Updated on
September 24, 2026
Free graphic organizer templates and a builder that prints the one your lesson needs, what it looks like from Reception to KS4, objections answered.
A graphic organiser is a diagram with labelled spaces that shows how pieces of information relate to each other: a timeline for a sequence, a Venn diagram for a comparison, a flow chart for cause and effect, a mind map for a topic and its parts. This guide gives you the free builder, the printable types, and the one rule that makes them work: the shape of the organiser must match the thinking the task demands, not the topic.
In a Year 4 science lesson on plants, the teacher hands out a two-column grid headed 'what the plant needs' and 'what the plant makes', then displays three labelled diagrams. Pairs sort the labels into the columns and write one sentence under each justifying the placement. The sorting is where the learning happens: turning text into a spatial structure is a generative act, and learners who build the structure themselves remember more than learners who read a finished one (Fiorella and Mayer, 2015). That is why the templates here are starting points, not answers.
A graphic organiser is a diagram with labelled spaces that shows how pieces of information relate: a timeline, a Venn diagram, a flow chart, a mind map. It makes an abstract idea concrete enough to point at (Ausubel, 1960; Novak, 1998), and because it pairs words with a shape it gives memory a second route in (Paivio, 1971). In a Year 3 class the teacher draws a three-box flow chart on the board for the life cycle of a frog; learners copy the shape, put one word and one picture in each box, then tell a partner the cycle from their own diagram.
For a broader view of how this fits alongside other classroom methods, see our guide to effective pedagogy.
Graphic organisers help learners sort ideas into categories. These frameworks support schema building, which means linking new information to what learners already know. You can use them for planning academic work and for visual learning.
Mind maps and Venn diagrams are types of graphic organisers. Mind maps work well for brainstorming, while concept maps help learners analyse data. (Novak & Gowin, 1984; Buzan, 1993; Hyerle, 1996; Clarke, 2005)
Learners use these visual organisers to sort their thoughts before they start an assignment. They can then look back at these images whenever they struggle to recall what was covered in class.
You can use them to help children grasp the main idea of an essay. You could also use one simply to get your own thoughts in order before writing. Graphic organisers have been around since at least the 1950s, and they're still common today. See also: Ai graphic organisers visual thinking.
They work well with any type of text, but we will focus on using them with essays here. Concept maps are different because they are organised visually (generating schema-aligned visuals with AI) instead of verbally. When learners complete a concept map, they can look back over the map to recall the main points. Both mind mapping and concept mapping are effective teaching tools because they allow learners to focus on specific areas of study rather than having to memorise large amounts of information.
Pick the thinking move first, then the shape. Six moves. Six frames UK classes already photograph. A mismatch between shape and thinking is extra load, not a prettier sheet.
Flow chart or story mountain
An order that cannot be shuffled. Each box is a step, then the writing can leave it.
Venn or T-chart
What sits only on one side, and what sits in the overlap. Headings do the work.
Causal chain
Because into an event, then so. A date list is a flow. This shape is for why.
Carroll, tree or mind map
Two attributes, or a whole that splits into kinds. Details first if the centre is unknown.
Hierarchy flowchart
Layers with a job in each box. Rank without a job is decoration.
Diamond 9
Nine claims ranked. The argument is the order, then a sentence that defends one swap.
A graphic organiser works in a pair, in a group or alone. Start learners on a blank, single-page form that fits the task, then hand over the drawing itself as soon as they can manage it: the benefit comes from building the structure, not from filling boxes (Fiorella and Mayer, 2015). In a Year 5 history lesson the teacher gives out an empty timeline with only the start and end dates marked; learners place six events from the reading and write one sentence under each saying why it belongs there. A mind map is the simplest form to begin with.
Graphic organisers do what the name says: they give learners a way to organise their ideas. Organising is learning. The finished diagram is a picture of how the knowledge is structured, which psychologists call a schema. When a Year 8 science class sorts twelve statements about respiration into a cause-and-effect chain, the chain on the page is the schema they carry into the test.
Like a carpenter's tool kit, each graphic organiser does one job. The shape decides how learners treat the information. Comparing two things calls for a Venn diagram; grouping ideas into categories calls for a mind map; a sequence calls for a flow chart. Pick the tool for the thinking you want, not for the topic.
