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Heather carr Gretchen Skrotzki

Heather carr Gretchen Skrotzki. Getting to the Core. thinking maps review. Objectives :. Review all 8 maps Learn about Frame of Reference. Common Core and Thinking Maps. Common Core standards include “rigorous content and application of knowledge through higher order skills”

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Heather carr Gretchen Skrotzki

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  1. Heather carrGretchen Skrotzki Getting to the Core thinking maps review

  2. Objectives: Review all 8 maps Learn about Frame of Reference

  3. Common Core and Thinking Maps • Common Core standards include “rigorous content and application of knowledge through higher order skills” • Common Core requires students to use evidence to support their findings • Reading and Writing standards are included for each content area • Thinking Maps are visual tools used to represent the critical thinking required to access rigorous content and apply higher order skills • Students provide evidence and cite their sources of information on the Frame of Reference • Thinking Maps are tools used to break down complex text, orally summarize information, and take it to writing.

  4. Thinking Maps Review

  5. Thinking Maps Review

  6. What is a Frame of Reference? The Frame of Reference is simply a box drawn around any map!

  7. Frame of Reference Turn to pp. 72-75 Promotes reflective thinking and metacognition: “thinking about their thinking” 4 Ways to use the frame of reference: -Identify their prior knowledge: “How do you know that information?” -Site sources: “Where did you gather your information from?” -Addressing Point of View (Also called POV): “Who or what is influencing the information on your map?” -Summarizing: “Why is this important? What have you learned?”

  8. Page 73

  9. Important Facts about the Frame of Reference • Having a frame of reference is not MANDATORY • A frame of reference can be added to any map

  10. Circle Map-pg. 98 Thinking Process: Defining in Context Key Question: How are you defining this thing or idea? Key Words and Phrases: List, define, tell everything you know, brainstorm, identify, relate prior knowledge, describe, explore the meaning Design: the topic is in the middle, smaller circle. Everything you know about the topic is in the larger circle. A box, that may be included, around the entire map is a “Frame of Reference” that is used to answer the question “How did I learn this?” (The frame of reference can be used around any of the maps Common Uses: Brainstorm for writing, used as a starting point during the prewriting stage, defining words, identifying audience and authors point of view Writing Mode: Point of View Essay

  11. Circle Map Frame of Reference • Green, bottom right • How do you know this definition? • Where are you getting your information? • What sources did you reference to gather your information? • Blue, top right • Is there a specific point of view that is influencing your definition or ideas? • What in your background experiences is influencing your ideas? • Red, top left • Why is this information important? • What have you learned from this defining or brainstorming process?

  12. Guiding Questions for Constructing a Circle Map • What are the context clues that help define this word, topic or idea? • What do you know (would you like to know) about this word, topic, or idea? • How would you define this idea? • What information would you include in your brainstorming or defining of this word, topic or idea? • What do you think this word, topic, idea means? • key words: • context • list • define • tell everything you know • brainstorm • identify • relate prior knowledge • explore the meaning • associate • generate

  13. Bubble Mappgs. 30-35 Thinking Process: Describing Qualities; Characterization Key Question: How are you describing this thing? What adjectives best describe it? Key Words and Phrases: Describe, use vivid language, describe feelings, observe using the five senses Design: The topic being described is in the center bubble. The outer bubbles contain adjectives and adjective phrases describing the topic. Common Uses: Describing things, identifying qualities, character traits, attributes and/or properties of things. The Bubble Map is a tool for enriching students’ abilities to identify qualities and use descriptive words. Writing Mode: Descriptive Writing

  14. Bubble Map Frame of Reference • Green, bottom right • What evidence can you give to support your descriptor? Is the adjective stated in the text or have you inferred it? If you have inferred the descriptor, what evidence can you provide to support your inference? • Which of your senses are you using to support your observations? • Blue, top right • Is there a specific point of view that is influencing your choice of adjectives? • Red, top left • Why is this information important? • What have you learned from this description?

  15. always asking questions Takes care of his baby sister curious caring In kinder and can read 1st grade decodables funny Makes up his own jokes smart Describe someone important in your life?

  16. Guiding Questions for Constructing a Bubble Map • How would you describe this [noun] person, place, thing, idea, concept, picture, feeling, etc.? • What characteristics can be used to describe this noun? • What are the attributes of this concept? • What qualities are important in this concept? • key words: • describe • use vivid language • use your five senses • qualities • attributes • characteristics • properties

  17. Double-Bubble Map pp.103-105 Used to compare and contrast Can be completed with only the middle (comparing) filled in or only the outside (contrasting) Outside bubbles MUST correspond-create a “but arc” *include key words used for contrasting that can be transferred to writing Take it to writing! Compare and contrast essays or paragraphs, summaries of text comparing events, historical figures, math concepts, science concepts… Key words: Contrast: although, however, but, on the other hand, unlike, in contrast, yet Compare: similarly, likewise, just like, also, to compare, in the same way both, too

  18. but, however, on the other hand teaches ELA teaches science Multiple subject Like Alaska Multiple Subject Smells good teachers Monica Mr. B Wears Shorts married Monica and Mr. B have some similarities. For example, they are both teachers. They are also both married and are like Alaska. These two teachers are also very different. For example, Monica teaches ELA, while Mr. B prefers to teach science.

  19. Double Bubble Map Frame of Reference • Green, bottom right • How do you know these similarities and differences? • What source are you using to make these comparisons? • Blue, top right • Is there a specific point of view that is influencing the information you have included in this Double Bubble Map? • Red, top left • Why are these similarities and differences important? • What have you learned by constructing this map?

  20. Guiding Questions for Constructing a Double Bubble Map • What are the similarities and differences between these two things? • How are these two things alike and different? • Which similarities do you think are the most important? • Are there any details that are unique to one thing and not the other? • key words: • compare • contrast • similarities • differences • distinguish between • differentiate

  21. Tree Map pp. 106-108 • Used for classifying and categorizing • Example: Classify the following scientific ideas into 3 categories. Label the categories. Key words Classify, sort, group, categorize, types of, main idea and details, taxonomy

  22. Tree Map Frame of Reference • Green, bottom right • How do you know what you know about these categories? • What sources did you use to gather the main idea and supporting details about this topic? • Blue, top right • Does a certain point of view that influences how you have classified this information? • Is one source better than another for this information? • Red, top left • Why is this information important? • What have you learned from this classifying process?

  23. Guiding Questions for Constructing a Tree Map • key words: • classify • sort • group • categorize • identify main idea and supporting idea • give sufficient and related details • kinds of… • How would you group this information? • Can you sort these objects into groups? • What are the ideas and details that support your main idea? • What are the members of this category? • Do some of the items fit into more than one category? • Is there another way to categorize these things (according to a different frame of reference)?

  24. Brace Map pp. 109-111 • Used to represent whole to part relationships • Only list the parts on a Brace Map-NO EXPLANATIONS OR EXAMPLES Key words Parts of, show structure, physical components, anatomy

  25. Brace Map Frame of Reference • Green, bottom right • How do you know what you know about identifying the parts? • What prior knowledge and/or experiences influence your understanding about this object? • What source(s) did you use to identify the whole and its parts? • Blue, top right • Is there a specific point of view that is influencing the information you have included in this Brace Map? • Is one source better than another for this information? • Red, top left • Why is this information important? • What have you learned by constructing this map?

  26. { Root Structures Root Epidermis Root Hairs Root Cap

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