Thinking Maps
Over the years, Morrisville Elementary has used Thinking Maps as a way of engaging the children in brainstorming, planning, extending, challenging, and utilizing new strategies to teach children. Thinking Maps is one of those strategies. Throughout the year we use thinking maps for a variety of items throughout the different academic areas. Below I have attached some of the most common Thinking Maps we use. Feel free to print off additional worksheets or have your child practice using them when retelling certain aspects of a story. However, your child will need to draw them starting second quarter.
Circle Map- great for description and inferences (character, setting, connections).
Flow Map- great for retelling what happened with details (sequence of a story, major events, how-to). Make sure to use textual support by being specific with the people and places. Also, use your transitional words: first, then, next, and finally.
Bubble Map- great for describing people, places, or things using adjectives only inside the bubble. Around the outside the student will use textual support to share examples of how the character exhibits those characteristics.
Double Bubble Map- great for comparing/contrasting characters, places, or things using adjectives only inside the bubble. Around the outside the student will use textual support to share examples of how the character exhibits those characteristics.
Circle Map- great for description and inferences (character, setting, connections).
Flow Map- great for retelling what happened with details (sequence of a story, major events, how-to). Make sure to use textual support by being specific with the people and places. Also, use your transitional words: first, then, next, and finally.
Bubble Map- great for describing people, places, or things using adjectives only inside the bubble. Around the outside the student will use textual support to share examples of how the character exhibits those characteristics.
Double Bubble Map- great for comparing/contrasting characters, places, or things using adjectives only inside the bubble. Around the outside the student will use textual support to share examples of how the character exhibits those characteristics.