The structure also shapes the writing that follows. Plot events on a timeline and the recount almost writes itself, because the time connectives (first, then, after that) are already in place. Learners become independent when they can name the kind of thinking a task asks for, and that awareness makes choosing the right organiser easier. Say the thinking out loud before the diagram appears: 'This question asks you to compare, so which organiser do we need?'
An organiser can give information at a glance, or set up a discussion or a retrieval task. It does not need to be neat: a hand-drawn version on a mini whiteboard does the same work as a printed template, and learners can redraw it as their understanding changes. A visual gives learners an image to hold and keeps them on what matters.
Graphic organisers aid reflection and content creation for all learners. Co-creating them sparks helpful discussions during learning. Some believe they open the door to more profound understanding (Novak & Gowin, 1984; Clarke, 2005; Buzan, 2006).
There are five reasons teachers reach for graphic organisers when teaching learners to write:
1) Learners remember more when they organise ideas visually as well as verbally. Visual and verbal information are stored separately (Paivio, 1971), so a diagram gives a second route to recall. Turning a paragraph into a picture forces a learner to decide what each term means and where it sits.
2) An organiser makes learners connect the parts of a piece of writing. Ask a Year 6 learner to draw a Venn diagram comparing what two sources say about the same event and they have to link the pieces into one whole. A list would let them write everything down without connecting anything.
3) Building the organiser before writing shows learners what goes where. Each part sits next to the part it belongs with, so the paragraph order is decided before the first sentence is written.
4) Graphic organisers help learners build knowledge. They support understanding (Armbruster & Osborn, 2001). They also give learners a frame for sorting information (Bromley et al., 1995).
5) Visual tools build schema: organised packets of information that make retrieval easier. Getting ideas out of the head and onto paper frees a learner's small working memory for the thinking that matters.
Most organisers fail because the shape does not match the thinking the task asks for. Say what you want learners to do with the knowledge, and you get the blank template plus the prompts that make it work.
Choose the thinking move, then make the template.
Make it work in the room
A blank organiser handed out cold gets filled in with whatever is on the board. Model one box yourself, badly, then ask the class what is missing. The talk that follows is where the thinking happens, not the sheet.
Building the rest of the lesson around the organiser is the slow part. The Structural Learning app plans the scaffolded version for your topic and year group. Try it on a free account, no card needed.
Mind maps help learners brainstorm. Concept maps help learners analyse relationships (Novak & Gowin, 1984). Venn diagrams let learners compare (Venn, 1880). Tree maps show learners hierarchies (Hyerle, 1996).
Match the organiser to the learning goal. The rule is that the shape follows the thinking, not the topic (Caviglioli, 2019). A sequence gets a timeline or flow chart, and a comparison gets a Venn diagram or grid. A cause and effect question gets a fishbone, and a part-to-whole question gets a tree.
The three most common types of graphic organiser are the hierarchical diagram, the flow chart and the connector form. A hierarchical diagram is a structure that begins with the most general information or concepts in the centre and progress through to the detail or other more specific things down a vertical or horizontal axis.
A flow chart is a diagram that shows the way in which a range of things work together. It removed; 'calls for a mind map' and 'adds load rather than removing it' be time-based, for example, or the way that a spreadsheet works. A connector form is the most flexible of the graphic organisers and could be a list of different kinds of information, a specific diagram, or even just a picture. Whether your learners are creating a pie chart or documenting historical events using a timeline, the visual nature of the organiser makes complex concepts more accessible.
Choosing the right organiser is a skill in itself. Many websites offer hundreds of ready-made templates, and an AI tool will now draw a mind map in seconds. Neither helps if the shape does not match the thinking.
There is a second trap. An organiser that sits apart from the text it refers to makes learners hold both in mind at once. This split-attention effect adds load rather than removing it (Sweller, Ayres and Kalyuga, 2011).
There are only a few central ways to organise ideas, and each has a matching diagram. Plain black-and-white templates do the job.
Keep the organiser on the same page as the source, and keep the drawing in the learner's hands. When AI produces the map it also does the thinking, so the learner is left holding a picture they did not build (Lodge et al., 2023). Use AI, if at all, to check a learner-made organiser rather than to make one.
How can we organise information?
There are other organizer types, but the four listed above will cover most writing assignments and child encounters in the curriculum. Specialist tools include:
Three posts whose photos show a board, a display or a completed pro forma. The picture stays on social media. The useful words come off as a strip you can print and pin.
