Thinking Maps

thinking mapsreview

Monica CurielCertificated Learning and Achievement Specialist

Staff Development Departmentjudith barden, directorNovember 7, 2012

Getting to the CoreSuperior standardsSupportive school climateSuccessful studentsBOTH1Objectives:

Review and practice all 8 mapsFocus on EL support using the maps

Common Core and Thinking MapsCommon Core standards include rigorous content and application of knowledge through higher order skills

Common Core requires students to use evidence to support their findings

Reading and Writing standards are included for each content areaThinking Maps are visual tools used to represent the critical thinking required to access rigorous content and apply higher order skillsStudents provide evidence and cite their sources of information on the Frame of ReferenceThinking Maps are tools used to break down complex text, orally summarize information, and take it to writing.

Sorting ActivityDirections:With a partner or group, separate and categorize the cards.

***Dont look in your binder!! Go over answers after 5 minutes. Refer teachers to pp. 18-19 in their binder.4

Lets Go!Thinking Maps Review

Go over answers to sorting activity using these next two slides6

Thinking Maps ReviewFrame of ReferenceTurn to pp. 72-75Promotes reflective thinking and metacognition: thinking about their thinking4 Ways to use the frame of reference:-Identify their prior knowledge: How do you know that information?-Site sources: Where did you gather your information from?-Addressing Point of View: Who or what is influencing the information on your map?-Summarizing: Why is this important? What have you learned?

Tell me what you know about earthquakes-circle map: experience, t.v., science book, newsSite sources:-Tree map on Islam: Ms. Tolless lesson, video on origins of Islam, p. 210Point of view: bubble map: characterization: quotes from story that led you to make that inference8Circle Map p. 98Used for brainstorming/ defining in contextPhrases, words, and/or pictures may be usedVocabulary development

Key wordsDescribe, list, define, tell everything,brainstorm, discuss, identifyP 77 for key words list9Vascular PlantsDefinitionPlants that have pipes or tissues made of cells that transport water and nutrients through the plant.Examplesgymnosperms and angiospermsLarge or SmallEssential CharacteristicsReproduces by spores or seedsPicturesTypesbushes, trees, grass

Contains xylem and phloem10

Definition (in own words)CharacteristicsExamplesA change in size, shape, or state of matter.New materials are NOT formed. Same matter present before and after change.Physical ChangeNon-examplesIce meltingBreaking a glassCutting hairBurning woodMixing baking soda & vinegar12.similar to Frayer Model

Bubble Map pp. 100-102Used to describe-can only use adjectives or adjective phrasesCommon core requires students to value evidence: Ask students to provide their evidence/justification for their adjectivesCan be used for:-characterization-attributes (math and science)-describing real people, places, and eventsKey wordsdescribe, use vivid language, observe, characteristicsProperties, adjectives, qualities

Describe someone important in your life?curiouscaringfunnysmartalways asking questionsIn kinder and can read 1st grade decodablesMakes up his own jokesTakes care of his baby sister

Provide evidence 14

Double-Bubble Map pp.103-105 Used to compare and contrastCan be completed with only the middle (comparing) filled in or only the outside (contrasting)Outside bubbles MUST correspond-create a but arc*include key words used for contrasting that can be transferred to writingTake it to writing! Compare and contrast essays or paragraphs, summaries of text comparing events, historical figures, mathconcepts, science conceptsKey words:Compare:similarly, likewise, just like,also, to compare, in the same wayboth, tooContrast:although, however, but,on the other hand, unlike,in contrast, yetCompare terms

Remind teachers that the purpose is for students to create their own thinking. Dont have students copy your map-ineffective use of the maps. Instead of stating Lets do a Double Bubble Map say Lets use a TM to compare and contrast let students decide what map in appropriate17

MonicaRoseteachermarriedshortteach ELAteachmathMultiple subjectsingle subject

but, however, on the other handMonica and Rose have some similarities. For example, they are both teachers. They are also both married and are kind of short.These two ladies are also very different. Monica teaches ELA, while Rose teaches Math. Teachers create their own double bubble then have someone speak from the map-necessary for Els.Write a short paragraph from the map18WORD ANALYSIS STRAND

Similes and Metaphors

Figurative and Literal LanguageTree Map pp. 106-108Used for classifying and categorizingExample: Classify the following scientific ideas into 3 categories. Label the categories.

Key wordsClassify, sort, group, categorize, types of, main idea and details,taxonomyVariety of ways to differentiate: students can use this as a text dependent task without teacher support, partial map can be filled out, sorting activity for special ed. Always take it to writing. Ask for a sample topic sentence: There are three states of matter: solids, liquids, and gases. The molecules in a solid are20Vocabulary and note-taking:

Tree Map in ELA:

23Brace Map pp. 109-111Used to represent whole to part relationshipsOnly list the parts on a Brace Map-NO EXPLANATIONS OR EXAMPLES

Key wordsParts of, show structure, physical components, anatomyRoot Structures{Root CapRoot HairsRoot Epidermis

25Break up word parts with a Brace Map

Combining maps for depth:Complex text requires different thinking processes27Flow Map pp. 112-114Use to show sequencingCan be combined with the Tree Map for writing by adding details below the sequence box

topictopictopicKey wordssequence, put in order, retell, patterns, cycles, multi-step, process

29Multi-Flow Map pp. 115-117Used to show cause and effectCan be made as a one-sided Multi-Flow with only the causes or only the effectsOpposite sides DO NOT have to match

Key wordscause and effect, discuss consequences, if/then, predict, results, outcomes

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Can use it for discipline-student action in the center, causes for their behavior, result of that behavior32Bridge Map pp. 118-120Used to represent analogies-show relationshipsMust have a relating factor that links the concepts being compared

4.Dog is to leash as balloon is to _______________________.cloud branch helium string

Key wordsidentify the relationship, simile, metaphor, ratioInterpret symbols, guess the rule

Combination of maps during a lesson/unit36Chapter 3: Literacy Links pp. 127-168Vocabulary DevelopmentDirect and indirect teaching of vocabularyInteraction with academic vocabulary words at a complex levelReading ComprehensionIdentifying and understanding text structuresOrganizing key information Authors purposePreviewing textMaking inferencesWriting USE OF SENTENCE FRAMES-SO IMPORTANT p. 161Pre-writing tools

Exit Slip:Do a Close Reading of the article Determine what thinking process or processes are required when reading this passageCreate at least two Thinking Maps to represent the key information in the article.