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    Graphic Organizers in Reading

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    api-314847014
    Graphic organizers are visual tools that help students make connections between ideas, facts, or concepts in a reading by using diagrams or maps. They help students visualize how ideas fit together, compare and contrast information, and organize what they've read to increase comprehension. Graphic organizers are particularly beneficial for students with learning disabilities as visual learners. Teachers can choose from various types of graphic organizers like Venn diagrams, concept maps, or K-W-L charts based on the structure of the reading. The teacher should model how to complete the organizer and have students explain their completed versions to check understanding.

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    Graphic Organizers in Reading

    Uploaded by

    api-314847014
    127 views2 pages
    Graphic organizers are visual tools that help students make connections between ideas, facts, or concepts in a reading by using diagrams or maps. They help students visualize how ideas fit together, compare and contrast information, and organize what they've read to increase comprehension. Graphic organizers are particularly beneficial for students with learning disabilities as visual learners. Teachers can choose from various types of graphic organizers like Venn diagrams, concept maps, or K-W-L charts based on the structure of the reading. The teacher should model how to complete the organizer and have students explain their completed versions to check understanding.

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    Graphic organizers are visual tools that help students make connections between ideas, facts, or concepts in a reading by using diagrams or maps. They help students visualize how ideas fit together, compare and contrast information, and organize what they've read to increase comprehension. Graphic organizers are particularly beneficial for students with learning disabilities as visual learners. Teachers can choose from various types of graphic organizers like Venn diagrams, concept maps, or K-W-L charts based on the structure of the reading. The teacher should model how to complete the organizer and have students explain their completed versions to check understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    127 views2 pages

    Graphic Organizers in Reading

    Uploaded by

    api-314847014
    Graphic organizers are visual tools that help students make connections between ideas, facts, or concepts in a reading by using diagrams or maps. They help students visualize how ideas fit together, compare and contrast information, and organize what they've read to increase comprehension. Graphic organizers are particularly beneficial for students with learning disabilities as visual learners. Teachers can choose from various types of graphic organizers like Venn diagrams, concept maps, or K-W-L charts based on the structure of the reading. The teacher should model how to complete the organizer and have students explain their completed versions to check understanding.

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    Desiree Nix - 23

    Graphic Organizers in
    Reading
    Graphic organizers in reading is a visual thinking tool that helps create a relationship between
    ideas, facts, or concepts within a story by using a map or diagram.

    Reading graphic organizers help students visualize how


    ideas fit together. This strategy also helps students compare
    and contrast, show cause and effect, brainstorm, construct
    meaning with what they read, organize information, and help
    increase their reading comprehension. By using graphic
    organizers in reading teachers are able to identify strengths
    and weakness of their students thought processes on what the
    students read. Graphic organizers can be used independently,
    as a class, or in groups.

    Often students with Learning Disabilities (LD) are visual learners and thinks, which is why
    using graphic organizers in reading is a great strategy for them to use. By using graphic organizers
    in reading for students with LD it can help them understand and remember the information being
    read because they are able to associate their thoughts with pictures, charts, and diagrams.
    However, all students can benefit from using graphic organizers in reading.

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    ipsum
    dolor
    Continued

    issue, date

    The teacher can provide many different graphic


    organizers in reading such as: Venn diagrams,
    concept maps, webs, stack plots, and K-W-L
    charts. Teachers can access many different types
    of reading graphic organizers on the Internet.

    Procedures for
    Implementations:
    1. When choosing a reading graphic organizer the teacher needs to consider how the reading is
    structured. Based off the structure of the reading the teacher then can select a graphic organizer
    that matches the way the reading is structured.
    2. Give the students a short explanation as to how the specific graphic organizer can help their
    comprehension of the text.
    3. Model the proper way to fill out the graphic organizer in reading. While modeling how to write
    information give the students opportunities to participate with helping fill out the organizer.
    4. After the teacher has modeled the proper way to use the graphic organizer, and the students
    have a better understanding of what it is and how to use it, transfer the responsibility of
    completion to the students.
    5. Once all the students have completed their graphic organizer in reading, have the students
    explain their ideas represented in their finished product.

    References:
    Baxendell, B.W. (2003). Consistent, Coherent, Creative The 3 Cs of Graphic Organizers. Teaching
    Exceptional Children, 35(3), 46.
    Hall, C.c., Kent, S.C., McCulley, L., Davis, A., & Wanzek, J. (2013). A New Look at Mnemonics and
    Graphic Organizers in the Secondary Social Studies Classroom. Teaching Exceptional Children,
    46(1), 47-55.
    Singleton, S.M., & Filce, H.G. (2015). Graphic Organizers for Secondary Students With Learning
    Disabilities. Teaching Exeptional Children, 48(2), 110-117.

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