A 20-page collection of graphic organizers! Help students organize their thoughts for oral and written language tasks. I created organizers such as:
**Conversation maps (summer vacation, what I did this weekend, blank conversations, retelling a movie or book)
**“How to”: list the steps for activities, etc.
**Order of events: first, second, third, fourth, fifth, sixth
**Summarize: topic sentence, detail #1, 2 ‘tell me more’ prompts, detail #2, 2 ‘tell me more’ prompts, detail #3, 2 ‘tell me more’ prompts, conclusion sentence
**Compare/Contrast: tell how items are the same and different (venn diagram)
**Define/Describe: tell category/function, parts, appearance, location/where found, etc.
**I made multiple templates for some organizers so that you can pick the difficulty level (how much information you want the student to include)
Clipart provided by: MyCuteGraphics.com
Just a few of the Goals Targeted when using Graphic Organizers for Oral and Written Language Activities:
**Use of specific words, vivid word choice
**Increasing the amount of information given, extending language by adding more details
**Articulation/Target Sounds: students create a conversation map and scan ahead/brainstorm words that might contain target articulation sounds
**Describing and Defining items: tell category/function, parts, appearance, location/where found, etc.
Just a few of the Common Core State Standards:
Speaking and Listening (SL.1): Grades K-8 and beyond: Participate in collaborative conversations with diverse partners about grade _________topics and texts with peers and adults in small and larger groups.
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
3.L.2 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
3.W.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
3.SL.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
3.SL.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.RL5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
4.RL.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.RIT.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4.W.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
4.SL.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
5.RL.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).