Day One Pm

WELCOME BACK! PLEASE CLEAR OFF YOUR TABLE.

Use the cards on your table to “build” a group Tree Map. First line up the names of the maps, then classify the rest of the cards under the correct category.

Introduction: Self-Assessment #2 E

1._____ Circle Map

G

2._____ Bubble Map

D Double Bubble Map 3._____ H Tree Map 4._____ A Brace Map 5._____ F

6._____ Flow Map

B

7._____ Multi-Flow Map

C Bridge Map 8._____

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a. structural analysis, whole to part. components b. cause and effect, impact, outcomes c. see relationships, analogies d. compare and contrast, similarities and differences, uniqueness e. define in context, brainstorm f. sequence, order, steps in a process g. describe, name the qualities h. classify or sort, main idea and supporting details

Pair with someone NOT at your table. Complete a Double Bubble Map. Try to come up with at least 6 similarities.

TAKING IT OFF THE MAP Whole group – If students share with the whole group, they should choose one or two ideas to share, not their entire map. Groups of 4 – Students can pass their maps and read or take turns presenting their maps to each other. The Cooperative Desk maps are a great resource that facilitates sharing. Pairs – Students can be “mixed up” in a class to create pairs for sharing. Pairs can read each other’s maps or take turns sharing their own map.

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Page 122

Thinking Maps as Conceptual Nets for Literacy

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“Text structure provides a conceptual net for keeping information in mind.”

“Text organization has a profound effect on comprehension and memory.” Peregoy and Boyle. Reading, Writing, and Learning in ESL

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“Students miss much of the original data (up to 50 percent) when the cognitive strategies were not fully or partially developed.”

“Building Learning Structures Inside the Head” Ruby Payne, Ph.D.

Page 123 Life Cycle

Sequence = Flow Map

A plant’s life cycle describes how long a plant lives or how long it takes to grow, flower, and set seed. Plants can be either an annual, perennial, or biennial. Classification = Tree Map Annual A plant that completes its life cycle in one growing season. It will grow, flower, set seed, and die. Perennial

Details for Tree Map or Stages for Flow Map

A plant that lives for 3 or more years. It can grow, flower, and set seed for many years. Underground parts may regrow new stems as in the case of herbaceous plants, or the stems may live for many years like woody plants (trees).

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Brace Plant Parts - Leaves

Tree

Leaves are the food making factories of green plants. Leaves come in many different shapes and sizes. Leaves can be simple, made of a single leaf blade connected by a petiole to the stem (oak, maple), or compound, in which the leaf blade is divided into separate leaflets attached by a petiole to the stem (ash, locust). Leaves are made to catch light and have openings to allow water and air to come and go. The outer surface of the leaf has a waxy coating called a cuticle which protects the leaf. Veins carry water and nutrients within the leaf. Leaves are the site of the food making process called photosynthesis. In this process, ….

Flow

Photosynthesis is special to green plants! Photosynthesis… Circle

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“In order to remember, the mind must sort through information and store what is important and discard what is not important. In order to remember the important parts of text, the mind needs to sort against the structure of the text.”

“Building Learning Structures Inside the Head” Ruby Payne, Ph.D.

Now You Try BUBBLE MAP

FLOW MAP MULTIFLOW MAP DOUBLE BUBBLE MAP BRACE MAP

Chapter 4

And the Literacy Links chapter

CONTENT APPLICATIONS Reference the Content Connections Chapter Work in content-specific Small Learning Communities to plan how to USE ALL EIGHT MAPS in the lessons you will be teaching between now and November 30.

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Strategies for Successful Classroom Introduction

1. Essential First Step: Introduce the Thinking Maps to your students over a period of 8-10 weeks. (Chapter 2)

2.

Display the posters in the front of your room, either one at a time or all at once depending on your students. 3. Emphasize the thought process of each Thinking Map in your guiding questions. (See Key Words for Thinking, page 77) 4. Provide a variety of ways for students to share their maps in order to “take the information off the map.” (pages 94-95) 5. Encourage students to go beyond the basic format of each map as they construct their thinking in a variety of content areas.

High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.