# Graphic Organizers for Math

Here are some cool graphic organizers for your math files!  Make sets of them, laminate or put in plastic sleeves, and use them over and over again!  Graphic organizers help students stay organized and teach them how to complete problems neatly. They are also a great way for students to show different strategies for the same problem. While primary students may need an already-made graphic organizer, intermediate students should be taught how to duplicate them on their own to use whenever the need arises – so the simpler, the better! With repeated use, students are more likely to utilize them regularly in their daily work (and on their scratch paper with assessments).

This one has ten frames and part-part-whole models. In my opinion, these are essential when working with K-2 students because they help children with subitizing, number bonds, and addition / subtraction facts.  If you are using Saxon, you are missing these important strategies!!:

Here’s one to show fractions (area, set, length models)

Need a template for students to make arrays? This one is ready!  I love showing students how to break an array into smaller parts to see how multiplication (or division) facts can be decomposed.  Example:  Make a 6 x 7 array.  Section off a 6 x 5 part. Then you have a 6 x 2 part left over.  This proves:  6 x 7 = (6 x 5) + (6 x 2).  Or — 6 x 7 = 30 + 12 = 42

This graphic organizer shows 5 different multiplication strategies using 2 digit numbers, and a blank one for students to record their thinking. Very handy!!  One of my favorite strategies is partial products. I highly recommend this one before going to the std. algorithm because students decompose the problem by place value and must think about the whole number and not just the parts.

Do your students need something to help them see the different models for a decimal? Try out this graphic organizer. Students will utilize the pictorial forms as well as the abstract.

Do your students know that .7 (or 7/10) is the same as .70 (or 70/100)?  Using this dual set of tenths and hundredths grids will help them see why this is true!

Be sure to check out my FREE templates and organizers (see black bar above “links . . .”)  Please share your favorite graphic organizers for math!  Enjoy!!

# Graphic Organizers for Literacy

I highly recommend the use of graphic organizers. The purpose is to help students organize information with regard to different text structures:

• Compare and contrast
• Cause and effect
• Details / Descriptive
• Problem and solution
• Sequence

Graphic organizers are also helpful with standards such as:

• Main idea
• Summarizing
• Character analysis
• Story elements

Graphic organizers help organize the student’s thinking, and assist with note-taking. The visual pictures created help the student “see” the text structure, recall details, state the main idea, and summarize the selection.

Here are links to some sites I think provide good quality graphic organizers which can be utilized with a variety of situations:

1. This one is more primary oriented: https://www.eduplace.com/graphicorganizer/
2. This one is oriented more for 3rd and above: http://www.educationoasis.com/printables/graphic-organizers/
3. This one is a FREE resource at TPT (as pictured above) that supports each of the 5 text structures: https://www.teacherspayteachers.com/Product/Non-Fiction-Text-Structures-Flip-Flap-and-Graphic-Organizers-Freebie-1777102

I have also linked these in “Instructional Resources” and in the categories list on my blog.  Enjoy!!

# Text Structures Part 4: Sentence Frame Posters

Today’s post is the result of a project I have been working on for awhile.  I created some posters you can use in your classroom which feature sentence frames connecting text structure to the skills of main idea and summarizing.

Here are samples of 2 of the Main Idea posters. Get the full set here FREE: Text Structure Main Idea Posters CE-2019  There are 10 posters (1 Main Idea and 1 Summarizing poster for each of the five text structures).  If you have suggestions for improvement, please let me know.  I want to make these usable for YOU!

# Text Structures Part 3: Sequence and Descriptive

Welcome back to the third text structure post.  Today’s focus will be on sequence / chronological order and descriptive text structures. Here are some graphic organizers to keep in mind.

Sequence / Chronological Order

1. Sequence refers to a particular order in time. This can be:

• Information presented minute by minute, hourly, weekly, monthly, yearly, etc.
• Providing information by dates (a timeline)
• Steps of how to complete something (first, second, third, etc.)
• A retelling of events in the order they happened: First, next, then, finally or beginning / middle / end.  It may be helpful to use a “retelling rope”.   Use a section of rope or nylon cord (approx. 1 foot long). Tie several knots along the length of it (3-5). At each knot, retell part of the story or events in sequence.
• Observing how things / people have changed over time
• Non-fiction and fiction selections
• Arranging events in order using pictures

2. Connecting sequence to strategies:

• Predict what will happen next in the sequence.
• Visualize the steps involved.
• Make personal connections regarding your own experience with the sequenced topic.

3. Sequence / Chronological order main idea / summarizing sentence frames:  Suppose I read an article telling about the seasonal journey of a pod of whales.  Again, the topic is whales — but this is NOT the main idea.

