Write the topic of the informational reading selection in a heavily outlined circle on the whiteboard. For example, if students are about to read a selection about recycling, the topic in the center of the circle should read "Recycling."
From the center "Recycling" circle, draw "spokes" attached to new circles that include subtopics that students may be familiar with. For example, subtopics can include "Kinds of Materials," "How to Recycle" and "Benefits of Recycling."
Ask student volunteers to name details that relate to each subtopic, and for each one named draw a spoke from the subtopic and attach it to a new circle with the student's detail. For example, attached to the circle "Kinds of Materials," may be other circles that include "Metal," "Plastic" and "Glass."
When all students' words have been added to the map, discuss the various topics and subtopics with students, and how they relate to each other and to the students' own lives. For example, ask them if they recycle and home and, depending on their answers, why or why not. By accessing prior knowledge based on student's own experiences, you enable students to gain a deeper understanding of what they are about to read.
Explain to students that they are now about to read about recycling. Encourage them to keep in mind what they have discussed on the whiteboard as they read. Leave the semantic map on the board as students begin reading the selection.