Using Graphic Organizers

"Graphic organizers are valuable instructional tools. Unlike many tools that just have one purpose, graphic organizers are flexible and endless in application. One common trait found among graphic organizers is that they show the order and completeness of a student's thought process - strengths and weaknesses of understanding become clearly evident. " (writedesignonline.com)

Graphic organizers can help students to summarize and comprehend information they have heard or read as well as assist them in preparing to write. All students, including children with language processing deficits, benefit.

Below is a list of ideas taken from http://www.kimskorner4teachertalk.com/readingliterature/graphicorganizers.html on how to use graphic organizers with students.

• Provide a graphic organizer tailored to a specific reading assignment in a content area textbook, such as science or civics. The students can use the graphic organizer to take notes. The notes can be used as discussion starters in the content area class or as study guides for an upcoming test or quiz.
  
• Provide graphic organizers for your students to use as alternatives to book reports. Graphic organizers can be created for comparing characters, identifying the setting, mapping out the plot, etc.
  
• Provide graphic organizers that your students can use to organize thoughts during brainstorming or pre-writing exercises.
  
• Provide graphic organizers that your students can use to create the rough draft of a writing assignment.

Graphic Organizing-A strategy that works!

Making Progress

Artic(ulation). Groups
This week students working on articulation skills reviewed their speech calendars and/or practiced forming sentences using words containing their target sounds. Students have been focusing on their speech production and monitoring their speech while they are talking. Next week they will rate their own speech and identify if they are unclear.

Language Groups
Fifth, sixth, and seventh graders finished reading passages related to social studies and began writing another extended response about the articles. We are practicing writing extended responses in preparation for the ISATs in March. The reading portion of the ISAT requires students to read a selection and then write an essay in response to a question, or prompt, about the passage. Students are expected to formulate a key idea sentence stating their position, provide evidence from the text to support their key idea, interpret the information from the text, and then draw a conclusion and explain what they learned from the author. Mrs. DeYoung takes students through the writing process step by step to develop their essays.

Third grade language groups read and discussed a story. They enjoyed describing the characters and learning new vocabulary. Fourth grade students read about the causes of the Civil War and practiced using context cues to infer meanings of unknown words and define familiar vocabulary.

More on "Think-Alouds"

Language Groups: 5th-7th grade students have continued to participate in "Think- Alouds" to practice reading strategies and self-monitor their comprehension. This week we looked at which strategies they rely on and what other strategies they can also try to gain further understanding of text. Most of the students found that there are one or two strategies that they use frequently, and chose another skill to practice to add to their reading "tool box." Third and fourth graders have written short summaries and focused on vocabulary skills.

Here is a list of the Strategies that we have been practicing:

• Make a Prediction
• Ask a Question
• Clarify something (especially useful for unfamiliar vocabulary or concepts)
• Make a Comment (form an opinion)
• Make a Connection
• Figure out if I need to reread
• Ask myself if I understand what I've read
• Make mental pictures (Visualize)
• Compare what is being learned now to what has been learned previously

Articulation Groups: We begin each session with oral-motor activities and then proceed to practice individual phonemes. Students who are focusing on carryover received letters to take home to parents explaining the carryover unit. Please encourage the children to listen to their daily speech and record their observations on their speech calendars.

Happy New Year!

Speech therapy students who are acquiring various phonemes kicked off the new year with exercises to strengthen the speech muscles and improve control of oral movements. Although we practiced these exercises earlier in the fall, this week has been a good time to review and reassess oral motor skills. Just like with any exercise program, oral motor activities need to be repeated frequently to remain strong.

The children who have been focusing on carryover are being given calendars to keep track of their speech production outside of the speech room. This week students will be listening for times when their speech needs to be more clear. The goal is to become more aware of one's articulation and to take ownership of communication skills.

Finally, Mrs. DeYoung's language groups have completed another Think Aloud activity to apply various comprehension strategies to reading expository texts. The groups read articles related to their social studies curriculum and discussed their thinking. Most of the students were able to identify the strategies they are using. They will continue to self-monitor their comprehension to check for understanding and determine if they need to reread for clarification.

Next week (Jan. 12-16) Prairieview and Lakeview will be administering the Iowa Tests of Basic Skills. Mrs. DeYoung will not see students if they are being tested during their regular therapy time.