• (Main idea):  Whales travel to different locations each season to find food and a mate.
• How to ________ step by step.
• The timeline of _________________.
• There are several steps to ______________. First, _________. Then, ___________. Last, ________.
• The life cycle of __________.
• Many things happened during _____________’s life.
• (Summarize): Whales travel to different locations each season to find food and a mate. In the spring, they ________. In the summer, ______________.  In the fall, _____________. In the winter, _________.
• To make ________, follow these steps: ________________.
• The life cycle of a ___________ includes these stages: _______________.
• Many things happened during _____________’s life. In (year), he/she_____________. After that, _____________. Then, ________________. Finally, ___________________.

Descriptive Text Structure

1. Descriptive structures give details.  These can be:

• Details or descriptions about a person, a place, a thing, an idea, an animal, an event, etc.
• A web graphic organizer is a good model to visualize, with the topic in the center and the supporting details branching outwards.

2. Connecting to strategies:

• Visualize what is being described, especially if there are no pictures or photos in the text.
• Ask questions about the topic such as:  “I wonder . . .”
• Analyze the point of view:  What is the author’s point of view. Is he/she presenting a one-sided view of the details presented?
• Make connections to the topic.

# Text Structures Part 2: Cause and Effect + Problem / Solution

Welcome back to part 2 regarding Text Structure.  As I mentioned before, pairing a text with a graphic organizer to help highlight the structure can be very helpful to frame the main idea and summary. When a graphic organizer is used often, then students begin to visualize them and organize their thoughts mentally as well.  And still better . . . combining text structure instruction with reading strategies such as visualizing, questioning, making connections, and predicting will lead to higher comprehension.

Today’s focus will be on two other text structures:  Cause / Effect and Problem / Solution.  These two are related, but often confusing to students. Look for some resources at the end of this post.

Cause and Effect:

Cause:  The reason why something happened.

Effect:  The result — what happened?

A cause / effect text structure can show 1 cause and several effects.  Example: An earthquake can be the cause of many events (damaged structures, ruptured pipes, injuries, accidents, tsunami, etc.).  When this is the case, it may be simpler to identify the cause first, then identify all of the effects.

On the other hand, a cause / effect text structure can show several causes for 1 effect.  Example: Some animals are endangered (effect) due to these causes: pollution, loss of home environment due to destruction of their habitat, weather, disease. When this is the case, it may be simpler to identify the effect first, then identify all of the causes.

Other notes about teaching cause / effect:

• This text structure can apply to non-fiction as well as fiction texts.
• Because many cause / effect relationships require defining the problem (which could be the cause and sometimes the effect as well), students often get confused and identify the structure as problem / solution.
• Not all cause / effect relationships are about problems. Example:  I love my grandson’s drawings (cause), so I hang them on the refrigerator (the result / effect). No problem here!
• While most anchor charts posted online provide key words for the cause / effect structure (because, reason, since, as a result, etc.), I would suggest limited use of them especially when first analyzing the structure. I have found when mentioning them first, students often just start looking for those key words and are not truly reading the text.  And . . . those words can also be found in almost any text anyway.  You don’t want kids to reduce this to a competition: “How many time did I find the word because?” Those words don’t even have to be there for there to be a cause / effect relationship.
• Use a graphic organizer with an arrow connecting the cause to the effect.
• Even young students can understand simple cause / effect relationships presented in stories.  Discuss the causes and effects and/or write them as a shared writing experience. See some resources below for great books on this structure.

Combining with strategy work:

• Visualize actions of the subjects in the text to picture the causes and results.
• Make connections to things, places, events in the text you have experienced. Make predictions based on those experiences regarding why things happened.
• Help students ask questions about the text.  They should be wondering why certain things happen, or what caused what. Learn to read on (or check other resources) to see if those questions get answered.
• Make inferences about the causes in the text. Read between the lines.

Connecting to main idea and summary. Supply some sentence frames so students are using compare/contrast language. Suppose an article describes the causes of beached whales. The topic is whales — but that’s NOT the main idea:

• (Main Idea): There are many reasons a whale becomes beached.
• (Summary):  There are many reasons a whale becomes beached such as low tide, changes in ocean currents, chemicals in ocean water, and disorientation due to man-made sonar devices.
• (Main Idea):  There are many causes for _________________________.
• (Main Idea): The main cause for ____________ is _______________.
• (Main Idea): There are several reasons why __________ decided to ___________.
• (Summary):  There are many causes for __________________ such as _________________.
• (Summary):  When _______________ happens, the result(s) are ___________________.