Semantic+Maps

**Semantic Maps**

**Content** This strategy can be used for all content areas. For this specific example the content is eight grade biology.

**Grade Level** This strategy can be used for any grade level. For this example I used eighth grade CSOs. **Curriculum Standards** SC.O.8.2.2 examine and describe the structures and functions of cell organelles. **Description of Practices** According to (Bursuck & Damer, 2011) a semantic maps are "visual representations of vocabulary that help students organize subject matter by having them categorize, label the categories, and discuss the concepts related to a target word."
 * The teacher first should tell students the word and place the word in the center of the map.
 * The teacher should provide information for students to define and describe the word. This can be through text, movies, and other medias.
 * Students should then construct a concept map, filling in the bubbles "What is it?", "What is it like?", and "What are some examples?"
 * As a class students should discuss their semantic maps.

**Implementation Considerations**
 * This strategy can be used in any setting. It would work best int a whole or small group setting. In an individual setting student would need to discuss their map with the teacher.
 * Keep in mind that some student may need more scaffolding than others.

**Example** This example a teacher explains how she used semantic maps in her sixth grade science class: []

This example shows how a teacher can have their student create a semantic map with google docs: []

**Citation** Rupley, W. H., Logan, J. W., & Nichols, W. D. (1998). Vocabulary instruction in a balanced reading program. //Reading Teacher, 52//(4), 336.

Bursuck, W. D., & Damer, M. (2011). //Teaching reading to students who are at risk or have disabilities//. (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.