I worked with a teacher of 5-6 yo pupils using the 4 modes of thinking: chunking/nested; comparisons: sequencing; causal/consequences.
@@olivercavi
The useful bit is the four thinking modes, written as word-diagrams, not icons.
Pin under any board · KS1 word-diagrams
Every teacher input was preceded or signalled with an explanation, and a word-diagram, of one of the four modes.
Big advocate of resources/formats that can stretch across KS3/4/5. @KateJones_teach inspired ‘Think and Link’ grids are a perfect example.
@@mrfitzhist
The useful bit is one Think and Link grid that stretches from KS3 to KS5.
Pin under any board · KS3 to 5 history
Do you use graphic organisers to break down elements of complex material. How Aerobic and Anaerobic systems work together in the 800m.
@@zeph_bennett
The useful bit is a PE organiser that breaks one complex system into named parts.
Pin under any board · KS4 PE
Graphic organisers help learners handle information and see abstract ideas (Levin & Mayer, 1993). These visuals help learners sort their thoughts and recall facts more easily. Clark and Dwyer (1991) found that clear visual structures improve understanding. This helps learners spot links between ideas (Robinson & Kiewra, 1995).
Allan Paivio (1971) suggested dual coding. Oliver Caviglioli (2019) applied it to teaching. This theory says learners remember better when you mix words and pictures.
David Hyerle created a wonderful book entitled 'Visual tools for constructing knowledge. The version that I am looking at now from 1996 looks a bit dated, but the content remains highly relevant. When your learners are using a visual tool, they are indeed constructing knowledge. In other words, they are using this pedagogical tool for generating meaning.
Many educators see the graphic organiser as a bridge between brainstorming and pre-writing tools. A child takes the ideas out of their head and moves them around in a visual space. This is why tools like a concept diagram or cluster diagram are so powerful.
Once a learner's ideas are outside their head, their working memory is freed up. That space is then available for the higher-order thinking needed to generate meaning. The humble graphic organiser will always remain a vital teaching tool.
What sort of diagrams could you use in the classroom?
Graphic organisers matter because they make learners connect ideas rather than copy them. Talk is part of it: when pairs explain a diagram to each other the thinking improves (Vygotsky, 1978; Marzano, 2001), and the organiser gives that talk something to point at (Clarke, 2005; Novak, 1998).
Creative thinking uses structured idea generation. The learner thinks, talks, and connects within a feedback loop. Organise academic topics productively; practice helps learners find the main principles. Visual tools break down complex topics, assisting the learner to build knowledge.
In a Year 7 history unit on the Norman Conquest, start with a flow diagram of the events of 1066, then move to a triple Venn diagram comparing it with two invasions the class already knows. Learners write one sentence in each overlap. These thinking maps get learners out of the starting blocks and into building knowledge.
Match the organiser to the text type. For a narrative, use a story mountain or a timeline so the sequence is fixed before any sentence is written. For a persuasive piece, use a for-and-against grid, and circle the strongest point in each column. For a single paragraph, use a paragraph frame with three boxes: point, evidence, explain.
Picture a Year 5 class writing about whether zoos should exist. The teacher models one row of the grid on the board. Pairs then fill four more rows from the reading, and each learner picks the row they will open with.
A neatly filled box is not the writing. Turn the organiser into sentences in the same lesson, while the thinking is still warm: give ten minutes for the grid and twenty for the paragraph, and collect the paragraph, not the grid. Learners who plan on Monday and write on Wednesday lose most of what the organiser gave them.
What a graphic organiser looks like when a post names the year, grade or phase. US band names and US-only variants sit in the last column, never mixed into a UK cell.
| Phase | What the teacher does | What you would notice | The trap at that age |
|---|---|---|---|
| Reception and KS1 ages 4 to 7 US: K to 2 |
Year 1 sorts materials into a Venn after exploring them. A separate post names work with 5 to 6 year olds on four thinking modes: chunking, comparison, sequencing, cause.
|
A completed Venn of materials, not a blank download. Word-diagrams for compare, sequence and cause, not icon decoration. | Asking the class to invent the structure. The 5 to 6 year old work is four named thinking moves. A pretty picture in the middle is not that. |
| KS2 ages 7 to 11 US: Grades 3 to 5 |
Year 4 science groups observable characteristics on a Venn and a Carroll. Year 5 plots a survival story on a story mountain, ranks on a diamond 9, and draws an Anglo Saxon hierarchy flowchart.
