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Emphasizes selecting the right vocabulary words, considering context-based meanings, and organizing terms under inclusive main concepts. Provides routines for introducing and discussing vocabulary relationships such as comparison/contrast, cause/effect, problem/solution, and part/whole, while connecting new information back to the organizer. 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Students also retain and transfer knowledge better when they design organizers themselves rather than relying heavily on scaffolding.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What steps should teachers follow before using vocabulary organizers?",{"text":111,"@type":107},"Identify key words students need to access the studied material, decide whether context reveals meaning, arrange words from the most inclusive concepts to related parts, and evaluate templates that match the relationships being taught.",{"name":113,"@type":104,"acceptedAnswer":114},"Which graphic organizer types are recommended, and what do they differ by?",{"text":115,"@type":107},"The text highlights several options: word charts (context and connection; examples and characteristics; characteristics and illustration) and a word map. 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You might consider providing templates at first as models, but have them draw the actual visual organizer themselves on their own paper. If it doesn’t match the template—OK. They are decreasing the scaffolding on their own terms.  \nPrepare:  \no Identify the important words students need to know in order to access the material being studied.  \no Note: If meaning can be determined from context, then the word may not be one you need to focus class attention on. Or you still may want to include it… Read on…  \no Arrange the list of words. Start with words that represent the most inclusive concept. Then choose the words that are parts of that concept. Classify them immediately under the main concept. Do this for other concepts until all words are related to other words. Coordinate the groups of words and connect them with each other.  \no Consider adding vocabulary terms that you believe the students already know and understand so that every word is not new.  \no Evaluate organizer templates. Choose one that shows the relationships you are trying to teach.  \nProcedure:  \n􀀹 Introduce students to the concept of relationships among course vocabulary concepts.  \n􀀹 Demonstrate placing the list of vocabulary concepts in a visual relationship.  \n􀀹 Encourage as much discussion as possible about relationships (comparison/contrast, cause/effect, problem/solution, part/whole) as you present the vocabulary relationships shown on the graphic organizer. The discussions you stimulate with the organizer will be worth the time it takes to construct it.  \n􀀹 As you complete the activity, relate new information to the organizer.  \nCross-Curricular Implications: A Few Suggestions  \nBe careful to…  \nResearch reveals that when students write definitions in their own words, they stand a much better chance of retaining that word or concept.  \nChoose families of vocabulary words that best fits each skill and concept in your course.  \nChoose the organizer template that best fits way you want students to think and learn the relationships among the words in the family of vocabulary. Here are thumbnail shots of…  \n􀂃 Word Chart—  \n􀂃 fairly simple in design  \n􀂃 allows the student to write the word’s definition in his/her own words  \n􀂃 expects “non-examples” as well as examples  Word Chart: Context and Connection—  \n􀂃 expects awareness of the word in context to the text and to student experience  \n􀂃 allows student to “create” a context for his/her own experience  Word Chart: Examples and Characteristics—  \n􀂃 fairly simple in design  \n􀂃 space for two examples  \n􀂃 If needed, the teacher could help provide those examples from the content area.  Word Chart: Characteristics and Illustration—  \n􀂃 good for ELL and struggling learners  \n􀂃 space to draw the word’s definition or a concept that relates  \n Word Map—  \n􀂃 more complex than others  \n􀂃 expects antonyms and synonyms  \n􀂃 forces comparisons among terms  \nAll five of these organizers are reproducible for classroom use. Reference the URL  \nbelow for full-scale templates. [http://www.educationoasis.com/curriculum/GO/vocab_dev.htm](http://www.educationoasis.com/curriculum/GO/vocab_dev.htm)  \nA Note: Applying to All Levels of Learning  \nUse these simple tools to help make the complex a bit more understandable. It is quite likely you use these types of organizers frequently and in many ways for many purposes. If you are a teacher of an EOC or other state/national assessment, you may want to use this ","cbCaipL3v44BjXQs","https://ap.wps.com/l/cbCaipL3v44BjXQs","pdf",366517,"English","# Teaching Content Area Vocabulary with Visual Organizers\n## Routines for Reading Comprehension in Content Areas\n## Purpose and Success Factors\n## Something to Think About\n## Prepare\n## Procedure\n## Cross-Curricular Implications\n## Organizer Types and Features\n## Sources for the Strategy","[{\"question\":\"How do graphic organizers improve content-area reading comprehension?\",\"answer\":\"Success depends on selecting the right vocabulary words and the best organizer. Students also retain and transfer knowledge better when they design organizers themselves rather than relying heavily on scaffolding.\"},{\"question\":\"What steps should teachers follow before using vocabulary organizers?\",\"answer\":\"Identify key words students need to access the studied material, decide whether context reveals meaning, arrange words from the most inclusive concepts to related parts, and evaluate templates that match the relationships being taught.\"},{\"question\":\"Which graphic organizer types are recommended, and what do they differ by?\",\"answer\":\"The text highlights several options: word charts (context and connection; examples and characteristics; characteristics and illustration) and a word map. Word charts vary in complexity and space for definitions, non-examples, examples, or illustration, while word maps expect antonyms and synonyms and require comparisons among terms.\"}]","Teaching Content Area Vocabulary with Visual Organizers - Reading Comprehension Routines and Organizer Templates | PDF"]