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Page b-1
Appendix B:
Graphic Organizers for Reading Strategies
READING STRATEGIES CHECKLIST, B-2
READ WITH A PURPOSE
Author’s Purpose Chart, B-3
Reader’s Purpose Chart, B-4
CONNECT TO PRIOR KNOWLEDGE
K-W-L Chart, B-5
Reaction Chart, B-5
WRITE THINGS DOWN
Note Taking Chart, B-6
Pro and Con Chart, B-6
Venn Diagram, B-7
Cluster Chart, B-7
MAKE PREDICTIONS
Prediction Chart, B-8
Character Chart, B-8
VISUALIZE
Sensory Details Chart, B-9
Figurative Language Chart, B-9
USE TEXT ORGANIZATION
Story Strip, B-10
Time Line, B-10
Plot Diagram, B-11
Cause-and-Effect Chart, B-12
Summary Chart, B-12
Drawing Conclusions Log, B-13
Main Idea Map, B-13
TACKLE DIFFICULT VOCABULARY
Word Sort, B-14
Word Study Notebook, B-14
Word Map, B-15
MONITOR YOUR READING PROGRESS
Fix-Up Ideas Log, B-16
Your Own Graphic Organizer, B-16
APPENDIX B
B-1
B-2
_____ I write down my reason for reading.
_____ I write down the author’s purpose
for writing.
_____ I write down what I know about a
topic.
_____ I have the materials I need for
writing things down.
_____ I preview.
_____ I guess.
_____ I picture the topic.
_____ I skim the text.
_____ I study words beforehand.
READ WITH A PURPOSE
CONNECT TO PRIOR KNOWLEDGE
WRITE THINGS DOWN
THE EMC WRITE-IN READER
MAKE PREDICTIONS
VISUALIZE
USE TEXT ORGANIZATION
TACKLE DIFFICULT WORDS
Fix-Up Ideas
_____ I reread.
_____ I ask questions.
_____ I read in shorter chunks.
_____ I read aloud.
_____ I take time to refocus.
_____ I unlock difficult words.
_____ I change my reading rate.
_____ I create a mnemonic device.
_____ I use context clues.
_____ I look at prefixes and suffixes.
_____ I consult a dictionary.
_____ I ask a teacher or friend for help.
_____ I read sections or stanzas.
_____ I pay attention to introductions and
conclusions.
_____ I use headings and signal words.
_____ I read charts and graphic aids.
_____ I study the pictures.
_____ I follow familiar plot, themes, and
hidden outlines.
_____ I make a mind movie.
_____ I continue my mind movie.
_____ I gather more information.
_____ I guess again.
_____ I mark key points.
_____ I use sticky notes.
_____ I take notes.
_____ I highlight.
_____ I react to text.
_____ I use the words and add them to
my working vocabulary.
_____ I use the organization to review
the text.
_____ I sketch or summarize my mind
movie.
_____ I analyze my predictions.
_____ I summarize.
_____ I think about what I learned.
_____ I reflect upon my purpose for
reading.
After Reading
4:04 PM
_____ I use what I know.
_____ I add to what I know.
_____ I read with a purpose in mind.
During Reading
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MONITOR YOUR READING PROGRESS
Before Reading
Reading Strategy
Use at least one before-, during-, or after-reading strategy listed below.
READING STRATEGIES CHECKLIST
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READ
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PURPOSE: AUTHOR’S PURPOSE CHART
An author may write with the following purposes in mind:
❑ to inform (expository/informative writing)
❑ to entertain, enrich, enlighten, and/or use an artistic medium such as fiction or poetry to
share a perspective (imaginative/descriptive writing)
❑ to make a point by sharing a story about an event (narrative writing)
❑ to reflect (personal/expressive writing)
❑ to persuade readers or listeners to respond in some way, such as to agree with a position,
change a view on an issue, reach an agreement, or perform an action
(persuasive/argumentative writing)
The following types of writing reflect these purposes:
❑ Expository/informative: news article, research report
❑ Imaginative/descriptive: poem, short story
❑ Narrative: biography, family history
❑ Personal/expressive: diary entry, personal letter
❑ Persuasive/argumentative: editorial, petition
Before Reading
Identify the author’s purpose, the type of writing he or she uses, and the ideas he or she wants to
communicate.
