Using Thinking Maps to Improve Writing Proficiency for English Language Learners

1. Using Thinking Maps to Improve Writing Proficiency for English Language Learners Created By: Patti Burke, Dolly Hathaway, and Amanda Amante

2. Family Education I am from Michigan. This is my 6th year teaching. Amanda Amante Married 4 ½ years Gerber daisies are my favorite! No children, but we have a dog named Bell. Runner! Friends Travel

3. sevenothrMoter r Family Education Mother of seven Dancer Dancer Dolly Hathaway Grandmother Faith Teacher North Carolina Church Friends

4. Family Friends wife and mother Pennsylvania Patti Burke traveler singerin church choir teacher Church Education

5. What are Thinking Maps?Thinking Maps are a “language for learning.”

6. A Quest for Connectivity The “Hook”

7. Why the “hook?” • Establishes a baseline for learning by tapping schema • Lowers affective filters • Prompts motivation • Sets the student up for success

8. 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.

9. 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.)

10. Circle Maps • 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

11. Circle Map to an acrostic poem This circle map and acrostic poem was a group effort with 1st graders.

12. Student sample

13. Circle Map to an acrostic poem This was completed by a 1st grade student on his own.

14. Circle Map to Haiku Poem

15. Students typed their poems with Kidspiration and were able to add pictures that went along with their poems.

16. Your turn! • At your table, discuss ideas for using circle maps. You will share these with the whole group.

17. Bubble Map • 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

18. Circle Map to Bubble Map

19. Double Bubble Map • Used for comparing and contrasting • Key Words: • Compare/Contrast • Discuss similarities/difference • Distinguish between • Differentiate

20. Circle Map to Double Bubble Map

22. Your Turn • 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.

23. Tree Map • Used for classifying • Key words: • Classify • Sort • Group • Categorize • Types/Kinds of • List and elaborate • Taxonomy • Give details

24. Student sample. Students created tree maps with words and illustrations.

25. Students took this information and then made complete sentences for a weather book.

26. Your Turn • 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.

27. Flow Map • Use to sequence and order • Key Words: • Sequence, put in order • Recount/retell • What happens next • Cycles • Patterns • Processes • Change • Solve multi-step problems

28. Flow Map to Summary

29. Summary

30. First Grade Flow Map

31. Your Turn • 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.

32. Multi-flow Map • 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

33. Circle Map to Multi-flow Map

34. Your Turn • 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.

35. Brace Map • Use to show part to whole relationships • Can act as a checklist • Key words: • Parts of • Take apart • Show structure • Physical components

36. Brace Map El pan La hamburguesa/ la carne El queso La hamburguesa El tomate La lechuga La cebolla

37. Brace Map for an Invitation Jan. 23, 2001 Heading Jan. 23, 2011 Dear Sally, I am having a birthday party and would really like you to come! It will be Friday, January 28th at my house. I live at 113 Holland Ave. Please let me know if you can come! Your friend, Emily Dear Sally, Greeting I am having a birthday party and would really like you to come! It will be Friday, January 28th at my house. I live at 113 Holland Ave. Please let me know if you can come! Body Your Friend Closing Invitation Signature Emily

38. Bridge Map • Seeing analogies • Key words: • Identify the common relationship • Guess the rule • Interpret symbols • Ratio • Simile • Metaphor • Allegory

39. Is the word as as La pizza La hamburguesa El perro caliente

40. Circle map to bridge map

41. Final product was a seasons quilt

43. Your Turn • 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.

44. Questions?

45. Reference Buckner, J. (2009). Path to proficiency for English language learners. Cary, NC: Thinking Maps.