Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Thinking Charts Overview of Thinking Charts Goals for Today Agenda • • • • • • • • What are Thinking Charts Introduce Thinking Charts Lunch Introduce Thinking Charts Try Three—Group work Gallery Walk Reflection Exit Ticket Thinking Charts are Visual Patterns • 80% of all information comes into our brain is visual. • Visualizing our thinking allow us to have a concrete image of our abstract thoughts. • Graphic organizers are popular because they help students organize information visually. • We believe that probably the best strategies for teaching text structures are visual-spatial. Two-Column Chart T = Parts of Speech Example Nouns Adjectives People Places Things Ideas Describes Our Senses • Smell • Taste • Touch • Hearing • Sight Describes Our Emotions Blank Chart Sequencing Chart Back story • Cinderella is dirty • Cinderella wears ratty old clothes • Cinderella does all the chores Beginning • Cinderella’s fairy godmother appears • She helps Cinderella get ready for the ball • She warns her about the spell ending at midnight Example 1 • Stepmom is evil and mean • Stepsisters are also mean • Stepsisters are ugly Middle • Cinderella dances with the Prince • The Prince falls in love • Cinderella dashes home at midnight • She leaves her shoe behind Example 2 • Stepsisters go to the ball • Stepmom also goes • Cinderella is not allowed to go the ball • She must clean the house End • The Prince goes door to door in search of Cinderella • He finds her and marries her • The stepsisters are maimed (depending on your version ) Blank Chart Cognitive Skills-Thinking Charts PowerPoint Created by Craig Mason Brainstorming Describing Two-Column Sequencing Three-Column Summarizing Cause & Effect Classifying Argumentative Thinking Charts are based on Cognitive Skills • • • • • • • • • • • Brainstorming-Defining in Context Describing Qualities Classifying Sequencing Comparing and Contrasting Summarizing Discussing-- Yes and No Cause and Effect Understanding Vocabulary Seeing Analogies Part to Whole Brainstorming Chart • This chart can be used to: – Come up with writing ideas • This list can be revisited for future topics Blank Chart – List ideas on one topic • How to use the chart: – Put the topic in the center – Write down the ideas that associate with the topic in the surrounding area Disneyland T= T= vacations T= Mexico Thinking Charts are used in All Content Areas Thought Process: Sequencing Visual Pattern: Story Chart All Content Areas: • Events of a story • Life Cycles • Mathematical processes • Timelines in history • News Narration • Scientific processes • Changes over time Sequencing Chart Back story • Cinderella is dirty • Cinderella wears ratty old clothes • Cinderella does all the chores Beginning • Cinderella’s fairy godmother appears • She helps Cinderella get ready for the ball • She warns her about the spell ending at midnight Example 1 • Stepmom is evil and mean • Stepsisters are also mean • Stepsisters are ugly Middle • Cinderella dances with the Prince • The Prince falls in love • Cinderella dashes home at midnight • She leaves her shoe behind Example 2 • Stepsisters go to the ball • Stepmom also goes • Cinderella is not allowed to go the ball • She must clean the house End • The Prince goes door to door in search of Cinderella • He finds her and marries her • The stepsisters are maimed (depending on your version ) Blank Chart Thinking Charts are used by All TEACHERS Because teachers at all levels are involved in teaching cognition, all teachers can use the same Thinking Charts. As students move from grade level to grade level, or from one teacher to another, many of the variables of their education change. Thinking Charts are used by All TEACHERS • When every teacher uses the same Thinking Charts, the tools students use for thinking become a constant variable. • Over time, students develop an independent ownership of Thinking Charts. • Thinking Charts give all students and teachers a Common Language for meaningful learning. Thinking Charts are used in combination for Depth of Thought Unlike isolated graphic organizers, Thinking Charts are most effective when used in combination to fully develop a concept of theme. Analyzing an idea from multiple thought processes helps students develop the depth of thought necessary for making meaning. Thinking Webs PowerPoint Created by Craig Mason Describing Two-Column Sequencing Comparing (Three-Column) Brainstorming Summarizing Cause & Effect Classifying Discussion (Opinion/Persuasive) Introduction to Thinking Charts • You can name the key points defining Thinking Charts. • You can explain the similarities and differences in Thinking Charts and Graphic Organizers. • You can draw and define each chart. • You can identify the thought process for each chart. • You have a beginning understanding of how to use the charts. Brainstorming Chart • This web can be used to: – Come up with writing ideas • This list can be revisited for future topics Blank Web – List ideas on one topic • How to use the web: – Put the topic in the center – Write down ideas that associate with the topic in the surrounding area Disneyland T= T= vacations T= Mexico