Semantic Maps- Semantic mapping is a visual strategy for vocabulary expansion, and extension of knowledge by displaying, in categories, how words are related to one another. Semantic mapping is an adaptation of concept definition mapping, but builds on students’ prior knowledge or schema. While it draws on prior knowledge, it recognizes important components and shows the relationships among the components. The structure of semantic mapping will focus on one main term, and how other terms are related. This is a very interactive process, and should ideally be demonstrated by the teacher so the students can develop an understanding of what it is that they have to do. The vocabulary terms will be pre-determined, however, a brief discussion on the terms will provide the teacher with an opportunity to check for prior knowledge. The goal for this assignment is not to have the students guess what is related to the central concept, but rather why specific concepts are related. Due to the fact that this is a vocabulary assignment, it is critical that the students are made aware of the terms they are learning. The steps involved in this semantic mapping assignment will involve the students taking the provided vocabulary terms, and as an example, they might use 11 terms related to fitness. The students will use Fitness Awareness as the central term, and then define and determine how terms such as cardiovascular/respiratory endurance, power, speed, stamina, strength, flexibility, coordination, agility, balance, and accuracy are related to the central concept. By defining each term, and then associating them with each other, a student will not only develop an understanding of new vocabulary, but they will also gain a greater understanding of the main unit concepts that are being addressed.
** Printable Semantic Map can be found here https://www.studenthandouts.com/Assortment-01/Graphic-Organizers/Semantic-Map-Printables-Instructions.htm
** Printable Semantic Map can be found here https://www.studenthandouts.com/Assortment-01/Graphic-Organizers/Semantic-Map-Printables-Instructions.htm
Word Detective- Perhaps the most useful task that a teacher can implement in order to increase the students' vocabulary is reading. Through reading, students will be exposed to a larger sample of words, which will allow for opportunities to acquire and understand new vocabulary. This activity enables students to see words in different contexts, therefore deepening their knowledge. It requires students to find new words as they encounter them in their daily reading. In a lesson on Alcohol, Tobacco, and Other Drugs, a teacher will provide the students with a list of words related to the main topic, and task them with searching for the words as they read through text chapter or handout on ATOD. Some of the example vocabulary that may be addressed can include: drug abuse, nicotine, addiction, second hand smoking, drug misuse, over the counter (OTC) drugs, stimulants, narcotics, and dependence amongst others. While reading, the students will be tasked with writing down the target words, and how they are being used in a sentence, on a sticky note, which they will place on their desk as they continue to read. Upon completion of the reading, the class will first collectively discuss whether they have found all the vocabulary words, and secondly they will discuss the meanings and any questions that they may have regarding a specific term. This is an adaptable strategy that can be altered to fit the specific needs of the students, or the preferences of the teacher. The referenced strategy was presented for use in the mentioned Health education lesson, however, different approaches can be taken as is modeled in the resource below.
Resources: https://www.education.com/activity/article/Word_Detective/
Resources: https://www.education.com/activity/article/Word_Detective/
Tree Diagrams- A tree diagram is a chart that begins with one central vocabulary term and then branches out into related terms, and keeps branching until the line of inquiry begun with the central item is exhausted. The tree diagram, with its branching steps, motivates the students to move from, a general concept, to more specific but related sub-concepts in a systematic and detailed way. For a Health Science vocabulary assignment, the teacher can require the students to use the tree diagram to not only identify 10 terms that are related to Nutrients, but to also arrange the terms in a fashion that leads from one main central concepts to its related subdivisions. For this particular set of words, the students will ideally start with nutrients as the main term, and will expand the tree by branching off into the six specific types of nutrients which include protein, carbohydrates, fats, vitamins, minerals, and water. This will provide the students the opportunity to determine the meaning of each nutrient, and how they can be attained. The tree diagram will continue by allowing the students to then connect those nutrients to nutritional value, and the effects on calorie intake. The tree diagram for this assignment should conclude with the students describing a balanced diet and how all the vocabulary components are related. While all the terms will be identified individually, the assignment will help students develop a more complete understanding of the material because they will have to piece the relationships together. They will have to think critically and rely on the information they have attained for each term in order to produce the correct order of the tree.
