| Acknowledgments |
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ix | |
| Introduction |
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xi | |
| Charting Our Course: The Questions That Guide Our Process |
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xii | |
| What We Have Learned About Charting and Why This Book, Too |
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xiii | |
| Charts Still Build Independence and Increase Cognitive Engagement |
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xiv | |
| A Chart by Any Other Name Would Smell as Sweet: Shifts in Chart Names |
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xv | |
| Teaching Is Still a Process, Not a Program |
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xvi | |
| Charting and the Common Core State Standards |
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xviii | |
| College- and Career-Ready Is a State of Mind |
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xix | |
| Foundations of Chart Making |
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xx | |
| Directions for the Reader |
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xxii | |
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Section 1 Routine Charts: Supporting the Engagement Necessary for Independent Functioning |
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What Is It? Why Would I Make It? |
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1 | (2) |
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How Is It Made? How Is It Used? |
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3 | (1) |
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Clarity: Planning the Succinct Steps in Your Chart Before You Teach the Routine |
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4 | (2) |
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6 | (1) |
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Beyond the Basics: Technology and Charts |
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7 | (1) |
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CHARTS IN ACTION: Teaching the Whole Class an Efficient Way to Get Ready for Math Workshop |
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8 | (4) |
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Routine Charts Across the Content Areas |
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12 | (1) |
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Social Studies Focus: Building and Caring for a Classroom Community |
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12 | (1) |
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Math Focus: Playing Math Games |
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13 | (1) |
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Science Focus: Setting Materials Up for a Particular Procedure |
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14 | (1) |
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15 | (1) |
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16 | (1) |
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17 | (2) |
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Section 2 Genre and Concept Charts: Charts That Teach Beyond "Just the Facts" |
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What Is It? Why Would I Make It? |
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19 | (1) |
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Teaching Vocabulary Through Concept Charts |
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20 | (2) |
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Identifying Concepts That Are Important to Teach |
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22 | (2) |
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How Is It Made? How Is It Used? |
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24 | (2) |
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Beyond the Basics: Modeling a Growth Mind-Set Through Charting |
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26 | (1) |
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CHARTS IN ACTION: Teaching a Small Group of Children to Use a Concept Chart for Topic-Specific Vocabulary |
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27 | (6) |
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Genre/Concept Charts Across the Content Areas |
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33 | (1) |
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Science Focus: Parts of a Plant |
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33 | (1) |
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Math Focus: Geometric Shapes |
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34 | (1) |
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Social Studies Focus: Understanding and Asking Questions |
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35 | (1) |
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36 | (1) |
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37 | (2) |
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Section 3 Process Charts: Every Strategy Has a Process Attached to It |
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What Is It? Why Would I Make It? |
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39 | (1) |
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Beyond the Basics: A Close Look at the Word Strategy |
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40 | (2) |
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How Is It Made? How Is It Used? |
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42 | (1) |
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Beyond the Basics: Teaching Pro-Social Skills |
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42 | (1) |
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Identifying the Learning Process, and Then Charting It |
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43 | (2) |
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CHARTS IN ACTION: Supporting Small Groups as They Observe and Record in Science |
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45 | (4) |
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Process Charts Across the Content Areas |
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49 | (1) |
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Social Studies Focus: Comparing and Contrasting Two Photos |
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49 | (2) |
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Science Focus: A Scientific Method |
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51 | (1) |
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Math Focus: Double-Digit Addition |
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52 | (1) |
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53 | (2) |
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55 | (2) |
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Section 4 Repertoire Charts: Decision Making and Strategic Thinking |
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What Is It? Why Would I Make It? |
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57 | (1) |
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How Is It Made? How Is It Used? |
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57 | (1) |
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Repertoire Charts Emphasize Flexibility, Persistence, and Strategic Thinking |
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58 | (1) |
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Beyond the Basics: Becoming Proficient in Skills |
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59 | (1) |
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CHARTS IN ACTION: Using a Repertoire Chart to Make a Thoughtful Decision |
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60 | (4) |
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Repertoire Charts Across the Content Areas |
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64 | (1) |
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Social Studies Focus: Places to Get More Information When Researching |
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64 | (1) |
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Science Focus: Ways to Study Photographs |
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65 | (2) |
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Math Focus: Counting Strategies |
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67 | (1) |
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68 | (1) |
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69 | (2) |
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Section 5 Exemplar Charts: Bringing It Back to the Big Picture |
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What Is It? Why Would I Make It? |
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71 | (1) |
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How Is It Made? How Is It Used? |
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72 | (1) |
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How Exemplary Should an Exemplar Chart Be? |
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72 | (1) |
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An Annotated Attempt to Build a Math Exemplar Chart and Rubric |
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73 | (2) |
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Writing Exemplars in the Content Areas |
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75 | (2) |
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CHARTS IN ACTION: Using an Exemplar When Writing a Lab Report in Science |
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77 | (4) |
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Exemplar Charts Across the Content Areas |
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81 | (1) |
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Social Studies Focus: Observing a Photograph and Naming Expectations in a Community of Respect |
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81 | (1) |
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Science Focus: Revising a Theory When You Get More Information |
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82 | (2) |
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Math Focus: Writing an Explanation for Solving a Word Problem |
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84 | (1) |
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85 | (1) |
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85 | (2) |
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87 | (3) |
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90 | (5) |
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A Unit Planning with Charts in Mind |
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91 | (1) |
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B A Field Guide to Content Charts |
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92 | (1) |
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C Helpful Resources (Books, Apps, Websites, and Blogs) |
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93 | (2) |
| Bibliography |
|
95 | |
