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Introduction to Semantic Mapping

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Introduction to Semantic Mapping What is Semantic Mapping? Web of words and related concepts Unknown word in center of web surrounded by examples Examples can be ... – PowerPoint PPT presentation

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Title: 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 wordsantonyms,
    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
  1. 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?

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?

17
Disclaimer
  • Awarded through a cooperative agreement from the
    U.S. Department of education, Office of Special
    Education Programs (OSEP), Grant H327G090004-10,
    PowerUp What Works was developed by a team of
    experts in education, technology, differentiated
    instruction/UDL, and special education at the
    Center for Technology Implementation, operated by
    the American Institutes for Research (AIR) in
    collaboration with the Education Development
    Center, Inc. (EDC) and the Center for Applied
    Special Technology (CAST).
  • This document contains information from other
    public and private organizations that may be
    useful to the reader these materials are merely
    examples of resources that may be available.
    Inclusion of this information does not constitute
    an endorsement by the U.S. Department of
    Education of any products or services offered or
    views expressed. This publication also contains
    hyperlinks and URLs created and maintained by
    outside organizations and provided for the
    reader's convenience. The Department is not
    responsible for the accuracy if this information.
    Further, the programs/models/resources featured
    on this site have not been extensively evaluated
    by CTI. This website was created and is
    maintained by American Institutes for Research
    (AIR) through funding from the U.S. Department of
    Education, Award H327G090004. For more
    information, send an e-mail to PowerUp_at_air.org.
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