# Decision Two: The performance or product project

Document Sample

```					       Grade Level                                     2

Content &
M2N3a-d
Standard(s) Code

Name of Unit                Learning Focus Model Unit - Multiplication

Page Numbers                    Acquisitions Lessons, Pages 11-17
Unit Decisions               Extending Refining Lessons, Pages 21-24
Pages 1-9                         Graphic Organizers, Pages
Submitted
Kate Brigman
By

Professional/System
kbrigman@bcraiders.com

System                                Bacon County

School
Please do not use initials. Type         Bacon County Primary School
full name of school.

1
Created by: Kate Brigman

Decision Two: The performance or product project                                                                                  Note: Decision One is the
Content Map
that will be the culminating activity of the unit
Students’ Assignment Page for the Culminating Activity

Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
When do we use multiplication? (Multiplication is used when we do repeated addition, array, skip counting, repeated subtraction, equal grouping and
equal sharing)

Paragraph Description of the Culminating Activity:
Students will interpret five word problems and show all multiplication strategies previously learned to solve the problems.

Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in text box
below.)
     Students will give the answer to the Essential Question. Teacher will record the student’s responses on a web splash.
     Students will be given five word problems. They will show all the ways to find the answer. Students can refer to the graphic organizer for help.
Example Word Problem:                                                                                             Repeated
Skip
Task One: Show all ways to represent the following problem and label the problem.                   Counting    Addition      Arrays
I have 3 packs of batteries. Each pack has 6 batteries. How many in all?
xxx      xxx       xxx
Repeated Addition – 6+6+6= 18              Skip Counting -    xxx      xxx       xxx                                   When do we use multiplication?

Array - XXXXXX                              6        12        18
XXXXXX                                                                                                                     Repeated
Equal               Equal
XXXXXX                                                                         Sharing             Grouping
Subtraction

Task Two: After finding how many in all on Task One use that information to complete the following:
I want to put 2 batteries in each of my toys. How many toys do I have? What are the factors and product of your model?

Equal Grouping/Equal Sharing        xx         xx          xx       xx        xx        xx       xx        xx          xx

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Decision 3: Culminating Activity/Project Rubric
Scale
4                                  3                                 2                               1
Criteria

Uses repeated
Showed how to find the                                               Showed how to find the          Showed how to find the
addition and skip                                           Showed how to find the
product to all five word                                           product to two or three word        product to one word
counting to find a                                       product to four word problems
problems with repeated                                               problems with repeated           problem with repeated
product.                                             with repeated addition and skip
counting.
counting.                                                            counting.

Makes an array to       Makes an array to find the         Makes an array to find the         Makes an array to find the      Makes an array to find the
find the product.       product for all five word           product for four word           product for two or three word      product for one word
problems.                          problems.                          problems.                       problem.

Uses equal sharing                                                                           Shows the factors for equal     Shows the factors for equal
Shows the factors for equal         Shows the factors for equal
or equal grouping to                                                                         sharing or equal grouping for     sharing or equal grouping
sharing or equal grouping for       sharing or equal grouping for
determine factors.                                                                          two or three word problems.         for one word problem.
all five word problems.              four word problems.

Uses the
multiplication table   Uses the multiplication table to   Uses the multiplication table to   Uses the multiplication table    Uses the multiplication table
to find product of     find the product for all five     find the product for four word     to find the product for two or    to find the product for one
two numbers.            word problems.                        problems.                    three word problems.                word problem.

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Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?

Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews

   Give students a blank multiplication diagram. Fill in the diagram by rolling a die two times. Using the diagram draw an array to find the
product of the two rolls.
   Give students a word problem. Use a model or picture to show repeated addition. Skip count the repeated addition to the teacher.
   Give students a handful of counters. Have them make equal size groups with counters. (Roll die to determine the number of groups)Then write a
number sentence that represents the counters.
   Using multiplication table the students will find the product of 2 factors.
   Short answer test with word problems. Students can show answer by using any of the multiplication process (arrays, skip counting, repeated
   Check student responses in their learning logs.
   Observe the students when playing the multiplication games throughout the unit.

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Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.

First read M & M's Counting Book by Barbara Barbieri McGrath. Groups of students will then be given bags of M&M’s. Ask students to share the
M&M’s equally with everyone at their table. Have them place remaining M&M’s back in bag. Teacher will lead the students in a discussion to allow
students to discover how they can find the total number of M&M’s without counting individual pieces of candy. Introduce key vocabulary during the
discussion.