During Reading
Gather ideas that the author communicates to readers.
After Reading
Summarize the ideas the author communicates. Explain how these ideas help fulfill the author’s
purpose.
APPENDIX B
B-3
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READ
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PURPOSE: READER’S PURPOSE CHART
Fill in the Reader’s Purpose Chart at each stage of reading to set a purpose for reading and to help
you attain it.
Before Reading
Set a purpose for reading.
(Example: I am going to determine the overall mood of this poem.)
During Reading
Take notes on what you learn.
(Example: mournful owl—sounds sad)
After Reading
Reflect on your purpose and what you learned.
(Example: I wanted to find the overall mood of this poem. From the notes that I took, I believe the mood
is melancholy and sad.)
B-4
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CONNECT
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PRIOR KNOWLEDGE: K-W-L CHART
Connect to what you know and what you want to know by filling in the first two columns before
you read. Fill in the last column after you read.
What I Know
CONNECT
TO
What I Want to Learn
What I Have Learned
PRIOR KNOWLEDGE: REACTIONS CHART
Since you cannot write in, mark up, or highlight text in a textbook or library book, use this chart
to record your thoughts and reactions. As you read, ask yourself questions, make predictions, react
to ideas, identify key points, and/or write down unfamiliar words.
Page #
Questions, Predictions, Reactions, Key Points, and Unfamiliar Words
APPENDIX B
B-5
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WRITE THINGS DOWN: NOTE TAKING CHART
Take notes in the chart below as you read nonfiction or informational selections.
Section or Page
Main Ideas
My Reactions
Summary of My Notes
WRITE THINGS DOWN: PRO
AND
CON CHART
As you read a persuasive or argumentative selection, take notes on both sides of each argument.
Arguments in Favor (PRO)
B-6
Arguments Against (CON)
Argument 1:
Argument 1:
Support:
Support:
Argument 2:
Argument 2:
Support:
Support:
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Page b-7
WRITE THINGS DOWN: VENN DIAGRAM
Use a Venn diagram to compare and contrast ideas in one selection or to compare two selections.
_________________________________
_________________________________
Idea or Selection 1
Idea or Selection 2
WRITE THINGS DOWN: CLUSTER CHART
Fill in the cluster chart below to keep track of character traits or main ideas. In the center circle,
write the name of the character or topic. In the circles branching out from the center, write details
about the character or topic.
Name
of character or topic:
APPENDIX B
B-7
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Page b-8
MAKE PREDICTIONS: PREDICTION CHART
Gather information before and during reading that helps you make predictions about a literature
selection. Write your predictions in the “Guesses” column. Write reasons for your guesses in the
“Reasons” column. As you read, gather evidence that either supports or disproves your
predictions. Change your predictions and add new ones as you learn more about the selection.
Guesses
Reasons
Evidence
MAKE PREDICTIONS: CHARACTER CHART
A character is a person (or sometimes an animal) who figures in the action of a literary work.
Choose one character from the selection and fill in the chart below based on what you learn about
the character as you read.
Character’s
Name:
Physical
Appearance
Your description
of the character
at the beginning
of the story
Your predictions
for this character
Your analysis of
the character
at the end of
the story
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Habits/
Mannerisms/
Behaviors
Relationships
with Other
People
Other
Characteristics
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VISUALIZE: SENSORY DETAILS CHART
As you read, identify images or words and phrases that contain sensory details. Write each sensory
detail beneath the sense to which it appeals.
Sight
Sound
Touch
Taste
Smell
VISUALIZE: FIGURATIVE LANGUAGE CHART
As you read, identify examples of figurative language. Write down examples of figurative language
in the first column below. In the second column, write down the comparison being made by the
figurative language, and in the third column, describe what the figurative language makes you
envision.
Example of Figurative Language
What Is Compared?
What You Envision
APPENDIX B
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USE TEXT ORGANIZATION: STORY STRIP
Draw pictures that represent key events in a selection. Then write a caption under each box that
explains each event. Draw the events in the order in which they occurred.
USE TEXT ORGANIZATION: TIME LINE
Use a time line to keep track of important events in a literature selection.