Resource: https:// www.draw.io/
Resource: https:// www.draw.io/
The K.I.M Strategy: The purpose of the K.I.M strategy is to reinforce a student's grasp of vocabulary words, and new ideas, by organizing the terms onto an accessible chart. Each student will be provided with a chart with three columns. The first column will be reserved for the vocabulary term that is being focused on, and can be labeled at the preference of the teacher. The second column will be assigned for the definition, and the third column for the Memory Clue. The memory clue will essentially be an illustration of some type that will serve as a visual reminder of what the meaning of a particular word is. As new information is learned, and vocabulary is introduced, the students fill out the chart accordingly. Completing this chart will assist the students with the association of new terms to familiar concepts. For instance, if the students were working with vocabulary that was related to nutrients, they will likely identify the word carbohydrate any of a large group of organic compounds that occurs in foods and living tissues, and would also include sugars, starch, and cellulose. The students would then create an illustration that would help remind them of the meaning. In this case the students may likely draw a picture a potato, fruits, lettuce etc...
Resource: http://classroom.synonym.com/use-kim-chart-vocabulary-study-4556526.html
For a printable chart visit: https://d39smchmfovhlz.cloudfront.net/yFOc1Emo9lyOwD0QzCtA7sytyhqFcGhLFN4hsYgcZbNjNiGF.pdf
Resource: http://classroom.synonym.com/use-kim-chart-vocabulary-study-4556526.html
For a printable chart visit: https://d39smchmfovhlz.cloudfront.net/yFOc1Emo9lyOwD0QzCtA7sytyhqFcGhLFN4hsYgcZbNjNiGF.pdf
The Frayer Model: This graphic organizer helps students to learn new vocabulary by not only defining the term in their own words, but contextualizing it through authentic examples and visual representation.
The Frayer Strategy will promote critical thinking that will provide students with the tools needed to identify and understand unfamiliar vocabulary. The Frayer Model lends itself to an entire class setting, small groups, or for individual work. This vocabulary strategy will draw from students' prior knowledge to build connections among new terms and creates a visual reference by which students can associate attributes and examples to other terms and concepts. In a Health Science unit, on sexual health and reproduction, a teacher may introduce terms such as types of childbirth, trimester, prenatal care, ovulation, infertility, menstrual cycle, fertilization etc... With the Frayer Model, a student could take term such as menstrual cycle, and write it the center of the model as the point of emphasis. The students will first provide a definition on the top left, which they will retrieve from their textbook or provided resource. They will then address examples of a menstrual cycle, which can include synonyms such as menses, discharge, monthlies, or an illustration that represents the menstrual cycle. The illustration can be a three sector circle chart that is divided in segments that represent the days of fertility, infertility, and menstruation infertility. The students would then continue by describing characteristics that will help them remember the term and its definition. Every student could potentially develop a different illustration, phrase, or example that will help them retain the meaning of the key term. Lastly, on the bottom right corner, the students can provide non-examples, or factors that students can identify as not being useful towards understanding the key concept. Through identification and association, the students can be introduced to new vocabulary and the means to retain the information.
Resource: http://www.theteachertoolkit.com/index.php/tool/frayer-model
The Frayer Strategy will promote critical thinking that will provide students with the tools needed to identify and understand unfamiliar vocabulary. The Frayer Model lends itself to an entire class setting, small groups, or for individual work. This vocabulary strategy will draw from students' prior knowledge to build connections among new terms and creates a visual reference by which students can associate attributes and examples to other terms and concepts. In a Health Science unit, on sexual health and reproduction, a teacher may introduce terms such as types of childbirth, trimester, prenatal care, ovulation, infertility, menstrual cycle, fertilization etc... With the Frayer Model, a student could take term such as menstrual cycle, and write it the center of the model as the point of emphasis. The students will first provide a definition on the top left, which they will retrieve from their textbook or provided resource. They will then address examples of a menstrual cycle, which can include synonyms such as menses, discharge, monthlies, or an illustration that represents the menstrual cycle. The illustration can be a three sector circle chart that is divided in segments that represent the days of fertility, infertility, and menstruation infertility. The students would then continue by describing characteristics that will help them remember the term and its definition. Every student could potentially develop a different illustration, phrase, or example that will help them retain the meaning of the key term. Lastly, on the bottom right corner, the students can provide non-examples, or factors that students can identify as not being useful towards understanding the key concept. Through identification and association, the students can be introduced to new vocabulary and the means to retain the information.
Resource: http://www.theteachertoolkit.com/index.php/tool/frayer-model