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Disciplinary Literacy

Strategies and Frameworks

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Copy of Sort It Out Jamboard Sample Template (For Teachers) - Google Jamboard

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Linking the Language: A Cross-Disciplinary Vocabulary Approach

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Linking the Language: A Cross-Disciplinary Vocabulary Approach

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Baumann, J.F., Edwards, E.C, Font, G., Tereshinski, C.A., Kame'enui, E.J., & Olejnik, S. (2002). Teaching morphemic and contextual analysis to fifth-grade students. Reading Research Quarterly, 37(2), 150'"176.

Baumann, J.F., Ware, D., & Edwards, E.C. (2007). 'Bumping into spicy, tasty words that catch your tongue:' A formative experiment on vocabulary instruction. The Reading Teacher, 61(2), 108-122.

Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Carlisle, J.F., & Katz, L. (2006). Effects of word and morpheme familiarity on reading of derived words. Reading and Writing, 19(7), 669-693.

Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39 (2), 188-215.

Carroll, J.B., Davies, P., & Richman, B. (1971). The American Heritage word frequency book. Boston: Houghton Mifflin.

Clements, A. (1996). Frindle. New York: Simon & Schuster

Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.

Crystal, D. (1995). The Cambridge encyclopedia of the English language. Cambridge University Press.

Ebbers, S.M. (2004). Vocabulary through Morphemes: Suffixes, prefixes, and roots for intermediate grades. Longmont, CO: Sopris West Educational Services.

Ebbers, S.M., & Denton, C.A. (2008). A root awakening: Vocabulary instruction for older students with reading difficulties. Learning Disabilities Research & Practice, 23(2), 90-102.

Finkenstaedt, T., & Wolff, D. (1973). Ordered profusion: Studies in dictionaries and the English lexicon. Heidelberg: Carl Winter.

Graves. M.F. (2004). Teaching prefixes: As good as it gets? In J. F. Baumann, & E. J. Kame'enui (Eds.), Vocabulary instruction: Research to practice (pp. 81-99). New York: Guildford Press.

Graves, M.F. (2006). The vocabulary book: Learning and instruction. New York: Teachers College Press.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.

Henry, M.K. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore: Paul H. Brookes Publishing Co.

Kieffer, M.J., & Lesaux, N.K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144.

Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore: Paul H. Brookes Publishing Co.

Moats, L. C., & Foorman, B. R. (2003). Measuring teachers' content knowledge of language and reading. Annals of Dyslexia, 53, 23-45.

Nagy, W.E., & Anderson, R.C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.

Nagy, W.E. (2007). Metalinguistic awareness and the vocabulary-comprehension connection. In R.K. Wagner, A.E Muse, & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 52-77). New York: Guilford Press.

Reed, D. K. (2008). A synthesis of morphology interventions and effects on reading outcomes for students in grades K'"12. Learning Disabilities Research & Practice, 23(1), 36-49.

Reichle, E. D., & Perfetti, C. A. (2003). Morphology in word identification: A word-experience model that accounts for morpheme frequency effects. Scientific Studies of Reading, 7(1), 219-238.

Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400.

Willingham, D.T. (2002, Summer). Allocating student study time: Massed versus distributed practice. American Educator, 47, 37-39.

Wysocki, K., & Jenkins, J. R. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, 22(1), 66-81.

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Linking the Language: A Cross-Disciplinary Vocabulary Approach

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Rather than introducing a new word in isolation, teachers should introduce students to a rich variety of words that share the same root. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas.

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Building Vocabulary Through Fun and Games

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Building Vocabulary Through Fun and Games

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Examine Non-Examples of Vocabulary Words

Ask not just, "What does this word look or function like?" but also, "What does it not look or function like?" For instance, acute angle can look "sharp" but not "curvy" or "wavy" or "square."

Ask students to play games or have mock competitions to come up with the most creative non-examples, and have them explain their reasoning. For example, that same acute angle can look like a door that's partly shut, but not like a smile or a cloud.

