1. MakesSenseStrategies.com P.O. Box 147 Northport, AL 35476 (205) 394-5514 VisualTools@MakesSenseStrategies.com TM Edwin Ellis, Ph.D. edwinellis1@gmail.com (205) 394-5512 Professor, Education, The University of Alabama The applications for these instructional materials can be found at : TM differentiated visual tools for teaching Core Language Arts Standards literature / information text / writing K-5

2. TM differentiated visual tools HOW do DVTs differ from traditional graphic organizers? ADVANCE ORGANIZER Part 1: WHAT are differentiated visual tools? WHATs so differentiated about DVTs? WHY are they so effective? * Different DVTs for different Core Standards * Different DVTs for students with different levels of development * Different DVTs structure for success via prompts that focus on critical thinking & essential understandings of discipline-specific topics Part 2: HOW/WHEN are differentiated visual tools used when teaching? Part 3: HOW effective are differentiated visual tools?

3. TM differentiated visual tools HOW do DVTs differ from traditional graphic organizers? ADVANCE ORGANIZER Part 1: WHAT are differentiated visual tools? WHATs so differentiated about DVTs? WHY are they so effective? * Different DVTs for different Core Standards * Different DVTs for students with different levels of development * Different DVTs structure for success via prompts that focus on critical thinking & essential understandings of discipline-specific topics This is the focus of this presentation

4. TM differentiated visual tools The differentiated visual tools featured in this presentation are from the the following applications: Common Core Standards – Language Arts TM differentiated visual tools v 1.0 literature & information text + writing K-3

5. TM differentiated visual tools BIG IDEAS DVTs NOT generic, rather are individually designed to address specific Core Standards These are your PARENTS graphic organizers GRANDPARENTS …very effective for simple Core LA Standards …not so great as Core standards get more complex generic graphic organizers

6. TM differentiated visual tools © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com BIG IDEAS DVTs allow teachers to SEE how to explicitly address complex standards in clear and simple ways DVTs allow students to SEE the thinking processes involved in learning specific Core Standards DVTs structure for success via embedded critical thinking & essential understandings prompts

7. Literature WritingInformation Text TM differentiated visual tools v 1.0 literature & information text + writing K-5 Core Standards are organized around CATEGORIES of developmentally sequenced critical thinking & literacy skills Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative

8. Literature WritingInformation Text TM differentiated visual tools v 1.0 literature & information text + writing K-5 Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

9. Literature WritingInformation Text TM differentiated visual tools v 1.0 literature & information text + writing K-5 Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

10. Literature WritingInformation Text TM differentiated visual tools v 1.0 literature & information text + writing K-5 Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of information in two or more texts.

11. Literature WritingInformation Text TM differentiated visual tools v 1.0 literature & information text + writing K-5 Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of information in two or more texts.

12. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Literature WritingInformation Text TM differentiated visual tools v 1.0 literature & information text + writing K-5 Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative

13. Literature WritingInformation Text TM differentiated visual tools v 1.0 literature & information text + writing K-5 Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

14. WHO was the main PERSON in the story? WHAT happened to the PERSON? Draw a picture WHERE did it happen? TITLE © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

15. WHO was the main PERSON in the story? WHAT happened to the PERSON? Draw a picture People vote for who they want to be mayor. The mayor promises to work hard. They work in city hall, and make laws and rules. The Mayor WHERE did it happen? In every city and town in the United States Meet the Mayor by Arnim Franke TITLE © 2013 Edwin S. Ellis www.MakesSenseStrategies.com

16. Answer to your question PERSON PICTURE Make up a HOW, WHY or WHEN question about the PERSON What you LIKED OR did NOT LIKE about the PERSON © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

17. Why did Johnny Appleseed plant so many apple trees? He was a nurseryman. He wanted everyone to have an apple tree. He taught people how to take care if plants and land. Answer to your question PERSON PICTURE Johnny Appleseed Make up a HOW, WHY or WHEN question about the PERSON What you LIKED OR did NOT LIKE about the PERSON I like him because he cared about animals and the earth.

