WELCOME BACK! PLEASE CLEAR OFF YOUR TABLE.

Use the cards on your table to “build” a group Tree Map. First line up the names of the maps, then classify the rest of the cards under the correct category.

USE ALL EIGHT MAPS YOUR STATE THE HOLIDAYS ENTERTAINMENT SPORTS MUSIC MEN OR WOMEN PROCESSING ACTIVITY Record your ideas on pages 78-79

You have been introduced to Thinking Maps ® You can name the key points defining Thinking Maps ® You can identify the thought process behind each Thinking Map and the Frame of Reference You can draw and define each map You have a beginning understanding of how to use the maps in a variety of curriculum areas You can explain the similarities and differences between Graphic Organizers and Thinking Maps ® Page 80 Now, let’s take the Self-Assessment Quiz found on page 294.

a.structural analysis, whole to part. components b. cause and effect, impact, outcomes c. see relationships, analogies d.compare and contrast, similarities and differences, uniqueness e. define in context, brainstorm f. sequence, order, steps in a process g. describe, name the qualities h. classify or sort, main idea and supporting details 1._____ Circle Map 2._____ Bubble Map 3._____ Double Bubble Map 4._____ Tree Map 5._____ Brace Map 6._____ Flow Map 7._____ Multi-Flow Map 8._____ Bridge Map Introduction: Self-Assessment #2 A F B C H D G E Page 294

You have implemented a plan for teaching Thinking Maps to your students. Your students understand the fundamental reasons for using Thinking Maps ®. Your students have begun to understand the purpose for each TM and can recognize them when applied in content areas. You can match the cognitive vocabulary that corresponds to each TM. You have modeled the use of Thinking Maps ® in a variety of curriculum areas. Your students can draw each of the Thinking Maps ®. Page 81 Chapter 2

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Teaching Schedule for Elementary Week 1 Circle Map Week 2 Bubble Map Week 3 Double Bubble Map Week 4 Tree Map Week 5 Brace Map Week 6 Flow Map Week 7 Multi-Flow Map Week 8 Bridge Map Week 9 All 8 Maps Pages

1.When maps are introduced during the first 8 weeks, students should be exposed to each map through teacher modeling, discussion, and shared ideas. Students should not necessarily be expected to construct the maps independently. 2.During the introductory weeks, primary maps should be made using manipulatives and/or, kinesthetically. 3.PreK-1 st grade maps can be shared with pictures. Adaptations for Primary Students Page 83

Page 87 Elementary Schools

Page 90 Middle School (Teams) Teaching the Maps

Pair with someone NOT at your table. Complete a Double Bubble Map. Try to come up with at least 6 similarities.

Grades Pre K- 2: Making Map Murals Grades 3-5: Making Oral Presentations Grades 6-8: Writing an Autobiography Grades 9-12: Writing a Reflective Thinking Essay Teaching TM’s Using My Story Page 96 The next few slides show examples of student work illustrating the ideas for My Story.

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Using the Resource Pages Page 83 The resources provided in this text should only be used when introducing the maps to students. Student should begin immediately to draw the maps on their own. Even when you use the masters during the initial teaching, students should be encouraged to go beyond the basic visual.

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Whole group – If students share with the whole group, they should choose one or two ideas to share, not their entire map. Groups of 4 – Students can pass their maps and read or take turns presenting their maps to each other. The Cooperative Desk maps are a great resource that facilitates sharing. Pairs – Students can be “mixed up” in a class to create pairs for sharing. Pairs can read each other’s maps or take turns sharing their own map. TAKING IT OFF THE MAP Page 94

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“Text structure provides a conceptual net for keeping information in mind.” “Text organization has a profound effect on comprehension and memory.” Peregoy and Boyle. Reading, Writing, and Learning in ESL Page 123 Thinking Maps as Conceptual Nets for Literacy

“Students miss much of the original data (up to 50 percent) when the cognitive strategies were not fully or partially developed.” “Building Learning Structures Inside the Head” Ruby Payne, Ph.D. Page 123

Life Cycle A plant’s life cycle describes how long a plant lives or how long it takes to grow, flower, and set seed. Plants can be either an annual, perennial, or biennial. Annual A plant that completes its life cycle in one growing season. It will grow, flower, set seed, and die. Perennial A plant that lives for 3 or more years. It can grow, flower, and set seed for many years. Underground parts may regrow new stems as in the case of herbaceous plants, or the stems may live for many years like woody plants (trees). Sequence = Flow Map Classification = Tree Map Details for Tree Map or Stages for Flow Map Page 123

Plant Parts - Leaves Leaves are the food making factories of green plants. Leaves come in many different shapes and sizes. Leaves can be simple, made of a single leaf blade connected by a petiole to the stem (oak, maple), or compound, in which the leaf blade is divided into separate leaflets attached by a petiole to the stem (ash, locust). Leaves are made to catch light and have openings to allow water and air to come and go. The outer surface of the leaf has a waxy coating called a cuticle which protects the leaf. Veins carry water and nutrients within the leaf. Leaves are the site of the food making process called photosynthesis. In this process, …. Photosynthesis is special to green plants! Photosynthesis… Brace Tree Flow Circle Page 123

“In order to remember, the mind must sort through information and store what is important and discard what is not important. In order to remember the important parts of text, the mind needs to sort against the structure of the text.” “Building Learning Structures Inside the Head” Ruby Payne, Ph.D. Page 123

BRACE MAP BUBBLE MAP FLOW MAP MULTI- FLOW MAP DOUBLE BUBBLE MAP Now You Try

Strategies for Successful Classroom Introduction 1. Essential First Step: Introduce the Thinking Maps to your students over a period of 8-10 weeks. (Chapter 2) 2. Display the posters in the front of your room, either one at a time or all at once depending on your students. 3. Emphasize the thought process of each Thinking Map in your guiding questions. (See Key Words for Thinking, page 77) 5. Encourage students to go beyond the basic format of each map as they construct their thinking in a variety of content areas. 4. Provide a variety of ways for students to share their maps in order to “take the information off the map.” (pages 94-95) Page 124

Chapter 1: INTRODUCTION Chapter 2: TEACHING Chapter 3: LITERACY LINKS Chapter 4: CONTENT CONNECTIONS Chapter 5: INSTRUCTIONAL STRATEGIES Chapter 6: ASSESSMENT Strategies for Successful Classroom Implementation Throughout the Year You will be receiving Follow-up support throughout the year in Chapters 3, 4, 5 and 6.

Chapter 3

Chapter 4

Chapter 5

High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.