The Common Core Graphic Organizers For Teaching K-12 Students

The Common Core
Graphic Organizers for Teaching K-12 Students

to Meet the Reading Standards
Maureen McLaughlin
Brenda J. Overturf
THE COLLEGE AND CAREER READINESS ANCHOR STANDARDS IN ACTION
IRA BOARD OF DIRECTORS
Carrice C. Cummins, Louisiana Tech University, Ruston, Louisiana, President • Maureen McLaughlin, East
Stroudsburg University of Pennsylvania, East Stroudsburg, Pennsylvania, President-elect • Jill D. Lewis-Spector,
New Jersey City University, Jersey City, New Jersey, Vice President • Jay S. Blanchard, Arizona State University,
Tempe, Arizona • Kathy Headley, Clemson University, Clemson, South Carolina • Joyce G. Hinman, Bismarck
Public Schools, Bismarck, North Dakota • Heather I. Bell, Rosebank School, Auckland, New Zealand • Steven L.
Layne, Judson University, Elgin, Illinois • William H. Teale, University of Illinois at Chicago, Chicago, Illinois
• Douglas Fisher, San Diego State University, San Diego, California • Rona F. Flippo, University of Massachusetts
Boston, Boston, Massachusetts • Shelley Stagg Peterson, OISE/University of Toronto, Toronto, Ontario, Canada
• Marcie Craig Post, Executive Director
The International Reading Association attempts, through its publications, to provide a forum for a wide spectrum of
opinions on reading. This policy permits divergent viewpoints without implying the endorsement of the Association.
Executive Editor, Publications Shannon Fortner
Acquisitions Manager Tori Mello Bachman
Managing Editors Christina M. Lambert and Susanne Viscarra
Editorial Associate Wendy Logan
Creative Services/Production Manager Anette Schuetz
Design and Composition Associate Lisa Kochel
Cover Design, Lise Holliker Dykes; Photography, Maureen McLaughlin
Copyright 2013 by the International Reading Association, Inc.

ISBN: 978-0-87207-021-9 | doi:10.1598/0021
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Suggested APA Reference

McLaughlin, M., & Overturf, B.J. (2013). The Common Core: Graphic organizers for teaching K–12 students to
meet the Reading Standards. Newark, DE: International Reading Association. doi:10.1598/0021
Introduction
W
hen we were writing The Common Core: Teaching K–5 Students to Meet the Reading
Standards and The Common Core: Teaching Students in Grades 6–12 to Meet the Reading
Standards (International Reading Association, 2013), we focused on teaching students
how to think through the Common Core State Standards. Creating graphic organizers to use in our
teaching greatly facilitated that process. Those organizers are the focus of this e-book.
This electronic volume comprises 40 organizers that are aligned with the Common Core
College and Career Readiness Anchor Standards. Each framework is also connected to multiple
Common Core English Language Arts State Standards for grades K–12. While some organizers may
seem more appropriate for the upper grades, they can easily be adapted for use in the primary
grades with additional teacher support.
The graphic organizers address both narrative and informational text. Topics range from
essential story elements, to informational text structures, to a framework that facilitates comparing
and contrasting text in three different mediums. All of the organizers are designed to support
students’ thinking. It is essential that we use explicit instruction when teaching our students to use
the graphic organizers:
1. First, we explain how the organizer works.
2. Next, we demonstrate how to use it.
3. Then we engage students in guided practice.
4. After that, students practice on their own.
5. Finally, we engage our students in reflection about how to use the organizer and what they
have learned.
As we continue in our quest to understand and teach the Common Core State Standards, it is
our wish that these organizers will become an integral part of your teaching. We hope you will find
the frameworks to be not only supportive of the CCSS but also motivational for you and your
students.
—MM and BJO