18. So what is the difference between these two visual tools? HINT: Heres the standard…. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

19. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. This visual tool is specifically designed to address THIS specific standard © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

20. Write a WHAT question about a PERSON Search for the answer & note it here Q&AQ&A What…? Write a HOW question about a PERSON Search for the answer & note it here Q&AQ&A How…? Write a WHY question about a PERSON Search for the answer & note it here Q&AQ&A Why…? TITLE © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

21. The Model T car Write a WHAT question about a PERSON Search for the answer & note it here What was Henry Ford best known for? Q&AQ&A What…? When he was little, he liked to take things apart and then fix them. He was an apprentice machinist. Write a HOW question about a PERSON Search for the answer & note it here How did Henry Ford learn so much about cars? Q&AQ&A How…? Write a WHY question about a PERSON Search for the answer & note it here Why was Ford more successful than others? Ford first used the assembly line to make cars and he paid his workers twice as much as others ($5 a day). Q&AQ&A Why…? Henry Ford Pioneer of Modern Industry by Greg Roza TITLE © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

22. BIG IDEA Differentiated Visual Tools are scaffolded So which of these Visual Tools should be taught first? IMPLICATIONS? Instruction can be DIFFERENTIATED based on the sophistication of the learner & the complexity of the Visual Tool Its not a one-size fits all kind of thing! © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

23. Which of these address the standard? Lets say you are attempting to teach this 3 rd grade standard… Compare and contrast the most important points and key details presented in two texts on the same topic. This one compares two different things This one compares two books about the same thing

24. Lets say you are attempting to teach this 3 rd grade standard… Compare and contrast the most important points and key details presented in two texts on the same topic. This visual tool is specifically designed to address THIS specific standard

25. Literature literature & information text + writing K-5 Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View The standards are arranged developmentally In each category, they become increasingly complex

26. Literature literature & information text + writing K-5 Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View The standards are arranged developmentally In each category, they become increasingly complex For example… RL.K.2 With prompting and support, retell familiar stories, including key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

27. literature & information text + writing K-5 The standards are arranged developmentally In each category, they become increasingly complex RL.K.2 With prompting and support, retell familiar stories, including key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Webs can be excellent visual tools for teaching basic summarization skills

28. literature & information text + writing K-5 The standards are arranged developmentally In each category, they become increasingly complex RL.K.2 With prompting and support, retell familiar stories, including key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Webs can be excellent visual tools for teaching basic summarization skills

29. literature & information text + writing K-5 The standards are arranged developmentally In each category, they become increasingly complex Webs can be excellent visual tools for teaching basic summarization skills …but are webs the best tools for addressing complex Core Standards? RL.K.2 With prompting and support, retell familiar stories, including key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

30. Web from a 5 th grade guided reading lesson… © 2013 Edwin S.

31. Identical info, but different visual tool…

32. Which would you rather have? Idea is to make it easier (not harder) to process information © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

33. Webs usually depict whole-to-part structures WHOLE PARTS © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

34. Is about… whole-to-part TOPIC Main Idea Details So what? Whats important to understand about this? Main Idea Details WHOLE PARTS WHOLE -back-to-whole TM Heres one of the … Heres one of the differentiated visual tools… © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

35. What was the message about life in the story? STORY Mufaros Beautiful Daughters by John Steptoe I think the message was that being kind and good to people makes you happier and leads to a better life. Reason why I think this is the message… Details Nyasha was kind to everyone. She did not try to hurt her sister who was mean to her. She was chosen to be queen because of her kindness. Another reason why I think it is the message… Details Manyara was mean to her sister and everyone. She was also mean to a little boy who was really the king. Manyara ended up being a servant to her sister. CONCLUSION: Is the message important? Why? The message is important because if you are mean to others, you will always be unhappy and just want to be even meaner.

36. Webs dont use prompts to guide thinking TM differentiated visual tools DO

37. Whats the difference between… THIS…and THIS? Lets say you are attempting to teach this 5 th grade standard… Write opinion pieces on topics or texts, supporting a point of view with reasons and information. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

38. E nd by re-stating your position and summarizing the most important reason why E stablish a clear position on the issue B ack-up the position with reasons and supporting facts (weakest reason 1 st, strongest reason last) A cknowledge the oppositions position T ell why the oppositions position is incorrect (their strongest reason 1 st, their weakest reason last) My position is… Opposition's position is… REASONSupporting facts REASONSupporting facts REASON opposition might give… Why this reason is faulty… WHO should be concerned about the issue? WHY? WHAT is the issue? WHEN did the issue emerge? Why then? REASON opposition might give… Why this reason is faulty… D efine the issue © 2013 Edwin S. Ellis All Rights Reserved

39. E nd by re-stating your position and summarizing the most important reason why E stablish a clear position on the issue B ack-up the position with reasons and supporting facts (weakest reason 1 st, strongest reason last) A cknowledge the oppositions position T ell why the oppositions position is incorrect (their strongest reason 1 st, their weakest reason last) My position is… Opposition's position is… REASONSupporting facts REASONSupporting facts REASON opposition might give… Why this reason is faulty… WHO should be concerned about the issue? WHY? WHAT is the issue? WHEN did the issue emerge? Why then? REASON opposition might give… Why this reason is faulty… D efine the issue WHAT is the issue? WHO should be concerned about the issue? Why? WHEN did the issue emerge? Why then? Whether to raise the speed limit on interstates Everybody that travels or buys goods shipped via highways Pres. Carter ordered slower speed-limits due to gas shortage D efine the issue © 2013 Edwin S. Ellis All Rights Reserved