(grouping, repeated addition, equal sharing, equal grouping, multiply, multiplication)

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Decision 6: Acquisition Lessons

Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.

See the Acquisition Lessons Templates (pages 11-17) and the
Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.

Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills

Cause/Effect Compare/Contrast                   Constructing Support
Justification    Induction                            Deduction
Error Analysis    Abstracting                         Analyzing Perspectives
Classifying       Example to Idea                     Idea to Example
Evaluation        Writing Prompts

Make a List, Chart or Table – Students will make a class booklet showing different pictures from real life objects that represent repeated addition and
skip counting.

Act it Out and Making a List - Students will use 24 color tiles to arrange as many arrays as possible. Using the arrays they will list the multiplication
fact for each.

Find a Pattern – Students will use number line to model equal sharing and equal grouping situations.

Make a List – Students will list all multiplication facts for a certain number by using the multiplication table. Students will combine list to make a class
booklet of all multiplication facts with factors up to ten.

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Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?

Creator – Students will illustrate multiplication arrays by using shapes and symbols to represent an equation. Differentiating Strategies - Teacher may
provide students with pre-cut shapes, teacher may provide several examples, students may work together, teacher may need to help students begin their
example, or some students may need to use real objects.
Writer – Students answer Essential Questions from the unit lessons in learning logs or journals. Differentiating Strategies – Teacher may need to assign
fewer entries, have students work with partners, or allow some students to keep their log on the computer.
Performer – Students compose a rap about skip counting by 2s, 3s, 5s, and 10s. Differentiating Strategies – Students may need to listen to different
music for a rhythm or work in small groups. Teacher may need to provide the first line or even the first stanza, allow extra time, or model a rap made up
by teacher.
Collector – Students will design and use a portfolio that shows they understand multiplication. Differentiating Strategies - Give examples of items to be
placed in portfolio, provide chart for self -assessment, review portfolio often, allow for peer review, or reduce the number of portfolio items.
Making a Mobile – Students will design a mobile to represent what multiplication is and include examples. Differentiating Strategies – Students may
need to work in pairs. Teacher may need to provide examples.

Decision 9: Lesson/Activity Sequence and Timeline

What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.

Day 1 – Launch Activity
Days 2 and 3 -(EQ) How is multiplication like repeated addition and skip counting?
 Have students model repeated addition problems.
 Play Birds and Nest game to show repeated addition and ship counting.
Day 4 – Extending and Refining Lesson
Days 5 and 6 - (EQ) How can arrays help you understand multiplication?
 Model pictures of arrays and the multiplication diagram.
 Give collaborative pairs number stories and blank multiplication diagrams. Complete diagrams and draw arrays.
Day 6 – Extending and Refining Lesson
Days 7 and 8 - (EQ) How do you use equal sharing, equal grouping and repeated subtraction to find factors?
 Students will learn how to take the product and one factor to find the missing factor.
 Students will use counters to share equally according the information presented in problems.
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Day 9 – Extending and Refining Lesson
Days 10 and 11 - (EQ) How do you use the multiplication table to determine a product?
 Student will be shown how to use the table.
 Students will play a racing game to find the product of two numbers using the multiplication table.
Day 12 – Extending and Refining Lesson
Day 13 Review of all multiplication strategies.
Day 14 Culminating Activity
Day 15 Written Assessment

Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.

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Decision 11: Resources and Materials (Copyright/References )for Learning Unit
Left Column: Unit Writer to list copyright and references resources used for developing the unit.
Right Column: Provision to list comparable resources at a later time.

Everyday Mathematics Math Program

A Remainder of One by Bonnie MacKain, Elinor J Pinczes

One Hundred Hungry Ants by Elinor Pinczes
Differentiating Instruction – Learning-Focused Strategies that Work by Dr. Max
Thompson, Dr. Julia Thompson, Dr. Linda McCalister
M & M’s Counting Book by Barbara Barbieri McGrath

Learning Focused Mathematics by Jeanette Gann, Marilyn Preddy, Diane Spencer

What Comes in 2s, 3s & 4s by Suzanne Aker

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The following pages contain the templates in direct reference to
Decision 6. Pages 11-15 contain 5 copies of the Acquisition
Lesson Template. Pages 16-20 contain 5 copies of the Extending
Thinking Lesson Planning Template. Due to the unique nature of
each of the units created, the number of Acquisition Lessons and
Extended Thinking Lessons will vary. You may or may not need
all five copies of either template.

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Kate Brigman

Essential Question: How is multiplication like repeated addition and skip counting?