Table of Graphic Organizers
CCR READING ANCHOR STANDARD 1

Reading Closely: Thinking Like a Detective
Example
Number Title Standards* Purpose and Directions
1 Key Details: What RL.1 Purpose: To determine what happened in a narrative text.
Happened in the Story? Directions: During or after instruction in the essential
sections of a narrative text, students write what happened
during the beginning, middle, and end of the story.
2 Key Details: Asking and RL.1 Purpose: To determine key details in text by asking and
Answering Questions RI.1 answering questions.
Directions: During or after instruction in asking or
answering questions (who, what, when, where, why, and
how), students write the title of the text in the top box. In
each of the other boxes, they write a sentence that answers
the question about the text, or students use the organizer to
generate questions about the text.
3 Text-Based RL.1 Purpose: To determine key elements in narrative text.
Story Organizer Directions: During or after instruction in the essential
elements of narrative text, students respond to questions
about the text structure.
4 Citing Textual Evidence RL.1 Purpose: To cite accurate textual evidence when reading
RI.1 closely.
RH.1 Directions: During or after instruction in citing textual
RST.1 evidence, students summarize a passage in the first box,
write an inference about the passage in the second box, and
quote the text to justify their inference in the third box. They
use quotation marks around exact quotes and include the
page number.
5 Discussion Circle RL.1 Purpose: To prepare in advance for an effective
Conversation Planner RI.1 collaborative conversation.
SL.1 Directions: After instruction in how to participate in an
RH.1 effective academic conversation, students complete this
RST.1 organizer, which focuses on questions the reader has,
vocabulary to be discussed, opinions, and text-based
evidence.

Central Idea/Theme: Getting to the Point
Example
6 Sketch and Label RL.2 Purpose: To summarize a story in an alternative format.
Retelling Directions: During or after instruction in narrative text
elements, students sketch and label four elements of the
story: characters, setting, problem, and resolution.
7 Lesson, Message, Moral RL.2 Purpose: To determine the lesson, message, or moral of a
story.
Directions: During or after instruction in determining the
lesson, message, or moral of a story, students describe a
character in the first circle and a problem in which the
character was involved in the second circle. In the oval,
students depict a lesson that the character learned. Students
then use the information to determine the lesson the author
may have intended.
8 Theme Search RL.2 Purpose: To explore a theme in a literary text.
W.9 Directions: During or after instruction in determining
theme in a literary text, students describe the main
character using evidence from the story. In the detail
circles, they capture key ideas such as setting, other
characters, and mood. In the second box, students depict
the conflict in which the main character engages. In the
third box, students discuss how the main character changed
because of the conflict. Using the information, students
make an inference about the message (theme) of the story.
9 Analyzing Development RI.2 Purpose: To determine and analyze the development of
of Central Ideas RH.2 central ideas.
RST.2 Directions: During or after instruction in determining and
W.9 analyzing the development of central ideas in a text,
students write the first central idea of the text in the top
rectangular box. In the smaller boxes below, students
capture key details about the first central idea. In the
second rectangular box, students write the next central
idea, capturing key details in the smaller boxes. In the third
rectangular box, students write a third central idea, and
they record key details in the smaller boxes. Students can
use the completed graphic organizer to write a summary of
the ways in which the author developed the central ideas of
the text.

Development of Characters, Events, and Ideas: Following the Thread
Example
10 Compare/Contrast RL.3 Purpose: To determine and discuss similarities and
Narrative Map SL.1 differences in two narrative texts.
Directions: During or after instruction in narrative text
structures, students summarize each text in either the first
or third rectangle. Finally, in the middle rectangle, they
analyze the relation between the stories’ characters,
settings, or themes. Students can also make connections to
other literary works. They use the completed organizer to
discuss the texts with the class.
11 Character Trait Quote RL.3 Purpose: To determine multiple character traits supported
Map SL.1 by quotes from the text.
Directions: During or after instruction on characterization,
students select a character and write his or her name in the
character circle. Then students choose up to five character
traits that are supported by quotes in the text and record the
information in the spaces provided. Finally, students use their
completed organizers to discuss their choices with peers.
12 Text-Based RL.3 Purpose: To determine and support the traits one character
Characterization exhibits toward others.
Organizer Directions: During or after instruction on characterization,
students select a character and write his or her name and
the title of the story in the character/title circle. Next,
students choose up to four characters with which the
selected character interacts and write their names on the
organizer. Then students determine a trait that is exhibited
in each relationship and provide supportive evidence from
the text.
13 Biography Organizer RI.3 Purpose: To use chronology to organize four significant
events in a person’s life.
Directions: During or after learning about chronological
text structure, students select a person and arrange four
noteworthy events in his or her life in the order in which
they occurred.
14 Illustrated Timeline RI.3 Purpose: To use chronology to organize the development
RH.3 of events.
RST.3 Directions: During or after learning about chronology as a
text pattern, students select a topic and four related,
chronological events. Students write the topic in the space
provided. Next, they write the title of each event and the
year in which it occurred. Finally, they create a sketch of
each event.

