Introduction to Semantic Mapping

What is Semantic Mapping?

Semantic Mapping

Examples can be words, photos, drawings,

phrases

Web of words and related concepts

Unknown word in center of web surrounded by

examples

Create semantic maps of new words as you

read

Related terms: Graphic

Organizer Story Map

Concept Map

• Helps students identify and remember the meaning of a new word.

• Shows the relationship between words—antonyms, synonyms, and parts of speech.

How Is Semantic Mapping Important?

Draws upon current knowledge, firmly planting the new word. Helps your students learn new words and build background knowledge.

How does Semantic Mapping Help Students?

Builds students’ confidence, along with their background knowledge. When they feel like they are on solid ground in a subject, they get ready to explore new territory.

• Read a piece of text aloud with students.

• Start your demo by selecting a word to map (consider mapping a word students already know).

• Use words, images, and examples to convey as much information as possible.

How Can I Prepare Students to Use This Practice?

Model semantic mapping using a think-aloud approach:

Discussion Questions1. In what ways do you use semantic maps (also

known as graphic organizers) to teach academic vocabulary skills?

2. How does semantic mapping help struggling students and those with language-based learning disabilities?

3. In what ways can you use technology tools to help prepare your students to use semantic mapping?

How Can I Support Students' Use of Semantic Mapping?

Provide Clear ExplanationsGive Students Strategies and Models

Provide Opportunities for Practice

Use of Evidence-Based Practices

Plan instruction that considers students' readiness, learning needs, and interests.

Use a range of technology tools to:•engage learners at varying levels •engage learners in multiple ways. •offer students options for demonstrating understanding and mastery

Differentiated Instruction

Teacher-Dependent Ways to Differentiate

By ContentDifferent levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, audio materials, etc.

By ProductActivity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc.

By ProcessTiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

Student-Dependent Ways to Differentiate

By ContentDifferent levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, audio materials, etc.

By ProductActivity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc.

By ProcessTiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

Discussion Questions1. How can you increase the complexity of the maps

you use based on your students' needs?

2. Does some content lend itself better to use of semantic maps for vocabulary instruction?

3. How can peer collaboration help students in using semantic maps?

• Share different map templates with your students. • Use semantic maps to help your students understand

new, key words.• Give students repeated opportunities to use semantic

maps in all content areas.• Create a semantic map as a whole class activity;

encourage students to create maps in pairs or individually.

Activities Before Reading

• Make templates (paper or online) available for students as they read.

• Encourage students to use highlighters or sticky notes to mark words to insert later -- or use digital text and digital highlighters!

• Make use of digital tools that allow students to record voice notes, insert images, or other multimedia.

Activities During Reading

• Engage students in discussion of the text, using semantic maps to reinforce and solidify understanding.

• Have students share their maps with a partner or the group.• Use student maps and class discussion to build a map as a

group.

Activities After Reading

Discussion Questions1. In what ways can students use technology tools

before or after reading to create semantic maps?

2. In what ways do you differentiate instruction for struggling students?

3. What elements of semantic mapping is it important to emphasize when debriefing with students?

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(EDC) and the Center for Applied Special Technology (CAST).

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