Instructional Strategy

INSTRUCTIONAL STRATEGY

Semantic Feature Analysis

Grade:

K-2, 3-5, 6-8, 9-12, UNIV

Type:

Acquire Vocabulary

/ Organize Thinking

20-30

Minutes

When:

Before and during reading

Materials:

Semantic Feature Analysis graphic organizer, whiteboard or display, writing utensil

Description

The Semantic Feature Analysis is a strategy that helps students explore how words and ideas are related to each other, building both vocabulary and comprehension. Students draw on prior knowledge to complete a matrix with words on one side and traits on the other. Using this strategy, students can see connections—similarities and differences—that can lead to deeper analysis.

Procedure

Preparing for the Activity: Carefully select vocabulary words that are crucial to understanding the topic, and determine the key features of the topic to include on one axis of the matrix (see example, below). This preparatory step will guide students as they analyze and connect the vocabulary with the topic during the reading.

Since some knowledge of the words is necessary to complete the matrix, introduce the words to students. This can be done by engaging students in an initial reading of the text or by previewing the vocabulary words.

Provide students with a Semantic Feature Analysis graphic organizer. This is a matrix that lists vocabulary words on one axis and features of the topic on the other.

Encourage students to engage in a second read. This time, as students read, have them place a “+” sign in the matrix cells where a vocabulary word aligns with a particular feature of the topic. Have them put a “-” sign in the corresponding cell if the word does not align. If they are unsure of the relationship or it is not applicable, they should leave the cell blank.

Ask students to analyze their matrix and develop three conclusions or ideas. Have them share and discuss their findings and observations with the class or in small groups.

This should involve explaining the characteristics that led them to mark “+” or “-” for each word and feature.

Encourage students to discuss any differences in their matrices compared to their peers.

Students should aim to understand different perspectives and interpretations of the vocabulary words and their attributes.

After students have engaged in the analysis and discussion, encourage them to reflect on their learning and revisit their matrices.

This step allows them to consider any changes they might want to make based on insights gained during discussions.

Prompt students to use the text to reread and clarify any points of confusion or to reinforce their understanding.

Have students write a summary that reflects their understanding of the vocabulary and its relationship to the topic, based on their analysis and the group discussions.

Differentiation

Previewing Vocabulary: Before students begin reading, introduce each vocabulary word by providing its definition, using it in a sentence, and showing a visual representation if applicable. This scaffolding helps build students’ language skills and background knowledge, enabling them to make connections more effectively during reading.

Think-Aloud: Using a think-aloud strategy, scaffold the Semantic Feature Analysis activity by vocalizing your thought process while selecting relevant vocabulary and determining key features for the matrix. This helps students understand how to critically engage with the text and the matrix, demonstrating how to analyze the alignment of vocabulary with topic features during reading and discussion. This approach supports students in forming and articulating their conclusions during the analysis and summary writing phases.

Student-Led Matrix Design: Assign a specific category to students and invite them to plan and create their own Semantic Feature Analysis matrix. This requires students to independently identify relevant vocabulary and determine appropriate features, fostering critical thinking and creativity in structuring their analysis.

Variations

Interactive Digital Matrices: Utilize digital tools to create interactive matrices where students can drag and drop items, add notes, and even incorporate multimedia elements directly related to the vocabulary words and their features. Consider incorporating a digital matrix tool that displays student results at a glance, facilitating immediate feedback and prompting in-depth discussion and analysis. This enables you to quickly identify areas of strength and improvement, enhancing students’ learning experience.

Instructional Strategy

INSTRUCTIONAL STRATEGY

Semantic Feature Analysis

Description

Procedure

Differentiation

Variations

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