For every word chosen, ask students to be specific about the difference between the non-example and the original word. This process of description will help build their vocabularies and strengthen their abilities to make connections between one topic and the next.

Use Online Vocabulary Tools

While we want to build vocabulary mostly through deep discussion and dialogue, there are tools that can promote an increased engagement and understanding of specific words. Using tools such as Visual Thesaurus, which lets students see the ways words interrelate, and Wordle, which lets them create word clouds, we can start to help students see related and unrelated words as chances to play.

This technique can also be very helpful for learners who think in more visual ways, allowing them to integrate the word meaning, or the semantic aspects, with a visual sense of how one word connects to the next.

These tools work in different ways and lend themselves to different activities. For example, the word clouds in Wordle can show a word as bigger or smaller depending on how frequently it appears in a text. This can be a great reading comprehension tool, as you can ask students to reflect on the words that appear most often as potential themes from a text, or to debate whether a theme is actually more important than its size in the cloud would indicate.

Visual Thesaurus shows the distance between more closely and less closely interrelated words, and can be a great way of deepening students' understanding of synonyms, antonyms, and words that are somewhere in between. Students can use this thesaurus to explain, for example, why irritated and forgetful aren't opposites, and why content and unhappy can be.

Draw Guessed Meanings of Unknown Words and Non-Words

When working on prefixes and suffixes, have students draw what they imagine for the words unplayed or redrink. Help students formulate why their drawings relate to the concept, and how the prefix or suffix changes the word.

This activity can be made more complex or simple for use with students in a range of grades. For example, younger students can work on drawing waks (the plural of wak, an unknown animal), when they are learning the use of the plural. Older students can focus on words that describe processes (think bed-ation or storm-ation) and describe why those words are silly.

Vote With Their Feet

We don't have to think of vocabulary learning and practice as physically static. For example, have students rate how high on an intensity scale they see a word when introducing synonyms, and move to one or the other corner of the room to vote on the intensity with their feet. Students might rate irritated as a 1 on a 1 to 5 intensity scale, and enraged as a 5. When their ratings differ, they can engage in discussion and debate about these ratings, and if they want, move again.

Developing students' vocabulary doesn't have to be a chore. Given a creative mindset and some openness to exploring, we can find opportunities to educate and stretch students' understanding with play. Far from being wasted time, these exchanges can help motivate students to realize that playing with language can be enjoyable. They may even start to see connections between their social play with language (for example, telling jokes at home) and their classroom activities.

How are you already helping students in the classroom play with language? Are there opportunities to deepen or expand this play, not only in English class but across academic subjects?

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Building Vocabulary Through Fun and Games | Edutopia

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Ask not just, "What does this word look or function like?" but also, "What does it not look or function like?" For instance, acute angle can look "sharp" but not "curvy" or "wavy" or "square." Ask students to play games or have mock competitions to come up with the most creative non-examples, and have them explain their reasoning.

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Baumann, J.F., Edwards, E., & Boland, E.M. (2003). Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students' Ability to Derive and Infer Word Meanings. American Educational Research Journal, 40(2), 447-494.

Baumann, J.F., Kame'enui, E.J., & Ash, G.E. (2003). Research on vocabulary instruction: Voltaire redux. In J. Flood, D. Lapp,J.R. Squire, & J.M. Jensen (Eds.), Handbook of Research on Teaching the English Language Arts (2nd ed., pp. 752-785).Mahwah, NJ: Erlbaum.

Beck, I.L., & McKeown, M.G. (2007). Increasing Young Low-Income Children's Oral Vocabulary Repertoires through Rich and Focused Instruction. Elementary School Journal, 107(3), 251-271.

Brusnighan, S., & Folk, J. (2012). Combining Contextual and Morphemic Cues Is Beneficial During Incidental Vocabulary Acquisition: Semantic Transparency in Novel Compound Word Processing. Reading Research Quarterly, 47(2), 172-190.

