Strategy: Semantic Maps
Heimlich, J. E., & Pittelman, S. V. (1986). Semantic mapping: Classroom Applications. Newark, DE: International Reading Association.teaching. Forum, 33(3), 6-9.
Gunning, T. G. (2004). Creating literacy instruction for all children. Boston: Allyn & Bacon.
A Semantic Map is one type of graphic organizer. It helps students visually organize and graphically show the relationship between one piece of information and another. This strategy has been identified by researchers as an excellent technique for increasing vocabulary and improving reading comprehension. As a prereading activity, Semantic Mapping can be used to activate prior knowledge and to introduce key vocabulary words. As a postreading activity, words, categories, and new concepts can be added to the original maps to enhance understanding. If the strategy is used during both prereading and postreading instruction, it is suggested that different colored pens be used as ideas are recorded.
Note: In the beginning, the teacher may choose to write down not only the key word to be considered but also some categories. As the students become more adept at using this strategy, the categories will be determined by the class.
Refer to the examples with the information on Graphic Organizers.
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