Description and Procedures for Teachers

Section 2: Vocabulary Development

Follow-up Activity:
Semantic Mapping
Description
Handout 2 provides examples of visual tools that can promote vocabulary development. This activity
focuses on one of them: the semantic map. Participants will use a semantic map in a lesson designed to
help struggling students.

Step by Step
1. Read Handout 2, especially the presentation of a semantic map on page 5.
2. Review the blank semantic map, noting the visuals for the main concept, the categories, and
for related words.
3. Review your core reading program and find an expository text within a lesson where use of a
semantic map would be appropriate. Adjust the map provided to fit the needs of the text and
core reading program lesson selected.
4. Examine the Semantic Map Lesson and identify which steps might be difficult with your
struggling students. Write down your ideas in the space provided in the supplement.
5. Use the second column in the supplement to write down your ideas as to how you would help
students who are having difficulty by adapting the lesson to fit their needs.
6. Justify the adaptations made and write down your reasoning in the third column of the
supplement.
7. Present your notes in your meeting. Share the rationale behind your lesson adaptations. Take
notes of any new ideas or suggestions.

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Vocabulary Development Handout 2 (1 of 5)

Graphic Organizers for Vocabulary Development

What is this?
Machines for building

Examples CONSTRUCTION
Examples Non-Examples
VEHICLES

Backhoe Train
Crane Race Car
Dump Truck Boat
What is it like?

Made to move things for construction

Can be used for lifting or digging
Can be used for building or tearing down
Can be used for carrying equipment

What is this?
Powerful ruler of a
country

Examples Non-examples
King MONARCH Principal
Emperor President
Sovereign Prime Minister

What is it like?
Has power over others
Not an elected person
Holds power for life

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Vocabulary Development Handout 2 (2 of 5)

Four-Square Vocabulary Map

Fold a sheet of paper into four sections.

Four-Square Vocabulary Map

Word What are some examples?

Picture can be added

What is it? What is it like?

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Vocabulary Development Handout 2 (3 of 5)

Student Knowledge Rating Checklist

GEOLOGY

How much do I know about these words?

Vocabulary Words I Can Define Have Seen/Heard Don’t Know

core √
mineral √
volcano √
geyser √
magma √
lava √

Student Knowledge Rating Checklist

TOPIC
How much do I know about these words?

Vocabulary Words I Can Define Have Seen/Heard Don’t Know

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Vocabulary Development Handout 2 (4 of 5)

Word Parts Word Web

television

TELE
(over a telethon
distance)

telephoto telegram

Other sample prefixes that can be used:

semi = half less = without bio = live tri = three

con = with mis = wrong cle = small orium = place for

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Vocabulary Development Handout 2 (5 of 5)

Sample Semantic Maps

Largest
mammal Warm-blooded

Cold water Mammal

Have hair

Live birth
Ocean

WHALE

Warm
water Blue

Plankton

Humpback

Migrate
Gray

Beluga

Car
VEHICLES
Ship
Bus Sailboat
Truck Motorboat
Train Raft
Airplane Bicycle Canoe
Glider Tricycle
Helicopter Scooter
Jet Skateboard

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Section 2: Vocabulary Development

Blank Semantic Map

= Concept = Categories = Related Words

(“big idea”) (“little ideas”)

(adapted from Texas Center for Reading & Language Arts, 2000b; Bryant, Ugel, & Hamff, 1999)

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Section 2: Vocabulary Development

SEMANTIC MAP LESSON

OBJECTIVE: Students will create a semantic map for a concept from
selected expository core reading text.

Reading
Comprehension
INSTRUCTIONAL CONTENT:
• Vocabulary: Concept and vocabulary development

INSTRUCTIONAL ACTIVITY:
• Semantic Map

Purpose: This activity teaches students how to use a graphic display

of information before, during, and after reading to promote reading
comprehension.

MATERIAL/AT:
(adapted from Schifini,
• Semantic map handout 1994; Vaughn Gross
Center for Reading and
• Concept and key vocabulary words Language Arts, 20003)
• Expository text

• Chalkboard

DELIVERY OF INSTRUCTION:

Grouping: Whole group divided into

small groups feathers rodents

1. Identify the concept to be taught.

2. Write the concept (e.g., the “big idea”:

talons Body Parts Food bugs
owl) on the chalkboard.
3. Ask students to think of words (e.g., the
“little ideas”: beak, rodents, nocturnal,
beak Owl
talons) that are related to or associated
with the concept.

4. Write these words on the chalkboard and

Sleeping Nesting
have students group them into categories. Habits Habits

5. Have students label each category (e.g.,

body parts, food).
nocturnal
6. Model how to create a semantic map using
the words generated by students and any

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Section 2: Vocabulary Development

other key vocabulary words.

7. Have students work in their groups to construct a semantic map on a designated concept for a
topic they will be studying.

8. As students read, have them add new vocabulary words to their maps. Discuss with students the
meaning of the new words and where they fit on the map.

9. After students read the passage, have them add any other vocabulary words to the map.
Discuss with the students how the semantic map might be expanded or reorganized to reflect
new information they learned.

PROGRESS MONITORING:

After the lesson, examine the students’ semantic maps to determine the information identified and
how it was categorized.

Periodically, provide students with appropriate-level reading passages and comprehension questions.
Identify the percentage of students’ correct responses and determine whether satisfactory
progress is being made to achieve annual goals. Make instructional decisions as needed.

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Section 2: Vocabulary Development

Supplement to Handout 2
A graphic organizer called a semantic map is provided on the Blank Semantic Map handout. You saw a
semantic map in the video on the OTRA CD showing a discussion of a book about penguins. Semantic
maps allow you and your students to examine a word or concept graphically. In this activity, examine
your core reading program and select expository text from a lesson in which you can use a semantic
map. Look at each step of the Semantic Map Lesson listed under “Delivery of Instruction,” and
highlight any steps that might be difficult for one or more of your struggling students. For example, you
might select step 5 if a student finds it difficult to identify categories. Once you have identified
potential problem steps, use the space below to note how you would adapt the step(s) to help your
struggling students perform the instructional activity.
Review the following example, then try the activity with your own text and concepts:

Big Idea from Expository Problematic Semantic Map Steps Adaptation to Step(s)
Text (from Semantic Map Lesson)
Example: Example: Example:
Owl Students have difficulty identifying • Provide five note cards, each
categories labeled with a word
associated with an owl (e.g.,
rodents, feathers, beak, bugs,
talons) to students.
• Review words labeled on note
cards to make sure students
know the meaning and how
each one is associated with an
owl (show picture of an owl).
• Have students discuss the
words on the note cards and
decide how to divide them
into two piles (students could
work in a small group,
independently, or one-on-one
with teacher). Tell students
to ask themselves, “What do
these words have in common”
as they decide how to divide
them (e.g., type of food, body
part, etc.).
• Once note cards are divided
into two stacks, give
student(s) two blank note
cards and ask them to write
the name of a category for
each stack. Have students
ask, “What do these have to
do with the owl?”
• Ask students to review the
categories and how they came
up with them.

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide
© 2006 University of Texas System/Texas Education Agency
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Section 2: Vocabulary Development

Big Idea from Expository Problematic Semantic Map Steps Adaptation to Step(s)
Text (from Semantic Map Lesson)

Take your Semantic Map Lesson to the meeting with your coach and/or colleagues. Be prepared to
discuss why a particular step required adaptations. Also, discuss the adaptation you created, and
discuss how successful it was.

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