Evans, L. (2011). Moon power. New York: Scholastic.

Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8-17.

Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings, modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher, 61(7), 548-556.

Graves, M.F. (2006). The vocabulary book: Learning & instruction. New York: Teachers College.

Graves, M.F., & Watts-Taffe, S. (2008). For the Love of Words: Fostering Word Consciousness in Young Readers. The Reading Teacher, 62(3), 185-193.

Hiebert, E. H., & Kamil, M. L. (Eds.). (2005). Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.

Lennox, S. (2013). Interactive Read-Alouds-An Avenue for Enhancing Children's Language for Thinking and Understanding: A Review of Recent Research. Early Childhood Education Journal, 41(5), 381-389.

Mason, J.M., Stahl, S.A., Au, K.H., & Herman, P.A. (2003). Reading: Children's developing knowledge of words. In J. Flood, D. Lapp,J.R. Squire, & J.M. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 914-930). Mahwah, NJ: Lawrence Erlbaum Associates.

Michaels, S., O'Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk® Sourcebook: For Classroom Conversation That Works (v.3.1). University of Pittsburgh Institute for Learning. Retrieved from http://ifl.lrdc.pitt.edu

Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Urbana, IL: National Council of Teachers of English.

Nagy, W. E., & Anderson, R. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3),304-330.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.Cognition and Instruction, 1(2), 117-175.

Sanden, S. (2012). Independent reading: Perspectives and practices of highly effective teachers. The Reading Teacher, 66(3),222-231.

Scott, J.A., Jamieson-Noel, D., & Asselin, M. (2003). Vocabulary Instruction throughout the Day in Twenty-Three Canadian Upper-Elementary Classrooms. Elementary School Journal, 103(3), 269-286.

Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110.

Thorndike, E.L. (1917). Reading as reasoning: A study of mistakes in paragraph reading. Journal of Educational Psychology, 8(6),323-332.

Wasik, B., & Iannone-Campbell, C. (2012). Developing vocabulary through purposeful, strategic conversations. The Reading Teacher,66(4), 321-332.

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Vocabulary lies at the heart of content learning. To support the development of vocabulary in the content areas, teachers need to give their students time to read widely, intentionally select words worthy of instruction, model their own word solving strategies, and provide students with opportunities to engage in collaborative conversations.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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2.3.3. 8. Vocabulary graphic organizer

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2.3.3. 8. Vocabulary graphic organizer

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Exploring Graphic Organizers?

Graphic organizers integrate both text and visuals. This has been scientifically proven to be an effective way of teaching and learning. Using them can be extremely useful for both teachers and students as they will make lessons more engaging as well as easily comprehensible.

We have listed below multiple types of graphic organizers you can use during various scenarios, whether you are reading, writing, doing research or studying for exams. Each tool is accompanied by a template that you can use right away.
1. What are Graphic Organizers 1.1. Benefits of graphic organizers 2. Types of Graphic Organizers 2.1. Graphic Organizers for Writing 2.1.1. 1. Persuasion map 2.1.2. 2. Sequence Chart 2.2. Graphic Organizers for Reading 2.2.1. 3. Story map 2.2.2. 4. Biography graphic organizer 2.2.3. 5. KWL chart 2.3. Graphic Organizers for Teaching 2.3.1. 6. Learning map 2.3.2. 7. Analogy graphic organizer 2.3.3. 8. Vocabulary graphic organizer 2.3.4. 9. Problem-solving organizer 2.3.5. 10. Math Graphic Organizer 2.4. Graphic Organizers for Learning 2.4.1. 11. Timeline graphic organizer 2.4.2. 12. T chart 2.4.3. 13. Hierarchy chart 2.4.4. 14. Star diagram 2.5. Graphic Organizers for Brainstorming 2.5.1. 15. Cluster diagram 2.5.2. 16. Lotus diagram 2.5.3. 17. Cause and effect graphic organizer 2.5.4. 18. Mind map 2.6. Graphic Organizers for Compare and Contrast 2.6.1. 19. Double bubble map 2.6.2. 20. Venn diagram 2.6.2.1. Add to Our List of Graphic Organizers for Teachers and Students
What are Graphic Organizers

A graphic organizer is a teaching and learning tool that is used to organize information and ideas in a way that is easy to comprehend and internalize. By integrating text and visuals, graphic organizers show relationships and connections between concepts, terms, and facts.