|
Completed frames photographed as the lesson itself. Named year groups. Venn used for materials and characteristics, not for two named characters. | The completed mountain, diamond 9 or flowchart becoming the work. These posts photograph the filled frame as the lesson. If the writing cannot leave the shape, the organiser was the task. |
| KS3 ages 11 to 14 US: Grades 6 to 8 |
Year 7 maths uses a Frayer so the class generates non-examples of fractions. Year 9 English and Year 9 music use Frayer before the writing or the practical. Year 8 science photographs learner-made mind maps for revision.
|
Frayer as a whole-school vocabulary frame, then a sentence, a piece of writing, or a practical. Mind maps as revision, not as the first encounter with the idea. | A blank centre. Building a mind map from the main idea down assumes novices already know the structure. |
| KS4 ages 14 to 16 |
KS4 uses the Frayer so vocabulary moves into extended writing.
|
The quadrant is not the product. The words show up in the writing. A named KS4, not a generic secondary slogan. | Stopping at the frame. If the Frayer never becomes a paragraph, the organiser has become the lesson. |
| Post-16 US: Grades 9 to 12 |
Use one reusable grid that stretches from KS3 through KS5, tweaked for ability, rather than a new template each year. | The same Think and Link layout in a sixth-form folder that Year 7 already knows. The post names KS5 as the stretch. It does not photograph a named sixth-form lesson. | A zoo of templates, or never fading the grid. US high school in the posts we read still sells a five-paragraph bubble map. That is the US variant, not this UK cell. |
Teachers need training to choose the right graphic organiser for each task. Start a pilot programme within one year group or subject. Then expand it based on teacher feedback, and set clear measures of success.
Give learners templates and digital tools. Set out clear guidelines for using different organisers across subjects.
What can you do to create a graphic organiser? Mind maps and relationship charts are just a few of the different types of graphic organised. Think about the information to be presented and the concept of your course before you make a decision about a graphic organiser. It's a good idea to think about the purpose of the graphic organizers.
The goal is to show the information presented in the lesson in a visual way. A mind map provides a clear structure for your learners to put ideas in order to understand them and to see how the information connects with each other. The graphic organizer is viewed as an essential tool for writing projects in many classrooms.
If you are still unsure how graphic organizers help learners with curriculum content, hop over to our extensive organizer library and see how they are categorized. Depending on the type of thinking you want to promote, you will be able to choose from a comprehensive set of effective learning tools that are free from distractive pictures and emojis. A whole-school approach works best as a short shared list of organisers matched to thinking types, with each department free to choose which fit its subject. A timeline serves history where a flow chart serves science, and a mandate that every lesson shows the same diagram produces tick-box use rather than better thinking.
Use the questions and evidence below to choose an organiser that supports thinking without replacing subject instruction.
Question
“I spoke to a pupil once, who, when given the ‘story mountain’ for a writing task, asked if he could start with a flashback. His class teacher said no, he had to start with the setting...”
What the replies and the evidence say. The live UK question is whether the shape is allowed to be left. @zeph_bennett says not every idea needs an organiser. @Woodshedder, on a writing frame: teach it to mastery, then fade the guidance. The replies do not all treat the mountain as the fault. Some treat the refusal of the flashback as the fault.
Question
“Not every explanation or theoretical concept needs a Graphic Organiser. Don't create a GO for the sake of using one in your teaching.”
What the replies and the evidence say. The same account, @zeph_bennett, still teaches through a four-shape rotation on the board: mind map, Venn, flow, tree. The disagreement is with a graphic organiser for every occasion, not with using a small set. @zeph_bennett posted a many-template chart as what not to do.
Question
“The real danger of over complicating a simple explanation through complex imagery (map shock) can lead to CLT overload”
What the replies and the evidence say. @olivercavi prefers a hand-drawn word-diagram to a digital or AI one. The EEF reading comprehension Toolkit, fetched 17 Sep 2026, lists graphic or semantic organisers as one strategy among many, more common with expository text. It does not give organisers their own months figure. A decorated sheet that adds a second job is the overload he names.
