- Held, Stephany. "Dumping Graphic Organizers For A More Effective Approach To Prewriting Instruction." Illinois Reading Council Journal 38.3 (2010): 20-28. Academic Search Complete. Web. 18 Feb. 2015.
o
I really liked this source because it was a
counter argument for graphic organizers. The others of this sources is a
teacher who noticed her students stories did not sound like “real stories”,
when they used graphic organizers. She went on to describe 3 different students’
stories. The author went on to discuss how she used mentor texts, high-quality
shared writing, peer talk, modeling, and conferencing with her students. After completing
the description of the process she went on to describe the changes she saw in
the students writing that she had discussed earlier in the article. She has
used Vicki Spandel’s 2005 text The 9
rights of Every Writer: A Guide for Teachers as a reference and used
several quotes from her that I think will be highly beneficial.
o
In context of my research this is a great source
to use because it offers an opposite idea of graphic organizers. The author was
in depth with what she did and it was very helpful to see the student work
included, as well as know that this process had been tried with actual
students.
- Nessel, Denise D., and Joyce Graham. Baltas. "Graphic Organizers." Thinking Strategies for Student Achievement: Improving Learning across the Curriculum, K-12. 2nd ed. Thousand Oaks, CA: Corwin, 2007. 75-80. Print.
o
For this sources I found information about what
a graphic organizer is defined as. It stated that research proves graphic
organizers are helpful to most students in comprehension. As a read, I noticed
it was entirely focused on reading comprehension. I also noted that some of their
references for research are from 1992 and 1996 and I think that are not necessary
relevant anymore.
o
In context with my research this source is not
very helpful at all, because it does not focus on the writing aspect of the use
of a graphic organizer.
- Oczkus, Lori D. Guided Writing: Practical Lessons, Powerful Results. Portsmouth, NH: Heinemann, 2007. Print.
o
This source gave me some information about how
graphic organizers are not required, nor should we rely on the completely or
forever. It discusses how graphic organizers are helpful as a support, but
eventually they are not needed and no longer help. I also really like how there
was a chart that gave sample organizers for various types of guided writing.
This shows that one type of organizer may not be useful for every type of
writing. The other piece that I really like for this source was that it had a step
by step noted for using guided writing for small groups and whole class.
o
In context of my research I was able to find
some helpful information, but it also has me now wanting to look into guided
writing more. I want to because I think it will help give me other alternatives
to graphic organizers.
- Sundeen, Todd H. "So What's The Big Idea? Using Graphic Organizers To Guide Writing For Secondary Students With Learning And Behavioral Issues." Beyond Behavior 16.3 (2007): 29-34. Academic Search Complete. Web. 18 Feb. 2015
o
This source began by discussing how students
need to be provided with effective strategies to expand their skills. It
continues to say that graphic organizers are an effective strategy in the first
to steps of the writing process. It states that graphic organizers are designed
to help students visualize the process and then help to them to use expressive
writing. I like that it discusses modeling for your students what you are
thinking as you go through the writing process. This source specifically
focuses on two graphic organizers that tie into each other, and are also broken
up by a color coded system. One other interesting aspect of this source is that
it tied students learning issues and behavioral issues together, by saying if a
student is struggling academically they are more likely to act out instead of
contribute to the class or lesson.
o
In connection with my research I found some of
the importation useful. Originally I thought it was going to be highly focused
on the behavioral piece, but only some of it was. It really gets into having “Big
Ideas” when writing and how the organizers making writing a draft a smoother
process. It then goes to tie up the behavioral piece.
