# Graphs, Charts, Tables

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## Objective

Students will be able to identify and interpret graphic representations of text features associated with informational text.

#### Big Idea

Graphic representations are visual text features that facilitate locating facts associated with informational text.

## Introduction to Analyzing Data

20 minutes

I begin this lesson by communicating with students that analyzing data in the form of graphs, charts, maps, etc. is essential to understanding informational text.  I project my flipchart showing a series of graphs, charts, timelines, and maps (see resource).  I stop each page to discuss how the visuals embedded in text helps explain the text.  Students are encouraged to explain how they would use the visuals in relation to the text.  Students are also asked to apply this knowledge by interpreting data from the visuals prior to reading the text that goes along with it.  Then, the text is shown to see how accurate students' interpretation are.

## Interpreting Data

20 minutes

After brainstorming together with a few of the graphical representations on the flipchart, I select four that we have not reviewed together and assign each to a collaborative group of 4-6 students (see resource).  I ask each team to discuss and interpret the data given.  Common core teaching requires higher order analysis of data to interpret text.  The summarizer per team will record the team's findings.  Students may present their findings as a list to the class at the end of this activity.  Students are given 20 minutes to complete this activity.

I group students into teams of 4 to 6 students.  I discuss group roles, norms, rules, rubrics so that everyone contributes to the task (see resource).  Each member of the collaborative group has a specific job to do.  See attached resource for setting up a collaborative group in your classroom.  Be sure to discuss and review cooperative group norms, rules, roles,  cooperative work rubrics, team signals for need of assistance ( I use color coded cups-see resource) prior to this activity. At this point in time, my students know their roles and expectations.  However, I still review prior so that my expectations are clear.

## What We Learned

20 minutes

I ask students to present their findings from the data analysis activity.  Each team presents as we give them feedback of what we learned from them.  Other students are given a chance to add any information they want to share as they listen to each team present. I ask a member of the audience to summarize what they heard from the speaker who presented.  Listening and summarizing is part of the Speaking and Listening standards. Communicating knowledge and research findings effectively results in conceptual clarity. Collaborative discussions require students to develop skills that present knowledge accurately and effectively.  These skills include selecting evidence to support ideas and organizing information clearly and concisely to ensure audience understanding.

At the end of the presentations, I ask students to show me where they fall on the progression scale aka rubrics:  text feature rubric and cooperation rubric.  I make a point of recording where they are either with a photograph or checklist so that I may adjust my lessons to meet the meet of all my students through differentiation.