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Getting More out of Graphic Organizers
Pam Glover, 2009
Analogy (the bridge map)
asTravel
brochuretravel
appetizer
the entree
as this presentation
Pathway to Proficiency
for ELLs (Thinking Maps)
Relating factor:
..whets the appetite for
Agenda
RecapitulateWhich organizers? How does Marzano fit in?Thinking Maps – narrow the field, increase the yieldBuild more inDifferentiate Support students’ thinking AND language development
recapitulation
re=again
capitulare=go over the chapter, main parts
tion= suffix forming a noun
(The brace map, used to show parts of a whole)
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?
How do we use organizers?
To take notes
To help students organize their learning and thinkingTo scaffold writing
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?
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
Cognitive functions - Marzano
Marzano Thinking Skills
• Focusing
• Information-gathering
• Remembering
• Organizing
• Analyzing
• Generating
• Integrating
• Evaluating
Thinking Maps – What are they?
• a “language of visual patterns each based on a fundamental thinking process”
• based on work of Marzano, and David Hyerle (Thinking Maps: A Language for Learning, 2007)
•narrow the field of 400+ organizers to 8, which allows students to master them and apply them across any content area and thinking skill
• are intentionally applied to scaffold English language proficiency
•support language function and the correlating grammatical feature
Thinking Maps are non-linguistic representations of cognitive skills:
•Defining
•Describing
•Comparing and contrasting
•Classifying
•Whole to part relationships
•Sequencing
•Cause and effect
•Analogies
Thinking Maps have a specific graphic for each skill.
sounds
low pitchedhigh pitched
pleasant
annoying
loud
soft
Describing: Bubble Maplinguistic function: noun + adjective
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
Compare and Contrast: Double BubbleLinguistic function: forming compound sentences
Classifying: Tree Map
Linguistic function: a descriptive sentence
Part to whole: Brace Map
Sequencing: Flow Map
Cause and Effect: Multi-flow
Linguistic function:
subordinating clauses
Analogy (the bridge map)
asA travel brochuretravel
an appetizer
the entree
as this presentation
Pathway to Proficiency
for ELLs (Thinking Maps)
Relating factor:
..whets the appetite for
Get more out of organizers. Build more in.
grammatical support
visual cues for prosody
model the syntax
nuances of meaning
picture clues
“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)
LoP (Language of Pedagogy): I can extend and adapt a Bubble Map to meet the needs of ELLs using the WIDA standards.
Bubble Maps
used for describing
grammatical feature : noun+adjectives
WIDA level 1, entering, can:
point
Match pictures and statements
Answer wh- questions
Label
draw
Bubble Map for primary grades, level 1
redred
blue
square
tasty
yucky
round
WIDA level 2, beginning, can:
sort
Follow two step directions
Match
Describe
Restate facts
Locate and classify information
list
Decomposers
dead things
waste
nutrients
eat
eat
make
1. Decomposers eat dead things.
2. Decomposers eat waste.
3. Decomposers make nutrients.
Grade 6 science
Your turn.1. Think of the lesson plan you created this
week.Choose WIDA level 1 or 2, and then what lingusitic function or grammatical feature the lesson dictates. Create a bubble map for this lesson.
2. Hang onto your bubble map for a gallery walk later.
LoP (Language of Pedagogy): I can extend and adapt a Double Bubble Map to meet the needs of ELLs using the WIDA standards.
WIDA level 3, developing, can: locate, select and order information
categorize
Sequence
Describe processes
Identify main ideas
Produce basic expository writing
Compare/contrast
retell
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
The Double Bubble MapUse parallel construction for the two topics. Then find the similarities.
girlsboys
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
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
WIDA level 4, expanding, (secondary) can:
compare and contrast information
infer meaning from text
explain content related concepts
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
Your turn.1. Think of the lesson plan you created this
week.Choose WIDA level 3 or 4, and then what lingusitic function or grammatical feature the lesson dictates. Create a double bubble map for this lesson.
2. Share your maps at your table, and choose a sample of each type of map to hang on the wall for a gallery walk.
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.