Activity Description

Preparation:

1. Select reading material
    a. Obtain a fiction or non-fiction book relating to a specific topic
    b. Ensure students are familiar with the topic so that they can help to develop the semantic web
2. Gather necessary materials
    a. Set out blank chart paper and a marker in group discussion area
    b. Obtain student materials

Implementation:

1. Introduce semantic web building activity
    a. Explain that you will be exploring all of the words and related concepts that come to mind when you talk about a specific topic, for example “sports”
2. Write the semantic web topic in the middle of the chart paper
3. Model how to create the semantic web
    a. For example, name a sport and all the details that come to mind when you think of it
    b. For example: “When I think of the word 'sport' I think about baseball, because I really like to play it with my dad. I can picture my dad throwing a baseball and me swinging my bat. Baseball makes me think of soccer, because they both use balls, but a soccer ball is bigger.”
    c. Include illustrations beside words whenever possible
    d. Write these ideas in a web-like fashion coming out of the centre topic word
4. Invite students to generate and share words associated with the topic
    a. For example: prompt students to think about sports they know
    b. Encourage students to think about their examples more deeply and generate other examples
    c. For example: have students think about types of sporting equipment and where various sports are played
    d. Write students' ideas and provide accompanying illustrations
5. Read selected book aloud
6. Read the book aloud a second timeFollow along with your finger as you read the text
    a. Have students join in with the reading wherever they can
    b. Pause to let students identify words that have been primed through the semantic web building activity
    c. Invite students to create their own semantic web
    d. Distribute the semantic web graphic organizer worksheet
7. Explain to students that when using the graphic organizer, they are to write everything they know about the topic
    a. Tell students that they can use examples from the book or their own personal experiences
    b. Remind students that they can draw pictures to represent ideas instead of using words
    c. Encourage students to share their completed semantic webs with the class

Adaptations For

English Language Learners/ESL:

- Encourage students to represent ideas though picturesPair ELLs with more proficient English speakers

LD/Reading & Writing Difficulties:

- Encourage students to draw pictures of the objects in their semantic webPartially complete the semantic web by filling in some words so students have a strong starting point

Cultural Appropriateness & Diversity:

- Select topics that are relevant and accessible to all studentsEncourage students to include aspects of their own culture

Related References

Source: 
Trehearne, M. P., Healy, L. H., Cantalini-Williams, M. & Moore, J. L. (2000). Kindergarten Teacher's Resource Book. Scarborough, ON: Nelson Education.

Evidence: 
Johnson, D. D., Pittelman, S. D., & Heimlich, J. E. (1986). Semantic mapping. The Reading Teacher, 39, 778-783.