Concept Maps

A concept map is a visual organizer that can enrich students' understanding of a new concept. Using a graphic organizer,
students think about the concept in several ways. Most concept map organizers engage students in answering questions
such as, "What is it? What is it like? What are some examples?" Concept maps deepen understanding and comprehension.

When to use: Before reading During reading After reading

How to use: Individually With small groups Whole class setting

More comprehension strategies

Why use a concept map?

It helps children organize new information.
It helps students to make meaningful connections between the main idea and other information.
They're easy to construct and can be used within any content area.

How to use a concept map

Note: It is important that teachers spend time introducing younger students to charts and diagrams prior to using this strategy.

There are several ways to construct concept maps. Most include the following steps:

1. Model how to identify the major ideas or concepts presented in a selection of text as you read.
2. Organize the ideas into categories. Remind students that your organization may change as you continue to read and add more information.
3. Use lines or arrows on the map to represent how ideas are connected to one another, a particular category, and/or the main concept. Limit
the amount of information on the map to avoid frustration.
4. After students have finished the map, encourage them to share and reflect on how they each made the connections between concepts.
5. Encourage students to use the concept map to summarize what was read.

Download blank templates

Lesson plan
Concept Muraling: Organizing Knowledge Visually to Improve Comprehension

Help students develop a framework for organizing their knowledge of a content area text by providing visuals and key vocabulary words. See the
lesson plan from the Balanced Literacy Diet.

See many more related how-to videos with lesson plans in the Reading Comprehension Strategies section.

Watch: Weather Mind Maps: Building Background Knowledge and Vocabulary

Encourage students to share a variety of ideas, experiences, and information as well as study topics that generate opportunities to learn new
words. See the lesson plan.

Weather Mind Maps: Building Background Knowledge and Vocabul…

Vocabul…

This video is published with permission from the Balanced Literacy Diet. See many more related how-to videos with lesson plans in the
Vocabulary and Reading Comprehension Strategies sections.

Collect resources
Science

How a concept map could be used with a topic such as the study of weather. See example >

Here's a more complex concept map from a study on bats. See example >

How concept maps have been used in early childhood education to help students understand more about trees, their bodies, and other familiar
topics. See example >

Here's a step-by-step on building concept maps for a variety of topics: plants, football, and the Cinderella fairytale. See example >

Differentiated instruction
For second language learners, students of varying
reading skill, students with learning disabilities, and
younger learners

Teachers can use concept maps as a pre-reading strategy by inviting

students to share what they already know about a particular concept.
While reading, teachers should ask students to help add to the map
as a group using an overhead or large chart. This provides a visual
aid for building upon their prior knowledge with new information
they have gathered from reading.
Teachers may wish to have students practice writing skills by asking
students to write on their own concept map.
Teach vocabulary words explicitly and use simple words.
Be sure the pointed part of each arrow is clear. Design the graphics
to minimize directional confusion.
When applicable, allow students to draw pictures or use cut out
pictures as well as words.

See the research that supports this strategy

Birbili, M. (2007). Mapping Knowledge: Concept Maps in Early
Childhood Education. Retrieved November 4, 2008.

Council for Exceptional Children, the Division for Learning

Disabilities (DLD) and the Division for Research (DR). Graphic
Organizers: Power Tools for Teaching Students with Learning Disabilities (528K PDF)*.

Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association of Supervisors of Curriculum Development.

Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ:
Erlbaum.
Noyd, Robert. (1998). A primer on concept maps. USAFA Educator, 7(1).

Schroeder, N.L., Nesbit, J.C., Anguiano, C.J. et al. Studying and Constructing Concept Maps: a Meta-Analysis. Educational Psychology Review
30, 431–455 (2018). https://doi.org/10.1007/s10648-017-9403-9

Children's books to use with this strategy

There's a Map on My Lap

By: Tish Rabe

Genre: Nonfiction
Age Level: 3-6
Reading Level: Beginning Reader

The familiar Cat in the Hat is used to introduce newly independent readers to maps of all kinds.

Mapping Penny's World

By: Loreen Leedy

Genre: Fiction
Age Level: 6-9
Reading Level: Beginning Reader

A girl maps her dog Penny's world from her

room, to the neighborhood as well as the tools
she uses.

Me on the Map
By: Joan Sweeney
Genre: Nonfiction
Age Level: 6-9
Reading Level: Independent Reader

The United States is a big place which holds many children and their families. Maps and what they show are introduced by a girl who begins
with a drawing of her room in her home. The house is then placed on a street, in a town, etc. until we see the U.S. as part of the world. This
accessible book may help children understand their place on the map — and in the census.

"You may have tangible wealth untold. Caskets of jewels and coffers of gold. Richer than I you can never be — I had a mother who read to
me." — Strickland Gillilan