Word Meanings: Knowing the Word
Example
15 a, b Word Context Clouds RL.4 Purpose: To determine the meaning of an unfamiliar word
RI.4 through the use of context.
L.4 Directions: During or after instruction in determining the
SL.1 meanings of unfamiliar words in context, students write a
word on the line within the cloud. Around the selected
word, students write clues from the text that help them
determine the meaning of the word. Following the arrow,
students write a perceived definition for the word, followed
by class or small-group discussion.
16 Determining Words RL.4 Purpose: To effectively use context clues to determine
Through Context Clues RI.4 words’ meanings.
RH.4 Directions: During or after instruction in the use of context
RST.4 clues, students record information about selected words on
L.4 this organizer. Categories of information include the
unknown word, context, possible meanings, and clues.
17 Figurative Language RL.4 Purpose: To visualize the figurative language an author
Mind Pictures L.5 uses in text.
Directions: During or after instruction about figurative
language (similes, metaphors, etc.), students write examples
of figurative language found in the text. Then students
illustrate the figurative language in the picture frames
provided.
18 Domain-Specific Word RI.4 Purpose: To determine the meanings of unfamiliar domain-
Organizer RH.4 specific words in an informational text.
RST.4 Directions: During or after instruction in determining the
L.6 meanings of unfamiliar content area words in informational
text, students write a selected word in the first column. In
the second column, they write the perceived meaning of
the word. In the third column, students write the clues in
the text that helped them determine the meaning. Clues
should be direct quotes from the text and enclosed within
quotation marks.
19 Domain-Specific Word RI.4 Purpose: To explore levels of knowledge about domain-
Connections RH.4 specific words in informational text.
RST.4 Directions: During or after instruction about determining
L.6 meanings of domain-specific words in informational text,
students write selected words from the text in the box at the
top of the organizer. Students write the words under
headings that best represent their knowledge of the words:
New to Me, Heard It Before, Know a Definition, or Can
Write a Sentence. If students know a definition, they should
write it. If they can write a sentence, they should do so.
Students should revisit the graphic organizer, crossing out
words and moving them to new categories, as the unit of
study progresses.
20 Reference Materials L.4 Purpose: To use varied reference materials.
Scavenger Hunt Directions: In small groups, students develop questions
about a topic under study using a variety of reference
materials (first column). They exchange papers with another
small group. Students then use reference materials to
determine answers to the questions (second column) and
record the source of their answers (third column).

