Use Graphic Organizers to Clarify Thinking - DePaul ?· Use Graphic Organizers to Clarify Thinking ...…

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<ul><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 </p><p>Use Graphic Organizers to Clarify Thinking They can scaffold learners. They can provide instant assessments. They can be opportunities to </p><p>! Think on paper ! Pair ! Compare ! Repair </p><p> Resources PARCC TECR (Graphic Organizer) Examples Fiction p. 4 Nonfiction p. 7 Guides Nonfiction p. 11 Fiction plus Poetry p. 26 Math p. 48 </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 2 </p><p>Graphic Organizers as Assessments PARCC uses graphic organizers to assess students ability to analyze what they read. They are online, so they are called Technology Enhanced Constructed Responses (TECRs). The PARCC TECR is a question that students respond to by moving text or highlighting text. Kinds of TECRs include </p><p>" completing a graphic organizer to sequence events " identifying the most important elements of a story or article for a summary and </p><p>moving them into a graphic organizer in the order in which they should be included in the summary </p><p>" providing evidence in a chart to compare and contrast two characters or a story and a poem </p><p> Here are 3 examples from PARCC: </p><p>" Select one sentence from this drop-down menu that describes what is happening in this picture. Then select one sentence from the next drop-down menu that describes what the picture adds to the story. </p><p> " Using the list of events in the article , complete the diagram to show a cause, </p><p>its effects, and then the response. " Drag and drop the events into the correct sequence to create a summary. Use </p><p>the events that are most important in the passage. Not all the statements will be used. </p><p> What are the implications for instruction and assessment? &gt; Systematically use graphic organizers to guide students to analyze what they read. &gt; Strategically use graphic organizers to instantly assess students competencies. This guide includes examples of literacy analysis graphic organizers based on PARCC samples. </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 3 </p><p>Graphic Organizer Models Organizer Examples of Kinds of Questions LIST </p><p>! List five facts from the passage. ! List two opinions from the passage. </p><p>CLASSIFY </p><p>! List information about the setting in column 1. </p><p>! List information about the characters in column 2. </p><p> SEQUENCE </p><p>! Put the events in order on the timeline. ! Then predict what will happen next. </p><p>COMPARE/CONTRAST </p><p>Similarities Differences </p><p> ! Compare and contrast the passage </p><p>you read this week with the passage you read last week. </p><p> ANALYZE/INFER RELATIONSHIPS </p><p> ! Note two causes of the problem. ! Then list the problem in the effect </p><p>circle. ! Then tell how people responded to the </p><p>problem. </p><p>INFER THE MAIN IDEA </p><p>! Write the Main Idea of one paragraph in the big rectangle. </p><p> ! Note two facts that support it in the </p><p>boxes. </p><p> Support a Conclusion Conclusion Evidence </p><p>! Give two examples from the text that support your conclusion. </p><p>causeseffect</p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 4 </p><p>PARCC-Based Constructed Responses Using Graphic Organizers </p><p>FICTION Complete the chart to show how the writer describes ___________________. Put three details from the text into the chart. Topic: ______________________________________________ Details Complete the chart to tell what the picture adds to the story. Describe what is happening in the picture. Tell what the picture adds to the story. </p><p> Complete the chart to tell how _____ (a character) responds to each important event in the story. Event How the character responds </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 5 </p><p>List three phrases that tell about the setting. Compare the feelings of the narrator and one character in the story. Narrator Character: _____________________ How the narrator feels: </p><p>How this character feels: </p><p>Quotation that provides evidence: </p><p>Quotation that provides evidence: </p><p> Compare two characters. Character 1: Character 2: Trait: Trait: </p><p>Evidence that Supports It: Evidence that Supports It: </p><p>Trait: Trait: </p><p>Evidence that Supports It: Evidence that Supports It: </p><p> Both characters share this: _______________________________. Select two statements, one for each character, that supports this idea. Character 1 Character 2 </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 6 </p><p>Complete the Story Map Tell about two important characters. Character Trait Evidence </p><p> Sequence the Events. Draw or tell how it started, what happened next, how it ended. INFER: What is the message or lesson of the story? ___________________________________________________________________ Why do you think that is the message the writer wants you to understand? What parts of the story support your answer? </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 7 </p><p>NONFICTION Compare and contrast the kinds of information each writer includes. </p><p> List important information from passage 1 in column 1. List important information from passage 2 in column 2. </p><p> Important Information from passage 1 Important Information from passage 2 </p><p> Put X next to the kinds of information both writers include. Complete the diagram to show the cause, its effects, and the response. Cause effects response </p><p> Create a summary by putting the most important events in correct sequence. First </p><p> Then </p><p> Then </p><p> Last </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 8 </p><p>Read the two passages. Then put the central idea from each in the two columns. Then cite one example from each that strongly supports that central idea. Passage 1 Passage 2 Central Idea </p><p>Central Idea </p><p>Important Example that supports it. </p><p>Important example that supports it. </p><p> The writer makes a claim in the passage. In the chart list one main strategy the writer uses to support it. Then list three examples that show that the writer uses that strategy. Strategy: _________________________________________________________ EXAMPLES </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 9 </p><p>Select