Dates:
Events:
B-10
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Page b-11
USING TEXT ORGANIZATION: PLOT DIAGRAM
Use the plot diagram below to chart the plot of a literature selection. In the spaces provided,
describe the exposition, inciting incident, rising and falling action, climax, resolution, and
dénouement. Be sure to include in the rising action the key events that build toward the climax of
the selection.
Ris
ing
PLOT
DIAGRAM
on
cti
gA
llin
Fa
Ac
tio
n
Climax
Dénouement
Exposition
Inciting
Incident
Resolution
APPENDIX B
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USE TEXT ORGANIZATION: CAUSE-AND-EFFECT CHART
Keep track of what happens in a story and why in the chart below. Use cause-and-effect signal
words to help you identify causes and their effects. (Examples of cause-and-effect words: as a
result, because, if/then, since, therefore, this led to.)
Cause
Effect
_________________________________
_________________________________
_________________________________
_________________________________
Summary statement of what happened
in the selection and why:
__________________________________________________________________________________
__________________________________________________________________________________
USE TEXT ORGANIZATION: SUMMARY CHART
Read and summarize short sections of a selection at a time. Then write a summary of the entire
work.
Summary of Section 1:
Summary of Section 2:
Summary of Section 3:
Summary of the Selection:
B-12
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USE TEXT ORGANIZATION: DRAWING CONCLUSIONS LOG
Draw conclusions about a selection by gathering supporting points for key ideas. Reread the
supporting points and key ideas and draw a conclusion about the main or overall message of the
selection.
Key Idea:
Key Idea:
Key Idea:
Supporting Points:
Supporting Points:
Supporting Points:
Conclusion about Overall Message:
USE TEXT ORGANIZATION: MAIN IDEA MAP
To find the main or overall message of a whole selection or a part of the selection, gather
important details into a Main Idea Map. Use the details to determine the main or overall message.
Note: In fiction, the main idea is also known as the theme.
details
details
details
Main Idea
or Theme
details
details
details
APPENDIX B
B-13
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TACKLE DIFFICULT VOCABULARY: WORD SORT
Write one challenging word or phrase in each of the boxes below, along with its definition and
part of speech. Cut the boxes apart. Then sort the words using one of the following methods.
■
Same parts of speech
■
Words with similar or opposite meanings
■
Words with prefixes and suffixes
■
Words that relate to each other or that can be used together
■
My own sorting method: _________________________________________
Word:
Word:
Word:
Definition:
Definition:
Definition:
Part of Speech:
Part of Speech:
Part of Speech:
Word:
Word:
Word:
Definition:
Definition:
Definition:
Part of Speech:
Part of Speech:
Part of Speech:
TACKLE DIFFICULT VOCABULARY: WORD STUDY NOTEBOOK
Keeping a word study notebook is a convenient way to log new words, their meanings and their
spelling, as well as prefixes, suffixes, word roots, and other concepts. When you record a new
word, include its definition, pronunciation, and origins, along with an example sentence and a
drawing to help you remember it.
Word: _______________________________________________________________________________
Pronunciation: _______________________________________________________________________
Origins: _____________________________________________________________________________
_____________________________________________________________________________________
Definition: ___________________________________________________________________________
Sentence: ____________________________________________________________________________
Drawing:
B-14
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Page b-15
TACKLE DIFFICULT VOCABULARY: WORD MAP
Write a challenging word or phrase in the first box below. Beneath the word or phrase,
include its definition, word parts you recognize, and several synonyms. In the two boxes
at the bottom, write a sentence that uses the word or phrase and create a drawing that
helps you remember it.
A Challenging Word or Phrase
Definition
Word Parts I Recognize
Synonyms
A Sentence That Contains the Word or Phrase
A Picture That Illustrates the Word or Phrase
APPENDIX B
B-15
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MONITOR YOUR READING PROCESS: FIX-UP IDEAS LOG
Recognizing that you don’t understand something is as important as knowing that you do
understand it. Sometimes you may find yourself just reading the words but not actually
comprehending or getting the meaning of what you are reading. If you are having trouble
comprehending something you are reading, try using some of the fix-up ideas listed below to get
back on track.