Text Structures: Examining How the Text Is Built
Example
21 Informational Text RI.5 Purpose: To determine the cause/effect text structure.
Structure: Cause/Effect RH.5 Directions: During or after learning about informational
RST.5 text structures, students read a text and determine whether
the cause/effect structure has been used. Students record
the reason or cause, the page number on which the
example of the text structure occurs, and the result or
effect.
22 Informational Text RI.5 Purpose: To determine the problem/solution text structure.
Structure: Problem/ RH.5 Directions: During or after learning about informational
Solution RST.5 text structures, students read a text and determine whether
the problem/solution structure has been used. Students
record the problem, the page number on which the
example of the text structure occurs, and the solution.
23 Informational Text Map: RI.5 Purpose: To determine the problem/solution text structure.
Problem/Solution RH.5 Directions: During or after learning about informational
RST.5 text structures, students read a text and determine whether
the problem/solution structure has been used. Students
record the problem in the top box and the solution in the
bottom one. In the middle box, students list three facts that
contribute to the solution.
24 Informational Text RI.5 Purpose: To determine the description text structure.
Structure: Description RH.5 Directions: During or after learning about informational
RST.5 text structures, students record the topic and source in the
W.9 diamonds at the top of the organizer. Next, they list four
descriptive details. Finally, they use the details to write a
summary.
25 Informational Text RI.5 Purpose: To determine the chronological text structure.
Structure: Chronology/ RH.5 Directions: During or after learning about informational
Sequence RST.5 text structures, students determine the chronological or
W.9 sequential structure of text. Using signal words, such as
first, next, then, in addition, and finally, students write a
summary of that section of the text.
26 Informational Text RI.5 Purpose: To determine the comparison/contrast text structure.
Structure: Comparison/ RH.5 Directions: During or after learning about informational
Contrast RST.5 text structures, students write the topic and the text titles in
W.9 the spaces provided on the organizer. Next, students list
three similarities and three differences. Finally, they use the
comparisons and contrasts to write a summary.

Point of View: Seeing in Different Ways
Example
27 Pinwheel Perspectives RL.6 Purpose: To examine different points of view in a text.
RI.6 Directions: During or after instruction on points of view,
RH.6 students write an issue to be debated in the center circle. In
W.9 each of the other boxes, students write perspectives presented
SL.1 by the author, characters, or individuals in the text. In the box
below, students write a summary or analysis of the issue or
decisions the author made in presenting it. Then students use
the organizer as a basis for a debate on the issue.
28 Text-Based Viewpoint RL.6 Purpose: To determine multiple viewpoints about a given
Organizer RI.6 topic.
RH.6 Directions: During or after instruction in determining points
W.9 of view, students record the topic on the organizer. Next,
they ascertain a variety of points of view and record those
in the spaces provided. Then, they provide a quotation
from the text that represents each perspective. After that,
they summarize and analyze the viewpoints.
29 Multiple Perspectives RI.6 Purpose: To determine multiple perspectives on a topic.
Organizer RH.6 Directions: During or after instruction in determining points
of view, students record a topic on the organizer. Next,
they ascertain multiple perspectives on the topic. They
include the names of those with the varied perspectives on
the organizer. Then students add a bulleted list under each
name, delineating a point by point summary of each
person’s perspective.
30 Determining an RI.6 Purpose: To determine an author’s purpose for writing an
Author’s Purpose RH.6 informational or argumentative text.
RST.6 Directions: During or after instruction in determining an
W.9 author’s purpose, students determine the central ideas of a
text. In the left column, they record facts the author
provides about each central idea. In the right column, they
record examples of the author’s language (e.g., biased
phrases, choice of vocabulary) that appear to indicate the
author’s point of view. In the bottom box, students write an
analysis of the text and use examples from the organizer to
explain their thinking about the author’s point of view.

Content in Diverse Media: Putting It Together
Example
31 Original and Alternative RL.7 Purpose: To determine the similarities between an original
Version Organizer RI.7 and alternative version of a text and provide opinions about
W.1 both.
Directions: During or after instruction about comparing
and contrasting two versions of text, students select a title
and write it and what is unique about each text in the
spaces provided. Next, they summarize the similarities that
exist in the texts. Finally, they write their opinion about the
two texts.
32 Comparing/Contrasting RL.7 Purpose: To compare and contrast literary text with an
Literary Text With an W.9 alternative version of the same text.
Alternative Version Directions: During or after instruction on comparing and
contrasting literary text with an alternative version, students
write the title of the literacy text in the left oval and the title
of the alternative version in the right oval. Students list
details or write a summary comparing and contrasting the
two versions, making sure to address particular
requirements of the grade-level standard. Then they write
an analysis in the bottom box.
33 Audio–Print–Film RL.7 Purpose: To determine and analyze content presented in
Organizer RI.7 three different mediums.
W.9 Directions: During or after instruction about content in
audio, print, and film mediums, students choose a topic
that appears in all three mediums and research essential
information about and reviews of each. Then they record
the information on the organizer and use it to analyze the
similarities and differences that exist between and among
mediums.
34 Evaluating Digital RI.7 Purpose: To determine the quality of digital sources.
Sources Organizer RH.7 Directions: During or after learning about the
RST.7 characteristics of high-quality digital sources, students
SL.1 evaluate a self-selected source by recording responses to a
variety of questions. Then they use the organizer to discuss
the quality of the website with peers.