Graphic organizers can be used in all grade levels, and have proven to be effective learning tools for gifted children and students with special needs. And with adult learners, graphic organizers can help enable the connection between what they already know and newly acquired knowledge.

Benefits of graphic organizers

Different types of graphic organizers can be used across the curriculum for teaching, learning, and note-taking. They are easy to create and impactful in simplifying information.

Help visualize or present information in a way that is easier to comprehend, by breaking down larger or complex concepts or ideas into smaller and simpler parts.

Provide students the opportunity to actively contribute and participate in the learning process through the creation of graphic organizers.

Help develop cognitive skills such as brainstorming, critical and, categorizing and prioritizing content, reflection, etc.

Help recall prior knowledge about a subject and quickly connect it to new information

Promotes self-learning. By using graphic organizers for note-taking, analyzing, studying, etc. students can familiarize themselves with a lesson far more easily.

Types of Graphic Organizers

Here we have listed 19 types of graphic organizers for teaching and learning. Based on their varied purposes, you can utilize them in reading, writing, researching, brainstorming, and analyzing.

Graphic Organizers for Writing

1. Persuasion map

The persuasion map is an interactive graphic organizer that helps students familiarize themselves with the process of persuasive writing . It assists them with outlining and preparing arguments for their essays, speeches, debates, etc.
How to use it
Step 1: Choose a topic of interest for your essay/debate. Do proper research around it to collect enough information.

Step 2: Define the claim that you want to make with your essay. Persuasive writing by writing this down first.

Step 3: Next to it, write down the reasons for making that claim.

Step 4: Then write down facts, examples, and information to back up your reasoning.

Step 5: End your persuasion map with the conclusion of your essay.

2. Sequence Chart

A sequence graphic organizer is a tool that helps visualize the order of steps of a process or a timeline of events, etc. It can also be used for note-taking, lesson planning, and essay writing.
How to use it
Step 1: Identify the steps in the process or event.

Step 2: Using a sequence chart arrange these steps in sequential order.
Template
Graphic Organizers for Reading

3. Story map

A story map can be used to identify the different elements such as characters, character plots, themes, techniques, etc. in a book students are reading. It's a useful tool that teachers can integrate into the lesson to improve students' comprehension.
How to use it
Step 1: Read the book and understand it well.

Step 2: Discuss the different significant elements that were involved in the story. These could be the characters, setting, problem and solution, etc. You can fill the story map during the discussion.

Step 3: Once the map is complete you can discuss each element individually.

4. Biography graphic organizer

This is a tool that assists with understanding a character from a novel, autobiography or movie or a historical figure more in-depth. It brings attention to various important factors about a person's life.
How to create it
Step 1: Gather as much information you can about the character you are studying. You can also refer to online resources, or ask from teachers or experts.

Step 2: As you analyze the information you have gathered, isolate the facts that stand out or you think are important.

Step 3: Use your biography graphic organizer to lay out the information in a presentable way. You can add images to make it more comprehensible as well.

5. KWL chart

KWL chart is used for gathering information from student's prior knowledge or experience. This 3 column chart captures the before (what the reader already knows), during (what the reader wants to learn) and after (what the reader learned) stages of reading.
How to use it
Step 1: Get students to brainstorm around the selected topic and write down everything they know about it in the K column.

Step 2: Ask them to generate a list of questions about what they want to know in the W column of the chart.

Step 3: During or after reading the book/ lesson get them to answer these questions in the L column.

