50 Graphic Organizers for the Interactive Whiteboard · 50 Graphic Organizers for the ... my poRTfolIo: Assessment ... student then completed the graphic organizer by

50 Graphic Organizers for the

Whiteboard-ready graphic organizers for reading, writing, math, and more—to make

learning engaging and interactive

Interactive Whiteboard

by Jennifer Jacobson & Dottie Raymer Illustrated by Amy Redmond

50 Graphic Organizers for the Interactive Whiteboard © Jacobson & Raymet, Scholastic Teaching Resources

Table of conTenTs

IntroductIon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Language arts 12

cAuse-effecT conTRApTIon: Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . 12

follow The clues: Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

sToRy BoARD: Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Kwl: Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

compARIng chARAcTeRs: Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

chARAcTeR chART: Reading Comprehension and Writing . . . . . . . . . . . . . . . . . . . . . . . 22

whAT’s The mAIn IDeA?: Reading Comprehension and Writing . . . . . . . . . . . . . . . . . . . 24

eDIToR’s checKlIsT: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

BuIlDIng A sToRy: Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

VocABulARy QuIlT: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

spellIng soRT: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

socIaL studIes 34

mAp IT ouT: Geography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

on The RoAD To The fuTuRe: History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

wInDow fRAmes: History, Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

coAT of ARms: History, Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

clImBIng The mounTAIn: History, Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

RIVeR flow chART: History, Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

cAuse-AnD-effecTs TRee: History, Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

heAR ye! heAR ye!: History, Geography, Government . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

oRgAnIZIng poweR: History, Geography, Government . . . . . . . . . . . . . . . . . . . . . . . . . . 50

shooT foR The cIRcles: History, Geography, Government. . . . . . . . . . . . . . . . . . . . . . . 52


scIence 54

mATRIx: Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

soRT AnD clAssIfy: Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

oBseRVATIon DIARy: Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

focus on A cycle: Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

weATheR wATcheR: Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

InVenTIng InVenTIons: Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

The scIenTIfIc meThoD: Investigation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

plAn youR scIence fAIR pRoJecT: Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

compARe AnD conTRAsT: Knowledge and Research . . . . . . . . . . . . . . . . . . . . . . . . . . 70

fAmous scIenTIsT: Knowledge and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

MatheMatIcs 74

go foR The goAl!: Computation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

puZZle pIeces: Numeration and Computation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

numBeR soup: Number Sense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

mAKe A numBeR: Number Sense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

BAlAncIng AcT: Number Sense, Measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

pIeces of The pIe: Organizing Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

gRAph IT!: Organizing Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

RoBoT Rules: Patterns and Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

sTAR solVeR: Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

study skILLs 92

push TowARD leARnIng: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

sTuDenT self-AssessmenT: Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

my poRTfolIo: Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

pRoJecT plAnnIng pyRAmIDs: Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

homewoRK mAchIne: Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

TesT AheAD!: Test Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

mAny hAnDs mAKe lIghT woRK: Group Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

plAn, pRAcTIce, AnD pResenT: Oral Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

InTeRVIewIng guIDe: Interviewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

ReADIng RecoRD: Record Keeping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110


skills

language Arts

examples

ReADIng compRehensIon

12

Purpose

Identifying cause and effect relationships within a story helps students focus on two important elements of comprehension: what happened in the story, and why it happened. Looking for causes and their effects gives students an opportunity to look carefully at the consequences of charac-ters’ actions and to think about how different actions might have differ-ent effects.

how to use the organizer

Introduce the Cause-Effect Contraption. Point out that in each machine the marble rolling down the tube is about to cause something to happen. Ask what the effect of the rolling marble will be. (The dominoes will be knocked over.) Explain that in stories, “what happens” is often the effect of an action or event and “why it happened” is the event’s cause.

Suggest students choose a character’s action from a story and write a brief description of the action in the space labeled Cause. Then ask them to think about the results of that action and record the consequences under Effect. In some cases, students may find it easier first to describe an event or action under Effect and then record why the event happened under Cause. Be sure to point out that one cause may have a number of different effects and that one effect may have many different causes.

primary grades

After reading Jiro’s Pearl by Daniel Powers, second- grade students worked in small groups to identify two important actions taken by the main character. By recording the actions and the results of those actions, they were able to see that a character’s actions can have either positive or negative effects.

Intermediate grades

While reading Avi’s Nothing But the Truth, a sixth-grade class discussed the causes of Phillip’s suspen-sion from school and the subsequent national uproar. Students recorded a number of possible causes for each event so that they could better ana-lyze the events and come up with their own ver-sions of “the truth.”

CaUse-effeCT CONTRapTION

Students will:

identify causes and effects within stories

analyze causal relationships

recognize consequences of characters’ actions


Name: Date:

Book Title: Author:

Put each Cause-Effect Contraption into action. Write a cause inside the box of marbles. Write its effect within the ring of dominoes.


language Arts

Purpose

Making and then confirming or revising predictions helps readers to stay fully engaged in a story. As readers develop this skill, they use clues from the story and their own lives to predict how characters will behave and how key problems in the story will be solved. This organizer helps stu-dents identify clues in a story that will help them make reasonable predic-tions.

how to use the organizer

Introduce the Follow the Clues organizer by asking how detectives go about solving mysteries. (They look for clues and draw conclusions from the clues.) Discuss how readers also use clues to help them make sense of what they are reading. Encourage students to predict how a story they are currently reading will end or how a major problem in the story will be solved. Suggest that they write their predictions on the door labeled “pre-diction. ” As students read, encourage them to record clues that either support or refute their prediction. If necessary, allow students to revise their predictions to reflect the clues they have found in the text.

primary grades

While reading Ira Sleeps Over aloud, a first-grade teacher asked her students to predict whether or not Ira would want to take his teddy bear on a slee-pover. As she read the story aloud, she asked stu-dents to suggest clues from the book that helped them make their predictions.

Intermediate grades

A fourth grader chose Stone Fox as an independent reading book. During reading conferences, the teacher asked him to predict the ending of the story. The student then completed the graphic organizer by filling in clues as he read. After he finished the book, he reviewed the clues and evaluated his pre-diction with the teacher.

examples

ReADIng compRehensIon

14

fOllOW The ClUes

Students will:

predict the outcome of a story

identify clues leading to an outcome

draw conclusions based on clues in a story

skills


Follow the CluesCan you predict what will happen next? Write the clues on

the footsteps. Then write your prediction on the door.

Clue

Clue

Clue

Name: Date:

Book Title: Author:

Prediction


Documents

50 Graphic Organizers for the Interactive Whiteboard · 50 Graphic Organizers for the ... my poRTfolIo: Assessment ... student then completed the graphic organizer by