Below you can see what semantic maps do to help students build connections between words by classifying words related to a specific content.
Semantic
Maps:
•builds
connections between groups of semantically connected words
•is
highly flexible and adaptable to different contexts
•concepts
are tied graphically to each other
•can
be adapted to enhance vocabulary instruction in any reading program
How to use the Semantic Map:
The
Lesson Plan:
Introduce the Concept
Brainstorm
Make the semantic map
Read the selection
Discuss the selection and revise the
map
Active Engagement
I chose to illustrate the use of a semantic map with a book I used in Alaska called: Polar Lands which is published by Steck-Vaughn. If you click on the image below you can download the document that has all the information presented below.
- I chose to use the category "Wildlife" and begin by introducing the word to the students by writing it on the board.
- Then I ask my students to brainstorm a list of words related to the topic and explain what wildlife means: living things other than human or tame
Brainstorm
•Ask
students to brainstorm a list of words related to the word “wildlife”
•They
might suggest elephants, deer,
wolves, bear.
•Now
add words from your text: Polar
Lands (examples)
penguins, moose, whales, otters, seals, fox,
snowy owls, ptarmigan
•If
necessary show a picture of wildlife they may not know.
Make the Semantic Map
•Tell
students that a semantic map can help them understand relationships between words.
•Have
them use the list of words that they brainstormed about
wildlife to make the semantic map.
wildlife to make the semantic map.
•Have
them look at the words and say: “Let’s group these words into categories. What do whales and
otters have in common? (They live in the water.)
•Print
the word water on
the board with a line connecting it to “Wildlife”.
•Then
ask what other words can you group with water? (penguins, seals)
•Ask:
“Can we group the rest of the words into a category?
What do they have in common? (They live on land.)
What do they have in common? (They live on land.)
•Then
print the word Land on
the board and draw a line connecting it to the word “Wildlife”
•Ask
students what other words they can add to this list?
( moose, fox, bear, wolves, elephants)
Here is what the Semantic Map might look like before reading:
Read the Selection
After completing the preliminary
semantic map. Have students read the Book: Polar Lands: Animals
of the Arctic. This can be done independently, in pairs or read aloud as a
whole group.
Discussion of the Selection and Revise the Map
•After reading the text
ask students if there are any other animals
that need to be added the map.
•What other land
animals did we learn about? walruses, musk oxen,
caribou- add to these to the map.
•What other water
animals did we learn about? ocean sea, spiders, krill
Active Engagement
•Provide situations in
which students can interact with and discuss words on the map.
•Compare 2 animals-
alike and different
•Choice questions
•Can a penguin be found
on land and in the water?
•What other wildlife
could you find on land and in the water?
Think about what topics you will be teaching in the next few weeks. Try to pick one that you can use with making a semantic map. What I love most about this strategy is that doesn't take any prep time and is really easy to do. I hope you will try it.
If you have missed any of the first 5 parts you can access them by clicking on each part below:
Part 6
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