Graphic Organizers for Teaching

6. Learning map

Learning maps visually depict the key takeaways - skills, ideas, knowledge - students should get from a lesson. It usually provides a high-level view of the lesson/ unit/ course that is to be studied and the connection between its different components. Students can also use learning maps in the classroom for note-taking.
How to use it
Step 1: At the center of the map, write down the topic (i.e. name of the lesson or unit)

Step 2: Brainstorm ideas and information related to it. Write these down on branches emerging from the center. Make sure that you place them in a way that makes sense to teach or in a logical sequence around the center.

Step 3: Add connectors between these elements and add labels to highlight the kind of relationship between them.

Learning map template (Click on the template to edit it online)

Learning Map Template (Click on the template to edit it online)

7. Analogy graphic organizer

The analogy graphic organizer uses analogy to help students identify similarities and differences between a new topic and a topic that they are already familiar with.
How to use it
Step 1: Select a topic/ concept that the students already know and is analogous in certain aspects to the new topic

Step 2: Introduce the new concept and get the students to read and discuss it

Step 3: Using an analogy graphic organizer, ask the students to brainstorm and write similarities and differences between the two topics.

Step 4: Based on the completed graphic organizer, ask the students to write a brief description of the new topic

Analogy Graphic Organizer (Click on the template to edit it online)

8. Vocabulary graphic organizer

This tool can be used to assess the vocabulary knowledge of students. You can create graphic organizers including various elements to help students learn new words, and learn antonyms and synonyms.

9. Problem-solving organizer

Problem-solving graphic organizers can be used to improve the problem-solving skills of the students. It helps students identify and evaluate solutions to problems.
How to use it
Step 1: Identify the problem and write it in the problem box

Step 2: Ask students to then write down why they think it is a problem in the first place

Step 3: Get them to brainstorm all possible solutions along with the pros and cons relates to them.

Step 4: Once they select the best possible solution, ask them to list down all its possible consequences

Step 5: Students can then make suggestions to improve the selected solution further

10. Math Graphic Organizer

Math graphic organizers are used to describe math concepts graphically to students. It helps with simplifying and solving complex math problems.
How to use it
Step 1: Select the math problem you want to identify and a relevant graphic organizer that you can use to solve it.

Step 2: Invite your students or colleagues to collaborate as you wish.

math graphic organizer template (Click on the template to edit it online)

Graphic Organizers for Learning

11. Timeline graphic organizer

Timeline diagrams are a type of graphic organizer that shows a sequence of events in chronological order.

They come in handy when studying history as you can use it to display major historical events that occurred during a period of time along with important details such as dates and locations in which they took place.

In addition, timeline charts can also be used to show the progress of something (i.e. growth of a business) or changes.
How to use it
Step 1: Identify the different events and the sequence of order in which they took place.

Step 2: Use a research on your target audience to arrange them chronologically

Step 3: Include significant details such as dates, locations and other additional information as needed.

12. T chart

T charts allow students to study two facets of a topic. For example, disadvantages and advantages, pros and cons, differences and similarities, etc.
How to use it
Step 1: Draw a T chart and write down the two areas you want to brainstorm around on each column head.

Step 2: Write down facts on each column as you carry out your brainstorming.

13. Hierarchy chart

Hierarchy charts visualize the elements of a system, organization or concept from its highest position to the lowest. Students can use this tool to understand the superordinate and subordinate categories of a topic and the relationship between them.
How to use it
Step 1: Identify the most important element under the topic you are studying. Write this down at the top of the hierarchy chart.

Step 2: List down the second layer of sub-elements stemming from the first component you have identified. Add a third and fourth as necessary.

Step 3: Connect these with lines to show how they are connected to each other.

14. Star diagram

Star diagrams are used to organize the characteristics of a chosen topic. It can also be used to brainstorm around new topics.
How to use it
Step 1: Select the topic you want to study and write it down in the center of the star diagram.

Step 2: Write down the characteristics or attributes related to the central topics on each point of the star. Adjust the points of the star depending on how many traits you write down.