Activating Strategies: Read What Comes in 2s, 3s and 4s?. Students will work in pairs and make a list of things that come in 2s,
(Learners Mentally Active) 3s 4s or 5s.

Acceleration/Previewing: repeated addition, skip counting, multiplying, factors, product
(Key Vocabulary)
Teaching Strategies: Ask students how many feet do 4 students have? Have them figure out answer in groups of four. Have
(Collaborative Pairs; students share strategies with the class. If no one counts by twos, ask students what patterns they see. Lead
Distributed Guided Practice; into a discussion of grouping and adding.
Distributed Summarizing;
Graphic Organizers) Have 4 students act out model in front of class. To find the total we added 2+2+2+2 which equals 8. This
is what multiplication is – repeated addition. If we count the feet by twos we are showing multiplication by
skip counting. Do more examples on board with repeated addition and skip counting aloud. Then try new
problems in collaborative pairs. How many fingers do 3 students have? How many eyes do 8 children
have? How many legs do 5 children have?

Distributed Guided Practice/ Give collaborative pairs six paper squares (for nest), a handful of pennies (for eggs), 1 die and a record
Summarizing Prompts: sheet. Students roll die two times. The first roll lets students know how many nest to use. Second roll lets
(Prompts Designed to Initiate them know how many eggs in each nest. Students then write a repeated addition problem to represent their
Periodic Practice or model. Skip count the problem to their partner.
Summarizing) Ex.       1st roll – 3
2nd roll – 4                                     Record on sheet
4+4+4 = 12
Skip count 4,8,12

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Summarizing Strategies: Tell partner what multiplication is like? Record an example in learning log.
(Learners Summarize &

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Kate Brigman

Activating Strategies: Give students a problem that they can draw on paper. Example: You have an egg carton. The carton has 2
(Learners Mentally Active) rows with 6 eggs in each row. Draw a picture to show how many eggs in all?

Acceleration/Previewing: Multiplication diagram, factors, product, array
(Key Vocabulary)
Teaching Strategies: Have someone draw their picture on the board. Explain to students that when they draw a picture of objects
(Collaborative Pairs; in a rectangular arrangement of rows and columns they are forming an array. An array can help you
Distributed Guided Practice; understand multiplication.
Distributed Summarizing;                                   6
Graphic Organizers)                                        2 rows of 6 equals 12
2


Explain that the two numbers from the array are the factors that are being multiplied. The answer is called
the product.

Explain that an array’s information can also be used in a multiplication diagram. The diagram tells you
how many rows your array will have. It also tells you how many objects are in each row. Ex.
Rows      _____ per row _____ in all

2             6                12

Do other examples together. First fill in the diagram. Then draw an array using dots or x’s to show the
information in the diagram.
Examples – Telephone key pad (4 rows with 3 #’s in each)
Crayon box (3 rows with 6 in each)
Six pack of soda (2 rows with 3 in each)
3 Tricycles

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Distributed Guided Practice/ Give collaborative pairs number stories and blank multiplication diagrams. Together have them fill in the
Summarizing Prompts: diagrams and draw an array for each number story.
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)

Summarizing Strategies: Answer essential question in learning log or on ticket out the door. Then write a number story and draw an
(Learners Summarize & array for the story.

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Kate Brigman

Essential Question: How do you use repeated subtraction, equal sharing and equal grouping to find factors?
Activating Strategies: Read A Remainder of One. Divide class into groups of four. Give each group 22 jelly beans. Have them
(Learners Mentally Active) share the jellybeans equally.

Acceleration/Previewing: Repeated subtraction, equal sharing, equal grouping, factors, products, dividing, remainder
(Key Vocabulary)
Teaching Strategies: Have students share their solution strategies for sharing the jellybeans. As students explain, draw a picture
(Collaborative Pairs;   on the board to illustrate the problem (use circles to represent students and x’s to represent jellybeans).
Distributed Guided Practice;    Also show problem solution using counters or color tiles. Explain that the number of groups and the
Distributed Summarizing;      number of objects in each group are the factors and that the total number they started with was the product.
Graphic Organizers)     Explain that When working this problem, they were dividing objects in equal groups. Explain that if any
were left over, that this is called the remainder. Repeat activity with other examples. Make sure you
include both equal sharing stories and equal grouping number stories.
Examples of Equal Sharing Stories - * 6 children share 18 pencils equally, * 5 dogs share 20 bones
equally, * 30 books on 3 shelves equally
Examples of Equal Grouping Stories - * 12 pieces of gum, 5 in each pack, how many packs, * 36
doughnuts, how many dozens is that, * 25 nails – 5 nails for each picture to be hung, how many pictures
can you hang?
