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Focusing on Content Connections

Applying Thinking
Maps’ Starter
Patterns for
Content
Connections

Chapter 4
Focusing on Text Organizational Patterns
Objective:
•To work in vertical teams to apply suggested Thinking Maps starter
patterns in one content area.

Review the Meet in Vertical


Welcome Starter Patterns Teams to create
and for one content TM’s for one
Agenda area content strand

Share ideas Closure and


and plan for expectations A Language for
classroom for sharing Learning
applications student work
Chapter 4

At the Elementary Level


Your students are
beginning to use Thinking
Maps to deepen their
understanding of academic
vocabulary.
You Have
Applied You have integrated the
Thinking Maps use of Thinking Maps with
to A Variety of your students’ note taking
Content Areas strategies.

CHAPTER 4 Your students are beginning


CONTENT to use Thinking Maps in their
understanding of Literature,
CONNECTIONS Science, Social Studies, and
Mathematics
NATIONAL CONTENT STRANDS Page 170

n s
at io
lic
p
y Ap
ar
ent
l em
E
One group (K-5) focuses on Page 184-186
PROBLEM SOLVING

STEP ONE: Study the


examples found in the
Language for
Learning text, Chapter
4, Mathematics,
Problem Solving.
STARTER PATTERNS

Study the examples Other groups (Pre K - 5) are


found in the Language
for Learning text, assigned one of the other
Chapter 4, Mathematics strands and
Mathematics, Problem starter pattern ideas to
Solving.
focus on.

Pre K – 5: Numbers and Operations


Pre K – 5: Algebra,
Pre K – 5: Geometry,
Pre K - 5: Measurement,
Pre K – 5: Data Analysis and Probability.
One group (K-5) focuses on
PROBLEM SOLVING

STEP 2: Apply the


suggested ideas to
your grade level and
create your own
applications.

What would these starter patterns


look like in:
Pre-K? K?
1st ? 2nd ? 3rd ?
4th ? 5th ?
STEP 3: Post your PROBLEM SOLVING
examples by strand.
Group’s Examples

PROBLEM SOLVING K-5


Word
Problem in Word
Pre-K Word Problem in
Problem in 4th
Brace and
Flow 2nd Brace and
Brace and Flow
Flow
Word Word
Problem in Word Problem in Word
K Problem in 3rd Problem in
Brace and 1st 5th
Brace and
Flow Brace and Flow Brace and
Flow Flow
STARTER PATTERNS BY GRADE LEVEL
STEP 4: Collect examples by grade level, examine
and discuss classroom applications.

Problem
Solving in
3rd
Algebra
in 3rd

Geometry in
3rd
Data
Analysis
Measurement and
Numbers
in 3rd Probability
and
Operations in 3rd
in 3rd
Closure

Try these ideas in your classroom, save


your students’ work and be prepared
to share their examples at our next
follow-up session. Try to use all 8
maps (if appropriate to your content).
Be sure to write the state standard
being addressed on the student work.
Focusing on Text Organizational Patterns
Objective:
•To work in departmental teams to apply suggested Thinking Maps starter
patterns for all 8 maps in one content area.

Departments Create content


Welcome review the examples using
and Starter Patterns all 8 Thinking
Agenda for all their Maps
content area

Share ideas Closure and


and plan for expectations A Language for
classroom for sharing Learning
applications student work
Chapter 4

At the Secondary Level


Your students are
beginning to use Thinking
Maps to deepen their
understanding of academic
vocabulary.
You Have
Applied You have integrated the
Thinking Maps use of Thinking Maps with
to A Variety of your students’ note taking
Content Areas strategies.

CHAPTER 4 Your students are beginning


CONTENT to use Thinking Maps in their
understanding of Literature,
CONNECTIONS Science, Social Studies, and
Mathematics
NATIONAL CONTENT STRANDS Page 170
Each department is asked to use
starter patterns to focus on using all
8 maps in their content area.
STEP 1: Study the
starter pattern ideas
found in the Language
for Learning text for
your content area.
Each department is asked to use
starter patterns to focus on using all
8 maps in their content area.

STEP 2: Apply the What would these Science starter


suggested ideas to
your content patterns look like in:
standards and create
your own Biology Chemistry
applications.

Physical Science Health?

Earth Science?
THINKING MAPS ACROSS
ALL CONTENT AREAS
STEP 3: Post your examples by
Thinking Map.
Closure

Try these ideas in your classroom, save


your students’ work and be prepared
to share their examples at our next
follow-up session. Try to use all 8
maps (if appropriate to your content).
Be sure to write the state standard
being addressed on the student work.