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Download a thinking maps pack featuring eight different templates here.
It’s 10 o’clock on Monday morning and the literacy lesson in Green class is in full swing. The children are well organised and appear to be working purposefully on the task at hand.
Each child has a photocopied passage (differentiated for various reading abilities) and is working through a set of related questions that address the old assessment focuses.
Answers are written neatly in an English exercise book. As I ask one child what she is doing, she explains, “It’s a comprehension”.
Perhaps this practice sounds familiar to you.
It has certainly been a well-established way of teaching, stretching back to the beginning of the last century – but is it an approach we should still be using, especially as we now know so much more about developing reading comprehension?
A group of schools in Richmond has been focusing on developing reading comprehension in the upper primary years using wellresearched, evidence-based teaching strategies.
One of the key elements has been the use of visual organisers to structure children’s thinking. It’s an approach that allows teachers to assess pupils’ prior knowledge and understanding, and then plan the appropriate next steps so that learning is both deepened and accelerated.
At East Sheen Primary, one of the participating schools, Thinking Maps (developed by Dr David Hyerle) are used across the whole curriculum by every child from Reception to Year 6.
There are eight maps in total, and each is used to develop a different thought process. (see panel overleaf.)
The box around each of the maps (shown in the panel below) is called the ‘frame of reference’. Here we record how we came to know the information recorded on each map – did we, for example, learn this from reading the book, watching a video, or from teachers and parents?
This encourages children to be reflective about what they are learning, and consider not only what they know, but also how they know it.
In terms of reading, this is an introduction to identifying sources, which older children can develop further by making judgements about the reliability and validity of those sources.
Used for: Defining in context
For example: In the inner circle, children write what they want to define – eg traditional tales. Then, in the outer circle, they record in writing or pictures everything they know about this subject.
Used for: Describing
For example: In the middle circle, children write or draw the person or object they are describing. The outer circles are used to record the adjectives that describe the central person/object.
Find our free downloadable bubble graphic organizer PDF here.
Used for: Compare and contrast
For example: Children write character names in the middle two circles. The circles that link to both are used for noting similarities. Those linking to only one character are for differences.
Used for: Sequencing
For example: With a story, eg Little Red Riding Hood, children use the main boxes to sequence what happens in that story. The smaller boxes are for adding additional information, such as describing how the characters are feeling.
Used for: Cause and effect
For example: In Romeo and Juliet, the map can be used to identify the causes and effects of the different events in this story.
Used for: Classifying
For example: Identifying different themes within a story.
Used for: Whole parts
For example: Identifying the parts of a story (beginning, middle and end), then breaking down each part into further components, eg ‘what makes up the beginning of a story?’.
Used for: Seeing analogies
For example: Looking at the factor that links together villains in traditional tales.
Using the maps to support reading comprehension wasn’t well-established, but the potential was immediately obvious to East Sheen’s staff. Year 6 teacher Carla Ruocco, and literacy lead Debbie Canner set out to integrate thinking maps into reading lessons to examine the impact on children’s reading comprehension.
“As educators we are becoming more aware of the importance of children’s working memory,” says Carla.
“What we see is that as children become fluent with the use of Thinking Maps, they immediately know what type of thinking is required for the task at hand, and that frees up more thinking capacity for the subject, rather than the process of recording.”
Debbie and Carla also extended the use of the maps by introducing colour coding. Each time the children revisited a map throughout a sequence of lessons, a different colour would be used for recording.
In this way the children could demonstrate changes in thinking. When sharing their maps with other groups, the class or the teacher, they were asked to explain and justify these changes.
In this sequence, a number of maps were used to support the children’s comprehension. To begin, the children read a picture book for homework – Memorial, written by Gary Crew and illustrated by Shaun Tan.
This thought-provoking book about the impact of war on four generations of an Australian family generated some deep, reflective responses amongst the class.
After reading, the children recorded their initial responses on a circle map. They noted their first impressions, any questions they had about the text and anything they found strange or puzzling.
The completed maps were used to initiate discussion in a guided reading session with the teacher. The children then shared these thoughts.
Debbie and Carla noted that there was far less teacher talk than usual. That rather than being fed a series of predetermined questions, the children were able to reflect more on their own responses and to make connections both with their own experiences, and with other texts.
The children listened attentively to each other’s ideas and raised their own questions as they were confronted with different ways of thinking about the text.
Revisiting the text is an important part of the process. It allows children to build on the ideas that they have started to formulate, and to search for their own answers to any questions or confusions they might have.
There can be a tendency to move children quickly through one text to the next, but in doing so opportunities for deeper learning can be lost.
The children reviewed the book page by page, moving on to the next page only once there was a general consensus that the group had fully explored their ideas.
The children studied the pictures and the text, noticing details that had passed them by on the first reading, and were encouraged to add any new questions or thoughts to their circle maps.
By using a different colour pen, it was clear how the children’s understanding had developed from their initial ideas at home as a result of the guided session.
When developing reading comprehension, the role of the teacher is to work with children’s current understandings, to prompt and pose questions that enable them to make connections.
You should probe their understanding and help them become more explicit about their ideas, as well as being able to justify them, and help develop their metacognitive skills.
To help deepen their understanding of the book, the children used a double bubble map to compare and contrast two symbols that are used in the story to represent remembrance – a statue and a tree.
They completed this together, again, with very little teacher input, with the map helping to clearly organise their thoughts.
In making their points, they were asked to give a well-reasoned response, even though their answers differed from each other.
At the end of the session the children were asked to summarise their understanding of the story and review their circle maps to see if there were any unanswered questions.
This revealed that children’s comprehension had deepened further and also served as an assessment to see where this could be expanded in the following session.
In preparation for the next session the children read a short story, ‘A World with No War’, by David Almond, which was selected as it has similar themes to Memorial.
Following a brief discussion in which children voiced their first impressions, Debbie and Carla presented the tree map for the children to record any themes that they identified.
“We were very impressed with how, in completing the map, the discussion was focused and channelled,” they said.
“The children were not only able to identify the themes and justify their thoughts, but they also recognised the similarities with Memorial and made other connections with other familiar texts, such as Romeo and Juliet.”
In the process of using thinking maps to develop reading comprehension, the teachers noticed that discussions in class needed much less of their input, yet remained focused.
They also noticed that, on the few occasions they did intervene, they were able to offer more thoughtful input, which could take the children’s thinking to a deeper level.
Children who were already familiar with this process from other subjects also commented favourably, saying that the maps helped them explain their thinking about challenging texts and also that it would enable them to learn more independently in their reading groups.
If you want to implement Thinking Maps into your class, here are some great First World War stories used in the Reading Project that work perfectly with this method:
Nikki Gamble runs Just Imagine Story Centre. For further information about Developing Excellence in Teaching Reading 7-14, contact firstname.lastname@example.org.
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