Acknowledgments viii
About the Author ix
Chapter One Why Are Graphic Organizers Such Important Tools for Teaching and Learning? 1
Chapter Two Graphic Organizers for Brainstorming and Idea Generation 5
1: Power Thinking (Levels of Brainstorming) 6
2: ABC Brainstorm 8
3: Carousel Brainstorm 10
4: Venn Diagram 12
5: Compare and Contrast 14
6: KWL 16
7: KWS 18
8: KWHL 20
9: KWLT 22
10–17: Topic Generation Graphic Organizers
10: Topic Generation with 3 Ideas–Linear Model 24
11: Topic Generation with 4 Ideas–Linear Model 26
12: Topic Generation with 6 Ideas–Linear Model 28
13: Topic Generation with 3 Ideas–Circle Model 30
14: Topic Generation with 4 Ideas–Circle Model 32
15: Topic Generation with 6 Ideas–Circle Model 34
16: Character Traits Web 36
17: Topic Generation: Hand Model 38
18: Anticipation Guide 40
19: Hypothesis Guide 42
20: Idea Web 44
21: Fishbone 46
22: Spider 48
23: Herringbone 50
24: Y Diagram 52
Chapter Three Graphic Organizers for Vocabulary Development 55
25: Vocabulary Slide 56
26: Concept or Vocabulary Map I 58
27: Concept or Vocabulary Map II 60
28: Concept or Vocabulary Map III 62
29: Concept or Vocabulary Map IV 64
30: Word Detective 66
31: Six-Column Vocabulary Organizer 68
32: Vocabulary Tree 70
33: Cyber Vocabulary Detective 72
Chapter Four Graphic Organizers for Note Taking and Study Skills 75
34: Cornell Notes 76
35: Three-Column Notes 78
36: T Notes 80
37: Analysis Notes 82
38: Summary Organizer 84
39: Journalist Graphic Organizer 86
40: Story Board Notes: Three Frame 88
41: Story Board Notes: Six Frame 90
42: Outline Notes 92
43: The Five Senses 94
44: Cycle or Food Chain 96
45–48: Graphic Organizer Bookmarks 98
45: Bookmark for Reading Fiction 99
46: Reading Reminders Bookmark 100
47: Bookmark for Questions During Reading 101
48: Textbook Reminders Bookmark 102
49: Individual Performance in a Cooperative Group 104
50: Cooperative Group Planner 106
51: Portfolio Tracker 108
52: Independent Reading Log 110
53: Assignment Tracker 112
Chapter Five Graphic Organizers for Supporting Reading Comprehension 115
54: Questioning the Author 116
55: Question-Answer-Relationship (QAR) 118
56: Gist 120
57: Survey, Question, Read, Recite, Review (SQ3R) 122
58: Survey, Question, Read, Recite, Review, Reflect (SQ4R) 126
59: Fix-Up Strategies 130
60: Reading Connections 132
61: ReQuest 134
62: Story Trails and History Trails 136
63: Text-Think-Connect (TTC) 138
64: REAP 140
65: PLAN 142
66: PACA 144
67: DRTA 146
68: Text Structures 148
69: Reference Frames 150
70: Prior Knowledge 152
71: Inference Prompter 154
72: List-Group-Label 156
73: Think-Pair-Share 158
74: The Five Ws 160
Chapter Six Graphic Organizers for Writing 163
75: Autobiographical Poem 164
76: Historical Bio Poem 166
77: Inquiry Chart 168
78: Peer Review 170
79: Entrance Slip 172
80: Exit Slip 174
81: Writer Checklist 176
82: Sensory Starter 178
83: Story Map I 180
84: Story Map II 182
85: Chain of Events 184
86: Beginning-Middle-End 186
87: Climax Ladder 188
88–91: Persuasive Writing Organizers 190
88: Persuasive Writing I 191
89: Persuasive Writing II 192
90: Persuasive Writing III 193
91: Persuasive Writing IV 194
92: Writing Revision Organizer 196
93: Prewriting Organizer 198
94: What Happens? 200
95: Character Creator 202
96: Conflict and Solution Organizer 204
97: Getting Ready to Write 206
98: Writing Process 208
99: Story Pyramid 210
100: RAFT 212
References 214
Katherine S. McKnight, Ph.D., has been an educator for over 20 years. A former high school English teacher, she currently works as associate professor of Secondary Education at National-Louis University. She also trains educators regularly as a professional development consultant for the National Council of Teachers of English, and presents at educational conferences. She is the coauthor of The Second City Guide to Improv in the Classroom, Teaching the Classics in the Inclusive Classroom, and Teaching Writing in the Inclusive Classroom.
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