2. Analogy ( the bridge map) as Travel brochure travel appetizer the entree as this presentation Pathway to Proficiency for ELLs (Thinking Maps) Relating factor: ..whets the appetite for
5. Brainstorm on the organizer of your choice: A Groups : How do you and your students use graphic organizers? B Groups :What cognitive functions do graphic organizers support? C Groups : What linguistic features/functions do organizers support?
6. How do we use organizers? To take notes To help students organize their learning and thinking To scaffold writing
7. The BIG idea is.. that the power of a graphic organizer is in its transformation. Do your students know how to speak off the map, and write off the map? Can they take an idea and express it using different cognitive skills, on different maps?
8. How do we use organizers to support cognitive functions? main idea/detail compare& contrast sequence build meaning (vocabulary) brainstorm story map problem/solution cause/effect categorize
13. Describing: Bubble Map linguistic function: noun + adjective sounds low pitched high pitched pleasant annoying loud soft
14. rigor Objective aligned to SCOS A high level of difficulty depth challenge Looking at the big idea through multiple layers take it to the top cognitive complexity Faculty meeting Book educated guess educational periodical conversation (Defining in context – circle map) rigor
19. Cause and Effect: Multi-flow Linguistic function: subordinating clauses
20. Analogy ( the bridge map) as A travel brochure travel an appetizer the entree as this presentation Pathway to Proficiency for ELLs (Thinking Maps) Relating factor: ..whets the appetite for
21. Get more out of organizers. Build more in. grammatical support visual cues for prosody model the syntax nuances of meaning picture clues
22. “ Let’s dig in. ” Idiom Illustration Idiom Real meaning Let’s dig in. Let’s get started. Let’s go deeper. (Tree Map: main idea, details)
23. LoP (Language of Pedagogy): I can extend and adapt a Bubble Map to meet the needs of ELLs using the WIDA standards.
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26. Bubble Map for primary grades, level 1 red red blue square tasty yucky round
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30. LoP (Language of Pedagogy): I can extend and adapt a Double Bubble Map to meet the needs of ELLs using the WIDA standards.
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32. Grade 4, Social Studies 3.05 Describe the social history of colonial NC Girls Learned to knit, sew, weave; Made candles, soap, gloves, straw hats, garden Studied reading, writing, history, geography and Latin Attended church and school Lived in the Single Sisters’ House Boys Learned to be shoemakers, carpenters, blacksmiths, baking, brickmaking, tailoring, farmers Studied reading, writing, history, geography and Latin Attended church and school Lived in Single Brothers’ House
33. The Double Bubble Map Use parallel construction for the two topics. Then find the similarities. girls boys Went to school Went to school Learned to knit, sew, weave Learned to be Farmers, shoemakers, brickmakers Lived in sisters’ house Lived in brothers’house Attended church Attended church
34. girls boys attended church attended school lived in sister’s house lived in brother’s house learned to knit, sew, weave learned to be farmers, shoemakers, brickmakers ; however ; while and so did
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36. English I, obj. 5.01 interpret literary devices (metaphor) My love is like a red, red rose. red rose thorny fragrant my love gentle Slightly balding fragile beautiful
39. This training will be for 8 sessions, each 1.5 hours long. Plus homework, it will be 20 contact hours, or 2.0 credits. These can be used toward the new requirement of 3.0 credits in your licensed area. Please email me if you are interested. [email_address]
Editor's Notes
Today is the appetizer to when your appetite for the entrée. I’ll be offering a small group professional learning group worth 20 contact hours, 2.0 ceus in ESL, detailing the Thinking Maps applied to ELLs.
15 minutes: Brainstorm, create a graphic organizer, choose your “curator”. Tape the posters up, do a gallery walk.
Take a piece of paper and number from 1-9. In triads, list as many as you can. Then ask the others at the table to share their list. Add anything you didn’t get. This keeps everyone responsible to participate not only in the brainstorming, but in the sharing out.
Not a one to one correspondence to Marzano’s thinking skills, but overlap and include all of Marzano’s skills
This is an introduction – just a quick sampling of all 8 types. Linguistic function: noun + adjective
Linguistic function: compound sentences with transitions but, and
Used to summarize main idea and detail Lingusitic function: giving an example
Started with whole to part, then scaffolded with the article, verb, and adjectives
Language function: secquence with transitional words
It’s manipulative in that students choose one of the two adjectives, which can be supported by illustrations.
The rectangles are the verb that connects the subject to the descriptor. We can “read” the organizer to create sentences. You could even add the punctuation to make the conventions clear.
Indicate what wall, have masking tape ready.
These are reorganized notes straight from the Social Studies text.
Working from the text, we’ve sorted the main idea and details onto two bubble maps. It’s easy to see that they both went to school and church, but they learned different things and lived in different houses. Now we can easily rearrange the information onto one map. Describing each main idea separately makes for a fuller comparison than it does when students are trying to compare and contrast at once time.
For level 4, expanding, I’ve added the conjunctions to help students write more complex sentences.
Creator stands by their map, others circulate. (separate by grade clusters)
