Using Graphic Organizers to Help Develop Reading and Writing Skills

Using Graphic Organizers Using Graphic Organizers to Help Develop Reading to Help Develop Reading

and Writing Skillsand Writing Skills

William GrabeWilliam Grabe

Northern Arizona UniversityNorthern Arizona University

[email protected]@nau.edu

Key FoundationsKey Foundations

1.1. Graphic organizers can be used for many Graphic organizers can be used for many purposespurposes

Anticipate text reading and writing tasksAnticipate text reading and writing tasks Develop vocabulary knowledgeDevelop vocabulary knowledge Brainstorm ideasBrainstorm ideas Make connections across sets of informationMake connections across sets of information Prepare for follow-up writing tasksPrepare for follow-up writing tasks


2.2. Graphic organizers can come in many formsGraphic organizers can come in many forms Advanced organizersAdvanced organizers Semantic maps and webbingSemantic maps and webbing OutlinesOutlines Venn diagramsVenn diagrams T-bar diagramsT-bar diagrams

Advanced organizersAdvanced organizers


Chapter X

Topic

Sub-topic 1 Sub-topic 2

Detail A Detail B Detail C


Semantic maps and webbingSemantic maps and webbing


OutlinesOutlines

A. _____________________________________

a. _________________________________

b. _________________________________

B. _____________________________________

a. _________________________________

b. _________________________________

C. _____________________________________


Venn diagramsVenn diagrams


T-bar diagramsT-bar diagrams


1.1. Several types of graphic organizers are useful, Several types of graphic organizers are useful, but graphic organizers that reflect discourse but graphic organizers that reflect discourse structure are the most effective structure are the most effective

2.2. Discourse awareness is a key aspect of Discourse awareness is a key aspect of reading comprehension abilitiesreading comprehension abilities

3.3. Knowledge of discourse structures supports Knowledge of discourse structures supports the development of writing skillsthe development of writing skills

4.4. Students can learn to recognizef discourse Students can learn to recognizef discourse structures in texts and in their own writing.structures in texts and in their own writing.

Importance of Discourse StructureImportance of Discourse Structure

1.1. Texts have knowledge structures or basic Texts have knowledge structures or basic rhetorical patterns rhetorical patterns



2.2. They are relatively few in number, and they They are relatively few in number, and they recur in many combinations recur in many combinations




3.3. Readers can identify an overarching structure Readers can identify an overarching structure organizing instructional textsorganizing instructional texts




3.3. Readers can identify an overarching structure Readers can identify an overarching structure organizing instructional textsorganizing instructional texts

4.4. Readers can identify text structures in text sub-Readers can identify text structures in text sub-sections sections


5.5. Structures include description, process, time Structures include description, process, time sequence, cause and effect, comparison and sequence, cause and effect, comparison and contrast, definition, problem—solution, contrast, definition, problem—solution, classification, for and against, character classification, for and against, character description, and narrative episodes description, and narrative episodes



6.6. A number of minor variations exist in analyzing A number of minor variations exist in analyzing these sub systems these sub systems



6.6. A number of minor variations exist in analyzing A number of minor variations exist in analyzing these sub systems these sub systems

7.7. These text structures are useful for both These text structures are useful for both reading and writing instruction reading and writing instruction

Impact of Text Structure InstructionImpact of Text Structure Instruction

In general, we have found In general, we have found incredibly positive incredibly positive support for just about any approach to text support for just about any approach to text structure instruction…structure instruction…. Any sort of systematic . Any sort of systematic attention to clues that reveal how the authors attention to clues that reveal how the authors attempt to relate ideas to one another or attempt to relate ideas to one another or any sort any sort of systematic attempt to impose structure on a of systematic attempt to impose structure on a texttext, especially in some sort of visual re-, especially in some sort of visual re-representation of the relationship among key representation of the relationship among key ideas, ideas, facilitates comprehensionfacilitates comprehension as well as both as well as both short-term and long-term memory for the text.short-term and long-term memory for the text.

