Starter Patterns

Focusing on Content Connections

Applying Thinking Maps’ Starter Patterns for Content Connections Chapter 4

Focusing on Text Organizational Patterns Objective: •To work in vertical teams to apply suggested Thinking Maps starter patterns in one content area.

Review the Starter Patterns for one content area

Welcome and Agenda

Share ideas and plan for classroom applications

At the Elementary Level

Meet in Vertical Teams to create TM’s for one content strand

Closure and expectations for sharing student work

A Language for Learning Chapter 4

Your students are beginning to use Thinking Maps to deepen their understanding of academic vocabulary.

You Have Applied Thinking Maps to A Variety of Content Areas CHAPTER 4 CONTENT CONNECTIONS

You have integrated the use of Thinking Maps with your students’ note taking strategies.

Your students are beginning to use Thinking Maps in their understanding of Literature, Science, Social Studies, and Mathematics

NATIONAL CONTENT STRANDS

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One group (K-5) focuses on PROBLEM SOLVING STEP ONE: Study the examples found in the Language for Learning text, Chapter 4, Mathematics, Problem Solving.

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STARTER PATTERNS Study the examples found in the Language for Learning text, Chapter 4, Mathematics, Problem Solving.

Other groups (Pre K - 5) are assigned one of the other Mathematics strands and starter pattern ideas to focus on.

Pre K – 5: Numbers and Operations Pre K – 5: Algebra, Pre K – 5: Geometry, Pre K - 5: Measurement, Pre K – 5: Data Analysis and Probability.

One group (K-5) focuses on PROBLEM SOLVING STEP 2: Apply the suggested ideas to your grade level and create your own applications.

What would these starter patterns look like in: Pre-K? 1st ?

K? 2nd ?

4th ?

3rd ? 5th ?

STEP 3: Post your examples by strand.

PROBLEM SOLVING Group’s Examples

Word Problem in Pre-K

PROBLEM SOLVING K-5 Word Problem in 4th

Word Problem in 2nd

Brace and Flow

Brace and Flow

Brace and Flow Word Problem in K Brace and Flow

Word Problem in 1st Brace and Flow

Word Problem in 3rd Brace and Flow

Word Problem in 5th Brace and Flow

STARTER PATTERNS BY GRADE LEVEL STEP 4: Collect examples by grade level, examine and discuss classroom applications.

Problem Solving in 3rd

Algebra in 3rd

Geometry in 3rd

Measurement in 3rd

Numbers and Operations in 3rd

Data Analysis and Probability in 3rd

Closure

Try these ideas in your classroom, save your students’ work and be prepared to share their examples at our next follow-up session. Try to use all 8 maps (if appropriate to your content). Be sure to write the state standard being addressed on the student work.

Focusing on Text Organizational Patterns Objective: •To work in departmental teams to apply suggested Thinking Maps starter patterns for all 8 maps in one content area. Departments review the Starter Patterns for all their content area

Welcome and Agenda

Share ideas and plan for classroom applications

At the Secondary Level

Create content examples using all 8 Thinking Maps

Closure and expectations for sharing student work

A Language for Learning Chapter 4

Your students are beginning to use Thinking Maps to deepen their understanding of academic vocabulary.

You Have Applied Thinking Maps to A Variety of Content Areas CHAPTER 4 CONTENT CONNECTIONS

You have integrated the use of Thinking Maps with your students’ note taking strategies.

Your students are beginning to use Thinking Maps in their understanding of Literature, Science, Social Studies, and Mathematics

NATIONAL CONTENT STRANDS

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Each department is asked to use starter patterns to focus on using all 8 maps in their content area. STEP 1: Study the starter pattern ideas found in the Language for Learning text for your content area.

Each department is asked to use starter patterns to focus on using all 8 maps in their content area. STEP 2: Apply the suggested ideas to your content standards and create your own applications.

What would these Science starter patterns look like in: Biology

Chemistry

Physical Science Earth Science?

Health?

THINKING MAPS ACROSS ALL CONTENT AREAS STEP 3: Post your examples by Thinking Map.

Closure

Try these ideas in your classroom, save your students’ work and be prepared to share their examples at our next follow-up session. Try to use all 8 maps (if appropriate to your content). Be sure to write the state standard being addressed on the student work.