Reasons and Evidence: Hearing the Argument
Example
35 Fact and Opinion RI.8 Purpose: To determine facts and opinions in texts.
Multimedia Organizer Directions: During or after instruction in determining facts
and opinions, students choose two excerpts from each of
three texts: an editorial, an advertisement, and a review.
Next, they determine whether the excerpt is fact or opinion
and place an “x” in the appropriate column(s).
36 Writing Editorials: Facts, RI.8 Purpose: To determine facts and opinions.
Opinion, Headline W.1 Directions: During or after instruction in determining facts
and opinions, students read an editorial and record its title
on the organizer. Next, they write three facts found in the
text. Then they write their opinion. Finally, they write a
new headline for the editorial, based on their perspective.
37 FOR and AGAINST RI.8 Purpose: To examine or analyze ways in which an author
RH.8 presents both sides of an opinion or argument.
RST.8 Directions: During or after instruction in supporting an
opinion or argument, students write the title of the
persuasive text on the top line. On the left side, they write
reasons and supporting textual evidence to be FOR the
issue. On the right side, they write reasons and supporting
textual evidence to be AGAINST the issue.
38 What—Why—How? RI.8 Purpose: To analyze ways in which an author supports an
RH.8 opinion or argument.
RST.8 Directions: During or after instruction in supporting an
opinion or argument, students write one sentence that tells
the author’s opinion or states the author’s claim in the first
column. In the second column, students write reasons the
author includes in the text for his or her opinion or claim.
In the third column, students write facts that the author
included to support each reason.
Comparing and Contrasting: Weighing the Works
Example
39 Tri-Media Text RL.9 Purpose: To determine and analyze essential content that
Organizer RI.9 appears in a variety of mediums.
RH.9 Directions: During or after learning about presenting the
RST.9 same content in multiple mediums, students record the
W.9 focus of the organizer. Next, they add information about
differences, such as the author, title, characters, and setting
for the material that appears in each medium. Then
students record similarities between and among the works.
40 Transmediation Planner RL.9 Purpose: To change information from its original medium
RI.9 to a new format and then compare and contrast the two.
RH.9 Directions: During or after learning about transmediations,
RST.9 students complete the organizer to plan how to change the
medium of the information presented. Students record the
original source on the left and the new medium on the
right. Next, they complete the three planning idea boxes at
bottom of page. Finally, the students use the ideas to help
them change the information into the new medium.

Text Complexity: Stepping Higher
Standard 10 focuses on the ability to read and comprehend complex text. Standards 1 through 9 support the
expectations of Standard 10.
* Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, by the National
Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, Washington, DC: Authors. Retrieved from
www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf. Assigned codes describe the strand of the English language arts standards
(L = Language; RL = Reading Literature; RI = Reading Informational Text; RH = Reading History/Social Studies; RST = Reading Science and Technical
Subjects; SL = Speaking and Listening; W = Writing) and the standard number. For example, the designation RI.3 means Reading Informational
Text, Standard 3.
Key Details: What Happened in the Story?
Beginning
Middle
End
The Common Core: Graphic Organizers for Teaching K–12 Students to Meet the Reading Standards by Maureen McLaughlin and Brenda J. Overturf.
© 2013 International Reading Association. May be printed and photocopied for classroom use.
Key Details: Asking and Answering Questions
Title of Text
Who?
What?
When?
Where?
Why?
How?
Text-Based Story Organizer
1. Who are the characters?
2. Where does the story take place?
3. What is the problem?
4. What are three attempts to resolve the problem?
5. How does the story end?
Citing Textual Evidence
What I Read What Is in My Head What the Text Said

