Mariah Read
EDRG 4020
Dr. Lund
03/15/03
Word Mapping
Content Area: Language
Arts
Grade Level: 2nd
(can be modified to fit any grade level)
Core Standards:
Standard 4:
Students monitor and guide their comprehension of
text.
Objective
1:
Continue
to develop a reading vocabulary (i.e., pronounce and understand new words).
Objective
3:
Use a variety of strategies to comprehend print.
Materials:
§
book, From Head to
Toe, by Eric Carle
§
cards ( turn, bend,
raise, wave, clap, thump, arch, wriggle, bend, kick, stomp, wiggle)
§
2 inch binder
§
26 dividers (labeled
a-z)
§
word mapping posters
§
word map paper
§
markers
Background Knowledge:
Word
maps are graphic representations that require students to list the definition
and examples of ways in which a word can be used. This helps to build on students’ prior knowledge and
support ability to make connections to words they encounter in reading. Word mapping is one way to explore new
vocabulary and help students connect the new words to multiple contexts. Typical word maps require that students
list the word, definition, and some examples of the word’s use. But there are several different ways to
create word map. To be effective
in expanding students’ vocabularies, building word maps should be
included in daily routine. Once
constructed, word maps should be available for use by all students in the
classroom. To make word maps
accessible to all students, they can be stored alphabetically in a binder. (Chapter 3)
Anticipatory Set:
Read
the book, From Head to Toe, by
Eric Carle to the students. While
reading the story, have the students explore movement as they hear the
story. As the characters in the
story turn, bend, raise, wave, clap, thump, arch, wriggle, bend, kick, stomp,
and wiggle, have the students move around the room as the characters do. Put each movement on sentences strips
or cards and the students act them out.
Lesson Body / Modeling:
After
the students finish reading the book, introduce word maps. Ask the students if they have every
heard the word map before. Explain that word maps are a little bit
different than the maps that we are used to. Then show the class how to make a word map. Start by putting the word (movement
word) in the middle of the paper and drawing a box around it. Then write what the word means and draw
a rectangle around the definition.
Now, draw a picture of the characters in the book doing that
movement. You can also write the
sentence from the book that included that particular word.
Guided Practice:
Discuss
with the class the different meanings of the word and create a new word map for
the new definition. Work as a
class and include everyone.
Independent Practice:
Group
the students into pairs and have them choose a movement word that they would
like use to create a word map. If
two groups choose the same word, suggest that they work together and try to
find different sentences for each map.
Closure:
After
all the groups have completed their maps, have the students share their maps
and talk about the meanings of the words.
Present the 2 inch binder to the class and explain that the binder will
be used to file the students’ word maps in alphabetical order. Word maps should be created everyday
and added to the binder.