Problem and Solution Organizer

Use this graphic organizer to help students keep track of problems and solutions in a text.

Where is this in the Reading Process: Step 5

Explicitly Teach: Explain. Connect. Model. Practice.

Cycle of Independence: I do. We do. They do. You do.

Origin: First called advanced organizers, thought to originate with Ausubel's work on cognitive theory and meaningful learning (1960) and then further developed by Richard Barron in 1969 (Manoli and Papadopoulou 2012).

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Problem and Solution Organizer Step-By-Step Process

Plan your lesson Plan your lesson

Learning
Pathway
Planning Journal

Teach the skill Teach the skill

Student Activity
Interactive Lesson

Differentiate and support learning Differentiate and support learning

Reading Rubrics

Assess and track growth Assess and track growth

Rubric
Goal
Tracker
Teacher Reflection

Practice skills in all subjects

Cut N' Fold
Inside Fold
sTArs P/S or C/E

Literacy Standards In Action

We've mapped our literacy lessons and reading, speaking, and writing skills to state standards, Common Core, and NGSS. The standards are "the what" to teach. Our lessons are "the how" to meet the expectations defined by the standards. Click on the links below to view our quick reference table that maps standards to literacy lessons.

R1
Read closely to determine what the text says explicitly and to make logical inferences from it; and cite specific evidence when writing or speaking to support conclusions drawn from the text.
W4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W8
Gather relevant information from multiple print and digital resources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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