ESL Thinking MapsESL Thinking Maps

Tree MapsTree Maps

Tree MapsTree Maps Classify information based on similarClassify information based on similar

QualitiesQualities Attributes Attributes IdeasIdeas

Develop inductively or deductivelyDevelop inductively or deductively May use list form to classifyMay use list form to classify May use details with phrases/sentences to May use details with phrases/sentences to

elaborateelaborate Move from circle map to tree map to Move from circle map to tree map to

organize brainstormingorganize brainstorming

Key WordsKey Words ClassifyClassify SortSort GroupGroup CategorizeCategorize Identify main idea and supporting idea(s)Identify main idea and supporting idea(s) Give sufficient and related detailsGive sufficient and related details Kinds ofKinds of TaxonomyTaxonomy

Page 47Tree Maps

CLASSIFYING

Name the thought process:

Frame of ReferenceFrame of Reference

Sorting listsSorting lists Frame explains WHY they are classifying in Frame explains WHY they are classifying in

that waythat way

Main idea and detailsMain idea and details Frame identifies the sources or past Frame identifies the sources or past

knowledge and experiencesknowledge and experiences

Tree Times Three Map ActivityTree Times Three Map Activity

Divide into small groupsDivide into small groups Choose a topic card – one per groupChoose a topic card – one per group Create a circle map of all possible Create a circle map of all possible

members of the topicmembers of the topic Create 3 tree maps classifying the same Create 3 tree maps classifying the same

information in 3 different waysinformation in 3 different ways For each tree map put in a frame of For each tree map put in a frame of

referencereference Discuss uses in your classroom(s)Discuss uses in your classroom(s)

Tree Maps for ELLsTree Maps for ELLs Lowest level – inductively develop vocabularyLowest level – inductively develop vocabulary

Begin with realia or picturesBegin with realia or pictures Grouping determined by the student(s)Grouping determined by the student(s) Begin with simple (dogs/cats) w/animals at topBegin with simple (dogs/cats) w/animals at top Put away cats and ask students to group dogs by Put away cats and ask students to group dogs by

category of choicecategory of choice Teacher verbalizes language at each stepTeacher verbalizes language at each step

Develops vocabulary and understanding that Develops vocabulary and understanding that objects or pictures can be classified and objects or pictures can be classified and named based on a particular criterianamed based on a particular criteria

Tree Maps for ELLs contd.Tree Maps for ELLs contd.

Level II – more sophisticated vocabularyLevel II – more sophisticated vocabulary Provide picturesProvide pictures Students sort Students sort Teacher verbalizesTeacher verbalizes Teacher asks for other subjects/items to be Teacher asks for other subjects/items to be

added to each sub-categoryadded to each sub-category Teacher adds picture that does not fit any Teacher adds picture that does not fit any

category (requires students to regroup and category (requires students to regroup and rename the categories to include new item)rename the categories to include new item)

Using pictures and/or realia, students classify information andthe teacher writes and verbalizes the name of the category.

As an extension, the teacher can remove one of the categories,thereby creating the need for new categories and vocabulary.

Animals

Cats ?

Dogs

Dogs ?

The Tree Map for the English Learner(pages 74 - 75 )

Use inductively

tobuild

vocabulary

Using picture cards of well known people or characters, thestudents can organize them into categories that are then named,written, and spoken by the teacher. By introducing a new picture,that does not fit into the categories, the students must reorganize

and learn new vocabulary.

Well Known Characters

StorybookCharacters

PoliticalLeaders

FamousSingers

Well Known Characters

? ???

Principal

Tree Maps for Ells Contd. Tree Maps for Ells Contd.

Classification of synonyms – denotative Classification of synonyms – denotative vs. connotative meaningsvs. connotative meanings Words for womenWords for women

• Positive, negative, neutral, figurative languagePositive, negative, neutral, figurative language

CognatesCognates Cognates vs. False CognatesCognates vs. False Cognates

Words for Woman

Positive Negative Neutral FigurativeLanguagefemalelady nag

shrewprincess Belle ofthe ball

When students are learning English, there are elements ofculture that have been learned by native speakers by simplybeing exposed throughout their lives. One area that causesproblems for the English learner is the connotative meaning

associated with particular words. The Tree Map can be usedto teach and classify synonyms according to their connotative

tones.

The Tree Map for the English Learner(page 77)

ConnotativeLanguage

By classifying cognates on a Tree Map, the students have theopportunity to increase their vocabulary by seeing the

resemblance between words in their native language andEnglish. Also it can be used to classify false cognates and,

hopefully, prevent embarrassment associated with inappropriate word usage.

Cognates

SpanishWord

False Cognates

EnglishWord

magia magic

clase class

familia family

SpanishWord

EnglishWord

ropa clothes

pie foot

globo balloon

The Tree Map for the English Learner(page 76)

Classify Cognates

andFalse

Cognates

Tree Maps for ELLs Contd.Tree Maps for ELLs Contd.

