Secondary Content Teachers VOCABULARY Feature Analysis Map   Reading Services Center

SUBJECT:	Vocabulary Development/Feature Analysis Map
COURSE OR GRADE:	Content Subjects
GOAL:	This strategy enables students to analyze concepts (words.) Supports this Learner Characteristic: Has the language conventions, vocabulary, and syntax to support learning.
WHO:	This strategy is useful for students who can understand content area vocabulary. Content Area Teachers
WHEN:	Use this strategy anytime you introduce vocabulary words. The same procedure can be used to compare/contrast characters found in narrative text.
TEACHING PROCEDURES:	Strategy for Learning how Words Relate Select a category (main idea or concept) such as tools. List words in the given category. This can be a whole-class brainstorming activity. List the features (attributes) of the words (concepts). Indicate feature possession using "+" and "-". Add words/features. Complete and discuss the word matrix that has evolved. Comparisons and conclusions can be drawn by looking at the word grid. For example, how many tools are used to cut? Example: Topics: Tools Features Words Pounds Cuts Grips Wood Cloth Dirt Handle hammer + - - + - - + saw - + - + - - + scissors - + - - + - + pliers - - + + - - + hoe - + - - - + +
STUDENT PRACTICE:	Provide a Feature Analysis map. Discuss the class of words (i.e. tools). Discuss the features of the words. Have the students fill in the grid using a "+" or "-" to indicate whether or not a concept (word) has the given attribute(s). Use the Feature Analysis map to guide discussions as to how the concepts can be compared/contrasted.
FOLLOW-UP:	If students need additional help: Method 1 Provide a partially completed Feature Analysis map. Using a think aloud approach, complete the map as part of a large group discussion. Have students explain "why" or "why not" particular features should receive a "+" or "-". Method 2 Reteach the Feature Analysis Map using only 3 comparative features. Try to use words that are as concrete as possible (words that can be represented in picture form.) Discuss the features of the pictorial before asking the students to complete the grid. Continue to monitor the students' ability to correctly assign features to the given words. Method 3 If critical errors continue, have students orally explain how they arrived at their conclusion. (Some errors may actually be due to carelessness in completing the grid.) Students who have difficulty will benefit from displaying the most accurate student examples as product models on an overhead.
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