Using Thinking Maps to Improve Writing Proficiency for English Language Learners.

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<ul><li> Slide 1 </li> <li> Using Thinking Maps to Improve Writing Proficiency for English Language Learners </li> <li> Slide 2 </li> <li> Amanda Amante I am from Michigan. This is my 6 th year teaching. Gerber daisies are my favorite! Married 4 years No children, but we have a dog named Bell. Runner! Family Friends Education Travel </li> <li> Slide 3 </li> <li> seven othrMot er r Dolly Hathaway Mother of seven North Carolina Grandmother Faith Dancer Teacher FamilyEducation Church Friends </li> <li> Slide 4 </li> <li> Patti Burke Pennsylvania traveler wife and mother singer in church choir teacher Family Church Friends Education </li> <li> Slide 5 </li> <li> Slide 6 </li> <li> A QUEST FOR CONNECTIVITY The Hook </li> <li> Slide 7 </li> <li> Establishes a baseline for learning by tapping schema Lowers affective filters Prompts motivation Sets the student up for success </li> <li> Slide 8 </li> <li> Why Thinking Maps? Thinking Maps provide a conceptual net for capturing the essential information for any type of learning (Buckner, 2009, p.16). Thinking Maps provide a guided path to organizing information. Thinking Maps allow levels of scaffolding to meet the needs of the writer. </li> <li> Slide 9 </li> <li> Plan The Hook (motivation) The Circle Map (writing ideas/info) The Tool (design for the writing assignment) describing, comparing/contrasting, classifying, whole to part relationships, sequencing, cause and effect, seeing analogies) Differentiation (First, next, last, etc.) </li> <li> Slide 10 </li> <li> To define a concept, a word or an idea To brainstorm before writing To diagnose prior knowledge To close a lesson Key words: Context Context clues List Define Tell everything you know Identify Tell about Discuss </li> <li> Slide 11 </li> <li> Circle Map to an acrostic poem This circle map and acrostic poem was a group effort with 1 st graders. </li> <li> Slide 12 </li> <li> Student sample </li> <li> Slide 13 </li> <li> Circle Map to an acrostic poem This was completed by a 1 st grade student on his own. </li> <li> Slide 14 </li> <li> Circle Map to Haiku Poem </li> <li> Slide 15 </li> <li> Students typed their poems with Kidspiration and were able to add pictures that went along with their poems. </li> <li> Slide 16 </li> <li> Your turn! At your table, discuss ideas for using circle maps. You will share these with the whole group. </li> <li> Slide 17 </li> <li> Uses only adjectives and adjective phrases for describing Used for vocabulary development and inferential thinking Key words: Describe Use vivid language Attributes Characteristics Properties Adjectives Qualities </li> <li> Slide 18 </li> <li> Circle Map to Bubble Map </li> <li> Slide 19 </li> <li> Used for comparing and contrasting Key Words: Compare/Contrast Discuss similarities/difference Distinguish between Differentiate </li> <li> Slide 20 </li> <li> Circle Map to Double Bubble Map </li> <li> Slide 21 </li> <li> Slide 22 </li> <li> Form a group of three to four people. In your group, think of ways you can use double bubble maps to support writing. You will have five minutes before you share your ideas. </li> <li> Slide 23 </li> <li> Used for classifying Key words: Classify Sort Group Categorize Types/Kinds of List and elaborate Taxonomy Give details </li> <li> Slide 24 </li> <li> Student sample. Students created tree maps with words and illustrations. </li> <li> Slide 25 </li> <li> Students took this information and then made complete sentences for a weather book. </li> <li> Slide 26 </li> <li> Form a group of three to four people. In your group, think of ways you can use a tree map to support writing. You will have five minutes before you share your ideas. </li> <li> Slide 27 </li> <li> Use to sequence and order Key Words: Sequence, put in order Recount/retell What happens next Cycles Patterns Processes Change Solve multi-step problems </li> <li> Slide 28 </li> <li> Slide 29 </li> <li> Summary </li> <li> Slide 30 </li> <li> Slide 31 </li> <li> Form a group of three to four people. In your group, think of ways you can use flow maps to support writing. You will have five minutes before you share your ideas. </li> <li> Slide 32 </li> <li> Shows cause and effect Supports the reasons that cause the writer to have this opinion Depicts a position or opinion Serves as a plan for writing Key Words: Causes and effects Predict what would happen if Change Identify motives Results, outcomes, benefits Why </li> <li> Slide 33 </li> <li> Circle Map to Multi-flow Map </li> <li> Slide 34 </li> <li> Form a group of three to four people. In your group, think of ways you can use multi-flow maps to support writing. You will have five minutes before you share your ideas. </li> <li> Slide 35 </li> <li> Use to show part to whole relationships Can act as a checklist Key words: Parts of Take apart Show structure Physical components </li> <li> Slide 36 </li> <li> Brace Map La hamburguesa El pan La hamburguesa/ la carne El queso El tomate La lechuga La cebolla </li> <li> Slide 37 </li> <li> Brace Map for an Invitation Jan. 23, 2011 Dear Sally, I am having a birthday party and would really like you to come! It will be Friday, January 28 th at my house. I live at 113 Holland Ave. Please let me know if you can come! Your friend, Emily Jan. 23, 2001 Dear Sally, I am having a birthday party and would really like you to come! It will be Friday, January 28 th at my house. I live at 113 Holland Ave. Please let me know if you can come! Your Friend Emily Invitation Heading Greeting Body Closing Signature </li> <li> Slide 38 </li> <li> Seeing analogies Key words: Identify the common relationship Guess the rule Interpret symbols Ratio Simile Metaphor Allegory </li> <li> Slide 39 </li> <li> Is the word La pizza La hamburguesa El perro caliente as </li> <li> Slide 40 </li> <li> Circle map to bridge map </li> <li> Slide 41 </li> <li> Final product was a seasons quilt </li> <li> Slide 42 </li> <li> Slide 43 </li> <li> Form a group of three to four people. In your group, think of ways you can use brace and bridge maps to support writing. You will have five minutes before you share your ideas. </li> <li> Slide 44 </li> <li> Slide 45 </li> <li> Buckner, J. (2009). Path to proficiency for English language learners. Cary, NC: Thinking Maps. </li> </ul>

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