Reading for Intermediate and Advanced Learners, Spring, 2011

Thinking Maps:
When I first started at EBMS, our principal was very big on teachers being trained in using "Thinking Maps" in their classroom. One of the best maps I use and will use as one of my strategies is a Double Bubble Map. I use this map to show comparisons and contrasts between all sorts of topics in my literature class. It is especially useful when comparing characters in novels and short stories. Another great way to use the map is to compare stories and see how they relate to one another and also to see the differences the stories have to offer the reader. This map is a great visual tool for my lower level learners because they can see the similarities and differences in works. I also use it when I introduce genres of literature. This map is very universal and worth teachers using it.

One instructional strategy I found and haven't used this way is called sketch-to-stretch developed by Harste, Short, and Burke, (1988). Students draw quick sketches to stretch their thinking and understanding of concepts and can be used in a variety of ways.

For example, after reading about the water cycle students may sketch the steps in the water cycle and not just the water cycle itself.

As a pre-reading activity, to activiate prior knowledge, have students sketch ideas that show what they know about a topic featured in an upcoming selection.

Or as a post activity, to summarize a story, a group of students could each sketch a main event in the story. As always, to extend the activity, have students include captions.

One strategy that I have found is one that teaches student how to really know the meaning of a word called Ten Important Words Plus as described by Yopp & Yopp, in a 2007 article from The Reading Teacher. In this strategy, students self select 10 (or fewer words, depending on selection), that they feel is most important when they read an informational selection. The students write this word on a sticky note, with one word per note. After the students are finished writing the words, the class makes a bar graph with their words and discuss why this particular word is important and if a word is only put up on the graph a few times, discuss why or why not the word is important. The students are then required to write a one sentence summary of the passage. The strategy helps students to pick out important words that add to the meaning of the selection. This process also allows students to discuss and talk about the words and lets them use the words in conversation to help cement the words into their working memory. The plus to the activity is that the teacher passes out different colored cards that have prompts written on them that encourage the students to think about and use the words in different ways, such as list synonyms for the word on the bar graph, or come up with a sentence using the words.

One instructional strategy I found and haven't used this way is called sketch-to-stretch developed by Harste, Short, and Burke, (1988). Students draw quick sketches to stretch their thinking and understanding of concepts and can be used in a variety of ways.

For example, after reading about the water cycle students may sketch the steps in the water cycle and not just the water cycle itself.

As a pre-reading activity, to activiate prior knowledge, have students sketch ideas that show what they know about a topic featured in an upcoming selection.

Or as a post activity, to summarize a story, a group of students could each sketch a main event in the story. As always, to extend the activity, have students include captions.

Eli,

This double bubble, is it the same as a simple VENN diagram? I have never heard it called a double bubble.

Lori,

Your 10 important sentences sounds very similar to the technique I used with my below level group in the past with Scott Foresman basal series - 10 important sentences. The 10 important sentences were already chosen, but the students would put them in order, determine if they were fact or opinions, illustrate them, etc. It was a great teaching tool.

Loren,

I think your strategy seems like a neat one to use. Most kids think drawing is fun and don't realize that they can learn alot. I think this would also be a quick, fun assessment of understanding to see how well students really "got" what you taught.

Eli,

I use double bubbles or venn diagrams in my groups also. They are universal and can be used across all subjects areas and are veristal for all grades.

We went through the "Thinking Map" training
a few years ago and we were very big on it for a couple of years. Like everything else, when we got new staff members who hadn't gone through the training, the use of "Thinking Maps" fell off and while many classrooms still have the models up and use them, many do not.

I still use them with my ELL groups but since my time with each group is limited I do not know how much exposure to the Thinking Maps my ELL students get.

I first took Thinking Maps training almost ten years ago and thought it was great. I took the training again when I taught middle school a few years after that. I use bubble and double maps all the time because I think they really help students to organize and process information. I don't think that I will ever stop using them.

Loren,

I really like your idea. I try to draw connections all the time out of my seventh graders. I think by having them draw pictures about the subject matter or concept I;'m teaching could advance their understanding. Let me know how it goes.