40. E nd by re-stating your position and summarizing the most important reason why E stablish a clear position on the issue B ack-up the position with reasons and supporting facts (weakest reason 1 st, strongest reason last) A cknowledge the oppositions position T ell why the oppositions position is incorrect (their strongest reason 1 st, their weakest reason last) My position is… Opposition's position is… REASONSupporting facts REASONSupporting facts REASON opposition might give… Why this reason is faulty… WHO should be concerned about the issue? WHY? WHAT is the issue? WHEN did the issue emerge? Why then? REASON opposition might give… Why this reason is faulty… Whether to raise the speed limit on interstates Everybody that travels or buys goods shipped via highways Pres. Carter ordered slower speed-limits due to gas shortage E stablish a clear position on the issue My position is… The speed limit should be lowered to 65mph on interstates D efine the issue © 2013 Edwin S. Ellis All Rights Reserved

41. E nd by re-stating your position and summarizing the most important reason why E stablish a clear position on the issue B ack-up the position with reasons and supporting facts (weakest reason 1 st, strongest reason last) A cknowledge the oppositions position T ell why the oppositions position is incorrect (their strongest reason 1 st, their weakest reason last) My position is… Opposition's position is… REASONSupporting facts REASONSupporting facts REASON opposition might give… Why this reason is faulty… WHO should be concerned about the issue? WHY? WHAT is the issue? WHEN did the issue emerge? Why then? REASON opposition might give… Why this reason is faulty… The speed limit should be lowered to 65 on interstates Whether to raise the speed limit on interstates Everybody that travels or buys goods shipped via highways Pres. Carter ordered slower speed-limits due to gas shortage B ack-up position with reasons & supporting facts Weakest reason 1st Strongest reason last Slower speed = less gas greener + less travel & shipping costs Safer at lower speeds Slower speed = less wrecks = less deaths D efine the issue © 2013 Edwin S. Ellis All Rights Reserved

42. E nd by re-stating your position and summarizing the most important reason why E stablish a clear position on the issue B ack-up the position with reasons and supporting facts (weakest reason 1 st, strongest reason last) A cknowledge the oppositions position T ell why the oppositions position is incorrect (their strongest reason 1 st, their weakest reason last) My position is… Opposition's position is… REASONSupporting facts REASONSupporting facts REASON opposition might give… Why this reason is faulty… WHO should be concerned about the issue? WHY? WHAT is the issue? WHEN did the issue emerge? Why then? REASON opposition might give… Why this reason is faulty… The speed limit should be lowered to 65 on interstates Whether to raise the speed limit on interstates Everybody that travels or buys goods shipped via highways Pres. Carter ordered slower speed-limits due to gas shortage Slower speed = less gas greener + less travel & shipping costs Safer at lower speeds Slower speed = less wrecks = less deaths A cknowledge the oppositions position Oppositions position is…. We should raise the speed limit to 75 or 80, not lower it! D efine the issue © 2013 Edwin S. Ellis All Rights Reserved

43. E nd by re-stating your position and summarizing the most important reason why E stablish a clear position on the issue B ack-up the position with reasons and supporting facts (weakest reason 1 st, strongest reason last) A cknowledge the oppositions position T ell why the oppositions position is incorrect (their strongest reason 1 st, their weakest reason last) My position is… Opposition's position is… REASONSupporting facts REASONSupporting facts REASON opposition might give… Why this reason is faulty… WHO should be concerned about the issue? WHY? WHAT is the issue? WHEN did the issue emerge? Why then? REASON opposition might give… Why this reason is faulty… The speed limit should be lowered to 65 on interstates Whether to raise the speed limit on interstates Everybody that travels or buys goods shipped via highways Pres. Carter ordered slower speed-limits due to gas shortage Slower speed = less gas greener + less travel & shipping costs Safer at lower speeds Slower speed = less wrecks = less deaths We should raise the speed limit to 75 or 80, not lower it! T ell why oppositions position is incorrect Reason opposition might give… Why this reason is faulty… Cars made safer now 105,000 fatal car accidents last year People wont speed as much if speed limit is higher Research: Drivers ave. speed = 15-20 mph over limit no matter what speed limit is D efine the issue © 2013 Edwin S. Ellis All Rights Reserved

