This document describes how to use Frayer Method note cards to improve student vocabulary and comprehension. The strategy involves having students create notecards for important terms, with the word written in the middle and four labeled sections for the definition, examples of how it is similar to other concepts, non-examples, and examples. Studies show this method effectively teaches vocabulary in a clear manner by relating new terms to prior knowledge and allowing students to see connections across subjects. Teachers should use this pre-vocabulary instruction strategy with whole-class participation to define terms and fill out the notecards before starting a new chapter.

1. Using Frayer Method note cards to
improve students vocabulary and
comprehension

2. When Do I use this strategy?
• Use this for terms of great
significance or difficulty, which will
be seen repeatedly during the year
• This will allow for words to span an
entire year, rather than a short time
during a chapter
• Use this for vocabulary which is not
‘come and go’. By learning these
words, connections between
chapters may be established by
students

3. • First, Select the term! Your teacher
may give it to you, or it may be
highlighted in your textbook
• Then, write it in the middle of your
notecard. Divide the rest into 4
boxes.
• Label the four boxes ‘Definition’, ‘It’s
like…’, ‘Non-Examples’, and
‘Examples’.
• Sound Confusing? Its really easy!
Lets try it now.

4. First, we need to set up our
vocabulary cardIMMIGRATION
Then, we find the word we are studying
First, we label our boxes.
Definition: It’s like…
Non-Examples:Examples:
Finally, we fill
in the boxes!
The act of moving
permanently to
another land
Moving to a new state,
country, or continent
- Going on a vacation to Europe
- Migrating (seasonal moving,
like birds)
- Deportation (Forceful removal
from a country)
- Evolved humans coming
out of Africa
- Europeans coming to
the Americas

5. Will this really help us?
• Using this method for the most difficult or complex vocabulary will present
the definition and examples in a clear, rational manner, allowing for students
to see its relation to multiple areas of study (Greenwood, 2002).
• By relating new information to what is already known, creating a less
stressful environment and boosting student confidence on the term (Stahl &
Vancil, 2086; Greenwood, 2002).
• Studies have shown this method is effective in both hetero- and
homogeneous mixtures, as well as large and small groups (Fisher &
Blachowicz, 2007).
• Having an image or example provides a direct reference of the term to a
known situation, allowing for relations to be made (Fisher et al, 2007).

6. How can we use this in class?
This strategy should be used for pre-teaching
important vocabulary terms. Pre-teaching means
that you will learn the words before starting the
chapter. The class will take the time to find each
terms definition together as a group. The class will
discuss and make lists of what it is like, non-
examples and examples. Students will make 2-3
selections from each list which they relate to most,
copying to their card and leaving space to add more
if they want.
Students will keep their cards on a keyring, in alphabetical order.
This will allow for quick reference when needed. Students can
also work in literacy circles, finding words from their ring that
they can relate to a new unit. They will also work to teach and
reinforce one another (Fisher et al, 2007)

7. Will we know if it is working?
• Do you use vocabulary quizzes? There is a
great way to see if it works!
• Start tracking your classes vocabulary
quiz grades now that you are using
vocabulary note cards.
• Use the quiz grades from before you used
the note cards as a control group- how do
students compare this year?
Don’t use vocabulary quizzes? You can still see
how your students are doing! Have students write
a paragraph, using a word from their cards. They
should show they know what it means, and how it
relates to multiple lessons. Repeated use will
allow the word to become part of students
everyday vocabulary (Greenwood, 2002).

8. So, in review…
Vocabulary Note Cards
Definition: It’s Like…
Non-Examples:Examples:
A vocabulary card of a key
term, containing the definition,
description, non-examples,
and examples.
A flashcard, but with more
detail and examples relating the
term to things I know, and other
chapters.
• Flashcards
• Pocket Dictionaries
• Semantic Maps
• This slide!

9. References
Fisher, P & Blachowicz, C. (2007). Teaching How to Think about Words.
Voices From the Middle, 15(1), 6-12.
Greenwood, S. (2002). Making Words Matter: Vocabulary Study in the
Content Areas. The Clearing House, 75(5), 258-263.
Miller, M., & Veatch, N. (2010). Literacy in context (LinC): Choosing
instructional strategies to teach reading in content areas for
students grades 5-12. Boston, MA: Allyn & Bacon.
Stahl, S & Vincil, S. (1986). Discussion is What Makes Semantic Maps
Work in Vocabulary Instruction. The Reading Teacher, 40(1), 62-
67.