Brainstorming Web T= jj Describing Chart • This chart can be used to describe using Adjectives: – A character – A setting – A noun Examples Blank Web • This chart can also be used to show: – Multiple representations of numbers • How to use the chart: – Put the topic in the center – Describe the topic using adjectives – Branch off from one word adjectives by supporting that word with evidence from a text, a quick anecdote, etc. Describing Chart Blank Web Half Obnoxious Centipede Loud Funny Argues with Earthworm Sings a lot Tells lots of jokes Describing Web T= PowerPoint Created by Craig Mason Sequencing • This chart is great for: – – – – – Fiction Personal Narratives Current Events Historical Events Steps on How to do Something • Also with Writing for Reading: – Used after a guided highlighting lesson, enter the main idea in the large box and the supporting details underneath Example 1 Example 2 Blank Web 1 Blank Web 2 Sequencing T= Cinderella’s stepsisters are mean They tease her They make her do all the cleaning Example 1 T= Cinderella’s fairy godmother is nice She helps her clean Example 2 She helps her get ready for the ball Blank Web 1 T= The Prince falls in love with Cinderella She looks beautiful in her gown and slippers She dances with the Prince Blank Web 2 Sequencing Chart Back story • Cinderella is dirty • Cinderella wears ratty old clothes • Cinderella does all the chores • Stepmom is evil and mean • Stepsisters are also mean • Stepsisters are ugly Middle Beginning • Cinderella’s fairy godmother appears • She helps Cinderella get ready for the ball • She warns her about the spell ending at midnight Example 1 End • Cinderella dances with the Prince • The Prince falls in love • Cinderella dashes home at midnight • She leaves her shoe behind Example 2 • Stepsisters go to the ball • Stepmom also goes • Cinderella is not allowed to go to the ball • She must clean the house Blank Web 1 • The Prince goes door to door in search of Cinderella • He finds her * Each bulletand of themarries ‘Beginning’, her ‘Middle’, ‘End’ could be its own • The stepsisters sequencing box. are For themaimed sake of space, it is shown in a condensed (depending on your version ) format. Blank Web 2 Sequencing Web PowerPoint Created by Craig Mason Sequencing Web PowerPoint Created by Craig Mason Summarizing • This web can be used for: – Prewriting a summary paragraph • • • • • Literature Nonfiction Current Events Video Clips Oral Presentations Example Blank Web • How to use the web: – Create a topic sentence by identifying 3 key parts: – – – – Item (what it is you are writing about) Verb (the ‘Depth of Knowledge’ verbs will give you some ideas… see tab) Finish the thought you are expressing Rewrite the 3 parts above into a real sentence – Create a fact outline – Words or phrases that are key to the main idea – Finally, use the web to write your summary! Summarizing Web Create a summary topic sentence by using the 3-part IVF method. (Item Writing About) (Strong Action Verb) Horses of the Sea Describes (Finish Your Thought) What a seahorse looks like and how it protects itself (Copy the Summary Topic Sentence Here) The passage, “Horses of the Sea,” describes what a seahorse looks like and how it protects itself. Create a Fact Outline • First, use a word that reminds you of the passage • Next, think of 3 – 5 important events • Last, use a word that reminds you of the end • List main ideas, thoughts, and details • Don’t use sentences • Keep your facts in the right order • When finished, write your summary paragraph using your topic sentence and fact outline • Seahorses Blank Web • 6-12 inches long • curved tail • plates of armor • special fin • change colors • see sideways Summarizing Web See Verbs Hide Verbs Create a summary topic sentence by using the 3-part IVF method. (Item Writing About) (Strong Action Verb) (Finish Your Thought) (Copy the Summary Topic Sentence Here) PowerPoint Created by Craig Mason Create a Fact Outline • First, use a word that reminds you of the passage • Next, think of 3 – 5 important events • Last, use a word that reminds you of the end • List main ideas, thoughts, and details • Don’t use sentences • Keep your facts in the right order • When finished, write your summary paragraph using your topic sentence and fact outline Level 1 Arrange Repeat Recall Calculate Define State Tell Draw Identify Recognize List Label Illustrate Measure Describe Quote Level 2 Relate Compare Estimate Cause/Effect Separate Classify Infer Categorize Organize Construct Predict Interpret Distinguish Show Explain Level 3 Revise Apprise Critique Formulate Hypothesize Assess Investigate Differentiate Conclude Draw conclusions Level 4 Design Connect Synthesize Apply Analyze Create Prove Classifying Chart • This web can be used for: – Prewriting an opinion piece – Classifying items into subgroups • How to use the web: Example Blank Web – For an opinion piece, refer to your discussion web for your claim – Place your claim in the top box – Next, choose the reasons that support your claim that you’d like to go into detail on – Under each reason, support it with detailed elaborations/cited evidence Classifying Web (Claim) Although cats are quiet and self-reliant, I