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 words, photos, drawings,
phrases
• Create semantic maps of new words as you
read
• Related terms:
– Graphic Organizer
– Story Map
– Concept Map
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.
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.
How Can I Prepare Students to
Use This Practice?
• Model semantic mapping using a thinkaloud 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.
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?
How Can I Support Students' Use
of Semantic Mapping?
Use of Evidence-Based Practices
• Provide Clear Explanations
• Give Students Strategies and Models
• Provide Opportunities for Practice
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
Teacher-Dependent
Ways to Differentiate
• By Content
– Different levels of reading or resource materials, reading
buddies, small group instruction, curriculum compacting, multilevel 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
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
Discussion Questions 2
1. How can you increase the complexity of
the maps you use based on your
students' needs?
2. Does some content lend itself better to
use of semantic maps for vocabulary
instruction?
3. How can peer collaboration help students
in using semantic maps?
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.
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.
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.
Discussion Questions 3
1. In what ways can students use
technology tools before or after reading to
create semantic maps?
2. In what ways do you differentiate
instruction for struggling students?
3. What elements of semantic mapping is it
important to emphasize when debriefing
with students?
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).
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