Procedure for creating Semantic Mapping |
Kimberly Carey
Course: EEC 428 Professor: Dr. Lori Piowloski Minnesota State University, Mankato |
- Main Concept (New Concept) - in this box place the word/concept that you will be teaching to the children
- What is it? (Characteristics) - in these boxes list characteristics for the students or combine the boxes into one box and put the definition here, use the one in the textbook, if one is given
- What is it like? - this might include synonyms or other terms that are similar. Another option might be similar to the diagram on the right,
What it is not - this is where we can list things that we know it is not and do antonyms of the word - Examples - could be diagrams or draws of what the concept would look like, you could also list different descriptions of the concept (Miller &Veatch, 2011, p.16)
How to Teach students to create a Semantic map
Step 1: Provide Clear Explanation
-Describe the purpose of the map to the students so they understand the meaning behind why they are doing it -Show students that there are tools that can help them create the semantic maps electronically which are: - Inspiration - see example - Visual Thesaurus - Lexipedia Step 2 : Model Strategies with Diagrams -Talk aloud while you are showing your students how to create the map, this will allow students to know what you are thinking and then understand why you are writing what you are -Start out with a concept the children already know, this will allow the students the chance to focus more on the mapping then the new concept you want them to learn -Allow students access to all different types of maps and resources -Show the students none examples as well or poor examples and give them a chance to talk about what the semantic map is lacking or what could be changed or fixed Step 3 : Independent Practice -Make sure there are plenty of resources for the students to help them if they need assistance and make sure the teacher is available to help as well -Students are encouraged to create electronic (software resources above), as well as hand written semantic maps -Allow students many different opportunities to practice (Power Up What Works, n.d.) |
Semantic Mapping in Class
(ThorneGriffin's channel, 2011)
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Variations
(Culturally Responsive Classroom, n.d.)
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Variations of semantic mapping include diagrams such as this one on the left called the Frayer Model, which seems to be a very common method and very simple to create and use. I use this type of vocabulary learning in my classroom. I often have students write a vocabulary word on a note card then divide the paper into four with the definition from the book, examples, non-examples and any characteristics of the term or important information.
Another variation might include a semantic feature analysis chart like the polygon chart on the left. The concept or terms are along the left side and the features are placed along the tops. After children know the definition of the terms, they then can decide if the term fits in with those features and can check or plus (+) the box if not they can leave it blank or can place a minus (-) in the box (Miller & Veatch, 2011, p.18). Additional ResourcesUsing Semantic Maps to Develop Word Meaning
Semantic/Concept Mapping Adolescent Literacy Teaching Word Meanings as Concepts
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References
ASCD. (2015). Frayer
model for composite numbers. Retrieved from http://www.ascd.org/publications/books/105137/chapters/Reading-in-the-Mathematics-Classroom.aspx
Culturally Responsive Classroom. (n.d.). Semantic feature analysis. Retrieved from http://theculturallyresponsiveclassroom.weebly.com/semantic-feature-analysis.html
Inspiration Software, Inc. (2015). Concept map example. Retrieved from http://www.inspiration.com/visual-learning/concept-mapping
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Norman, P., & Toone, L. (2010, June 2). Building math vocabulary skills [PowerPoint]. Retrieved from http://www.slideshare.net/OrangeMath/building-math-vocabulary-skills
Power Up What Works. (n.d.). Semantic mapping. Retrieved from http://powerupwhatworks.org/strategy-guide/semantic-mapping
ThorneGriffin's channel. (2011, December 10). Semantic mapping in class [Video file]. Retrieved from https://www.youtube.com/watch?v=ora3uUVmQGs
Culturally Responsive Classroom. (n.d.). Semantic feature analysis. Retrieved from http://theculturallyresponsiveclassroom.weebly.com/semantic-feature-analysis.html
Inspiration Software, Inc. (2015). Concept map example. Retrieved from http://www.inspiration.com/visual-learning/concept-mapping
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Norman, P., & Toone, L. (2010, June 2). Building math vocabulary skills [PowerPoint]. Retrieved from http://www.slideshare.net/OrangeMath/building-math-vocabulary-skills
Power Up What Works. (n.d.). Semantic mapping. Retrieved from http://powerupwhatworks.org/strategy-guide/semantic-mapping
ThorneGriffin's channel. (2011, December 10). Semantic mapping in class [Video file]. Retrieved from https://www.youtube.com/watch?v=ora3uUVmQGs