Question
“The evidence on pupils generating their own graphic organisers (includes mind maps) is ambivalent... Resolution? Scaffolding by teacher”
What the replies and the evidence say. The same day he names the hard path: a mind map from the main idea down assumes novices already know the structure. Start with details, then the shape, then fade it. Year 8 science in the posts we read still photographs learner-made maps for revision, so the UK split is unaided generation versus a taught build, not whether mind maps exist.
Question
“Another graphic organizer is not the answer. Graphic organizers are a poor substitute for effective teaching.”
What the replies and the evidence say. @karr_pe has the same complaint: the sheet standing in for writing instruction. A specialist reply in that window says reusing a small set (Venn, T-chart, idea web) cuts cognitive load. Teachers split between dropping organisers that replace writing instruction and reusing a small taught set.
Question
“If a 6th grade sped student is reading at a 1st grade level, no graphic organizer is going to give them access to the curriculum.”
What the replies and the evidence say. Massachusetts still lists a practised blank organiser as MCAS accommodation A9 for IEP and 504 plans (page fetched 17 Sep 2026). That is access on the test, not decoding. @AccessByKB tells resource rooms to teach access skills rather than catch up on classwork. The frame cannot stand in for reading the words.
Graphic organisers help learners understand ideas. Use them to teach essay writing or persuasive writing. Knowledge maps let learners find meaning (Novak, 1998; Buzan, 1993). Visual tools support learning (Ausubel, 1960; Jonassen, 1996).
Tip #1: Embed Visual Tools
Visual tools are one of the most powerful learning strategies available. If you want to improve learner performance, then you need to incorporate visual tools into your lesson plans.
For example, if you want to teach learners how to write a persuasive essay, then you can show them examples of persuasive essays online. Learners can see these persuasive essays and decide whether they agree or disagree with the author's point of view.
This strategy works well for learners who find reading comprehension hard.
Tip #2: Make Them Easy to Understand
When you're trying to teach learners how to use graphic organizers, you'll want to make sure that they understand exactly what you mean.
So, make sure that your graphic organizers are clear and concise. For example, if you want learners to use a tree diagram to organise information, then make sure that the tree diagram is clearly labelled and that the labels are written in plain English.
Tip #3: Provide Multiple Examples
Graphic organisers help learners sort and arrange information. With repeated practice, learners learn how to use them well.
For example, you could ask learners to create a simple tree diagram to represent a list of items. Then, you could provide them with another set of instructions asking them to create a tree diagram to represent a shopping list.
Afterwards, you could ask them to compare the two trees and explain why each item was placed where it was.
Tip #4: Give Learners Time to Practise
Allow learners time to practise using graphic organisers. They will not grasp it straight away. Over time they become fluent.
Using graphic organisers takes practice. Ask learners to complete several tasks with them. Over time, learners gain confidence with graphic organisers.
Tip #5: Be Flexible
Learners sometimes struggle with instructions. Do not be discouraged. Remember that you gave them chances to practise graphic organisers (Marzano et al., 2001). Keep supporting their learning.
Remember, learners will not master these skills straight away. You are helping them build critical thinking. Researchers such as Ennis (1985) and Facione (1990) describe this skill.
Graphic organisers help learners arrange information well. Paivio (1971) found that visuals improve memory. Teach the tool clearly, support learning, and give time to practise (Marzano et al., 2001).
Graphic organisers let learners see information clearly. Novak (1998) found that these frameworks clarify abstract ideas. They reduce the load on working memory (Sweller, 1988). Learners then focus on understanding, not just learning by rote (Ausubel, 1960).
The best visual organiser matches your learning goal. Use Venn diagrams to compare concepts. Mind maps help learners brainstorm.
Use concept maps for data relationships (Novak, 1998). Timelines sequence events, as Buzan (1993) suggests.
Graphic organisers help learners manage working memory. The brain stores words and pictures in separate ways (Paivio, 1971). This means a diagram gives learners a second route to recall.
These tools also help learners connect ideas. Organisers build knowledge and make recall easier. As a result, learners grasp concepts more fully (Novak, 1990; Ausubel, 1963).
Graphic organisers boost metacognition when learners pick them for themselves (Marzano, 1998). When learners match a task to the right visual, their understanding grows a great deal (Hattie, 2009). This awareness of the task helps learners work on their own (Black & Wiliam, 1998).
