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 words— antonyms, 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 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?

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 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?

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@air.org.