44. E nd by re-stating your position and summarizing the most important reason why E stablish a clear position on the issue B ack-up the position with reasons and supporting facts (weakest reason 1 st, strongest reason last) A cknowledge the oppositions position T ell why the oppositions position is incorrect (their strongest reason 1 st, their weakest reason last) My position is… Opposition's position is… REASONSupporting facts REASONSupporting facts REASON opposition might give… Why this reason is faulty… WHO should be concerned about the issue? WHY? WHAT is the issue? WHEN did the issue emerge? Why then? REASON opposition might give… Why this reason is faulty… The speed limit should be lowered to 65 on interstates Whether to raise the speed limit on interstates Everybody that travels or buys goods shipped via highways Pres. Carter ordered slower speed-limits due to gas shortage Slower speed = less gas greener + less travel & shipping costs Safer at lower speeds Slower speed = less wrecks = less deaths We should raise the speed limit to 75 or 80, not lower it! Cars made safer now 105,000 fatal car accidents last year speed limit is higherno matter what speed limit is E nd by re-stating your position & summarizing the most important reason why D efine the issue © 2013 Edwin S. Ellis All Rights Reserved

45. DEBATE the Issue Strategy E nd by re-stating your position and summarizing the most important reason why E stablish a clear position on the issue B ack-up the position with reasons and supporting facts (weakest reason 1 st, strongest reason last) A cknowledge the oppositions position T ell why the oppositions position is incorrect (their strongest reason 1 st, their weakest reason last) My position is… Opposition's position is… REASONSupporting facts REASONSupporting facts REASON opposition might give… Why this reason is faulty… WHO should be concerned about the issue? WHY? WHAT is the issue? WHEN did the issue emerge? Why then? REASON opposition might give… Why this reason is faulty… Whether to raise the speed limit on interstates Everybody that travels or buys goods shipped via highways Pres. Carter ordered slower speed-limits due to gas shortage The speed limit should be lowered to 65 mph on interstates Slower speed = less gas greener + less travel & shipping costs Safer at lower speeds Slower speed = less wrecks = less deaths We should raise the speed limit to 75 or 80, not lower it! Cars made safer now 105,000 fatal car accidents last year People wont speed as much if speed limit is higher Research: Drivers ave. speed = 15-20 mph over limit no matter what speed limit is D efine the issue © 2013 Edwin S. Ellis All Rights Reserved

46. Interstate Speed Limits An important issue that concerns everyone is whether the speed limit on interstate highways should be raised. It affects everyone, even children too young to drive and elderly people too old to drive. This is because so many people travel on the interstates, both as drivers and as passengers. It even affects people who never go on the interstate because the speed limit affects the price of goods in terms of their transportation costs. Long ago, President Carter ordered that the speed limit be dropped to 55 miles per hour. This has been raised back to 70 mph on most interstates, but this may not be the ideal speed. Personally, I think the speed limit should be lowered to 65 mph on interstates. Slowing down just a few miles an hour can save this country a lot of gas because slower speeds burn less gas. Not only will people save at the gas pump, they will save in the grocery store as well because it will not require as much money to ship items if truckers go a little slower. Most importantly, however, slightly slower speeds can save thousands of lives. According to the National Insurance Council, dropping the speed limit just 5 mph can save as many as 35,000 lives per year. The bottom line is that we are all safer if we all slow down just a little. Slower speeds mean less wrecks and that means less deaths. There are many people who would like to see the speed limit increased to 75 or even 80 mph on the interstates. They argue that, now that cars have air bags and other safety features, they are a lot safer than they once were and thus are safer to drive at higher speeds. However, according to Laws.com (http://accident.laws.com/fatal-accidents), 105,000 people died in auto-accidents last year. While cars may be safer, that doesn't make them completely safe. Some also argue that if the speed limit were raised, drivers would be less likely to exceed speed limits and break the law. The reality is that statistics show that drivers are likely to exceed the speed limit an average of 10- 15 mph, no matter what the limit is. Thus, when the speed limit is at 70, speeders are actually driving between 80- 85 miles an hour. If the limit is raised to 75, they are likely to just drive even faster at 85-90 miles an hour, suck up even more gas and kill more people. While I agree that it is more fun to drive fast, it is more important to lower emissions and protect our planet, be less dependent on gas, and be safer. Let's lower the limit to 65 and we'll all be better off. © 2013 Edwin S. Ellis All Rights Reserved

47. Whats the difference between… THIS…and THIS? Lets say you are attempting to teach this 5 th grade standard… Write opinion pieces on topics or texts, supporting a point of view with reasons and information. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com Its all about prompts that structure for success

48. Webs are typically a one-size fits all Teachers are using the same web in 3 rd grade that is used in 9 th grade! WHAT IF… you had a series of visual tools that were scaffolded so that they correspond to increasing complex standards?