Researchers such as Clarke (2005) and Hyerle (1996) found selecting the wrong graphic organiser hinders learner success. Teachers, understand each organiser's purpose. Match the visual structure to what the learner must achieve.
Graphic organisers help learners of all levels, as they visually simplify tricky ideas. They aid learners who find organising thoughts hard (Eppler, 2006). Simple templates let them structure learning, without making their own frameworks (Novak, 1998; Buzan, 2006).
Graphic organisers help learners understand information; they structure it as they read. Bromley et al. (1995) showed these tools connect ideas during writing. Learners produce clearer, better organised work this way (Robinson & Kiewra, 1995; Hall & Strangman, 2002).
A knowledge organiser lists the facts of a unit on one page so learners can retrieve them, and the teacher writes it. A graphic organiser shows the relationships between ideas and is filled in by the learner, so it records thinking rather than content.
Download this free Graphic Organisers School Bundle for your classroom and staff room. Includes printable posters, desk cards, and CPD materials.
The headline effect size is the first thing to question. Hattie's 0.57 for concept mapping (Hattie, 2009) is an average across studies of very different quality, and the meta-analytic method behind it has been criticised for pooling incomparable designs (Simpson, 2017). The largest dedicated meta-analysis found concept maps helped, but the gains were modest and depended heavily on whether learners built the map or merely studied one (Nesbit and Adesope, 2006).
That distinction cuts both ways. Fiorella and Mayer (2015) show that generating a structure is what drives learning, which argues against handing out finished templates. Yet Stull and Mayer (2007) found that learners asked to construct organisers from scratch sometimes performed worse than learners given author-made ones, because the construction itself overloaded working memory. The practical answer is a scaffold that fades: a partly completed frame first, a blank one later. Poorly placed organisers can also add load rather than remove it; the split-attention effect is well documented (Sweller, Ayres and Kalyuga, 2011).
The evidence base for learners with special educational needs rests on small samples. Dexter and Hughes (2011) pooled studies with few participants each, so the strong claims often made for SEND use outrun the data. Most of the research is North American, secondary-phase and reading-focused, which leaves KS1 and mathematics thinly covered. There is also a fair criticism that standardised organisers impose a linear, hierarchical way of arranging ideas that suits some thinkers and penalises others, including neurodivergent learners whose associative connections do not fit tidy boxes.
None of this removes the case for organisers. It narrows it: match the shape to the thinking, let learners do the drawing, fade the scaffold, and turn the diagram into sentences in the same lesson.
Black, P. (1998). Inside the black box.
Hattie, J. (2009). Visible learning.
Paivio, A. (1986). Mental representations: A dual coding approach.
Sweller, J. (1988). Cognitive load during problem solving.
A teacher's guide helps with classroom use.
Dual coding theory and education View study ↗2008 citations
Clark and Paivio (1991)
Dual coding theory says people process visual and verbal information together (Paivio, 1971). Graphic organisers help learners because they combine visuals and text. Research by Sadoski and Paivio (2001) supports using visuals to improve learning.
Woo et al. (2024)
AI impacts learner motivation, cognitive load, and satisfaction in English lessons. Teachers should consider cognitive load and engagement when planning resources with graphic organisers.
Pikoli et al. (2021) examined how audio-visual media supports chemistry learning in Indonesian secondary schools. The study suggests that learners benefit when teachers combine visual and verbal modalities, a principle that translates well to designing graphic organisers.
Pikoli et al. (2021)
Learners benefit most from materials that combine visual and verbal information. Teachers can apply this principle when designing graphic organisers that support comprehension across subjects.
Visual aids help learners, according to research. How well they work depends on subject difficulty and individual learning styles. Studies highlight wide variations in how different learners respond.
Qasserras et al. (2024)
Visual tools can help make education fairer. This study shows visual aids increase learner engagement. Felder and Silverman (1988) found differences in learning styles. Gardner's (1983) work on intelligences supports varied teaching. Teachers can use Pashler et al's (2008) research to help learners.
Graphic organisers can support learner reading. Research suggests these tools improve learner understanding and planning skills. This helps with comprehension during reading, supported by studies (26 citations).
Kurniaman et al. (2019)
Graphic organisers help year 4 learners' reading. The research offers teachers ways to create and use graphic organisers well. They are useful tools for reading lessons.
