![]() ![]() Finally, I’ve encouraged students to use the word – either in using the key word in response to an exam question/writing their own explanation of a concept using the key word. After exploring the word more, I have used the ‘Frayer model’ to get the students to write some definitive notes on the word – either the key definition or a diagram relating to the specification. We’ve then moved onto exploring in the word in a bit more detail – looking at the etymology of the word and also the morphology.įor example, the key word ‘sub-atomic’ we explored what ‘sub’ meant and other words which contain ‘sub’. I’ve used it to baseline my students – asking them what they already know about the word and where they have used it previously (science setting or non-science setting). “I’ve been using the ‘Frayer model’ in my year 8 science lessons to explore key lesson vocabulary in more detail. We have focused on some generic strategies, like the ‘Frayer model’ and similar graphic organisers, but crucially, these have been applied in our secondary school subject disciplines.Īlister Talbot, one of our Science teachers, has been inquiring about using the ‘Frayer model’ as tool in his Key Stage 3 Science lessons: Over the last year at Huntington school we have had a focus on help our students access the more challenging reading and academic vocabulary demands of the new curriculum. In subsequent questionnaire feedback, numerous students commented that the model was helpful in getting them to recognise the most important ‘keystone’ words and ideas to analyse. Still, I found it a quick and handy strategy to explicitly closely analyse important vocabulary choices in English. Here is an extract from the resultant close analysis of the poem, revealing the student’s use of their ‘Frayer model’ (with some peer feedback):ĭoes the ‘Frayer model’ alone transform understanding of words? Well, no – not really. Here, a student selects the word “chartered” from William Blake’s poem, ‘ London’, using our adapted headings: I decided to adapt the typical ‘Frayer Model’ to make it more appropriate to literature study (the flexibility and simplicity of this graphic organiser is why it proves so useable). Last year, I undertook a ‘disciplined inquiry’ on my practice to explore if it proved an effective way to teach complex vocabulary in the GCSE poetry I was teaching. It has proven a useful model to help me explicitly focus my teaching of important literary terms in English. ![]() I have been using the ‘Frayer model’ for around two years now in my English lessons. It is a simple but effective model to help students to organise their understanding of a new academic term or complex vocabulary choice. ![]() The ‘ Frayer model‘ is a long-standing graphic organiser that has been deployed in classrooms with success for decades (it was first conceived Dorothy Frayer and her colleagues at the University of Wisconsin). ![]()
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