Cluster/Web Map Graphic Organizers

By Ashley Arellano

What is a Cluster/Web Map Graphic Organizer? Cluster/Web Map Graphic Organizers are visual representations of information. They emphasize essential content and/or terms in a lesson or unit. Cluster/Web Maps provide an organizational framework upon which students can take notes and draw connections between concepts. This type of graphic organizer also promotes active learning, develops higher level thinking skills and encourages creativity.

How can I implement Cluster/Web Map Graphic Organizers into my lessons? Cluster/Web Map graphic organizers are easy to construct and can be used across all grade levels, from kindergarten to secondary classrooms. Because they can be easily tailored to fit the desired topic, Cluster/Web Maps are useful across a broad range of content areas. This type of graphic organizer especially lends itself to content areas, such as math and science, that are heavy in CALP terms and complex concepts. They can also be used as an advance organizer and pre-reading strategy to increase content area literacy, as a form of note taking throughout the lesson, or as a study guide or post-reading strategy to summarize and reinforce the lesson. Young students and English Language Learners (ELLs) at early levels of language acquisition should be given Cluster/Web Map templates and/or direction as to how to construct their graphic organizer. Students should be encouraged to assign meaning to concepts in their own personal schemata through incorporation of visuals. As students become more comfortable with constructing and discerning important information to include in their graphic organizer, they can be given total control over their Cluster/Web Map structure and layout. Allowing students autonomy in the creation of their Cluster/Web Map increases student creativity and develops their ability to make connections between content topics. Initially, focus should be on the recognition of important concepts and their relationships to each other. Later, details can be emphasized. Below is an example of how Cluster/Web Maps can be utilized to organize information and depict

relationships between concepts and terms. Classroom Example Subject: Chemistry Content Objectives: To compare cations and anions.

Cluster/Web Map Templates http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf http://www.eduplace.com/graphicorganizer/pdf/clusterweb2.pdf http://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf

How do Cluster/Web Map Graphic Organizers benefit English Language Learners (ELLs) in content mastery? As a SDAIE strategy, Cluster/Web Maps aid English Language Learners in mastery of content and content specific terminology. They serve as a medium for student comprehension of content and provide a way to store the information. This type of graphic organizer allows ELLs to focus their attention on the central topic, provides a framework for information, develops both BICS and CALP

vocabulary, and makes complex content easily accessible and more comprehensible. Cluster/Web Maps visually indicate ways in which terms are related to each other and enable connections to be made between prior knowledge and new information. ELL students can follow the web connections and visualize the relationships between terms and concepts by simply following arrows and/or lines. As connections are made, ELLs can construct meaning and better comprehend the material. Cluster/Web Maps allow ELLs to enrich their schemata in ways which will make the content more meaningful to them. Moreover, incorporation of visual representations into the Cluster Web/Map aids students in their understanding of complex relationships and terms by attaching meaning to words they may not have vocabulary for. Visual images serve as nonlinguistic representations upon which students can elaborate on prior knowledge, especially when ELLs enter the classroom with background knowledge in their primary language. Cluster/Web Maps that incorporate images enable connections to be made and may help bridge the language gap. This type of graphic organizer is most beneficial to ELLs when presented in small group activities. During the activities, ELLs benefit from opportunities to work cooperatively. Cooperative learning groups provide a low-anxiety environment in which students are able to discuss and share their thoughts, all while students collaborate and contribute to the group effort. Utilizing Cluster/Web Maps provide ELLs with a visual framework for concept mastery, but when used in conjunction with cooperative learning groups, they also provide an avenue for development of language skills.

Resources: English Language Learner and Diversity Manual. (2010). United States of America: Pearson Learning Solutions. Hill, Jane D. & Flynn, Kathleen M. (2006). Classroom Instruction That Works With English Language Learners. Alexandria, VA: Association for Supervision and Curriculum Development. Readence, John E., Bean, Thomas W. & Baldwin, Scott R. (2004). Content Area Literacy: An Integrated Approach (Eighth Edition). United States of America: Kendall/Hunt Publishing Company.