Students in a third-grade class are studying different forms of transportation that are used around the world. As part of this unit of study, they work together t create a semantic map of words associated with transportation, including words that they have recently learned (e.g., barge, rickshaw). This activity is most likely tc promote students' vocabulary development by:____________.
1. showing them how structural analysis can be used to determine the meaning of new vocabulary.
2. guiding them to discover the multiple meanings of new vocabulary.
3. helping them to categorize, visualize, and remember new vocabulary.
4. providing them with frequent, varied reading experiences using the new vocabulary.

The students creating a semantic map of words associated with transportation used around the world would provide them the ability to understand and categorize modes of transport.

Secondly, it will help them to make connections among words which are related. Thus, helping them learn new vocabularies. For instance, when the students associate themselves with the word 'rickshaw', they would also learn the word 'tilbury'.
The use of semantic map would hep them to visualize the words that are associated with one another and would help them to remember words efficiently.