Semantic Feature Analysis

Contributed by Lisa Holton

RATIONALE

There are several levels of word knowledge, and differentiating between concepts can sometimes be overwhelming for students. It is important that we aid their acquisition of new concepts/vocabulary by helping them distinguish between the features of the content.  One strategy for helping them to 'file' a concept or word in a logical way is semantic feature analysis. According to Alvermann (2007), "semantic feature analysis helps students see relationships among key concepts and vocabulary" (p241). It is a flexible strategy that can be used as a pre-reading activity, post-reading activity as a comprehension or study guide, a during reading way to take notes or categorize information as well as a pre-post comparison activity to show how knowledge was gained or altered by a text or learning experience. All content areas can untilize this strategy: see the sample below for ideas.

PROCEDURE

 PLANNING --creating the grid

1. Identify the key phrases and concepts within the text/unit you are planning to teach

2. Determine if those phrases and concepts are large ideas or if they contain features (larger ideas ARE features and will be listed horizontally across the top of the grid while individual words, people, places, things are listed vertically on the left)

3. Choose a code and stick with it (represent YES/NO: PLUS/MINUS CHECK/MINUS etc) Question marks are okay when the group can't agree, but these should be points of discussion

4. Create the grid (see SAMPLE:   semantic feature analysis sample.doc)

INSTRUCTION: The order of the procedure will depend on your purpose: pre, during, or post strategy as well as if you would like to do it as a class, individual or in small groups.

PRE:

1. Provide the key phrases and discuss them. Activate prior knowledge

2. Show the grid, help students fill out the grid depending on your purpose (submit predictions for all of it or do what you know and hold the rest, etc)

3. Provide the text

4. Revisit the grid to clarify meaning and round out prediction/verification

DURING:

1. Provide the key phrases and discuss them to give purpose to the reading

2. Provide the text

3. As they/you work through the text, complete the grid

4. Discuss as needed

POST:

1. Provide the key phrases and features (optional but it will help with purpose)

2. read the text

3. Complete the grid and discuss as needed

Points of discussion:

• Focus on WHY things fit together or why they don't
• What patterns do you see?
• Can you create larger groups based on this?
• What generalizations or predictions can we make?
• What do these words or features have to do with our topic?
• What was similar or different to your prior knowledge?

RESOURCES

Alvermann, Donna, et. al.  (2007). Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms (5^th ed).  Boston: Pearson.

OTHER PROCEDURES

For language arts, I'm planning to use a semantic feature matrix to help students keep track of the different language choices writers make in personal narratives.  I'll put excerpt titles down the left side and model example choices horizontally.  I'm hoping after that scaffolding, readers will be able to add more features (writer's choices) as they keep working through the texts.

:) Jen B.