■
Reread
■
Work with a partner
■
Ask a question
■
Unlock difficult words
■
Read in shorter chunks
■
Change your reading rate
■
Read aloud
■
Choose a new strategy
■
Retell
■
Create a mnemonic device
Problems I Encountered While Reading
Fix-Up-Ideas I Used
MONITOR YOUR READING PROGRESS: YOUR OWN GRAPHIC ORGANIZER
Graphic organizers help you understand and remember information. Use your imagination to
modify a graphic organizer in this appendix, or invent a new one. Use your graphic organizer to
arrange ideas as you read and to guide your discussion and writing actions after you read. Graphic
organizer possibilities are endless!
B-16
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Page c-1
LITERARY ACKNOWLEDGMENTS
Elizabeth Barnett. “The Courage That My Mother Had” by Edna St. Vincent Millay. From Collected Poems,
HarperCollins. Copyright © 1954, 1982 by Norma Millay Ellis. Reprinted by permission of Elizabeth Barnett,
literary executor.
Walker Brents. “Echo and Narcissus” retold by Walker Brents. Copyright © 2000 Walker Brents. Used by
permission of the author.
BOA Editions, Ltd. “miss rosie” from good woman: poems and a memoir 1969-1980 by Lucille Clifton.
Copyright © 1987 by Lucille Clifton. Reprinted with the permission of BOA Editions, Ltd.
Brandt & Hochman Literary Agents. “The Most Dangerous Game” by Richard Connell. Copyright © 1924
by Richard Connell. Copyright renewed © 1952 by Louise Fox Connell. Reprinted by permission of Brandt &
Hochman Literary Agents, Inc.
Annie Dillard. “It’s Not Talent; It’s Just Work” by Annie Dillard from Seventeen®, June 1979. Copyright ©
1979 by Annie Dillard. Reprinted by permission of the author.
Everglades Reporter. “For the Future of Florida: Repair the Everglades” from The Everglades Reporter, copyright © 1997. Reprinted with permission. www.everglades.org.
Faber & Faber, Ltd. “Mirror” from Crossing the Water by Sylvia Plath. Copyright © 1963 by Ted Hughes.
Originally appeared in The New Yorker. Reprinted [in Canada] by permission of Faber & Faber, Ltd.
Farrar, Straus and Giroux. Chapter 11 from Great Plains by Ian Frazier. Copyright © 1989 by Ian Frazier.
Reprinted by permission of Farrar, Straus & Giroux, LLC. Excerpts from Books IX and XII from The Odyssey of
Homer translated by Robert Fitzgerald. Copyright © 1961, 1963 by Robert Fitzgerald. Copyright renewed
1989 by Benedict R.C. Fitzgerald, on behalf of the Fitzgerald children. Reprinted by permission of Farrar,
Straus and Giroux, LLC. “Thank You, M’am” from Short Stories by Langston Hughes. Copyright © 1996 by
Ramona Bass and Arnold Rampersad. Reprinted by permission of Hill and Wang, a division of Farrar, Straus
and Giroux, LLC.
Graywolf Press. “Otherwise” copyright 1996 by the Estate of Jane Kenyon. Reprinted from Otherwise: New
& Selected Poems with the permission of Graywolf Press, Saint Paul, Minnesota.
HarperCollins Publishers, Inc. “Mirror” from Crossing the Water by Sylvia Plath. Copyright © 1963 by Ted
Hughes. Originally appeared in The New Yorker. Reprinted [in U.S.] by permission of HarperCollins Publishers,
Inc.
HarperCollins Publishers, Inc. “Nikki-Rosa” from Black Feeling, Black Talk, Black Judgement by Nikki Giovanni.
Text Copyright © 1968, 1970 by Nikki Giovanni. Reprinted by permission of William Morrow and Company,
Inc., a division of HarperCollins Publishers, Inc.
HarperCollins Publishers, Inc. “John Henry” as taken from Mules and Men by Zora Neale Hurston.
Copyright © 1935 by Zora Neale Hurston. Copyright renewed 1963 by John C. Hurston and Joel Hurston.
Reprinted by permission of HarperCollins Publishers, Inc.
Harvard University Press. “I’m Nobody! Who are you?” by Emily Dickinson. Reprinted by permission of the
publishers and the Trustees of Amherst College from The Poems of Emily Dickinson, Thomas H. Johnson, ed.