Distributed Guided Practice/        Give collaborative pairs Skittles. Have them use the Skittles to share according to problems. Then have
Summarizing Prompts:           them make simple drawings to show how they divided the Skittles. Also record the two factors for each
(Prompts Designed to Initiate   problem and if there are any remainders.
Example: 24 Skittles shared equally                                                             Factors:
Periodic Practice or                                                                                                    4 and 6
Summarizing)           by 4 people
 by 3 people                         xxxxxx       xxxxxx       xxxxxx       xxxxxx         No
Remainder
 by 8 people
 by 2 people

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Summarizing Strategies: Show and Tell
(Learners Summarize & Give a problem to the ones. Example – 12 Skittles shared with 4 people equally. Have them draw a model
Answer Essential Question) for sharing the Skittles.
Have the twos write an explanation for what their partner has drawn.

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Kate Brigman

Essential Question: How do you use the multiplication table to determine a product?
Activating Strategies: Tell students that you are going to put a problem on the board. Instruct them that they need to find the
(Learners Mentally Active) product using repeated addition, drawing an array or skip counting. They have to find the product within 10
seconds and they will need to show their work. Example problem – 9 groups of 12
Acceleration/Previewing: Factors, multiply, repeated addition, arrays, skip counting, multiplication table, rows and columns
(Key Vocabulary)
Teaching Strategies: Ask if anyone has the product. Inform students that a quick way to find the product of two factors is by
(Collaborative Pairs;   using a multiplication table. Explain that the multiplication table is similar to an addition/subtraction fact
Distributed Guided Practice;    table. For example – 5 groups of 3 (demonstrate on poster size multiplication table)
Distributed Summarizing;      Find the 5 row. Go across the 5 row to the 3 column. The number that you see where the 5 row and the 3
Graphic Organizers)     column meet is 15. This tells you that 5 groups of 3 equals 15 or 5 x 3 = 15. 15 is the product of the 2
factors 3 and 5. Do other examples on poster.
Distributed Guided Practice/ Have groups of four play a racing game using individual multiplication tables. Teacher will call out two
Summarizing Prompts: factors. Students will use the table to find the product. First student to get the correct answer gets a point.
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)

Summarizing Strategies: Pair share and answer the essential question.
(Learners Summarize & As students turn in their multiplication table to the teacher, they can show the teacher the product of two

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By:

Essential Question:
Activating Strategies:
(Learners Mentally Active)

Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)

Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)

Summarizing Strategies:
(Learners Summarize &

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Extending Thinking Lesson Planning Form
Name: Kate Brigman

Essential Question: How is multiplication like repeated addition and skip counting?
Mini-Lesson: Read One Hundred Hungry Ants. Explain how the hundred ants arrange themselves in a variety of different
rows as they try to determine the most efficient way to get to a picnic. Have students call out the different
repeated addition problems from the story. Teacher will list these on the board. After list is complete,
students will skip count the sentences.
Ex. 2 rows of 50 - 50 + 50 - 50, 100
4 rows of 25 - 25 +25 +25 +25 - 25, 50, 75, 100

Task: Make a book of everyday items that use or show repeated addition of skip counting.

Summarize/Sharing: Students will share their pictures with their repeated addition fact to the class. They will add their page to
the class booklet.

Assignment: Have students find pictures that show repeated addition or skip counting in newspapers, magazines and
other sources. Students will write the repeated addition sentence and the skip counting pattern under each
picture they find. (Examples – telephone key pad – 3+3+3+3 – 3,6,9,12)

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Extending Thinking Lesson Planning Form
Name: Kate Brigman

Mini-Lesson: Display and read the following problem:
4 rows of tomato plants
3 plants in each row
How many plants in all?
Ask volunteer to draw an array on the board for the problem. Review language for arrays (rows, columns, 4
by 3, array). Ask children to describe how they found the total number of plants. (Ex. 3+3+3+3, 3,6,9,12).
Explain that a multiplication fact is the product of 2 numbers. The multiplication fact for the problem
would be 4 x 3 = 12. Explain that the x takes the place of “groups of”.

Task: Have students find and write as many multiplication facts as they can from 24 color tiles.

Summarize/Sharing: Have students draw two arrays in their learning log and record the multiplication fact under the
array.

Assignment: Give collaborative pairs 24 color tiles. Together they will arrange the tiles in as many different arrays as
possible using the arrays the students will list the multiplication fact for each.

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Extending Thinking Lesson Planning Form
Name: Kate Brigman

Essential Question: How do you use equal grouping, equal sharing, and repeated subtraction to find factors?
