ƒ
ƒ
ƒ
What does the author probably want me to remember from this information?
What are the most important points in what I just read?
What would the teacher ask about the main idea?
In my own words, this is about …
The main idea is…
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T.P.C.A.S.T.T.
Title of Poem to be Analyzed:
Title
Think about the title before reading the poem.
What do you think the poem will be about?
Paraphrase
Read the poem and translate it into your own
words.
Connotation
Think about more than just the dictionary meaning
of the words. What are the ideas and feelings
associated with select words?
Attitude
What is the speaker’s attitude? Is it the same as
the poet’s? How do you know?
Shifts
Are there any shifts in speakers? Or, does the
attitude of the speaker change anywhere in the
poem?
Title
Think about the title again. Do you see a different
meaning? Explain.
Theme
What is the poet’s overall message about human
nature or about life in general?
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FRAYER MODEL
Essential Characteristics
Examples
Non-essential Characteristics
Non- examples
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SOAPSTone
1st Essay or Other Literary
Selection
2nd Essay or Other Literary
Selection
Speaker
Textual
Evidence;
Proof for
Answer
Occasion
Textual
Evidence;
Proof for
Answer
Audience
Textual
Evidence;
Proof for
Answer
Purpose
Textual
Evidence;
Proof for
Answer
Subject
Textual
Evidence;
Proof for
Answer
Tone
Textual
Evidence;
Proof for
Answer
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