Deductive - classifying specific information Deductive - classifying specific information from texts or other sourcesfrom texts or other sources Story elementsStory elements

• Begin with simple (Begin with simple (Gingerbread ManGingerbread 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 Gingerbread Man

Characters Setting Problem Solution

As students are exposed to literature, they learn about theliterary elements the are present in the writing. The teacher

can use a Tree Map during or after a story to classify and namethese elements. At the lower levels the teacher can use

pictures, in addition to words.

The Tree Map for the English Learner(page 78 )

Identify Story

ElementsAcademic Language

Tree Maps for Ells Contd.Tree Maps for Ells Contd. Note taking: Teacher provides categories Note taking: Teacher provides categories

before text is readbefore text is read Writing a compositionWriting a composition

Big idea at top (Polar Bears)Big idea at top (Polar Bears) Main ideas as sub-categories (physical Main ideas as sub-categories (physical

characteristics, habitat, eating habits)characteristics, habitat, eating habits) Elaboration under eachElaboration under each Different color ink for each sub-categoryDifferent color ink for each sub-category One paragraph for each with same color inkOne paragraph for each with same color ink

Polar Bears

PhysicalCharacteristics

Habitat Eating Habits

Sources of Information

1.

2.

3.

The Tree Map is an effective tool for the English languagelearner to use for report writing. At the early levels the teacher

should suggest possible categories of information and guide the students in creating a Tree Map to use. In pseudo-matrix form, the students can write the source of the information at the side.

Each category of informationis written in a different color.

The Tree Map for the English Learner(page 80)

Organizing for

Writing a Report

The Tree Map can be used for note taking in the different contentareas. Before the material is presented, the teacher determineswhat she wants the students to gain from their exposure to theinstructional materials and she constructs a Tree Map for their

use that will enable the students to record the desired information.

Types of Triangles

Right Obtuse Acute

Types of Triangles

EquilateralScaleneIsosceles

The Tree Map for the English Learner(page 79)

Identify Essential

Information and

Note taking

Tree Maps for Ells Contd.Tree Maps for Ells Contd. Expressive Writing Expressive Writing

Favorite holiday (Christmas) as headingFavorite holiday (Christmas) as heading Students w/teacher decide categoriesStudents w/teacher decide categories Students provide detailsStudents provide details Use color-codingUse color-coding Oral rehearsal with partner before writingOral rehearsal with partner before writing Lowest levels can draw pictures and then Lowest levels can draw pictures and then

produce orallyproduce orally Backwards construction w/model essayBackwards construction w/model essay

cut sentences apartcut sentences apart students place on tree map students place on tree map

Christmas

Decorations Food Activities

The Tree Map is an effective tool for the English LanguageLearner to use for expressive writing. At the early levels the

teacher should suggest possible categories of information and guide the students in creating a Tree Map to use for gathering

information. Details can be either drawn or written and the students may either verbalize or write the information.

either drawn or written and the students may either orate or write a composition.

Each category of informationis written in a different color.

The Tree Map for the English Learner(page 81)

Organizing for

ExpressiveWriting

Tree Maps for Ells Contd.Tree Maps for Ells Contd. Sentence constructionSentence 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 like can can looklook (fresh) (fresh) fishfish standstand (on two legs) (on two legs) scaryscary growl growl talltall

Brown bears like fresh fish.Brown bears like fresh fish.They can stand on two legs and growl.They can stand on two legs and growl.Brown bears look scary and tall. Brown bears look scary and tall.

Complete in stages beginning with Complete in stages beginning with simple/basic and moving to additional words. simple/basic and moving to additional words.

Brown Bears

like can look

The Tree Map can be used at the beginning levels of English acquisition to model sentence construction with the students.On the sub-category line the teacher provides “connecting”words that are necessary for making complete thoughts.

The Tree Map for the English Learner(pages 82 - 84)

Brown Bears

like can look

fish stand scary

Brown bears like fish.Brown bears can stand.Brown bears look scary.

The Tree Map can be used at the beginning levels of English acquisition to model sentence construction with the students.After placing “mortar” words on the sub-category lines, theteacher requests “details” that can be provided using that

particular mortar word.

Brown Bears (They)

like can look

(fresh) fish stand(on two legs)

scary

tall

Brown bears like fresh fish.They can stand on two legs and growl.Brown bears look scary and tall.

As the students progress in their language proficiency, theteacher can demonstrate how to incorporate pronoun

substitution, combining ideas, and adding descriptive language.

growl

ConstructingSentences

Great for Assessment!

A “Growing” Tree Map

TREE MAP

HomeworkHomework Use the circle map as a brainstorming Use the circle map as a brainstorming

activity activity Use the information on the circle map to Use the information on the circle map to

create a tree mapcreate a tree map Use a frame of reference for both if Use a frame of reference for both if

possiblepossible Create multiple tree maps from one circle Create multiple tree maps from one circle

map if possiblemap if possible Bring BOTH to the next meeting to share Bring BOTH to the next meeting to share

(February 3, 2010)(February 3, 2010)