Our knowledge of vocabulary is not made up of separate words. Instead, in our minds, words are grouped into different categories (Beck et al. 2002). That’s why effective vocabulary instruction uses strategies and activities to make connections among words rather than focusing on just the individual words in isolation.
We can guide students in making these connections through processes to make them aware of the similarities and differences among words that are related within the same topic. If these comparisons of words are specific to a text, and students make these comparisons before reading, it can also strengthen their reading comprehension.
An effective way to help students compare vocabulary words is through Semantic Feature Analysis (SFA) using a chart. An added bonus to using this activity is that it not only strengthens student vocabulary and comprehension, it also teaches and reinforces content-area knowledge. SFA can be used in any content area: reading, math, science, and social studies. It is also used to help second language learners better understand vocabulary (TESOL, 2018).
There are four major steps to use SFA in instruction.
Step 1: Select a category for the word analysis
The first step is to choose a topic these words share. This could be any topic you are studying such as landforms in social studies, geometric shapes in math, or types of poetry in ELA. For this example, we will look at a topic from elementary science content and select the category: Types of animals. Our purpose is to compare and contrast the features of different kinds of animals.
Step 2: Add category types
Now we choose two words that fit in that category. I’m going to be analyzing types of animals so I will select two types of animals: reptiles and amphibians. That means I’ll have just two rows with my categories to begin with. That may seem like a very small selection but just wait. We will expand on this list a little later.
Types of Animals |
Amphibians |
Reptiles |
Step 3: Add features
The next step is to list the features of both. I know that features for classifications of animals are body structures, reproduction, care and feeding of young, life cycles, and external features such as body coverings. So let’s make a list of features across the top of the grid in the columns.
Here is a list of features that describe amphibians and reptiles:
Vertebrae, skin, scales, eggs with shells, jelly-like eggs, metamorphosis, breath through the skin, lungs, gills
Types of animals | Vertebrae | Skin | Scales | Eggs with shells | Jelly-like eggs | Meta-morphosis | Lungs | Gills | Breathethrough skin |
Amphibians | |||||||||
Reptiles |
You, as the teacher, might want to select types in advance of the lesson and have the students complete the semantic chart during the lesson. You can also work with your students to read and discuss a text on reptiles and amphibians and list the features on the chart as you read. Both approaches are effective depending on the objective of your lesson.
Step 4: Determine the features
Next, we complete the chart together. You will model the first category type for the students and explain your rationale for your selections. Your students will silently watch as you think aloud about your choices and complete the chart.
If you would like to see a completed SFA, click here.
References in this post:
Axelson Academy: Supporting literacy and the Common Core. Semantic Feature Analysis in a 4th grade classroom. [video]. https://www.youtube.com/watch?v=a2V3RirpBZo
Beck, I. L., M. G. McKeown, and L. Kucan. 2002. Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Bergeland, J. 2020. Vocabulary: Semantic Feature Analysis [video]. Education at Bethel University. https://www.youtube.com/watch?v=_QFlk0gVrss
Honig, B. Diamond, L & Gutlohn, L. (2013). Teaching Reading Sourcebook, 2nd edition. Novato, CA, Arena Press.
TEOSOL, (2018). Semantic Feature Analysis as Vocabulary Intervention. Supporting English Language Learners with Special Needs. https://www.tesol.org/media/2oolu5pj/14089-7-4-semantic-feature-analysis-as-vocabulary-intervention.pdf?sfvrsn=c052fcdc_2
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