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Description: This is a strategy used in the classroom after a lesson has ended to help summarize what they have learned. This gives the teacher an idea on what to reteach from the lesson they taught. It is used by having the children write down 3 different things they learned after the lesson. Next the 2. is two things the students found interesting that they would like to learn more about. Lastly one, is have the student write down at least one question they have about the material that was taught.

Advantages: The 3-2-1 strategy helps the teacher check for the students understanding after a lesson that was taught. Helps students have their own review on the main topics taught during the lesson.

Disadvantages:  Students who struggle might guess when given this prompt at the end of a lesson. They might rush through the sheet and not fully think of what was taught that day.

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Description: This is a chart the teacher will give to the students and it consists of the letters in the alphabet. The students will fill the chart out with words in the lesson that are important to remember for them to help remember and organize the vocabulary.

Advantages: This strategy can help students stay organized during lessons and is a helpful tool to study from. Students can either work in groups or even alone to get the information correctly on the paper. Helps students organize their thoughts, test prior knowledge, and relearn the material.

Disadvantages: The students might get confused if there are multiple words that start with the same letters. If students are working in groups they could possibly get off track and take too much time trying to decide what word to use for each letter.

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Jasmine Anderson's EDUC310 Strategy Website

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This strategy is typically used before reading to test the students prior knowledge of the content at hand. The students will try to think of a word or a phrase associated with the topic, matched to each letter of the alphabet.

"For instance, if the topic were World War II, students might list Allies, Bombers, Concentration Camps, D-Day, Europe, French Resistance, Germany, Hitler, Italy, J apan, and so on" (Reading Rockets).

Example:

Reference:
http://www.readingquest.org

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This strategy is typically used before reading to test the students prior knowledge of the content at hand. The students will try to think of a word or a phrase associated with the topic, matched to each letter of the alphabet. "For instance, if the topic were World War II, students might list Allies, Bombers, Concentration...

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Description: This strategy consists of a piece of paper or some form that helps asses’ students at the end of a lesson. This is usually a smaller piece of paper teachers give out with simple questions like Questions from the lesson, 2 things I’ve learned. Sometimes it’s a solution to a problem they have to solve or just a simple question from the lesson.

Advantages: This is such an easy was to help the teacher know or not if a student caught onto the lesson. Also helps with what to reteach a student when the lesson is over. Its short and simple and easy to ready for every student.

Disadvantages: Might not be in depth enough to show a teacher if the student is not catching onto the lesson. Another would be, it might not show accuracy on what the student knows what to do and not what to do.

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This half sheet exit slip/ticket allows students to mark something that they learned that day, an important point to remember, or a question they still have. Then, there is space for students to write several sentences about the box they chose.

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Description:  A chart that is patterned that helps a child organize their work from a lesson.

Advantages: This type of pattern organizes information by each topic that is taught. Dividing it up by topic into good and bad parts, or pros and cons. Seeing both sides of an issue without taking one side.

Disadvantages: Sometimes there are not enough comparisons to use when comparing and contrasting. Students might use differences that don’t make even sense to make it a good comparison.

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Description: Sticky notes can help a student remember certain information from a book so they have it there whenever they are re reading the chapter or book.
Advantage: Students are actively engaged in their reading. Helps with recall of major topics.

Disadvantage: Students may misplace their sticky notes from the books so they get unorganized very easily.

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Description: A Venn diagram helps a student organize their work into sections after a lesson is taught. They are usually sectioned off into three different circles to show how they are alike, different, and the same.

Advantages: Teachers can use this strategy in so many different ways and subjects. Using this in literacy to help organize different but alike concepts. Overall this helps so much with students who are struggling in organizing their notes. Can use this in math classes also for different strategies when the students are in class.

Disadvantages: Making sure a student has the correct information in each category can get difficult. They can become very complicated to deal and they have limited expressive power. What this means is there are so many pieces of information that can’t be represented perfectly.

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For the Science assignment, the Venn diagram is two circles that overlap each other. In one circle, you write characteristics of plants that are unique to plants (and trees do not have these...

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Description: Think alouds are during lessons so the students can think and talk out loud to each other and ask questions to their partners or in a group settings after a subject was talked about.

Advantages: This strategy has so many advantages, most important it serves “a window on the soul” letting the student realize what they really know when talking to each other. Letting students talk to each other to hear their own opinions about different subjects.

Disadvantages: People cannot really remember what they thought when they were taking particular actions. Sometimes students get off topic when talking to each other out loud.

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Description: This is a guide that can help a student organize thoughts with certain subjects.

Advantage: These guides are loved by teachers because of the ability to engages the students in new information by challenging them to think critically about what they know and don’t know.

Disadvantages: Does not really help with grade assessments. Has to be very tailored to exactly what the teacher wants and teaches within the lesson.

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Description: This strategy helps organize a book or subject that has many different points that can really help a student remember the information they learned in a lesson.

Advantages: This strategy helps promote critical thinking and can help a student identify vocabulary that they know and don’t know. This can be used in many different ways, for example the entire class, small groups, and for individual work.

Disadvantages: It might be too simple for some students, some of the concepts might need more work put into them. It can be more vocabulary based rather than critical thinking.