Pearson and Fielding (1991: Pearson and Fielding (1991: 832)832)

Evidence for Text Structure Evidence for Text Structure Instruction Instruction

1.1. Three major lines of research can be Three major lines of research can be discerned on text structure instruction discerned on text structure instruction

2.2. Direct instruction which explicitly raises student Direct instruction which explicitly raises student awareness of specific text structuring awareness of specific text structuring

3.3. Student awareness of text structure through Student awareness of text structure through graphic organizers, semantic maps, outline graphic organizers, semantic maps, outline grids, and tree diagrams grids, and tree diagrams

4.4. Instruction in reading strategies that involve Instruction in reading strategies that involve text structuring text structuring

Using Graphic OrganizersUsing Graphic Organizers

Exploring A Text for Instruction Exploring A Text for Instruction

JetlagJetlag

http://community.wvu.edu/~xj002http://community.wvu.edu/~xj002

http://olc.spsd.sk.ca/DE/PD/instr/strats/graphicorhttp://olc.spsd.sk.ca/DE/PD/instr/strats/graphicorganizers/index.htmlganizers/index.html

Defining Jet lagDefining Jet lag

is ais a thatthat Jet lagJet lag

Defining Jet lagDefining Jet lag

Jet lagJet lag people suffer when people suffer when flying cross time zonesflying cross time zones

problemproblem is ais a thatthat

The Jet Lag ProblemThe Jet Lag Problem

Jet lag Jet lag (flying cross (flying cross time zones)time zones)

1.1.

2.2.

3.3.

CauseCause EffectEffect

The Jet Lag ProblemThe Jet Lag Problem

Jet lag Jet lag (flying cross (flying cross time zones)time zones)

1.1. Makes a person tired and confusedMakes a person tired and confused

2.2. Causes headachesCauses headaches

3.3. Causes poor sleep and appetiteCauses poor sleep and appetite

CauseCause EffectEffect

Comparing Jet Lag and Flying StressComparing Jet Lag and Flying Stress

tiredtired

feeling badfeeling bad

1. 1.

2. 2.

3. 3.

4. 4.

1. 1.

2. 2.

3. 3.

4. 4.

Comparison

Contrast

Jet lag Flying stress

Comparing Jet Lag and Flying StressComparing Jet Lag and Flying Stress

tiredtired

feeling badfeeling bad

1. tired even after 1. tired even after sleepingsleeping

2. confused 2. confused

3. poor sleep and 3. poor sleep and poor appetitepoor appetite

4. headaches4. headaches

1. tired but feel better 1. tired but feel better afterafter

2. thirst and motion 2. thirst and motion sicknesssickness

3. occurs in-flight3. occurs in-flight

4. disappears after 4. disappears after good restgood rest

Comparison

Contrast

Jet lag Flying stress

Comparing Jet Lag Impact on PeopleComparing Jet Lag Impact on People

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

Contrast

More affected Less affected

Comparing Jet Lag Impact on PeopleComparing Jet Lag Impact on People

1. more time zones 1. more time zones

crossedcrossed

2. flying east2. flying east

3. “morning” people3. “morning” people

4. introverted4. introverted

5. rigid people5. rigid people

6. older people6. older people

7. ill people7. ill people

1. fewer time zones 1. fewer time zones

crossedcrossed

2. flying west2. flying west

3. “night” people3. “night” people

4. extroverted 4. extroverted

5. flexible people5. flexible people

6. younger people6. younger people

7. healthy people7. healthy people

Contrast

More affected Less affected

Jet Lag SolutionsJet Lag Solutions

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

Jet lag (its Jet lag (its symptoms)symptoms)

Problem Solution

Jet Lag SolutionsJet Lag Solutions

1. Drink fluids1. Drink fluids

2. Wear comfortable clothes2. Wear comfortable clothes

3. Move around every hour3. Move around every hour

4. Special diets4. Special diets

5. Books for advice5. Books for advice

6. anti-jetlag products6. anti-jetlag products

Jet lag (its Jet lag (its symptoms)symptoms)

Problem Solution

Discourse Structure and Writing Discourse Structure and Writing

1.1. Students examine texts consistently for Students examine texts consistently for discourse structuresdiscourse structures

2.2. Basic discourse structures are repeated Basic discourse structures are repeated consistently across multiple textsconsistently across multiple texts

3.3. Students can engage in a set of follow-up Students can engage in a set of follow-up writing activitieswriting activities

4.4. Students can work in pairs, in groups, or along Students can work in pairs, in groups, or along with the teacher who uses an OHPwith the teacher who uses an OHP

