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Mining Complex Text, Grades 6-12 - Book Cover

Mining Complex Text, Grades 6-12

Using and Creating Graphic Organizers to Grasp Content and Share New Understandings

Mining Complex Text delivers fresh ways to use the best digital and print graphic organizers in whole-class, small-group, and independent learning across the content areas.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781483316284
  • Published By: Corwin
  • Series: Corwin Literacy
  • Year: 2014
  • Page Count: 192
  • Publication date: October 16, 2014

Price: $26.95

Description

Description

“How many times have you heard ‘a picture is worth a thousand words.’ . . . In this text, Lapp, Wolsey, Wood, and Johnson make a vital connection between reading words and the role of graphics. They demonstrate how teachers and students can blend the two such that great learning occurs in every classroom, every day.”

—DOUGLAS FISHER
Coauthor of Rigorous Reading

Imagine you are a fourth grader, reading about our solar system for the first time. Or you’re a high school student, asked to compare survival in Suzanne Collin’s The Hunger Games and Elie Wiesel’s Night. Reading complex texts of any kind is arduous, and now more than ever, students are being asked to do highly advanced thinking, talking, and writing around their reading. If only there were ingenious new power tools that could give students the space to tease apart complex ideas in order to comprehend and to weld their understandings into a new whole.

Good news: such tools exist. In the two volumes, Mining Complex Texts, Grades 2-5 and 6-12, a formidable author team shares fresh ways to use the best digital and print graphic organizers in whole-class, small-group, and independent learning. Big believers of the gradual release method, the authors roll out dozens of examples of dynamic lessons and collaborative work across the content areas so that we see the process of using these visual tools to:

  • Help students read, reread, and take notes on a text
  • Promote students’ oral sharing of information and their ideas
  • Elevate organized note-making from complex text(s)
  • Scaffold students’ narrative and informational writing
  • Move students to independent thinking as they learn to create their own organizing and note-taking systems

Gone are the days of fill-‘em-in and forget-‘em graphic organizers. With these two volumes, teachers and professional development leaders have a unified vision of how to use these tools to meet the demands of an information-saturated world, one in which students need to be able to sift, sort, synthesize, and apply knowledge with alacrity and skill.


Key features

  • extensive combinations of graphic organizer templates as reproducibles along with instructional examples created for and by teachers for 6-12 students.
  • Readers of this book will appreciate models of the types of graphic organizers that will help them work with students to achieve CCSS expectations.
  • Each graphic organizer will contain three to five examples demonstrating the scalability of graphic organizers in reading, writing, and discussion contexts along with digital versions of graphic organizers that build on the social and read/write nature (sometimes referred to as Web 2.0) of the internet.
  • Links to digital tools will be shared via a social bookmarking site that is dynamic and updated often.
Author(s)

Author(s)

Diane Lapp photo

Diane Lapp

Diane Lapp, EdD, is a distinguished professor of education at San Diego State University where her work continues to be applied to schools. She is also an instructional coach and teacher at Health Sciences High & Middle College. Throughout her career, Diane has taught in elementary, middle, and high schools. Her major areas of research and instruction regard issues related to the planning and assessment of very intentional literacy instruction and learning. A member of both the California and the International Reading Halls of Fame, Diane has authored, coauthored, and edited numerous articles, columns, texts, handbooks and children’s materials on instruction, assessment, and literacy related issues. Diane is the recipient of the ILA 2023 William S. Gray Citation of Merit, a prestigious award reserved for those who have made outstanding contributions to multiple facets of literacy development. Diane can be reached at lapp@sdsu.edu. Follow her on twitter @lappsdsu
Thomas DeVere Wolsey photo

Thomas DeVere Wolsey

As a teacher for online courses hosted by the University of Central Florida, Dr. Thomas DeVere Wolsey is interested in how the interactions of students in digital and face-to-face environments change their learning. While much of his research centers on how visual information, such as graphic organizers, works in tandem with text to improve learning, he is also intrigued by the intersections of traditional literacies with digital literacies, specifically focusing on how those literacies affect teacher preparation and professional development.

Karen D. Wood photo

Karen D. Wood

Dr. Karen Wood has been training literacy specialists for over 25 years at the University of North Carolina at Charlotte, where she is a Professor in the Department of Reading and Elementary Education. Dr. Wood is a published author and former reading teacher, reading specialist, and K–12 instructional coordinator, and much of her writing focuses on translating research and theory into classroom practice across all subjects and grade levels.

Kelly Johnson photo

Kelly Johnson

Dr. Kelly Johnson is currently a faculty member in teacher education at San Diego State University and an instructional coach in the San Diego Unified School District. A Nationally Board Certified teacher, Kelly devotes much of her work to literacy teaching and learning in classrooms. Dr. Johnson is passionate about the teaching and learning connection that results from proper teacher modeling, productive group work, formative assessment, and student engagement.
Table of Contents

Table of Contents

Acknowledgments


Chapter 1. Graphic Organizers: Making the Complex Comprehensible

How to Think About Standards Alignment

How to Help Students Meet the Standards

Tips for Using Graphic Organizers Dynamically

How to Meet Eight Intertwined Academic Goals

What Lies Ahead in This Book

Chapter 2. Thinking on the Page: The Research Behind Why Graphic Organizers Work

Picture This: Visuals Quicken and Deepen Text Learning

General Tips: How to Use Graphic Organizers Well

Tiered Organizers: Scaffold Student Progress

Examples of Tiered Graphics Organizers

Adapting Graphic Organizers for Tiered Learning

A Sample Tiered Lesson

At-a-Glance Chart of Graphic Organizers Matched to Academic Goals

Chapter 3. Using Graphic Organizers to Acquire Academic Vocabulary

Frayer Organizer

Vocabulary Triangle

Concept/Definition Map

Word Map

Chapter 4. Graphic Organizers Support Literary Text Reading and Writing Tasks

Freytag’s Pyramid

Chapter 5. Graphic Organizers Support Informational Text Reading and Writing Tasks

Text Search and Find Board

4-Square With a Diamond

Modified KWL

Chapter 6. Graphic Organizers Support Students’ Reading Proficiencies

Note-Card Organizer

Tabbed Book Manipulative

Somebody-Wanted-But-So

Understanding Text Structures: Five Text Types

Rereading Organizer

Chapter 7. Graphic Organizers Boost Questioning and Responding

I-Chart and I-Guide

Flip Chart Manipulative

Text-Dependent Question/Response Organizer

Chapter 8. Graphic Organizers Foster Understanding and Writing Arguments

Seven-Part Graphic Organizer for Composing an Argument

Thinking Map

Chapter 9. Graphic Organizers Support Collaboration

Project Management Organizer

Conclusion


Appendix


Glossary


References


Index


Reviews

Reviews


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