State Standards

Focusing on Content Connections

Connecting Thinking Maps to State Content Standards Chapter 4

Focusing on State Standards Objective: •To connect the Thinking Maps with specific state content standards.

Welcome and Agenda

Discuss Content Connections based on national strands

Planning time for classroom applications.

Content or Grade Level Groups “map” state standards

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

AN OVERVIEW OF CHAPTER 4

Page 170

Starter Patterns are based on suggested National Strands for each content area.

Page 172

STARTER PATTERNS FOR LITERARY ANALYSIS

Page 184

STARTER PATTERNS FOR MATHEMATICS

STARTER PATTERNS FOR SCIENCE

Page 202

Page 220

STARTER PATTERNS FOR SOCIAL STUDIES

MAKING THE CONNECTION

Create a Tree Map (landscape) with a category for all 8 Thinking Maps.

Use the labels to match your standards with the maps that could be used to teach the standard.

Grade Level or Content Area Standards

and Flow

If more than one map is needed, write the name of the map below the standard label.

MAKING THE CONNECTION Use a highlighter to mark the key word (academic language) for each standard.

Create a list of key words for each Thinking Map category.

Grade Level or Content Area Standards

Key Words

Key Words

Key Words

Key Words

Key Words Impact Effect

Key Words – page 77

Cause changes

Key Words

Key Words

Key Words

DECONSTRUCTING A STANDARD 1. As a team, choose one of the standards on your Tree Map and deconstruct it. 2. Try to think of all of the maps you might need to teach that standard. Use the suggestions identified in Chapter 4 to help you connect the Thinking Maps to your content. 3. If time permits, put the actual content in the maps. 4. Draw the maps on the same sheet with the standards.

DECONSTRUCTING A STANDARD Compares and contrast the motives of characters in a work of fiction.

DECONSTRUCTING A STANDARD Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).

Closure

Take some time to meet by grade level or department in order to plan how you might use Thinking Maps to engage students in learning the content standards you are responsible for teaching. After applying these ideas in your classroom, save your students’ work and be prepared to share their examples at our next follow-up session. Be sure to write the state standard being addressed on the student work.