Using Graphic Organizers to Support English Language Learners

Using Graphic Organizers to Support English Language Learners in Reading March 23, 2005 Julie Rae Johnson, Literacy Specialist Comprehensive Center Region VI, Field Office at Hamline University

Graphic Organizer Use l To activate background knowledge l Add specialized vocabulary knowledge l For study or memory l To accommodate diverse reading levels l To increase self-monitoring for understanding l Boost interest level and motivation

Activate background knowledge l B-K-W-L-Q Build Background What do we Know? What do we Want to know? What have we Learned? What do we still have Questions about?

Vocabulary l Word study Concepts that are similar l How are they alike? l How are they different? l How will we remember them? l l Context Learning Connecting locally and globally l Connect to background knowledge l Examine word parts l Which words are relevant to understanding, and which are not, and can be ignored? l

Study or memory l TAG- Textbook Activity Guide l P-predict l W-provide written response l S-read quickly for stated purpose l M-complete a semantic map l PP- predict with a partner

Differentiate for different reading levels l Text structures and supports l Conventions of text l Conventions of print l Conventions of genre

Increasing self-monitoring l GIST- Generating Interactions between Schema and Text l Question development: concept ladder l Developing questions that may be answered in the text l Assists students in developing questions and establishing a purpose for reading

Boost interest level and understanding l Exclusion l Provide l Exit slips brainstorming a list of words from a reading, and

Contact info l Julie Rae Johnson l 651 -523 -2239 l jjohnson 29@gw. hamline. edu