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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

beginning to use Thinking
Maps to deepen their
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
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
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

beginning to use Thinking
Maps to deepen their
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
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
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.