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Materials include chart paper, markers, colored highlighters, and student dry erase boards.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/vocabulary-building-activity-semantic-map-for-grades-k-2/493529/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/vocabulary-building-activity-semantic-map-for-grades-k-2/493529.png","ImageObject",300,407,{"name":42,"@type":43},"นรินทร์","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is a semantic map in this activity?","Question",{"text":63,"@type":64},"A semantic map is a visual graphic organizer where a targeted vocabulary word is placed in the center and students’ associations are connected as branches and labeled group connections.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"When can teachers use this semantic map activity?",{"text":68,"@type":64},"Teachers can use it before, during, or after a lesson to activate prior knowledge, build connections, and support formative assessment.",{"name":70,"@type":61,"acceptedAnswer":71},"How do students organize their responses?",{"text":72,"@type":64},"Students share what they know or think they know, list responses on chart paper, then highlight similar ideas and summarize each grouping with a label that connects back to the central vocabulary word.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},493529,1792179432,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":30,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":55,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Vocabulary Building Activity: Semantic Map for Grades K-2  \n\n| Author\u003Cbr>Sarah D. Reid, PhD, Illinois State University |\n| --- |\n| Standards and Benchmarks (see page 3) |\n| Activity Description\u003Cbr>A semantic map is a visual graphic organizer that assists students in making connections between their prior knowledge and experiences to new vocabulary words and concepts. It typically involves webbing: The vocabulary word or concept is placed in a center circle and then students’associations are linked from the center circle. Students can also create branches of connections from their associations. Semantic maps can be used before, during, or after a lesson to help build connections and activate knowledge or used as a formative assessment. They can be completed individually, in pairs/small groups, or as an entire class. In this activity, teachers and students are encouraged to create their own semantic map. |\n| Grade Level\u003Cbr>K-2 |\n| Objectives\u003Cbr>Students will be able to\u003Cbr>• define [targeted vocabulary word or concept],\u003Cbr>• illustrate the connections and relationships to [targeted vocabulary word or concept], and\u003Cbr>• revise their understanding about [targeted vocabulary word or concept] . |\n| Time Required\u003Cbr>40 minutes |\n| Materials\u003Cbr>• Two blank sheets of chart paper, tape, and an easel\u003Cbr>• Markers and an assortment of different colored highlighters\u003Cbr>• Small dry erase board, one for each student\u003Cbr>• Dry erase marker and eraser, one of each for each student |\n|  |\n\n\n| Preparation\u003Cbr>• Select a vocabulary word or concept that relates to the lesson or unit and that offers multiple connection points.\u003Cbr>• Hang the blank sheets of chart paper on the easel with the tape, one on top of the other. |  |  |  |\n| --- | --- | --- | --- |\n| Procedure |  |  |  |\n| 1. | Write the targeted vocabulary word or concept atthe top of the first blank sheet of chart | 12. | Using a different colored highlighter, repeat Steps 10-11 for another grouping. |\n| 2.\u003Cbr>3. | paper with a marker.\u003Cbr>Read the word/concept aloud to students. Invite students to quietly think about what they know, or think they know, about the vo- | 13. | Repeat until all the students’ responses have been placed into a group and each group has a label. Then move the response list to the side, taping it to a nearby wall or board. |\n| 4. | cabulary word/concept.\u003Cbr>While students are thinking, distribute a dry erase board, marker, and eraser to each student. | 14. | Create a semantic map using markers: Write the targeted vocabulary word or concept in the center of the second sheet of chart paper and draw a circle around it. |\n| 5. | After students have had time to think, instruct them to draw or write one thing that they know, or think they know, about the vocabulary word/concept on their dry erase boards. | 15. | Choose one of the highlighted groups. Write the label of the group on the map, draw a circle around it, and then draw a line from the label to the vocabulary word/concept in the center. |\n| 6.\u003Cbr>7.\u003Cbr>8. | One at a time, call on a student to stand up and share what they wrote or drew on their board.\u003Cbr>As students share their background knowledge, write a list of their responses on the chart paper.\u003Cbr>When all students have shared, instruct them to erase their boards and set their materials | 16.\u003Cbr>17. | Invite students to help you create branches of connections from the group label by reading all the highlighted responses. Write each response on the map, draw a circle around it, and draw a line back to the group label.\u003Cbr>Continue to draw connections off the vocabulary word/concept in the center based on the highlighted groups on the student response chart. |\n| 9. | to the side.\u003Cbr>Reread the students’ responses on the list. | 18. | Display the semantic map in the classroom where students can see and refer to it during |\n| 10. | Ask students,“Which of the responses are similar and could go together in a group?” As students identify the responses, use a highlight","cbCailvIYgto69sy","https://ap.wps.com/l/cbCailvIYgto69sy","pdf",106176,"English","# Activity Description\n## Objectives\n## Time Required\n## Materials\n## Preparation\n## Procedure\n## Standards and Benchmarks","[{\"question\":\"What is a semantic map in this activity?\",\"answer\":\"A semantic map is a visual graphic organizer where a targeted vocabulary word is placed in the center and students’ associations are connected as branches and labeled group connections.\"},{\"question\":\"When can teachers use this semantic map activity?\",\"answer\":\"Teachers can use it before, during, or after a lesson to activate prior knowledge, build connections, and support formative assessment.\"},{\"question\":\"How do students organize their responses?\",\"answer\":\"Students share what they know or think they know, list responses on chart paper, then highlight similar ideas and summarize each grouping with a label that connects back to the central vocabulary word.\"}]","Vocabulary Building Activity - Semantic Map for Grades K-2 | PDF",1790883692]