Introduction to Semantic Mapping

1. Introduction to Semantic Mapping

2. What is Semantic Mapping? • Web of words and related concepts • Unknown word in center of web surrounded by examples • Examples can be words, photos, drawings, phrases • Create semantic maps of new words as you read • Related terms: • Graphic Organizer • Story Map • Concept Map

3. How Is Semantic Mapping Important? • Helps students identify and remember the meaning of a new word. • Shows the relationship between words—antonyms, synonyms, and parts of speech.

4. How does Semantic Mapping Help Students? • Draws upon current knowledge, firmly planting the new word. • Helps your students learn new words and build background knowledge. • 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.

5. How Can I Prepare Students to Use This Practice? • Model semantic mapping using a think-aloud approach: • 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.

6. Discussion Questions 1 • In what ways do you use semantic maps (also known as graphic organizers) to teach academic vocabulary skills? • How does semantic mapping help struggling students and those with language-based learning disabilities? • In what ways can you use technology tools to help prepare your students to use semantic mapping?

7. How Can I Support Students' Use of Semantic Mapping?

8. Use of Evidence-Based Practices • Provide Clear Explanations • Give Students Strategies and Models • Provide Opportunities for Practice

9. Differentiated Instruction • 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

10. Teacher-Dependent Ways to Differentiate • By Content • Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, audio materials, etc. • By Product • Activity 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 Process • Tiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

11. Student-Dependent Ways to Differentiate • By Readiness • Options in content, topic, or theme, options in the tools needed for production, options in methods for engagement • By Profile • Consideration of gender, culture, learning styles, strengths, and weaknesses • By Process • Identification of background knowledge/gaps in learning, vary amount of direct instruction, and practice, pace of instruction, complexity of activities, and exploration of a topic

12. Discussion Questions 2 • How can you increase the complexity of the maps you use based on your students' needs? • Does some content lend itself better to use of semantic maps for vocabulary instruction? • How can peer collaboration help students in using semantic maps?

13. Activities Before Reading • 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.

14. Activities During 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.

15. Activities After 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.

16. Discussion Questions 3 • In what ways can students use technology tools before or after reading to create semantic maps? • In what ways do you differentiate instruction for struggling students? • What elements of semantic mapping is it important to emphasize when debriefing with students?

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