prefer dogs because they are loyal. (Reason 1) Dogs are loyal and show their love with kisses (Reason 2) You can teach dogs to do tricks - When I’m sad, my dog - Sit, stay, rollover, shake, cheers me up with kisses dance, play dead Blank Web (Reason 3) You can take dogs for a walk - Dogs help keep you healthy - My dog always comes when I call her Elaborations for ¶1 Elaborations for ¶2 Elaborations for ¶ 3 Classifying Web (Claim) (Reason 1) (Reason 2) (Reason 3) PowerPoint Created by Craig Mason Elaborations for ¶1 Elaborations for ¶2 Elaborations for ¶3 Two-Column Chart • This chart can be used to for: – Note Taking – Organizing Information – Explicit Instruction of Main Idea/Supporting Details • How to use the chart: – – – – Example Blank Web Put the topic at the top List the main idea(s) on the left, denoted with a star List the supporting details to the right, denoted with a slash List any details that support those already listed directly under the detail, denoted with a dot – Can also be color-coded: Topic = Green Main Idea = Yellow Details = Pink/Red Two-Column Web T = Parts of Speech Nouns Adjectives People Places Things Ideas Describes Our Senses • Smell • Taste • Touch • Hearing • Sight Describes Our Emotions Blank Web 2 Column Web PowerPoint Created by Craig Mason Three-Column Chart • This chart can be used to: – – – – Compare two items (similar to Venn diagram) KWL chart Blank Web Read-Recall Storyboard a writing piece • How to use the chart: Compare Example Storyboard Example – Venn: Differences on the outsides, similarities in the middle – KWL: Self-explanatory – Read-Recall: 1. read a text, jot down details in first column 2. reread the text, jot down additional details in 2nd column 3. jot down new details you learned from 3rd reading Comparing Web T = Comparing soccer and hockey Item 1 Similarities Item 2 Hockey Soccer Shoes with spikes No hands Ice skates Shorts Goalies can use hands Pants Ball 5 players and 1 goalie Gloves Use head, knees and feet Scores count by 1 Puck Use sticks Blank Web Three-Column Web Blank Web Comparing Web (Three-Column) PowerPoint Created by Craig Mason Cause and Effect Chart • This web can be used to: – Identify multiple causes to a single event – Identify multiple effects of the event Example Blank Web • How to use the web: – Place the intended event (topic) in the center box – Identify the causes of the event in the boxes on the left – From background knowledge – From research – Identify the resulting effects in the boxes on the right Cause and Effect Web (Cause of the Event) (Effect of the Event) Hot and Cold Temperatures Destruction of Property (Event) Tornadoes (Cause of the Event) (Effect of the Event) Time of Year Loss of Life (Cause of the Event) (Effect of the Event) Geography Unexpected Costs Blank Web Cause and Effect Web (Cause of the Event) (Effect of the Event) (Event) (Cause of the Event) (Effect of the Event) PowerPoint Created by Craig Mason (Cause of the Event) (Effect of the Event) Discussion Chart • This web can be used to for: – Classroom discussions about curriculum topics – Sharing opinions on various topics – Citing factual info from text or videos • How to use the web: Example Topic Ideas Blank Web 4 Spaces – Pose a debatable question in the center box Blank Web 8 Spaces – Debate/discuss opinions and background knowledge – Level Up: read an article or watch a clip and cite evidence – Level Up: research topic using multiple sources – As a class or individually complete the ‘Pro’ and ‘Con’ columns – Sum up your stance with a claim. (The occasion/position sentence type works great for this) – Take a step further: Use the chart to help you write your own opinion piece. Each ‘Pro’ box will be the starter to a paragraph Topic Ideas • • • • • • • • • • • Example Is a water park better than Disneyland? Is it better to be an only child than to have siblings? Topic Ideas Should children have a bed time? Should flavored drinks be available for lunch? Blank Web Should school be held 4 days instead of 5 days? 4 Spaces Should children be allowed to have TVs in their bedroom? Blank Web Should we have recess before lunch? 8 Spaces Are lead pencils better than mechanical pencils? Are student desks better than student tables? Should students be allowed to wear non-uniform clothes everyday? Are whiteboards a better tool than paper? Side 1 Yes/Pro Discussion Web You don’t have to pick up a cat’s doo-doo Side 2 No/Con Dogs are loyal and show their love with kisses (Question Posed) Cats are less expensive to own You can take dogs for a walk Are cats better pets than dogs? You can leave your cat home alone longer than a dog You can teach dogs to do tricks Cats are quiet pets Dogs do cute things that make people laugh Blank Web 4 Spaces Blank Web 8 Spaces (Claim) (Claim) Although Although cats arecats quiet areand lessself-reliant, expensive to I prefer own, dogs dogsare because a better they pet. are loyal. Side 1 Yes/Pro Discussion Web Side 2 No/Con (Question Posed) PowerPoint Created by Craig Mason (Claim) (Claim) Side 1 Yes/Pro Discussion Web Side 2 No/Con (Question Posed) Is Higher Education Necessary to be Successful? PowerPoint Created by Craig Mason (Claim) (Claim)