49. Rather we build up to it We dont start with something this complex

50. Literature WritingInformation Text TM differentiated visual tools v 1.0 literature & information text + writing K-5 MakesSenseStrategies.com P.O. Box 147 Northport, AL 35476 (205) 394-5514 VisualTools@MakesSenseStrategies.com TM

51. Literature WritingInformation Text TM differentiated visual tools v 1.0 literature & information text + writing K-5 Expository / Descriptive Opinion / Persuasive Narrative MakesSenseStrategies.com P.O. Box 147 Northport, AL 35476 (205) 394-5514 VisualTools@MakesSenseStrategies.com TM

52. Writing EXPOSITORY / DESCRIPTIVE differentiated visual tools TM © MakesSenseStrategies.com. W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a concluding statement or section. opinion narrative main menu Related Words COLOR B/W. Cat in the Hat 4 Ideas-to-sentences COLOR B/W. Thanksgiving is My Favorite Holiday Explaining 2 Key Ideas (Intro & Conclusion) COLOR B/W. Mufaos Beautiful Daughters Explaining 4 Ideas (Intro & Ending) COLOR B/W. Recycling 2 Words 2 Sentences COLOR B/W. Zoe LINKS to additional resources related to expository / descriptive writing LITERATUREINFORMATION TEXTSummariesRelationships

53. Playing in the snow Make a snowman Throw snowballs Build a fort Need warm clothes Wear mittens © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

55. Writing EXPOSITORY / DESCRIPTIVE differentiated visual tools TM © MakesSenseStrategies.com. W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a concluding statement or section. opinion narrative main menu Related Words COLOR B/W. Cat in the Hat 4 Ideas-to-sentences COLOR B/W. Thanksgiving is My Favorite Holiday Explaining 2 Key Ideas (Intro & Conclusion) COLOR B/W. Mufaos Beautiful Daughters Explaining 4 Ideas (Intro & Ending) COLOR B/W. Recycling 2 Words 2 Sentences COLOR B/W. Zoe LINKS to additional resources related to expository / descriptive writing LITERATUREINFORMATION TEXTSummariesRelationships

56. Capitalization? Punctuation? Draw a picture Words about this topic Sentence Capitalization? Punctuation? TOPIC My dog Zoe Zoe has lots of spots. She likes to dig holes. has spots digs holes 1 2

57. Writing EXPOSITORY / DESCRIPTIVE differentiated visual tools TM © MakesSenseStrategies.com. W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a concluding statement or section. opinion narrative main menu Related Words COLOR B/W. Cat in the Hat 4 Ideas-to-sentences COLOR B/W. Thanksgiving is My Favorite Holiday Explaining 2 Key Ideas (Intro & Conclusion) COLOR B/W. Mufaos Beautiful Daughters Explaining 4 Ideas (Intro & Ending) COLOR B/W. Recycling 2 Words 2 Sentences COLOR B/W. Zoe LINKS to additional resources related to expository / descriptive writing LITERATUREINFORMATION TEXTSummariesRelationships

58. TOPIC ORDERIDEASENTENCE

59. Thanksgiving is my favorite holiday! TOPIC ORDERIDEASENTENCE 2 At school we dress up like Pilgrims or Native Americans. That is really fun. Wearing costumes 1 We visit Moundville and climb the mounds where the Native Americans lived. We see ceremonies and get our faces painted. Native Americans 3 We have a Thanksgiving feast at school just like the Pilgrims and Native Americans had. The feast! 4 I also like to be out of school for a week, and I get to do things with my family. Out of school

60. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

61. Marly & Erne Marly and Erne are my cats. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

62. Marly & Erne Marly and Erne are my cats. I think they are cute. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

63. Marly & Erne Marly and Erne are my cats. I think they are cute. They are fuzzy. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

64. Marly & Erne Marly and Erne are my cats. I think they are cute. They are fuzzy. Erne has stripes. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

65. Marly & Erne Marly and Erne are my cats. I think they are cute. They are fuzzy. Erne has stripes. Marly is solid black. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

66. Writing EXPOSITORY / DESCRIPTIVE differentiated visual tools TM © MakesSenseStrategies.com. W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a concluding statement or section. opinion narrative main menu Related Words COLOR B/W. Cat in the Hat 4 Ideas-to-sentences COLOR B/W. Thanksgiving is My Favorite Holiday Explaining 2 Key Ideas (Intro & Conclusion) COLOR B/W. Mufaos Beautiful Daughters Explaining 4 Ideas (Intro & Ending) COLOR B/W. Recycling 2 Words 2 Sentences COLOR B/W. Zoe LINKS to additional resources related to expository / descriptive writing LITERATUREINFORMATION TEXTSummariesRelationships