Discourse Structure and Writing Discourse Structure and Writing

1.1. Identifying main purposes of paragraphsIdentifying main purposes of paragraphs

2.2. Outlining main ideas in the textOutlining main ideas in the text

3.3. Paraphrasing important paragraphsParaphrasing important paragraphs

4.4. Summarizing the textSummarizing the text

5.5. Tell a story about feeling jet lagTell a story about feeling jet lag

6.6. Comparing the text information to information Comparing the text information to information in other textsin other texts

Writing Down Main Purposes of Writing Down Main Purposes of ParagraphsParagraphs

1.1. Look at diagrams related to paragraph 1. What Look at diagrams related to paragraph 1. What are the main goals of paragraph one?are the main goals of paragraph one?

2.2. What is the main goal of Paragraph 2?What is the main goal of Paragraph 2?

3.3. What is the main goal fo paragraph 3?What is the main goal fo paragraph 3?

4.4. What is the main goal of paragraph 4?What is the main goal of paragraph 4?

5.5. What would be good sub-headings for each What would be good sub-headings for each paragraph? paragraph?

Outlining Main Ideas in the TextOutlining Main Ideas in the Text

1.1. Look at four paragraphs. How many main Look at four paragraphs. How many main ideas should be included in an outline of the ideas should be included in an outline of the text?text?

2.2. If there are five headings, what should they If there are five headings, what should they be?be?

3.3. How many blank lines should there be for How many blank lines should there be for more detailed information under each sub-more detailed information under each sub-heading?heading?

Paraphrasing Important Paraphrasing Important ParagraphsParagraphs

1.1. Look at paragraph three: What is the main goal Look at paragraph three: What is the main goal of the paragraph?of the paragraph?

2.2. Who is being compared?Who is being compared?3.3. Make a list of features that identify those more Make a list of features that identify those more

affected.affected.4.4. Make a list of features for those who are less Make a list of features for those who are less

affected.affected.5.5. Use the discourse structure for paragraph Use the discourse structure for paragraph

three to make these lists. three to make these lists.

Summarizing the TextSummarizing the Text

1.1. Look at the text structure diagrams and write Look at the text structure diagrams and write one sentence about each diagramone sentence about each diagram

2.2. Do you need to add any opening sentence? Do you need to add any opening sentence? Do you need any explanatory sentence?Do you need any explanatory sentence?

3.3. Supply any needed transition words.Supply any needed transition words.

Tell a Story about Jet LagTell a Story about Jet Lag

1.1. Imagine you are taking a trip to South Africa Imagine you are taking a trip to South Africa and you get Jet Lag. How do you feel? What and you get Jet Lag. How do you feel? What do you do?do you do?

2.2. Imagine a friend is going on a trip and you give Imagine a friend is going on a trip and you give advice on avoiding jet lag. What would you tell advice on avoiding jet lag. What would you tell this person?this person?

Compare Text to Other TextsCompare Text to Other Texts

1.1. Compare the Jet Lag text to another text that Compare the Jet Lag text to another text that involves travel difficulties? Do they overlap? involves travel difficulties? Do they overlap? Are the complementary? Are they Are the complementary? Are they contradictory?contradictory?

2.2. Look on the Web for Jet Lag advice and Look on the Web for Jet Lag advice and compare with the present text. Should the compare with the present text. Should the advice list be prioritized?advice list be prioritized?

3.3. Look on the Web for Jet Lag products. What Look on the Web for Jet Lag products. What do they say? Are they persuasive?do they say? Are they persuasive?

4.4. Does Jet Lag lead to any medical Does Jet Lag lead to any medical complications? Look on Web sites.complications? Look on Web sites.

Improving Discourse Awareness Improving Discourse Awareness through Graphic Organizersthrough Graphic Organizers

William GrabeWilliam GrabeNorthern Arizona UniversityNorthern Arizona University

[email protected]@nau.edu

http://community.wvu.edu/~xj002http://community.wvu.edu/~xj002

http://olc.spsd.sk.ca/DE/PD/instr/strats/http://olc.spsd.sk.ca/DE/PD/instr/strats/graphicorganizers/index.htmlgraphicorganizers/index.html

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Using Graphic Organizers to Help Develop Reading and Writing Skills