All students can benefit from this learning strategy
In semantic mapping, students generate words related to a concept (or key word) that has been introduced in a lesson. Semantic maps provide a visual depiction of the relationships among key words.
Semantic Mapping is a learning strategy. Use explicit Instruction (explanation, modeling, guided practice, independent practice) to teach semantic mapping to students.
Semantic Mapping is a learning strategy. Use explicit Instruction (explanation, modeling, guided practice, independent practice) to teach semantic mapping to students.
Explain the strategy. Using a poster showing an example of a semantic map, explain the poster and explain the benefit students will experience from using semantic mapping.
1. The major concept or key word is placed in the center of the semantic map.
2. Related words are placed in shapes (squares, rectangles, and/or circles). These are connected with lines (or arrows) to show the relationships to the major concept.
3. Additional information, such as characteristics of the related words, or examples may also be placed in the shapes.
Model the strategy. Using explicit instruction, teach students how to use the strategy. Begin with modeling- Use a think aloud strategy, and voice out the thought process behind each stage. This may need to occur over the course of several days based on the needs of the students. A key component of semantic mapping is engaging the students in generating the descriptors and discussing the word relationships. These are essential to building understanding.
Guided practice: Guide students in performing the strategy in small groups or in pairs. During this time, scaffold the learning and support students who need assistance in using the strategy. They can also model the think aloud strategy (when in pairs) to strengthen comprehension and learning of the steps involved.
Independent practice: After guided practice, students should only use the strategy independently, once they have shown they have mastered the strategy. Students can also be given the opportunity to reflect on the strategy.
Adapted from Haager, D., Dimino, J. A., & Windmueller, M. P. (2007). Interventions for reading success. London: Paul H. Brookes Publishing Company
Haager, D., Dimino, J. A., & Windmueller, M. P. (2007). Interventions for reading success. Paul H. Brookes Publishing Company.
Johnson, D. D., Pittelman, S. D., & Heimlich, J. E. (1986). Semantic mapping. The Reading Teacher, 39(8), 778-783.
Margosein, C. M., Pascarella, E. T., & Pflaum, S. W. (1982). The effects of instruction using semantic mapping on vocabulary and comprehension. The Journal of Early Adolescence, 2(2), 185-194.
Stahl, S. A., & Vancil, S. J. (1986). Discussion is what makes semantic maps work in vocabulary instruction. The Reading Teacher, 40(1), 62-67.
Reading Rockets: Connecting Word Meanings Through Semantic Mapping