(summary of passage) (inference) (evidence from the text)
p.
p.
Discussion Circle Conversation Planner
My Questions Vocabulary to Discuss
1. 1.
2. 2.
3. 3.
Text:
My Opinions Text-Based Evidence
1. 1.
2. 2.
3. 3.
Sketch and Label Retelling
Sketch:
Label:
Lesson, Message, Moral
Title of Story
Who was the character? What did the

character learn?
What was the problem What was the lesson of the story?
for the character?
Theme Search
Detail
Main character…
Detail
Detail
Engages in this conflict… Theme Interpretation
so…
Which causes this change…
Analyzing Development of Central Ideas
Central Idea
Central Idea
Central Idea
Comparison/Contrast Narrative Map
Text 1:
Text Analysis: Style, Characters, Settings, Themes, Connections to Another Literary

Work
Text 2:
Character Trait Quote Map
Title:
Trait: Trait:
Character:
Quote: Quote:
Trait: Trait: Trait:
Quote: Quote: Quote:
Text-Based Characterization Organizer
Character 1: Character 2:
Characteristic: Characteristic:
Evidence: Evidence:
Character:
Text:
Character 3: Character 4:
Characteristic: Characteristic:
Evidence: Evidence:
Summary:
Biography Organizer
Event 1 Event 2
Biography of
Event 3 Event 4
Illustrated Timeline
Event 1 Year Event 2 Year
Topic
Event 3 Year Event 4 Year
Word Context Cloud
Word
I think the word means
Word Context Clouds
Word:
Word:
My Definition:
Word: My Definition:
My Definition:
Determining Words Through Context Clues
Unknown Word Context Possible Meaning Clues
1.
2.
1.
2.
1.
2.
Figurative Language Mind Pictures
Title of the Text
Figurative Language
Example
Figurative Language
Example
Figurative Language
Example
Domain-Specific Word Organizer
Title of Text
Word Meaning Clues in the Text That Tell the Meaning
Domain-Specific Word Connections
Words From Text:
New to Me Heard It Before Know a Definition Can Write a Sentence
Reference Materials Scavenger Hunt
Question Answer Reference
Informational Text Structure: Cause/Effect
Topic:
Cause Effect
Why did it happen? What happened?
Page
Why did it happen? What happened?
Page
Informational Text Structure: Problem/Solution
Topic:
Page
Problem Solution
Page
Problem Solution
Informational Text Map: Problem/Solution
Problem:
Facts in the Text That Contribute to the Solution:
1.
2.
3.
Solution:
Informational Text Structure: Description
Topic Source
Descriptive Detail 1:
Summary
Informational Text Structure: Chronology/Sequence
First,
Next,
Then,
In addition,
Finally,
Informational Text Structure: Comparison/Contrast
Topic
Source 1 Source 2
A. Similarities
1.
2.
3.
B. Differences
1.
2.
3.
C. Use your lists of similarities and differences to write a summary paragraph.
Pinwheel Perspectives
Perspective #1
Issue:
Perspective #4
Perspective #2
Perspective #3
Summary or Analysis:
Text-Based Viewpoint Organizer
Viewpoint 1 Viewpoint 2
Focus:
Summary:
Analysis:
Multiple Perspectives Organizer
Topic:
Determining an Author’s Purpose
Central Idea #1:
Facts: Author’s Language:
Central Idea #2:
Central Idea #3:
Based on the author’s language choices, how does the author feel about this subject?
What is the author’s purpose for writing this text?
Original and Alternative Version Organizer
Title:
Original Version Alternative Version
Similarities:
My Opinion:
Comparing/Contrasting Literary Text
With an Alternative Version
Source 1 Source 2
Setting Setting
Main Characters Main Characters
Conflict Conflict
Events Events
Resolution Resolution
Analysis:
Audio–Print–Film Organizer
AUDIO PRINT FILM
Descriptions:
Reviews:
Analysis:
Evaluating Digital Sources Organizer
1. What is the author’s 2. What is the source of

expertise on this topic? funding for the website?
Digital Source:
4. Is bias evident on the

