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Today we're going to talk about the idea of teaching reading using graphic organizers and specifically thinking maps and while this won't be an instruction on the maps and organizers themselves we will talk about how to use them before during and after reading and why to use them before during and after reading is tools for helping our readers that are engaged in decoding the meaning and thinking about the structure of the text that they read so a little about what graphic organizers might be, so we think about graphic organizers it may be something as common as the plot diagram use for a short story really just kind of way of laying out the sequence of a short story or the very common wishbone diagram I'm a fan of thinking map so a couple of examples of those this is the double bubble map and where we compare two things we look at their similarities in their and their unique qualities same thing as a Venn diagram really this is a little different this is a multi flow map and here you have an event the causes and the outcome, so we have kind of structuring a look at cause and effect cause an outcome or simple flow map very common thing this is a process of you know what happens next what happens after that and then the tree map and the tree map is a way of taking a large topic breaking it down into its smaller parts paragraph sections that kind of thing and when we think about reading and in this case it's just looking at the language of addition language of subtraction but a really common organizational structure for a piece of reading especially in social studies informational text of all sorts research papers and that kind of thing, so those are just some common examples that might help us think about what if what is it we mean when we about graphic organizer thinking map to capture what a text looks like when we break it down, so we want to think about using these things before during and after reading when we engage our less sophisticated readers before reading we're trying to get their brains tuned up to encounter the text less officiated readers don't tend to do that they don't have much of a conversation with the text that they're reading, and they don't they don't tap into prior knowledge particularly well so the idea of before reading is we give them a may give the students a partially completed graphic organizer or thinking map we may just kind of put in some keywords, so you see here is one we've given them a tree map a very, very incomplete tree map about the inner brain I found this thalamus basal ganglia hippocampus we could leave a couple of those blank and the idea is then for the student before they read to make a guess what do you think you're going to read about, and they can probably tell they're going to learn about those four topics, and we're going to find out more details about them, so we have space for details down below, but it gives them a sense of what language are they going to encounter how it might be structured,...

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