67. 3 2 4 1 Recycling cuts down on the need for more landfills. No one wants to live near one. Recycling protects wildlife habitats. Paper recycling alone saves millions of trees. Recycling produces less carbon reducing the amount of greenhouse gas emissions. Recycling helps us reuse things we have instead of making new things. Reduces landfills… Protects wildlife… Helps our climate… Can save money… ENDING When we recycle it helps our climate, the earth, and protects wildlife. Also it is the right thing to do! INTRODUCTION This is about… TOPIC Recycling why everyone should recycle the things they use in their homes.

68. Recycling Everyone should recycle the things they use in their homes. Recycling helps us reuse things we have instead of making new things. It also protects wildlife habitats. Paper recycling alone saves millions of trees. Recycling cuts down on the need for more landfills. No one wants to live near one. Recycling produces less carbon, so it reduces the amount of greenhouse gas emissions we make. In conclusion, when we recycle it helps our climate, the earth, and protects wildlife. Also it is the right thing to do!

69. Writing EXPOSITORY / DESCRIPTIVE differentiated visual tools TM © MakesSenseStrategies.com. W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a concluding statement or section. opinion narrative main menu Related Words COLOR B/W. Cat in the Hat 4 Ideas-to-sentences COLOR B/W. Thanksgiving is My Favorite Holiday Explaining 2 Key Ideas (Intro & Conclusion) COLOR B/W. Mufaos Beautiful Daughters Explaining 4 Ideas (Intro & Ending) COLOR B/W. Recycling 2 Words 2 Sentences COLOR B/W. Zoe LINKS to additional resources related to expository / descriptive writing LITERATUREINFORMATION TEXTSummariesRelationships

70. TOPIC INTRODUCTION: This topic (story) is about… You could use some of these words when explaining the Key Ideas and Supporting Points ALSO ANOTHER BUT AND MORE KEY IDEA #1KEY IDEA #2 Supporting points, facts, or details CONCLUSION: What is important about this topic?

71. TOPIC Miss Rumphius Story and pictures by Barbara Cooney INTRODUCTION: This topic (story) is about… You could use some of these words when explaining the Key Ideas and Supporting Points ALSO ANOTHER BUT AND MORE KEY IDEA #1KEY IDEA #2 Supporting points, facts, or details CONCLUSION: What is important about this topic? A young girl that dreamed of going to far away places, and how her dreams came true. Miss Rumphius traveled all over to islands, mountains, and deserts. Also she bought a cottage by the sea, and planted flowers all over. He told her stories of far away places that he visited. Also they lived by the sea and watched large ships sail by. Miss Rumphius grandfather planted big dreams in her heart. Miss Rumphius had 3 goals and she reached all of them. It is important to dream, and if you work hard you can make many of your dreams come true.

72. © 2002 Edwin S. Ellis Masterminds Publishing graphicorganizers.com © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

73. © 2002 Edwin S. Ellis Masterminds Publishing graphicorganizers.com © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com Bald Eagles Interesting things about our National Bird Eagles in dangerBaby Bald EaglesWhat they eat Takes 6-8 weeks for eggs to hatch Lay only 2-3 eggs White w/blue spots If baby falls out of nest, it dies Babies have brown heads, not white Farmers put DDT on crops to kill bugs Fish eat bugs that washed into water Eagle eats fish & DDT gets into them DDT makes egg shells thin, so they break Mostly eat fish & dead animals Steal food from other birds Poor hunters Next time you see a picture of a Bald Eagle, think about how they are in danger

74. Speaking of webs, whats the difference between… THIS…and THIS? Lets say you are attempting to teach this 5 th grade standard… Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

75. Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is about… MAIN TOPIC person, event, place, idea, word, etc.)

76. Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is about… MAIN TOPIC person, event, place, idea, word, etc.) George Washington Carver a famous scientist African American educator inventor peanuts George Washington Carver studied plants and found 300 uses for peanuts. Peanut butter Carver made a food that we love today-peanut butter. Slave Carver was born a slave on Moses Carvers farm. Moses and his wife, Susan, raised him. Fertile soil Carver taught farmers how to keep their soil fertile by growing crops such as peanuts. Tuskegee, Alabama Carver taught at a college in Tuskegee for almost 50 years. Experiments Carvers experiments found more than 300 uses for peanuts, 100 for sweet potatoes, and 75 for pecans.

77. Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is related to the MAIN TOPIC because… TOPIC (person, event, place, idea, word, etc.) Is about… MAIN TOPIC person, event, place, idea, word, etc.) When people / groups with power take advantage of others with less power to get what they want Examples… Powerful countries exploit weaker countries to get their natural resources…Management exploits workers to get cheap labor… racists exploit minorities, men exploit women… exploitation Muckrakers Reporters who supported social reforms by reporting facts about problems, abuses, etc. to get the public to get behind supporting changes. e.g., …Published articles corporate greed, abusive child-labor practices, encouraged citizens to vote to force politicians to pass better laws Labor Unions Individual workers have little power so they are easily exploited, but when they organize in to unions, they create the power to confront & force management to improve working conditions. Progressive Era 1890-1920 Period when many tried to stop wide spread exploitation in US. … believed that social problems (poverty, violence, greed, racism, class warfare) could best be addressed by providing good education & a safe environment TR Roosevelt US President who supported anti- monopoly legislation to open up competition – results would be higher quality products at lower prices. Also supported use of arbitration b/w unions & management during labor disputes Immigration Many immigrants were exploited by businesses (very low pay, long hours, unsafe conditions, etc.). Relief societies tried to help by getting immigrant children in school, access to hospitals, better living conditions, etc. Suffrage Movement Organizations supporting womens suffrage (right to vote) became much more powerful – resulted in 19 th Amendment (prohibits any US citizen from being denied the right to vote on the basis of sex).

78. Speaking of webs, whats the difference between… THIS…and THIS? Lets say you are attempting to teach this 5 th grade standard… Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com Its all about prompts that structure for success

79. Venn diagrams can be excellent visual tools for making basic comparisons… Literature WritingInformation Text Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative …but are they the best tool for addressing complex CC Standards?

80. Bald Eagle Red-Tailed Hawk DIFFERENT SIMILAR They eat fish and use their talons or claws to catch them. CarnivoresThey prey on small rodents and rarely will eat poultry. They live near lakes, rivers, marshes, and seacoasts. Temperate Deciduous Forest They live in the open country of various kinds, including farmlands. The Bald Eagle has a white head and tail and a blackish body. Both have white somewhere on their body The Red-tailed Hawk usually has a white chest with a rust-colored tail. They create their nests using sticks.. The eggs are white. The females lay two to three eggs at a time. Make nests of sticks in tall trees. Their eggs are white with brown spots. The nest is also made of bark and bits of fresh green vegetation. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

81. Food Habitat Color Nests Bald Eagle Red-Tailed Hawk DIFFERENT SIMILAR They eat fish and use their talons or claws to catch them. CarnivoresThey prey on small rodents and rarely will eat poultry. They live near lakes, rivers, marshes, and seacoasts. Temperate Deciduous Forest They live in the open country of various kinds, including farmlands. The Bald Eagle has a white head and tail and a blackish body. Both have white somewhere on their body The Red-tailed Hawk usually has a white chest with a rust-colored tail. They create their nests using sticks.. The eggs are white. The females lay two to three eggs at a time. Make nests of sticks in tall trees. Their eggs are white with brown spots. The nest is also made of bark and bits of fresh green vegetation. Note the clarity that adding subtopics adds to the visual © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

82. Which would you rather have? © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com

83. 2 Key things that are important to understand about making comparisons… © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com 1. These sub-topics serve as essential understanding prompts Essential understandings are discipline specific Whats essential to understand about a character from literature is different from whats essential to understand about a famous person addressed in information text

84. 2 Key things that are important to understand about making comparisons… © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com 1. These sub-topics serve as essential understanding prompts WHAT IF you had ready-to use comparison visual tools designed for addressing specific Core Standards? CHARACTER Essential Understandings

85. 2 Key things that are important to understand about making comparisons… © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com 1. These sub-topics serve as essential understanding prompts WHAT IF you had ready-to use comparison visual tools designed for addressing specific Core Standards? Comparing texts about same event Essential Understandings

86. 2 Key things that are important to understand about making comparisons… © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com 1. These sub-topics serve as essential understanding prompts WHAT IF you had ready-to use comparison visual tools designed for addressing specific Core Standards? Comparing the structure of events, ideas, concepts, or information in two texts Essential Understandings

87. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com This differentiated visual tool is designed to address this SPECIFIC standard! Consider this 5 th grade Literature standard… Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics

88. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com This differentiated visual tool is designed to address this SPECIFIC standard! Consider this 5 th grade Literature standard… Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics

89. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com This differentiated visual tool is designed to address this SPECIFIC standard! Consider this 5 th grade Literature standard… Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics

90. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com This differentiated visual tool is designed to address this SPECIFIC standard! Consider this 5 th grade Literature standard… Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics

91. Whats the difference between… © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com THIS…and THIS?

92. DifferentSimilarDifferent EVENT How the theme is connected to an important event in the story CHARACTER How the characters personal qualities or actions connect with the theme SETTING How the place or mood in the story connect with the theme TITLE of literary work Theme / Message About Life CONCLUSION: What is important to understand about this theme?

93. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com Which kind of comparison will be easier for a student to learn how to use? Side-by-sideSimilarities & differences

94. 2 Key things that are important to understand about making comparisons… © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com 1. These sub-topics serve as essential understanding prompts 2. Side-by-side comparisons are easier than similarities & differences Side-by-sideSimilarities & differences

95. BIG IDEA Differentiated Visual Tools are scaffolded © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com So which of these Visual Tools should be taught first? SimpleSophisticated IMPLICATIONS? Instruction can be DIFFERENTIATED based on the sophistication of the learner & the complexity of the Visual Tool

96. Literature WritingInformation Text TM Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative Simple boxes with arrows can be excellent tools when addressing simple cause/effect relationships…

97. Literature WritingInformation Text TM Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Asking & Answering Questions Summarizing Key Ideas & Messages Forming Predictions & Drawing Inferences Making Comparisons Identifying & Explaining Relationships Analyzing Text Features & Structure Analyzing Purpose & Point-of-View Expository / Descriptive Opinion / Persuasive Narrative Simple boxes with arrows can be excellent tools when addressing simple cause/effect relationships…..but not so much when the standards become multi-dimensional

98. Whats the difference between… Lets say you are attempting to teach these 4 th grade standards… Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com …and THIS?THIS Determine a theme of a story, drama, or poem from details in the text; summarize the text.

99. Who is telling the story?Author / NarratorSomeone in the story Characters name: INFERENCE (additional information about event that might be trueIMPORTANT EVENT (summary of facts provided by the author about event) INFERENCE (additional information about event that might be trueIMPORTANT EVENT (summary of facts provided by the author about event) INFERENCE (additional information about event that might be trueIMPORTANT EVENT (summary of facts provided by the author about event) INFERENCE (additional information about event that might be trueIMPORTANT EVENT (summary of facts provided by the author about event) STORY

100. Who is telling the story?Author / NarratorSomeone in the story Characters name: X INFERENCE (additional information about event that might be trueIMPORTANT EVENT (summary of facts provided by the author about event) Mrs. Roth told Hero about a diamond hidden in Heros house. She said that it was 17 carats, and the police and everyone looked for it. It was worth almost a million dollars and someone broke into the house and stole it. Mrs. Roth thought Arthur stole it and hid it in the house. Arthur or Eleanor may have told Mrs. Roth the truth whether the diamond was really stolen or not. Arthur and Eleanor owned the diamond and received a million dollars in insurance money for its loss. Eleanor was Mrs. Roths best friend. INFERENCE (additional information about event that might be trueIMPORTANT EVENT (summary of facts provided by the author about event) Heros mother might have realized that Hero needed a friend, and maybe talked to Mrs. Roth about Hero ahead of time. INFERENCE (additional information about event that might be trueIMPORTANT EVENT (summary of facts provided by the author about event) INFERENCE (additional information about event that might be trueIMPORTANT EVENT (summary of facts provided by the author about event) Hero became friends with Danny Cordova whose father was the policeman on the case. They started looking for the diamond. They found out that Mrs. Roth was Arthur Murphys ex-wife and that she was a suspect. Arthur could have given the diamond to his ex-wife after his 1 st wife died. The diamond was returned to Mrs. Roth by mail. Danny, Mrs. Roth, and Hero uncovered a story about the necklace with the diamond involving Ann Boleyn, Elizabeth 1 st and Shakespeare. They may have to return the diamond. Shakespeares Secret by Elise Broach STORY Heros mother asked her to return her pruning shears to Mrs. Roth, the older lady next door. Hero did not want to go over there, but she met Mrs. Roth and they became friends.

101. Whats the difference between… Lets say you are attempting to teach these 4 th grade standards… Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. © 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.MakesSenseStrategies.com …and THIS?THIS Determine a theme of a story, drama, or poem from details in the text; summarize the text. Its all about prompts that structure for success

102. MakesSenseStrategies.com P.O. Box 147 Northport, AL 35476 (205) 394-5514 VisualTools@MakesSenseStrategies.com TM Edwin Ellis, Ph.D. edwinellis1@gmail.com (205) 394-5512 Professor, Education, The University of Alabama TM differentiated visual tools for teaching Core Language Arts Standards literature / information text / writing The applications for these instructional materials can be found at : K-5