Mini-Lesson: Explain to students that equal grouping, equal sharing and repeated subtraction are ways of solving division
stories. Explain that the multiplication diagram used in Lesson 2 can also be used as a division diagram.
Display a diagram                                       Do an example together. Ex. 3 children sharing 16
crayons equally? ___ ___ per ____ ___ in all Ask students to identify the known and unknown
quantities as you                                        record them on the diagram. Have volunteers act out
the solution with                                        real crayons. Draw a picture on the board to illustrate
story. Ask children to describe result. Tell class that the number of crayons each child gets is called the
quotient and that the number left over is called the remainder. Show students how to write a sentence for
the diagram. (16 divided into 3 groups equals 5 with a remainder of 1) Repeat with other examples.
Task: Students will play a game and fill in division models for each turn.

Summarize/Sharing: Pair – Share
Students will discuss how multiplication and division are similar by looking at a multiplication/division
diagram.

Assignment: Give each person a page with blank multiplication/division diagrams. (Groups of four per team)
1. Each person takes a handful of counters. Put all counters together is a pile. How many counters in
pile? Students record this number on diagram under ‘counters in all’.
2. Students make equal size groups of counters. One person rolls a die. The number that lands face up
tells how many groups to make. Students record this number on diagram under ‘groups’.
3. Students work together and move counters into groups until all counters are distributed equally.
Students record how many in each group on diagram. Have students work together to write a
sentence for each diagram.

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Extending Thinking Lesson Planning Form
Name: Kate Brigman

Essential Question: How do you use the multiplication table to determine a product?
Mini-Lesson: Model with the multiplication table how to find all the multiplication facts for a specific number. Use the
poster size table and record all the facts for the factor 2. List these on the board.

Task: Have students make two class books containing all multiplication facts using factors 0 through 10.

Summarize/Sharing: Tell partner how to use the multiplication table and why we use it.

Assignment: Have students draw a number from a cup. Students will list all multiplication facts for their number. They
will use the table to find the facts and the product for each fact. All pages will be combined to make a class
multiplication facts book.

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Extending Thinking Lesson Planning Form
Name:

Essential Question:
Mini-Lesson:

Summarize/Sharing:

Assignment:

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 The following pages (29-66) contain sample Graphic
Organizer (GOs) templates in direct reference to Decision 2.
 You must include at least one in your unit.
by citing the title and page number in the Decision 2 form
field.
 You may also pre-fill your chosen graphic organizer by
navigating to that page and clicking in the appropriate text-
spaces.

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®
Learning-Focused
Strategies Notebook
Teacher Materials
Dr. Max Thompson & Dr. Julia Thompson

Learning Concepts Inc.
PO Box 2112
Boone, NC 28607
(866) 95-LEARN
(866) 77-LEARN Fax
www.learningconcepts.org

30

Graphic Organizer Titles                                        Page Numbers

* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
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Graphic Organizers
1.     Graphic organizers help students comprehend information through visual
representation of concepts, ideas, and relationships. They provide the structure
for short and long term memory.

2.   Graphic organizers turn abstract concepts into concrete visual representations.

3.     Understanding text structure is critical to reading comprehension. If
students have a guide to the text structure, their comprehension
is considerably higher than when they only rely on reading and memorization.
Expository texts “explain” or tell about a subject. Their ideas are organized by:
*      Sequence or Time-Order
*      Listing or Description
*      Compare/Contrast
*      Cause/Effect
*      Problem/Solution

4.     The most important question a teacher can answer is:
“How do I want students to THINK about my content ?”
Then the teacher selects a graphic organizer that facilitates that type of thinking.

5.       The use of graphic organizers produces learning effects that are substantial and long
lasting.

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KWL Outline 1

-K-              -W-               -L-
Think I Know…   Think I’ll Learn…   I Learned…

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KWL Outline 2
-K-        -W-             -L-
I Know…   Think I Know   Want to Know

34
KWL Outline 3

-K-            -W-                -L-
What I Know…   Think I’ll Know   What I Learned

35
KWL Outline 4

-L
-K-            -W-
What We Learned and
What We Know   What We Want
Still Need to Learn…
To Find Out

36
KWL Plus Outline

Topic:
-K-                            -W-         -L-
Know                       Want To Know   Learned

Final category designations for “L”:

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Word Map Outline 1
What is it?
(write the definition)
What is it like?

Causes

The Word

What are some examples?

