Read WordMaps text version

Word Maps

Grade and Content Area Lesson Title GLEs/GSEs Grade 1 Reading Word Maps R-1-3.3 Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by.....Describing words in terms of categories (e.g., A mallard is a kind of duck.), functions (e.g., Scissors are used for cutting.), or features (e.g., A rectangle has four sides.) Students come to school with a different number of experiences and amount of language that they have heard. One of the major differences in a student's ability to be successful in reading is the depth of his/her oral language or vocabulary. In primary classrooms, teachers need to help build a student's vocabulary. There are many ways to teach vocabulary. Word maps or concept of definition maps (Schwartz cited in Vacca & Vacca, 2002) is a technique for defining and clarifying the meaning of an unknown word or concept. Word maps provide a framework for organizing conceptual information in order to define a word. When using this model, the information is organized in three ways: general class or category, attributes or properties, and examples of the concept. · · The general class or category connects the word to the general category (For example: A carrot is a type of vegetable.). The second organizational structure is the attribute or property which includes information that helps the learner distinguish this word from other members of the same category. For example, "a carrot is a vegetable" is not very helpful because many words fit under this attribute. However, a carrot is shaped like a cone, is more specific, and is more useful to the learner.

Context of the Lesson

The third and final organizational structure of the word map includes examples. Three examples need to be chosen for the concept. When thinking about carrots, baby carrots and carrot sticks are more useful than another type of vegetable. An effective approach to introduce word maps to students is through teacher modeling. During this modeling the teacher needs to discuss her thinking or reasons for these choices. Having students use the word map with an actual text selection would be the next step. This provides an opportunity for students to realize how much information in the text supports learning about this word. A concept of definition word map works well when students have information on a concept. However, this is not a technique to use when first learning a concept. This lesson has been designed for a classroom that has not used a word map before. The teacher will model an easy example before using the word

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Lesson Plan by a Non-Rhode Island Educator

Grade 1 Reading: Word Maps - 1

Context of the Lesson Continued Opportunities to Learn

map with a more difficult concept in a later lesson. This easy example allows the teacher the opportunity to think aloud and share her reasoning about a word for which students have strong background knowledge. Materials · · · · · · · · · Review materials from unit on eating healthy foods Food Guide Pyramid chart Large replica of the Word Map on the chalk board or chart paper Carrot with the top on Apple (any kind) for display Any other material that reviews previously taught concept maybe used Word Map Handout (carrot concept as example) (see attached) Additional chart paper Professional Resources o Vacca, R. & Vacca, J. (2002). Content Area Reading (7th edition). Boston: Allyn and Bacon. Pg. 377-378.

Class Environment · This lesson has been designed in a whole class format however, small group or partners would work just as well

Differentiated Instruction Students can work in pairs on the worksheet. Students can work with the teacher in a small group setting. Depth of Knowledge Level 3 - complex reasoning task Students are expected to use their knowledge about a concept and apply it to a new idea. Information needs to be categorized and supported during the discussion. Objectives Instructional Procedures Students will be able to: 1. Define a word by using categories, characteristics, and examples Opening 1. The teacher will explain how using word maps can help them to understand new vocabulary words. Show students the large replica of a word map and introduce each section. 2. Teacher will use the Food Guide Pyramid chart to review the six food groups (Grain Group, Fruit Group, Vegetable Group, Milk Group, Meat Group, and Fats & Sweets).

Grade 1 Reading: Word Maps - 2

Lesson Plan by a Non-Rhode Island Educator

3. The teacher will continue the discussion focused on the difference between fruits and vegetables. 4. The carrot will be shown to the class. 5. The teacher will explain the Word Map and fill in information on the category it belongs to. 6. The teacher will discuss/ brainstorm the characteristics of a carrot with the class. These ideas should be posted on chart paper. 7. Using the large replica of the Word Map, the teacher will fill in information about the carrot. She will need to choose the most distinctive characteristic from the list the students generated or suggest some others. Engagement 1. Display an apple for the group and ask the students to think of the Food Guide Pyramid. Ask the students in which group does the apple belong. 2. The class will discuss characteristics (What is it like?) of an apple. The teacher should list the students' responses on chart paper. 3. The teacher will begin to record some information on the characteristics using another large replica of the Word Map. Each student should have a handout with a copy of the Word Map. The students should also begin to fill in their own copy of the Word Map. The students may choose from the ideas discussed or develop their own. 4. The class will continue to discuss the other categories on the Word Map. The teacher needs to continue to list students' responses from the discussion on chart paper. 5. The students continue to fill in their maps with the ideas discussed or develop their own ideas. 6. Once the Word Maps are complete, the students may enjoy an "apple snack." Closure 1. The teacher needs to remind students, "When you are learning new words, it will be easier to remember the word if you think of the category it belongs to or if you remember something important about it. Looking at all the information in our word map and thinking about new words using those key questions will help you learn new vocabulary. We also know that good readers want to learn new words everyday." Assessment Students will be assessed through: 1. Teacher observation and anecdotal notes of participation within the large group 2. Handout ~ verifying characteristics, non-characteristics, and examples that were specific to the vocabulary

Lesson Plan by a Non-Rhode Island Educator

Grade 1 Reading: Word Maps - 3

Word Map

What is it?

What is it not like?

What is it like?

What are some examples?

Lesson Plan by a Non-Rhode Island Educator

Grade 1 Reading: Word Maps Template - 1

Word Map - Example

What is it?

Vegetable

What is it not like?

Not like a cantaloupe

What is it like?

It's orange with a green top

Not like an ice cream cone

Carrot

Cone like shape

Not like a banana

Crunches when you eat it fresh

Baby Carrots

Carrot Sticks

Cooked Carrots

What are some examples?

Lesson Plan by a Non-Rhode Island Educator

Grade 1 Reading: Word Maps Example - 1

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