Thinking Beyond the Map: Using Thinking Maps for Vocabulary Development
Research says…
o Students need to be exposed to a word at least six times in context to learn the
meaning of the word.
o Even superficial instruction of new words enhances learning those words in
context.
o One of the best ways to learn a new word is to associate a mental image or
symbolic representation with it.
o Direct vocabulary instruction works.
o Direct instruction on words that are critical to new content produces the most
powerful learning.
Using Thinking Maps to Teach Vocabulary
Before Teaching a Lesson…
o Create a tree map to identify words that are critical to academic content for
several units you will be teaching this year.
o Use a circle map to brainstorm strategies to determine the meaning of a word.
o Check out the standards. Marzano (2005) states, “Teaching word parts enhances
students’ understanding of terms.” In the SC standards, there is a Greek and
Latin root and affix matrix beginning at grade 5.
o Use a bridge map to connect what students will learn with a related subject from
their prior knowledge is a powerful strategy for teaching new concepts and new
vocabulary words. Use words from their past experiences or learning that have a
similar relationship to new vocabulary terms. The words from their prior
knowledge serve as an “anchor” for the new learning.
During Teaching…
o Use a brace brace map to analyzing parts
of words. Color code the definition of the
prefix, suffix or base word. These can be
written in the frame of reference along
with the complete meaning of the word.
o The students can create Thinking Maps as
they read a piece of text. When this
technique is used, they are indirectly
learning vocabulary because they are using
academic vocabulary words in context as
they develop their maps.
After the Lesson…
o Use a brace map to identify similarities. This helps students understand related
concepts.
o Use a brace map to identify differences about general characteristics. This
deepens student understanding of each term and helps differentiate between two
similar terms.
o Play $25,000 pyramid and use a tree map after the game to record the clues,
illustrations, examples that helped students guess each vocabulary word.
Recommended Resources
Allen, J. (2008). More tools for teaching content literacy. Portland, ME: Stenhouse.
Allen, J. (1999). Words, words, words: Teaching vocabulary in grades 4-12. Portland, ME:
Stenhouse.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary
instruction. New York: Guilford.
Beers, K. (2003). When kids can’t read what teachers can do: A guide for teachers 6-12.
Portsmouth, NH: Heinemann.
Marzano, R.J., & Pickering, D.J. (2005). Building academic vocabulary. Alexandria, VA:
Association for Supervision of Curriculum and Development.