Question: How Can I Use Graphic Organizers on Google Docs?
Graphic organizers are a great tool for division one writing. As a Balanced Literacy trained teacher, I have used them in my writing program for years. As more and more of my students' writing moves onto Google Documents and Presentation, I have repeatedly wondered how can I use graphic organizers on Google Docs?
Value In Paper Planning
I still see the value of using paper copies of graphic organizers and teaching students how to use them, especially with younger students. However, once they have experienced that strategy a few times I want them to sometimes compose straight onto a Google Document, with support. Using Google Document, or Word for that matter, shouldn't always be for typing a "good copy".
My First Attempt
Please note that my students have a lot of experience on Google Docs.
- I created a Google Document that used the idea of a sequence organizer as inspiration. My students had used a paper sequence organizer a few times this year and I had an example of one posted in our writing area.
- I created a comment that is intended to give instructions for how to use the template (see how this worked in my reflection below).
- I used Doctopus to share the template with all my students.
- I had my students brainstorm, as a class, an event (we did St. Patrick's Day) in the form of a flow chart. I did this the day before the writing.
- As a class, we discussed some possible introduction and conclusion sentences.
- I walked my students through the steps of how to use the template I shared with them.
- Once in Drive, go to Shared With Me
- Find the document St. Patrick's Day
- Rename the document
- Write an introduction. **
- Use the strong words to start sentences
- Write a conclusion. ++
- I allowed student writing time.
- I stopped the class for a movement break and reminded them before they say "I'm finished", they need to revise for adjectives. We discussed some possible adjectives for the current writing activity.
- I allowed student more writing time.
- After class, I read my students' writing and gave each student two stars and a wish.
- I had my students read the feedback. Students were given time to finish/revise their work and then could select "resolve" on the comment I left them.
- I printed/published student work depending on the format of the final product. Some of my students chose to do letters, some of my students chose to send emails.