Graphic Organizer Templates

Graphic Organizers
By Jacqueline McCann
Middle GA RESA
Directed Reading/Thinking Activity
What I know I know:
What I think I know:
What I think I’ll learn:
What I know I learned:

Acquisition Lesson Planning Form
Essential question of the lesson:
Activating learning strategies: (learners mentally active)
Cognitive teaching strategies: (Distributed guided practice ad/or distributed

summarizing in pairs; graphic organizers; etc.
prompts for distributed practice:
Summarizing strategies: Learner individually or in pairs summarizes and

answers essential question)
Content Map for Unit:
Unit Name
Unit Essential
Question
Major Concepts/ Skills/Issues

What is it?
(Write the definition)
What is it like?
The
Word
What are some examples?

Definition Characteristics
Word
Examples Non-examples
Semantic Mapping:
Semantic Feature Analysis
Detail
Detail
Detail
Detail
Main Idea or Main Concept

Story Matrix Organizer Example
Story 1 Story 2 Story 3 Story 4
Setting
Characters
Problem
Solution
Ending
Conflict Matrix Organizer Example
Revolutionary 1812 Mexican Civil

War War
Causes
Military
Economic
Geographic
Socio-
Political
Topic:
Details
Main Idea Sentence

Topic
Problem Solution
Main Idea Sentence

Topic
Compare With Contrast

respect to
Main Idea Sentence

Topic
Sequence
1 2 3 4 5 6 7
Main Idea Sentence

Causation Graphic
Organizer
because
because because because

Analogy Graphic Organizer
New Concept Familiar Concept
Similarities Differences
Relationship Categories
Description
Attributes
Key Word
Cause/Effect
Cause:
1
2.
3.
Effect:
1
2.
3.
Compare/Contrast
Similarities
Differences
Problem/Solution
Problem Solution
Problem/Solution/Result
Problem Solution
Result
Time/Order
Title:
first 1.
then 2.
then 3.
then 4.
then 5.
Story Map Example
Title:
(Name)
Characters: (who)
Setting: (Where)
Beginning: (First)
Middle: (Next)
End: (Last)
Main Idea:
Story Map Example
Title:
(Name)
Characters: (who)
Setting: (Where)
Problem:
Event 1:
Event 2:
Event 3:
Event 4:
Event 5:
Solution/
Conclusion:
Story Map Example
Title:
Setting: (Where)
Characters: (who) Protagonist Antagonist
Problem:
Difficulty 1:
Difficulty 2:
Difficulty 3:
Difficulty 4:
Climax:
(most important
difficulty)
Resolution/
Conclusion
Climax
Difficulties
Protagonist Resolution
Conclusion
Title
Main Characters Other Characters
Setting and Time Frame
Beginning Middle End
Main Idea/ Moral

Story Map Example
Characters: Setting:
Goal/ Problem/ Conflict:
Major Events:
1.
2.
3.
4.
5.
Ending/Resolution:
Moral/ Theme:
Cycle Graph
Example: Remembering story sequence in
chronological order. Fill in the blocks with main
events of the story in chronological order.
Title of the story:
Begin the
End of Story
Story
Next Part Next part
Next Part
Main point, or moral of the story:

Framed Paragraph Outline
• This story opens as
• The problem begins when
• Then,
• Next,
• Finally, the problem in this story is solved

when
• This story ends

Character Map: Students Use the Character Map to write
short sentences about the what the character did or said
in the story. Then write a sentence beneath the figure that
describes the character
Character Map for: _____________________________

Probable Passages for:______________
by:_______________________________
• This story opens as
• is a main character who
• The problem in the story happens when
• Next,
• The problem in this story is solved when
• This story ends
Probable Passages: Students are provided key elements of the story. They predict
what will happen, and complete the page. Then they compare what they read with what
they predicted, and make modifications.
KWL Outline for:
-K- -W- -L-

Think I Know Think I Will Think I have
learn Learned
Final category designations for “L”:
Brainstorm and list what you know in the first column.

Write questions or statements in the 2nd column about
what you think you will learn. Read the selection. Write
what you have learned in the 3rd column. Categorize what
you have learned.
5-3-1
After learning about a topic, or reading a selection,
students work individually to collect their thoughts and then
in small groups in order to learn through social interaction.
The group shares its word and explains their reasons for
choosing it.
1. Write down five words (on your own):
Reasons:
2. The three words we (groups of two or three) decided on

are:
Reasons:
3. The one word our group decided on is:
Reasons:
Circle Map
Students organize their thoughts and discover links between
concepts. Working in groups, students put ideas into context
through their own and others’ points of view.
Categories that the ideas fit into
Words/Ideas/Knowledge
about the topic.
Topic
Summarizing sentences>
L.I.N.K.
List, Inquire, Note and Know
Students use this activity to activate prior knowledge and maintain
focus on their studies. Students write what they know about a
topic, ask others about the topic, add new ideas to their list, and
then discuss the topic as a group. At this point students are
prepared to learn more about the topic.
1. Show students a key term phrase or word that represents
the topic.
2. Have students list what they know about the term.
3. Call on each student for a response. Write the response on

the board or overhead.
4. Have students ask each other about their responses. The

teacher at this point is a facilitator. Students should try to
determine why other students responded as they did.
5. Hide the responses and have students turn their papers

over.
6. Have students write down everything they know about the

topic now. Limit the time to one minute.
Structured Note taking
Topic:
•Problems? Changes that Solutions to

caused these the problems?
problems?
Directed Reading/Thinking Activity
Topic: _____________________
Pre-read text by examining the title, subtitles, pictures, and
first paragraph. Make predictions about the story. Fill out
parts #1-3 of the graphic organizer. Finish reading the
selection and make any changes. Complete #4.
What I know I know:
What I think I know:
What I think I will learn:
What I know I learned

Graphic Organizer Templates

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Graphic Organizer Templates

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Graphic Organizers

What I know I know:

What I think I know:

What I think I’ll learn:

What I know I learned:

Activating learning strategies: (learners mentally active)

Cognitive teaching strategies: (Distributed guided practice ad/or distributed

prompts for distributed practice:

Summarizing strategies: Learner individually or in pairs summarizes and

Major Concepts/ Skills/Issues

What are some examples?

Main Idea or Main Concept

Story 1 Story 2 Story 3 Story 4

Revolutionary 1812 Mexican Civil

Main Idea Sentence

Main Idea Sentence

Compare With Contrast

Main Idea Sentence

Main Idea Sentence

because because because

New Concept Familiar Concept

Characters: (who) Protagonist Antagonist

Main Characters Other Characters

Setting and Time Frame

Beginning Middle End

Main Idea/ Moral

Goal/ Problem/ Conflict:

Title of the story:

Next Part Next part

Main point, or moral of the story:

• This story opens as

• The problem begins when

• Finally, the problem in this story is solved

• This story ends

Character Map for: _____________________________

• is a main character who

• The problem in the story happens when

• The problem in this story is solved when

• This story ends

-K- -W- -L-

Final category designations for “L”:

Brainstorm and list what you know in the first column.

2. The three words we (groups of two or three) decided on

3. The one word our group decided on is:

Categories that the ideas fit into

2. Have students list what they know about the term.

3. Call on each student for a response. Write the response on

4. Have students ask each other about their responses. The

5. Hide the responses and have students turn their papers

6. Have students write down everything they know about the

•Problems? Changes that Solutions to

What I think I know:

What I think I will learn:

What I know I learned

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