Semantic Feature Analysis

Subject Area and Grade Span: Any Subject, Grades 3-12 (Science Example)

What it is:

This strategy helps students define characteristics of a concept by comparing its features to those of other concepts that fall into the same category. In the content areas, this strategy can be used to introduce a new concept, differentiate features of people, places, events, ideas, and terms, generate student thinking, and as a way to assess student knowledge. Research indicates that instructional activities focusing on core concepts and key semantic features positively affect student learning of academic vocabulary. Using this strategy, students will gain a deeper understanding of more abstract terms through the identification and analysis of inherent characteristics or features.

What it looks like:

• Select a topic or category to study (e.g., geometric shapes, civilizations, regions, citizenship, government, musical instruments, etc.).
• Create a matrix: Along the left side, list the key concepts, places, people, or events; Across the top, write the features that these concepts might share.
• Ask students to use an (x) to indicate if the feature applies to the word.
• Encourage students to explain the rationale behind their choices.
• Ask students what they have discovered about the concepts.
• Have students discuss the similarities and differences.

Example: History-Social Science

How you know its working:

• Students are able to indicate appropriate features for the list of terms.
• Students are able to verbalize the rationale for choices.

Things to consider:

• As the unit progresses and understanding of each concept deepens, add terms and features to the matrix.
• To encourage students to use academic language in providing rationale for the selection of their choices, provide sentence stems/starters.
• First time users of this strategy may find it helpful to model the use of this strategy with a non-history-social science example.
• Take advantage of opportunities to discuss language and features throughout the process.
• Expose students to multiple opportunities to master identified concepts. 
• When applicable, draw connections between concepts presented.

References:

Doty, J. K., et al. (2003). Teaching reading in social studies: A supplement to teaching reading in the content areas. Aurora, CO: Mid-continent Research for Education and Learning.
This spiral bound book allows for ease of teacher use. All of the strategies are tailored for social studies instruction. Research and information is provided upfront and the strategies and models make up the rest of this quality resource.

Marzano, R. J. (2004). Building background knowledge for academic achievement:  Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.
This book provides information, research, and strategies on effective vocabulary instruction. Effective strategies are highlighted and explained using content rich examples. Appendix pages include academic vocabulary lists arranged by course content.