45 Reading Graphics

Page
397
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Reading Graphics Opening Page

Start-Up Activity

Ask for a volunteer to read aloud the introduction to the chapter on page 397. Provide time for students to consider all the different types of visual information that appear on the route between their home and school. Have them list  examples, and ask for volunteers to share their answers. Use the activity to highlight the ubiquity of visual information in society. Note that this chapter will help students critically analyze visual information.

Think About It

“We are visual creatures. Visual things stay put, whereas sounds fade.”

—Steven Pinker 


 

 

Page 398 from Write on Course 20-20

Reading Graphic Information

Lead students through the process for reading graphic information. Use a simple graphic to model the steps in the process. Then use an advertisement to model the same process, but also apply the critical-reading questions on this page. Finally, offer students sample graphics to practice using the process.

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Page 399 from Write on Course 20-20

Understanding Symbols

Have a volunteer read aloud the information about picture symbols. During your discussion, note that each sample picture symbol has a designated color. Ask students why it is important to be able to read graphics like these and if they know examples of additional ones. 

Next, review the information on signs and symbols. Challenge your students to guess the science, weather, and math symbols. For these and other symbols, check out Merriam-Webster's Visual Dictionary Online. Also let students know that regular dictionaries have a special section for signs and symbols.

 

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Page 400 from Write on Course 20-20

Understanding Graphs

The next two pages give examples of three types of graphs: line graphs, pie graphs, and bar graphs. First, introduce line graphs, which show changes through time. Discuss the line graph on page 400, and then ask for volunteers to share other examples from their science or social studies textbooks.

Next, review pie graphs, which show how all the parts of something add up to make the whole. Discuss the example and have students search for other examples from their science and social studies textbooks.

 

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Page 401 from Write on Course 20-20

Bar Graph and Stacked Bar Graph

Review the information on bar graphs and stacked bar graphs. Bar graphs show how things compare to one another. Discuss the two bar graphs on page 401. Then ask for volunteers to share other examples from their science or social studies textbooks.

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Page 402 from Write on Course 20-20

Understanding Tables

Review and discuss “Understanding Tables” on the next two pages. Start by analyzing the comparison table and distance table. As an activity, have students create a comparison table using information of their own choosing from textbooks or other nonfiction books.

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Page 403 from Write on Course 20-20

Conversion Table and Custom-Made Table

Review the information on conversion tables and custom tables. Recommend that students use tables in their writing when their topic includes numerous categories and statistics.

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Page 404 from Write on Course 20-20

Understanding Diagrams

Review and discuss “Understanding Diagrams.” Have students draw a line diagram of a process they know, such as washing a car or making chili. Encourage them to add a line that points back to an earlier step, if this makes sense (example: adding more seasoning to the chili, rewashing an area of the car that is still dirty). When they complete their line diagrams, have them trade papers with another student and evaluate each other’s work:

  • Are all the steps necessary?
  • Are all necessary steps included?
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