3. Is the content accurate?
website? Provide an
Provide an example.
example.
Question: Is this a high quality digital source? Provide evidence.
Fact and Opinion Multimedia Organizer
Fact Opinion Excerpt

Editorial 1.
2.
Television 1.
Advertisement
2.
Review (Play) 1.
2.
Writing Editorials: Facts, Opinion, Headline
Topic:
Facts:
1.
2.
3.
My Opinion:
New Headline:
FOR and AGAINST
Issue:
For Against
Write one sentence FOR the issue. Write one sentence AGAINST the issue.
Reasons to be FOR the issue. List at least 2 facts (evidence) Reasons to be AGAINST the List at least 2 facts (evidence)
for each reason. issue. for each reason.
Reason Fact Reason Fact
Fact Fact
Fact Fact
Fact Fact
What—Why—How?
What does the author think? Why does the author think this way? How do facts support the author’s
thinking?
? 1.
2.
3.
? 1.
2.
3.
? 1.
2.
3.
Tri-Media Text Organizer
Focus:
Differences
Author: Author: Author:

Genre: Genre: Genre:
Title: Title: Title:
Setting: Setting: Setting:
Characters: Characters: Characters:
Similarities
Transmediation Planner
Original Source New Medium
Title:
Author:
Medium:
Planning Idea 1 Planning Idea 2 Planning Idea 3

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Graphic Organizers for Teaching K-12 Students

Copyright 2013 by the International Reading Association, Inc.

Suggested APA Reference

—MM and BJO

CCR READING ANCHOR STANDARD 1

CCR READING ANCHOR STANDARD 2

CCR READING ANCHOR STANDARD 3

CCR READING ANCHOR STANDARD 4

CCR READING ANCHOR STANDARD 5

CCR READING ANCHOR STANDARD 6

CCR READING ANCHOR STANDARD 7

CCR READING ANCHOR STANDARD 8

CCR READING ANCHOR STANDARD 10

1. Who are the characters?

2. Where does the story take place?

3. What is the problem?

4. What are three attempts to resolve the problem?

5. How does the story end?

What I Read What Is in My Head What the Text Said

My Questions Vocabulary to Discuss

My Opinions Text-Based Evidence

Who was the character? What did the

Engages in this conflict… Theme Interpretation

Which causes this change…

Text Analysis: Style, Characters, Settings, Themes, Connections to Another Literary

Trait: Trait: Trait:

Quote: Quote: Quote:

Event 1 Year Event 2 Year

Event 3 Year Event 4 Year

I think the word means

Unknown Word Context Possible Meaning Clues

Word Meaning Clues in the Text That Tell the Meaning

New to Me Heard It Before Know a Definition Can Write a Sentence

Why did it happen? What happened?

Why did it happen? What happened?

Facts in the Text That Contribute to the Solution:

C. Use your lists of similarities and differences to write a summary paragraph.

Facts: Author’s Language:

Central Idea #2:

Facts: Author’s Language:

Central Idea #3:

Facts: Author’s Language:

Original Version Alternative Version

Main Characters Main Characters

AUDIO PRINT FILM

1. What is the author’s 2. What is the source of

4. Is bias evident on the

Question: Is this a high quality digital source? Provide evidence.

Fact Opinion Excerpt

Reason Fact Reason Fact

Reason Fact Reason Fact

Author: Author: Author:

Original Source New Medium

Planning Idea 1 Planning Idea 2 Planning Idea 3

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1. What is the author’s 2. What is the source of

4. Is bias evident on the