ESL Thinking Maps Tree Maps

 Classify information based on similar Qualities Qualities Attributes Attributes Ideas 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

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

Page 47 Tree Maps CLASSIFYING Name the thought process:

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

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)

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

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

The Tree Map for the English Learner (pages ) Use inductively to build vocabulary

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

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

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

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

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

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

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

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

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

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

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

The Tree Map for the English Learner (pages ) Constructing Sentences

Great for Assessment!

A “Growing” Tree Map

TREE MAP

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)