Clustering-Webbing-Mapping+-+Catherine

media type="custom" key="5133455" It can be used in a large group or small group instruction. You can also work individually with students using this method. It begins with a word circled in the center, then connect the word to related ideas, images, and feelings which are also circled or written in an outer circle. It is a great strategy for the use of prewriting.
 * DEFINION FROM SDAIE STRATEGIES: Clustering/webbing/mapping**

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My Video
==My video is a lesson I did in small group with 1st grade students. We are learning about How Plants Live and Grow. In this lesson, the students watch a short video about "What Plants Need to Grow" and then I work with a small group of EL students and help them understand the video by showing them pictures of the sun, soil, rain, and a picture of a child watering a plant. I then helped them fill in a circle map like the one shown below with 'Plants Need" in the center and then the word Sun, Soil, and Rain are placed in the outer circle and each child draws a picture under each word. The next day the children will write a few sentence; "Plants need ......". The EL students will use their circle map to help them write their sentences. This is both a visual and auditory modality. put video here The best mapping strategies I have seen are Thinking Maps. This is an example of a Circle Map from Thinking Maps:==

EXAMPLE OF CIRCLE MAP


(SOURCE: h[|ttp://www.thinkingmaps.com/])


 * SUGGESTIONS FOR USING CLUSTERING/WEBBING/MAPPING**

Webs, clusters or maps can be used for organizing information in all subject areas:

1) Writing - organizing your thoughts before you write may help all students write more information and details. 2) Science - when learning new information with new vocabulary words, clustering can be helpful to organizing the information to study for a test or just to review a new concept. 3) Social Studies - like Science mapping out your new information will help you map out the timeline of important events 4) Reading - when comparing/contrasting two stories or two characters from a literature book, the double-bubble map shown below can help students point out similarities and differences of the story, events, or characters.

EXAMPLE OF DOUBLE-BUBBLE MAP (This map can be used for compare/contrast lessons).

STATISTICS ABOUT USING SDAIE STRATEGIES
According to the California Dept. of Education's 1997 Language Census, only 21.6% of the LEP students (298,395) had an instructional program which included ELD, SDAIE, and LI support. 19.9% of the LEP students had a program which included ELD-SDAIE instruction. (That's only a combined total of 41.5% of the LEP students in the state of California who are receiving Specially Designed Academic Instruction in English) 29.7% (410,127) had ELD and LI instruction. 11.5% had ELD only. 1.4% withdrew from the bilingual program. And 16.0% had no LEP services at all. From these statistics we can see that only 21.6% of the LEP students ate participating in a program which has been shown to be most effective. retrieved from: []