STEP BY STEP DATA CHARTING
The steps in implementing the use of data charts to support comprehension are:
1. SELECTING TEXT
SUITABLE FOR DATA CHARTING
The teacher usually chooses content-based informational text as most suitable for the technique of data charting. This charting of information will help students remember facts and relationships found in the text.
2. EXPLAINING AND
MODELING DATA CHARTING
The teacher introduces the data chart by sharing a chart created by a previous class on a reading from similar content material. He walks them through the text, pointing out the various cues that students might draw on to provide information for the data chart. He displays a blank chart on the overhead and has the class help him fill in a few areas of the chart as they scan the text together.
3. PROVIDING GUIDED
PRACTICE
The teacher should walk the students through the first section of the text being studied, locating answers to the questions he and the class have generated. They will also be looking for important facts or concepts to be charted. As facts or concepts are located and charted, the teacher should ask questions to help students reflect on the selections they are choosing to chart. The questions the teacher asks can also relate to the thought process the students are using to make selections of items to chart. Such questions as "Why do you think that part is important to remember?" helps students begin to evaluate the choices they are making. Once the teacher and students have completed the charting of a section of the text and the teacher is satisfied that students are using the process effectively, the students can continue to chart independently.
4. PROVIDING
NDEPENDENT PRACTICE
The teacher then divides the class into small groups to look for answers to questions, main concepts, and important facts, continuing to chart the rest of the text. Each group is given a section of the text to read, analyze, and chart. As the groups are working, the teacher circulates around the room, facilitating questions and providing support as needed. He asks why students choose to list some facts and concepts on their charts and why they omit others.
5. REPORTING BACK, DISCUSSING
THE PROCESS, AND SHARING KNOWLEDGE GAINED
Once the groups have charted their sections of the text, the teacher brings the class back together to report their findings and discuss the process. Each group should bring forward its transparency, display its data, discuss the answers to questions they located in their section, and share the important concepts and facts they found. The teacher should ask questions related to the reasons for their choices and related to any facts or concepts that they chose to omit from their chart. After reviewing the main concepts and facts located in each section of the text, the teacher can instruct the students in ways to use the data chart created to study for a test to be given or to write a report on the topic.