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6 extend the map as students discover through further

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6.Extend the map. As students discover, through further reading, additional new wordsrelated to the topic or key word, add these to the map.LESSON 6.1 Semantic MappingOBJECTIVEStudents use a graphic organizer to show relationships among words.STEP 1.The teacher explains to students that they will be learning a technique that will help them learn words. The teacherwrites the wordsnakeson the board and asks the class to tell what words come to mind when they think of snakes.STEP 2.Students suggest the following words, which are written on the board:poisonous,rattlesnakes,nonpoisonous,gartersnakes,sneaky,king snakes,dangerous,frightening,deserts,rocky places, andforests. No one mentionsreptiles,which is a key word in the article students are about to read. The teacher says that he would like to add that word andasks students if they know what a reptile is. One student says reptiles are cold-blooded. This word is also added to the
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Chapter 11 / Exercise 11.8
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STEP 3.Words are grouped, and category names are elicited. Students have difficulty with the task, so the teacher helps. Hepoints to the wordsforestsanddesertsand asks what these tell about snakes. The class decides that they tell wheresnakes live. The teacher then asks the class to find another word that tells where snakes live. Other words are categorizedin this same way, and category labels are composed.STEP 4.The map, shown inFigure6.1, is created.STEP 5.Students discuss the map. Two of them think of other kinds of snakes—water moccasins and boa constrictors—which areadded. During the discussion, the teacher clarifies concepts that seem fuzzy and clears up misconceptions. One student,for instance, thinks that all snakes are poisonous.STEP 6.Students read to find out more information about snakes. They refer to the map, which is displayed in the front of theroom, to help them with vocabulary and concepts. After reading and discussing the selection, students are invited to addwords or concepts they learned. The following are added:dry,smooth skin;scales;vertebrae; andflexible jaws. A fewweeks later, the class reads a selection about helpful snakes. The map is reviewed before reading the story and thenexpanded to include new concepts and vocabulary.Maps are created for other topics. Students complete partially finished maps and work in small groups to construct maps.Students are gradually led to compose their own individual maps independently.STEP 7.Evaluation and review. Note students’ ability to see relationships among words and to display those relationships.Provide additional instruction and practice as necessary.(Gunning 252)Gunning, Thomas G.Creating Literacy Instruction for All Students, 9th Edition. Pearson, 20150319. VitalBook file.The citation provided is a guideline. Please check each citation for accuracy before use.
After students have grasped the idea of mapping, they can take a greater share of responsibilityfor creating maps. The following sequence gradually gives children ownership of the technique(Johnson & Pearson, 1984).

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Term
Spring
Professor
ABHAGUPTA
Tags
Chapter 6, Speak, McKeown
We have textbook solutions for you!
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Introduction to Statistics and Data Analysis
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Chapter 11 / Exercise 11.8
Introduction to Statistics and Data Analysis
Olsen/Peck
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