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connections, links, and exploring the basic process of all creative thinking by individual, group, and entire the class.
3. Steps of Teaching Reading Using Semantic Mapping
Using semantic maps requires full participation by the students who are engaged during the teachers-directed discussion. Students will be required to use
maps before, during, and after reading the text. The following are the steps according to Antonnaci, et al., 2011: 19:
a. Before Reading
Prior to read a text, the teacher distributes the text to be read and carefully selects the key words to be learned.
1 The teacher introduces the selected key words using the semantic word map
and guided discussion. 2
Using chart paper, the blackboard, or a software programme with a graphic tool, draw the word map so that it is visible to the students. Write the topic or
main concept in the center of the map. 3
Distribute the semantic maps to the students. 4
Begin the prereading discussion that focuses on the content word. As students respond to concept-
related questions, write the word and students’ meaning and responses on the map and direct students to do the same.
5 When the students fail to respond to the concept-related question, the teacher
should offer a contextual de finition of the word that facilitates the students’
understanding of the text.
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b. During Reading
As students read, they use their semantic maps to add to the meaning of the words.
1 Before directing the students to read the text, the teacher provides a quick
review of the key words. 2
The teacher instructs the students to add the information from their readings to clarify the meaning of key words. Then, the teachers encourages the the
students to note additional words that further explain the ideas from their reading.
3 As the students read, the teacher reminds students to write down questions
about words that need clarification.
c. After Reading
The teacher engages students in an extended discussion on their reading, focusing on the content words and their meanings.
1 The teacher directs the students to use their semantic maps during the
discussion of their reading. 2
As the students discuss the reading and the use the map as their guides, the teacher directs them to clarify the information that they get from their
readings. 3
The teacher guides the discussion with questions that will help students to further understand what they have read. As the students respond to the
question, the teacher notes their responses on the large semnatic map as they take additional notes on their own map.
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4. Advantages of Semantic Mapping