one central idea that is developed in all three texts. Central Idea that is developed in all three texts: Then select one sentence from each text that supports the central idea. Supporting sentences. Text 1 Text 2 Text 3 </p><p> Choose three details from the article that should be included in a summary of the passage. List them in the order in which they should be included in the summary. First </p><p> Next </p><p> Last </p><p> Read the text. Then list two statements that represent facts and two that represent reasoned judgments. Facts Reasoned Judgments </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 10 </p><p>Construct Your Own Paper TECR-like constructed response task. Graphic Organizer Directions: __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 11 </p><p> Part 2: NONFICTION Analyzers PARCC-Based Graphic Organizers The following graphic organizers include the construction of an analysis of a text. They also include an added task so that students build on the analysis. </p><p> List Important Details, then Summarize p. 12 Evaluate Support for a Claim p. 13 Compare Articles p. 14 Compare a Central Idea Across Multiple Texts p. 15 Use Evidence to Show How a Writer Communicates an Idea p. 16 Summarize p. 17 </p><p> Nonfiction Graphic Organizers to use in Activities or Assessments </p><p> Central Idea Analyzer p. 18 Comprehensive Assessment p. 19 Content Learning Reporter p. 20 Classify Facts and Opinions p. 21 Nonfiction ReaderAssessment p. 22 Nonfiction Evaluator p. 23 </p><p> PARCC Sequence/NWEA Skills Integration p. 24 A structure showing the kind of progression PARCC requires with integrated specific NWEA skills. </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 12 </p><p>List Important Details from a Nonfiction Text CCSSR2summarize Choose three details from the article that should be included in a summary of the passage. List them in the order in which they should be included in the summary. Added Challenge: Write the summary. Start with an important idea. Then use your own sentences to tell what the text explains about that idea. </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 13 </p><p>Evaluate Support for a Claim Read a nonfiction text. Text: ______________________________________________________ What is a claim the writer makes? _______________________________________________________________ _______________________________________________________________ List evidence the writer uses to support the claim. Then decide which evidence is strongest. Evidence 1 </p><p>2 </p><p>3 </p><p> Which evidence is strongest? __1 __2 __3 Why do you think it is the strongest? _______________________________________________________ _______________________________________________________ _______________________________________________________ </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 14 </p><p>Compare Articles CCSSR2analyze ideas Read two passages about the same topic. Topic: _______________________________________________________ Then put the central idea from each into the correct column. Passage 1 Passage 2 Central Idea </p><p>Central Idea </p><p> How are the two passages alike? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ How are they different? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 15 </p><p> Compare a Central Idea or Claim Across Multiple Texts CCSSR2figure out the central idea and support. Select one central idea that is developed in two different texts. Then choose what you think is the sentence in each one that best supports the idea. Central Idea: Text Supporting Sentence 1 </p><p>2 </p><p> Added Challenge: Which text provides the stronger support for the idea? ________________________________________________________________ Why do you think that it has better evidence? _______________________________________________________ ________________________________________________________ </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 16 </p><p>Use Evidence to Show How a Writer Communicates an Idea CCSSR8analyze how a writer supports a claim The writer makes a claim in the passage. In the chart list one main strategy the writer uses to support it. Then list examples that shows that the writer uses that strategy. Claim: ____________________________________________________________ Strategy: ___________________________________________________________ Examples Added Challenge: What is another strategy the writer uses? _________________________________________________________ What is an example that shows the writer uses that strategy? ___________________________________________________________________ ___________________________________________________________________ </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 17 </p><p>I Got Ithere is my clear summary. CCSSR1read carefully to Figure out what is important and summarize the reading (CCSSR2) </p><p>Topic: _________________________________________________ Important Words: Word What it Means </p><p> Important Facts: My Summary: On another page, write and draw to tell and show whats important. </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 18 </p><p>Central Idea Analyzer CCSSR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. </p><p> Put the central idea in the circle. Put supporting ideas in the boxes. </p></li><li><p> Expand Core Competence </p><p>Center for Urban Education teacher.depaul.edu 2014 19 </p><p>COMPREHENSIVE ASSESSMENT: Non-Fiction I can identify the topic, main idea, purpose, opinion, and summarize a nonfiction passage 1. What is the topic? ______________________________________________ The topic is not the title. What is the topic that the passage explains? 2. Infer the main idea of a paragraph: What is the main idea of the first paragraph? _________________________________________________________________ 3. Infer the purpose: What is the purpose of the passage? Why did the writer write it? __________________________________________________________________ Explain: How do you know that is the purpose? __________________________________________________________________ 4. Classify Fact and Opinion: What is an opinion in the passage? __________________________________________________________________ Explain: How do you know it is an opinion? __________________________________________________________________ 5. Figure out the central idea of a pas...</p></li></ul>