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.

pjglover@wsfcs.k12.nc.us