EDRD619 Module 8 Graphic Organizers

Building from the 6th grade science class I have been using in previous modules as discovered at https://www.oakmeadow.com/wp-content/uploads/2022/01/Grade-6-Basic-Life-Science-Coursebook-Curriculum-Sample.pdf

Question Example	Purpose	Type of Question
What do we mean when we say that living and nonliving things in the environment are interrelated?	Literal	Key detail
An ecosystem needs a source of energy to keep it going. What is the source of energy for all ecosystems?	Literal	Key detail
Describe, in your own words, what a habitat is.	Interpretive	Inference

Graphic Organizer: Question-Answer Relationships

QAR STRATEGY	CATEGORY	DESCRIPTION EXAMPLES
Right There	Text Explicit	Describe, in your own words, what a habitat is.
Think and Search	Text Implicit	Describe an ecosystem from at least two different continents.
Author and You	Script and Text Implicit	Describe the process of decomposition and how it results with new life.
On Your Own	Script Implicit	Where do you call home? Describe your living conditions.

Reflection

Fisher and Frey (2020, p. 111) taught that graphic organizers are visual tools that may assist students with understanding, summary skills, and analytics with ‘building’ a concept visually so that it may be applied to learning and comprehending. Fisher and Frey (2020, pp. 74 – 76) further taught text-dependent questions as being in scope of subject area.

Fisher and Frey (2020, p. 73) taught question-answer relationships that feed into graphic organizers. Building from the 6^th grade science class I have been using in previous modules as discovered at https://www.oakmeadow.com/wp-content/uploads/2022/01/Grade-6-Basic-Life-Science-Coursebook-Curriculum-Sample.pdf,     I constructed Surveys; Questions; Reading; Reciting; and Reviewing for systematic study.

Building on Modules 1 – 7 thus far with this course, I learned that graphic organizers may be useful visuals that assist with ‘nudging’ concepts to students who then may further use the knowledge with new research, much like the planning for comprehension instruction we learned in Module 7. 

references

Fisher, D. and Frey, N. (2020) Improving ADOLESCENT LITERACY Content Area Strategies at Work, Pearson, Fifth Edition, Hoboken, New Jersey.