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The Frayer Model.pptx
- 1. Christine May P.Brillantes Teacher III Antipolo National High School
- 2. Christine May P.Brillantes Teacher III Antipolo National High School
- 3. OBJECTIVES Define what Frayer Modelis Create activities that make use of the Frayer Model analyze and synthesize vocabulary information using the Frayer Moder
- 4. GROUP 1 Definition GROUP 3 Examples GROUP2 Facts/ Characteristics GROUP 4 Non- Examples
- 5. Vocabulary plays a fundamentalrole in the reading process and is critical to reading comprehension.
- 6. Vocabulary knowledge is important becauseit encompasses all the words we must know to access our background knowledge, express our ideas and communicate effectively, and learn about new concepts.
- 7. If students donot adequately and steadily grow their vocabulary knowledge, reading comprehension will be affected (Chall & Jacobs, 2003).
- 8. In its analysisof the research on vocabulary instruction, the National Reading Panel (2000) found that there is no one best method for vocabulary instruction, and that vocabulary should be taught both directly and indirectly.
- 10. The FRAYER MODELis a graphic organizer that helps students determine or clarify the meaning of vocabulary words encountered while listening, reading, and viewing texts
- 11. This technique requiresstudents to define target vocabulary and apply their knowledge by generating examples and non- examples, giving characteristics, and/ or drawing a picture to illustrate the meaning of the word. This information is placed on a chart that is divided into four sections to provide a visual representation for students.
- 12. This strategy stressesunderstanding words within the larger context of a reading selection by requiring students, first, to analyze the items (definition and characteristics) and, second, to synthesize/apply this information by thinking of examples and non- examples.
- 13. BEFORE READING to activate background knowledge The FrayerModel can be used: AFTER READING to assess vocabulary DURING READING to monitor vocabulary
- 14. develop understanding ofkey concepts and vocabulary The Frayer Model helps you draw on prior knowledge to make connections among concepts compare attributes and examples. think critically to find relationships between concepts and to develop deeper
- 15. understand word meanings TheFrayer Model helps you make visual connections and personal associations review key vocabulary before a test or quiz create a “vocabulary wall” for quick reference of word meanings
- 16. Elements of FrayerModel DEFINITION FACTS/ CHARACTERISTICS EXAMPLES NON-EXAMPLES
- 18. Explain the Frayermodel chart to the class by using a common word to demonstrate the various components. Model the type and quality of desired answers when giving the examples. Think out loud as you try to come up with examples and non examples, etc. Pictures/symbols can also be used. Step 1
- 19. Then review apre-selected list of key concept words with the class before reading about the topic in the textbook. Read the text selection. Step 2
- 20. Choose a keyconcept or word from the topic read and have students help you complete the Frayer chart. Step 3
- 21. Pass out blankcopies of the Frayer Model or have students create a chart in their copies. Step 4
- 22. Then students practicethe strategy in pairs or in small groups with the key concepts and key vocabulary from the topic. (Each group could also be given different key concept words). Step 5
- 23. The groups sharetheir completed charts with each other. Students can then add additional words/ images/symbols to the Frayer chart until all four categories are substantially represented. Step 6
- 24. Use this toolto quickly assess students for learning. Make copies of each Frayer graphic organizer so every student has a copy of all key concepts to use for review. OR display completed Frayer graphic organizers on a “Vocabulary Wall” for student reference. Use the Pic Collage app for iPad to allow students to create Frayer model graphic organizers using a tablet device (see http: //pic-collage.com). Use online templates to create models that give students a clear understanding of the concepts under discussion.
- 25. The Frayer Model Applicationacross the curriculum
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- 30. Choose one MELCfor each grade Level. Create an activity which makes use of the Frayer Model.
Editor's Notes
- #5 Before Reading Use the graphic organizer to activate students’ prior knowledge. Show students a completed Frayer Model but leave out the name in the concept circle. See if they can name the main concept by looking at the four squares. During Reading As a class, generate a list of words that connect to the main concept. Then, divide students into small groups to fill in the four sections of the Frayer Model using the list of words that was brainstormed. After Reading Discuss the main concept of the Frayer Model and talk about the nonexamples. Add any new knowledge to the graphic organizer.
- #14 Before Reading Use the graphic organizer to activate students’ prior knowledge. Show students a completed Frayer Model but leave out the name in the concept circle. See if they can name the main concept by looking at the four squares. During Reading As a class, generate a list of words that connect to the main concept. Then, divide students into small groups to fill in the four sections of the Frayer Model using the list of words that was brainstormed. After Reading Discuss the main concept of the Frayer Model and talk about the nonexamples. Add any new knowledge to the graphic organizer.