Cambridge, Mass.: The Belknap Press of Harvard University Press, Copyright © 1951, 1955 1979 by the
President and Fellows of Harvard College.
Houghton Mifflin. Excerpt from “The Old Life” in The Old Life by Donald Hall. Copyright © 1996 by Donald
Hall. Reprinted by permission of Houghton Mifflin Company. All rights reserved.
Indiana University Press. “The Story of Daedulus and Icarus” from Metamorphoses by Ovid, translated by
Rolfe Humphries. Copyright © 1955, Indiana University Press. Reprinted by permission of Indiana University
Press.
Key Porter Books. “Research Strategies for the Learning Highway” from The Learning Highway: Smart
APPENDIX C
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Students and the Net by Trevor Owen and Ron Owston. Copyright © Trevor Owen and Ron Owston, 1998.
Reprinted with permission of Key Porter Books.
The New York Times. “An Ethnic Trump” by Gish Jen. Copyright © 1996 by the New York Times Co.
Reprinted by permission.
Newsweek. “Ghost of Everest” by Jerry Adler, from Newsweek May 17, 1999, copyright © 1999 by
Newsweek, Inc. All rights reserved. Reprinted by permission.
W. W. Norton & Company, Inc. “Hanging Fire” from The Black Unicorn by Audre Lorde. Copyright © 1978
by Audre Lorde. Used by permission of W. W. Norton & Company, Inc.
Oxford University Press, Inc. “Thinking Like a Mountain” from A Sand County Almanac: and Sketches Here
and There by Aldo Leopold, copyright © 1949, 1977 by Oxford University Press, Inc. Used by permission of
Oxford University Press, Inc.
Random House, Inc. From I Know Why The Caged Bird Sings by Maya Angelou, copyright © 1969 and
renewed 1997 by Maya Angelou. Used by permission of Random House, Inc.
Scholastic Inc. “Catch the Moon” by Judith Ortiz Cofer. From An Island Like You, Stories of the Barrio by
Judith Ortiz Cofer. Published by Orchard Books, an imprint of Scholastic Inc. Copyright © 1995 by Judith
Ortiz Cofer. Reprinted by permission.
The Rod Serling Trust/The Writers and Artists Agency. “The Monsters Are Due on Maple Street” by Rod
Serling. Reprinted by permission of the Rod Serling Trust/The Writers and Artists Agency. All rights reserved.
Copyright © 1960 by Rod Serling. Copyright © 1988 by Carol Serling, Jodi Serling and Ann Serling.
Sports Illustrated. “When Stars are Born” by Michael Farber, Sports Illustrated, October 7, 1998. Reprinted
courtesy of Sports Illustrated. Copyright © 1998, Time Inc. All rights reserved.
Writers House, LLC. “I Have a Dream” by Martin Luther King, Jr. Reprinted by arrangement with the Estate
of Martin Luther King, Jr., c/o Writers House as agent for the proprietor New York, NY. Copyright 1963 by
Dr. Martin Luther King, Jr., copyright renewed 1991 by Coretta Scott King.
Yankee Publishing Incorporated. “Best Sky Sights of the Next Century” by Bob Berman. Reprinted with the
permission of Bob Berman and Yankee Publishing Incorporated, from The Old Farmer’s Almanac. To subscribe, Call 800-895-9265, ext. 220 or visit the website, www.almanac.com.
We have made every effort to trace the ownership of all copyrighted material and to secure permission from
copyright holders. In the event of any question arising as to the use of any material, we will be pleased to
make the necessary corrections in future printings. We are grateful to the authors, publishers, and agents listed here for permission to use the materials indicated.
ART ACKNOWLEDGMENTS
Cover Illustration Works; 43 Photodisc; 121 © Kelly-Mooney Photography/CORBIS; 165 Digital Stock Corp.;
187 Photodisc; 297 1967: © Hulton-Deutsch/CORBIS; 383 AP/World Wide Photos; 406 © R. W. Jones/CORBIS; 431 © Kevin Fleming/CORBIS; 440 Mallory and Irvine: AP/NOVA; 449 © Dennis di Cicco/CORBIS; 469
AP/World Wide Photos.
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