Graphic Organizers for Brainstorming

15. Cluster diagram

Cluster diagrams can be used to facilitate a brainstorming session or structure idea generation and even to help with exploring new topics.
How to use it
Step 1: Pick your topic of interest to explore. This should be placed in the middle of the diagram.

Step 2: Brainstorm around this main idea and come up with sub-topics related to it. Place them around the center.

Step 3: Brainstorm around each of the sub-topics and write down related ideas around them.

Step 4: Add as many layers as you want. However, use color-coding to emphasize each branch of thought. This will make it easier for you to read and understand the cluster diagram.

16. Lotus diagram

Lotus diagram is an analytical tool that can be used to breakdown broader and more complex topics into smaller components for easy understanding. It can be used for brainstorming and studying new topics.
How to use it
Step 1: Draw a 3×3 grid in the center. On the square in the center, write down the main topic to be explored.

Step 2: Write down the related sub-topics around it as you brainstorm.

Step 3: Draw 8 more 3×3 grids around the one in the center. Each of these can be used to write down facts that you brainstorm around each subtopic.

17. Cause and effect graphic organizer

This type of graphic organizer shows the causes and effects of an event. The cause is the reason why something has happened, and effect is the result of what has happened. Visualization helps clearly understand the different cause and effect relationships.
How to use it
Using a cause and effect graphic organizer, identify the causes and effects related to the problem you are studying or writing about. There could be several models of cause and effect events, such as one cause leading to one effect or multiple effects, or multiple causes leading to one effect or multiple effects.

One cause leading to several effects

Several causes leading to one effect (You can use a fishbone diagram here)

Each cause having one related effect

One cause triggering another cause that leads to another

18. Mind map

A mind map is a tool that helps capture the free flow of thought and is widely used for brainstorming around topics. Additionally, it can also be used to organize and group information about a topic.
How to use it
Step 1: Write down the topic you are brainstorming around in the center.

Step 2: On branches emerging from the middle, write down brainstormed ideas/ thoughts.

Step 3: Expand each sub idea with more facts. You can keep on adding more information to your mind map until you have enough.

Graphic Organizers for Compare and Contrast

Here we have listed 19 types of graphic organizers for teaching and learning. Based on their varied purposes, you can utilize them in reading, writing, researching, brainstorming, and analyzing. Best of all you can use our Compare and Contrast Chart Maker to draw them.

19. Double bubble map

The double bubble map is one of the popular thinking maps. It is much like a Venn diagram and is used to identify similar and different qualities between two things.
How to use it?
Step 1: Write down the two ideas/ topics you are comparing in the two bubbles in the center.

Step 2: As you brainstorm and analyze the topic, write down the differences in the bubbles radiating from the center.

Step 3: Write down the similarities in the bubbles that are common to both topics.

20. Venn diagram

Another graphic organizer that helps you visually represent a comparison of differences and similarities between two subjects, is the Venn diagram. What makes it different from the is that it can include more than two topics and one common area.
How to use it
It works similar to the double bubble map.

Step 1: Write down the topics being compared on the top of each circle.

Step 2: Writ down the differences or unique characteristics inside its own sector avoiding the overlapping area.

Step 3: List the similarities in the common area.

Add to Our List of Graphic Organizers for Teachers and Students

Although we have covered 19 types of graphic organizers in this post, there are plenty more that can be useful to our users. Know more? Mention in the comments section below to keep expanding the list of ultimate graphic organizers.

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The Ultimate List of Graphic Organizers for Teachers and Students | Creately

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19 types of graphic organizers for reading, writing, teaching, learning and brainstorming. Explained with editable templates for graphic organizers."

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https://www.hmhco.com/ui/#/TeachersCorner/training/SS00549

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Final_Guiding Questions to Plan and Pace Instruction

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Into Reading Learning Model Planning Guide

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HMH Into Reading_Grade 1-6_Lesson Planning Template

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Copy of Into Reading_Lesson Planning Template [Learning Model]