38
Frayer Diagram 1

Definition         Characteristics

Examples           Non-Examples

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Frayer Diagram 2

Definition         Sentence

I Think            Draw

40
Folk Tales Story Map
Title:

Characters:

Setting:

Problem:

Events: 1.
2.
3.
4.

Solution:

41
Fish Bone (Cause / Effect)

Effect

Causes                                         42
Cause and Event

CAUSE

CAUSE         EVENT   CAUSE

43
CAUSE
Cause and Effect
Cause

Cause:

Cause:
Effect:

Cause:

Cause

44
Flow Chart   (Sequence)

Skill or Problem:

45
Cycle Graph   (Sequence and Repeat)

46
Compare / Contrast 1

Concept 1                        Concept 2

How Alike?

How Different?

With Regard To

47
Compare / Contrast 2
Concept 1                          Concept 2

How Alike?

How Different?

With Regard To

Summarize:
48
Describing An Event (Abstracting)

WHO?                          WHY?

WHEN?                           HOW?

WHERE?                      SIGNIFICANCE?

49
Descriptive Organizer
(Literary Element)

TOPIC

DETAILS

MAIN IDEA SENTENCE

50
DETAILS   (Literary Element)

MAIN
IDEA

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STORY MAP
(Literary Element)

Title:

Setting

Characters

Problem

Event 1:        Event 4:

Event 2:        Event 5:

Event 3:        Event 6:

Solution:

52
Story Pyramid (Characterization)

1.

2.

3.

4.

5.

Directions:
1.   Insert 1 word that names a central character.
2.   Insert 2 words that describe the setting.
3.   Insert 3 words that describe a character.
4.   Insert 4 words that describe one event.
5.   Insert 5 words that describe another event.

53
Character Map (Literary Element)

Example                                                       Example

Example
Example                                 Quality

Quality                                                                                                 Quality

Character’s Name

Example                               Directions:                                   Example

1.   Write character’s name in central square.
2.   In the rectangles, list adjectives or qualities that describe
that character.
3.   In the ovals, writs examples from the text that support the
54
STORY WORM (Literary Elements)
Event

Event

Conclusion
Setting

Main
Character

55
Story Map Showing Character Change

Turning Point

Character at Beginning   Events That Caused Change   Character at End
of Story                                          of Story

56
Matrix

Top
Category
Side
Category

57
WEB DIAGRAM (Classifying)

58
Newspaper Model – 5W Model (Abstracting)

Topic:
WHO             WHAT             WHEN       WHERE              WHY

Using the information from this form write a paragraph

59
5W and How Model
TOPIC: ______________________________________
WHO:

WHAT:

WHEN:

WHERE:

WHY:

HOW:

SUMMARY STATEMENT:

60
Word Problems: Math (Problem Solving)
What is the question?

What is the essential information?

What information is not needed?

What operations will I use?

Can I draw a diagram of the problem?

61

To solve this problem, first I ___    To solve this problem, first I ___

Then I ___                            Then I ___

..because ___                         ..because ___

62
Organizational Graphic Organizer (Classifying / Categorizing)

Central Topic

63
Problem / Solution Organizer (Problem Solving)

Topic

Problem                                          Solution

Main Idea Sentence

64
SKILLFULL DECISION MAKING
OPTIONS
What can I do?

OPTION
CONSIDERED

CONSEQUENCES                      SUPPORT                          VALUE
What will happen if          Why do you think each    How important is the consequence?
you take this option?        consequence will occur?                 Why?

65
Prediction Tree Model (Deduction)
Details / Proof

Details / Proof                             Prediction                              Details / Proof

Prediction                                                             Prediction

Conclusion or Final Prediction

1. Solid Lines & Boxes Are Details / Proof     2. Ovals Are Predictions     3. Framed Box is Conclusion
Directions: 1. Students Read and Note Details, Facts, Proof .
2. Read, Gather Details, Facts, Proof and Make Predictions
3. Make Conclusion or Final Prediction

66
Constructing Support
Position Statement

Reasons

Facts

67
Inductive Reasoning

Details:

Patterns:

Generalization:

68
Analyzing Perspectives

Issues:

Personal Perspective or Main Character’s Perspective:

Reason/Logic:

Different Perspective:

Reason/Logic

Conclusion/Awareness

69
The Most Important Thing

is __

But. The most important thing about

is __

70

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