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ESL Thinking Maps

ESL Thinking Maps. Tree Maps. Tree Maps. Classify information based on similar Qualities Attributes Ideas Develop inductively or deductively May use list form to classify May use details with phrases/sentences to elaborate Move from circle map to tree map to organize brainstorming.

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ESL Thinking Maps

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  1. ESL Thinking Maps Tree Maps

  2. Tree Maps • Classify information based on similar • Qualities • Attributes • Ideas • Develop inductively or deductively • May use list form to classify • May use details with phrases/sentences to elaborate • Move from circle map to tree map to organize brainstorming

  3. Key Words • Classify • Sort • Group • Categorize • Identify main idea and supporting idea(s) • Give sufficient and related details • Kinds of • Taxonomy

  4. Tree Maps Page 47 Name the thought process: CLASSIFYING

  5. Frame of Reference • Sorting lists • Frame explains WHY they are classifying in that way • Main idea and details • Frame identifies the sources or past knowledge and experiences

  6. Tree Times Three Map Activity • Divide into small groups • Choose a topic card – one per group • Create a circle map of all possible members of the topic • Create 3 tree maps classifying the same information in 3 different ways • For each tree map put in a frame of reference • Discuss uses in your classroom(s)

  7. Tree Maps for ELLs • Lowest level – inductively develop vocabulary • Begin with realia or pictures • Grouping determined by the student(s) • Begin with simple (dogs/cats) w/animals at top • Put away cats and ask students to group dogs by category of choice • Teacher verbalizes language at each step • Develops vocabulary and understanding that objects or pictures can be classified and named based on a particular criteria

  8. Tree Maps for ELLs contd. • Level II – more sophisticated vocabulary • Provide pictures • Students sort • Teacher verbalizes • Teacher asks for other subjects/items to be added to each sub-category • Teacher adds picture that does not fit any category (requires students to regroup and rename the categories to include new item)

  9. The Tree Map for the English Learner (pages 74 - 75 ) Use inductively to build vocabulary

  10. Tree Maps for Ells Contd. • Classification of synonyms – denotative vs. connotative meanings • Words for women • Positive, negative, neutral, figurative language • Cognates • Cognates vs. False Cognates

  11. The Tree Map for the English Learner (page 77) Connotative Language

  12. The Tree Map for the English Learner (page 76) Classify Cognates and False Cognates

  13. Tree Maps for ELLs Contd. • Deductive - classifying specific information from texts or other sources • Story elements • Begin with simple (Gingerbread Man) • Pictures for support • Character, setting, problem, outcome/solution • USE BOTH PICTURES AND WORDS • Scaffold to words only

  14. The Tree Map for the English Learner (page 78 ) Identify Story Elements Academic Language

  15. Tree Maps for Ells Contd. • Note taking: Teacher provides categories before text is read • Writing a composition • Big idea at top (Polar Bears) • Main ideas as sub-categories (physical characteristics, habitat, eating habits) • Elaboration under each • Different color ink for each sub-category • One paragraph for each with same color ink

  16. The Tree Map for the English Learner (page 80) Organizing for Writing a Report

  17. The Tree Map for the English Learner (page 79) Identify Essential Information and Note taking

  18. Tree Maps for Ells Contd. • Expressive Writing • Favorite holiday (Christmas) as heading • Students w/teacher decide categories • Students provide details • Use color-coding • Oral rehearsal with partner before writing • Lowest levels can draw pictures and then produce orally • Backwards construction w/model essay • cut sentences apart • students place on tree map

  19. The Tree Map for the English Learner (page 81) Organizing for Expressive Writing

  20. Tree Maps for Ells Contd. • Sentence construction • Brick words – demonstrated or drawn (bears) • Mortar words – abstract connectors (like, are) Brown Bears (They) like can look (fresh) fishstand (on two legs) scary growl tall Brown bears like fresh fish. They can stand on two legs and growl. Brown bears look scary and tall. • Complete in stages beginning with simple/basic and moving to additional words.

  21. The Tree Map for the English Learner (pages 82 - 84) Constructing Sentences

  22. Great for Assessment!

  23. A “Growing” Tree Map

  24. TREE MAP

  25. Homework • Use the circle map as a brainstorming activity • Use the information on the circle map to create a tree map • Use a frame of reference for both if possible • Create multiple tree maps from one circle map if possible • Bring BOTH to the next meeting to share (February 3, 2010)

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