Paper instructions:
Graphic Organizer Toolkit Assignment
Note: Students completing a secondary certification will complete this assignment
This assignment is based upon the benefits, uses and types of graphic organizers (GO). In this Toolkit assignment, you will make two graphic organizers for comprehension lessons, and two graphic organizers for vocabulary lessons, for a total of 4 GO lessons in the toolkit.Each GO in the toolkit should have a short text that you will use with the lesson, a blank example of the GO and a completed example of the GO with the correct answers.
Submit assignment on Brightspace by 12/15.
You will:
- Design (2) vocabulary and (2) comprehension graphic organizers for content-area literacy instruction appropriate for students at the upper elementary, middle or secondary level.
- Each graphic organizer should be connected to a short, high interest content-area reading selection (English, Social Studies, Science, and Math).
- Two of the organizers should support students in vocabulary development.
- Two of the organizers should support students in comprehension of the text.
- This assignment should be submitted as one file. Many have found it easier to use PowerPoint (or something like this) for the GO formatting.
- Please review the rubric for specific requirements. It is attached to this assignment.
- NOTE: You must create your own original organizers.
Some examples:
8th Grade Science, Matter Unit, Comprehension Instruction, Comprehension GO
In this lesson, 8th graders read an article about the chemical and physical properties of matter (which would be the content-area reading selection) and the objective is to distinguish between physical and chemical characteristics of matter after reading the selection (comprehension). I would choose to have them complete a semantic feature analysis grid.
If you were using this scenario in your GO Toolkit, you would need the short content-area reading selection and you would create the semantic feature analysis GO (a blank version, and one completed as if students had completed it successfully).
9th Grade Math, Geometry, Vocabulary Instruction, Vocabulary GO
In this lesson, students have been provided with geometry terms and definition cards, and a selection that provides examples of how each term is used in actual geometric problem scenarios (math content-area reading). Students work with a partner to complete a vocabulary word map for each key word that was given on the cards and introduced in the reading selection (vocabulary objective). The vocabulary GO requires them to write the definition in their own words and draw an example.
If you were using this scenario in your GO Toolkit, you would need the short content-area reading selection and you would create the vocabulary word map GO (a blank version, and one completed as if students had completed it successfully).
10 Grade, Language Arts, “The Hobbitâ€, Comprehension Instruction, Comprehension GO
In this lesson, students have been reading assigned chapters of The Hobbit in class and for homework. As a review, students have been asked to complete a sequence of events GO with their reading reading buddy, to summarize the main events that have happened so far in the story.
If you were using this scenario in your GO Toolkit, you would need the short content-area reading selection (you could just provide a page from The Hobbit for this) and create the sequence of events GO (a blank version, and one completed as if students had completed it successfully).
Here are several examples of GO Toolkits:
- Graphic Organizer Toolkit Example
- GO Example 2
- Content Area GO
- GO Example 4
- GO Example 5
- GO Example 6
- GO Example 7
Here are examples of GO\’s to help you. Remember, you will create your own GO, but you are welcome to use these as inspiration. For example, if you decide to use a KWL chart, you will create one-not download and submit a premade one.