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Page 7: Building Vocabulary and Conceptual Knowledge Using the Frayer Model

Within a unit of study are many vocabulary terms that students must learn. Within that list of terms are a few representing key concepts. For example, in a science unit about rocks, the terms in the table below are commonly taught.

Though students may learn these vocabulary terms independently, they still must understand the relationships between them and thus develop a deeper understanding of the main ideas. Within this vocabulary list, there are three terms that form the foundation for the entire unit: igneous rocks, sedimentary rocks, and metamorphic rocks. Because these terms are central to any substantial understanding of the chapter's content, teachers might need to spend more time making sure that students really grasp them. In cases like this, using a graphic organizer such as the Frayer Model can be helpful. When used appropriately, the Frayer Model allows teachers to incorporate the elements of vocabulary instruction discussed on previous pages (i.e., selecting words, explicitly defining and contextualizing the term, helping students actively process the word, providing multiple exposures to term).

Introducing and Teaching the Frayer Model

When they introduce this model, it is helpful for teachers to explain why it is useful for building vocabulary and conceptual knowledge. Then they can explicitly teach students what information should go in each section.
Click to enlarge Frayer Model
Click here to see a Frayer Model completed for one key concept in the science unit above: sedimentary rocks.
Frayer Model - Completed (Close this panel)
Initial instruction about the Frayer Model is heavily teacher-directed and requires teacher modeling. Teachers should demonstrate how to complete the graphic organizer by talking through what they are doing and how they are coming up with the information they enter into the different sections. Teachers should teach students how to use textbooks and other subject-matter materials to generate and discuss the information for each section.

The Frayer Model is not intended to be used as a worksheet for homework, something that would be no more effective than asking students to simply look up the definitions for a list of assigned words. Discussion is an important element of this practice. By filling out the Frayer Model with their classes, teachers help students to apply some of the practices discussed earlier in this module, such as contextualizing terms, actively processing information, and experiencing multiple exposures to terms.

For Your Information

It is not necessary to complete the entire Frayer Model in one lesson. Teachers may use the definition portion to first introduce a term to students. Then they can return to complete other sections of the organizer after students have built some conceptual knowledge by reading the text, seeing demonstrations, or working with associated content.
Click here for a pdf template of the Frayer Model for classroom use.
Examples of Frayer Models from Content Areas

Click on the links below for examples of completed Frayer Models.

Guided Practice with the Frayer Model

Once students are familiar with using this graphic organizer, they are ready for guided practice. After they've discussed the definition as a group, teachers can guide students as they complete the characteristics, examples, and non-examples sections. Watch the video below to see how a math teacher guides her students to generate characteristics of the term dilation and to distinguish examples and non-examples of this word. During this process, students learn to relate dilation to previous lessons and to review their knowledge of other words as they deepen their understanding of the new term (time: 2:05).

Used with permission from the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin, copyright © [2010].

Transcript: Guided Practice with the Frayer Model

Teacher: I would like for you to use these characteristics to determine if this slide I am going to show you is an example or a non-example of a dilation.

Narrator: The teacher incorporates technology, displaying figures and asks students to use interactive clickers to vote on whether the figures are examples or non-examples of dilations.

Teacher: I just asked you to "Vote A" if it was an example of a dilation or "B" if it was a non-example of a dilation, and here are our results. So most of you voted "B," which is a non-example. Raise your hand if you can tell me why it's a non-example. Nicole?

Nicole: Because the shapes are not similar.

Teacher: The shapes are not similar.

Nicole: Because it stretches horizontally but not vertically.

Teacher: Good!

Narrator: The teacher calls on students to explain how they use the characteristics of dilations recorded on their Frayer Model to make their decisions.

Teacher: We just voted that this image is an example of a dilation. Now I want to know who can tell me what type of dilation this is. Raise your hand if you can tell me. Anthony?

Anthony: Enlargement.

Teacher: It's an enlargement. Very good, yes! And how did you know that?

Anthony: It's greater than one.

Teacher: Okay, it's an enlargement because it has a scale factor greater than one. And I see that you're looking at your Frayer Model and the characteristics. What about the other characteristics? Do they apply?

Anthony: Yes

Teacher: Tell me which ones do.

Anthony: The figures are similar.

Teacher: The figures are similar. Good.

Anthony: The size changed but not the shape.

Teacher: Good! That's a true statement. The size did change but not the shape. What else, Anthony?

Anthony: The figure doesn't rotate or flip.

Teacher: Good. You're right. The orientation stays the same. The figure did not rotate or flip. So those characteristics fit into as to why this is a dilation.

Narrator: As the class discusses, the teacher adds examples and non-examples to the class Frayer Model. Next, the students will work with partners to practice creating examples and non-examples on their Frayer Models.
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Independent Practice with the Frayer Model

Once students have sufficient experience with the Frayer Model, they should be able to complete sections in class without teacher guidance (i.e., independently, in pairs, or in small groups). When doing so, they should still be required to explain their rationale for the characteristics, examples, and non-examples they chose. It is helpful to ask students to show how they used information from their text or other curricular materials to complete sections. Click on the video to see how small groups of students explain how they came up with examples and non-examples for the vocabulary term dilations (time: 2:07).

Used with permission from the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin, copyright © [2010].

Transcript: Independent Practice with the Frayer Model

Narrator: Eighth-grade students in Alma Perales' class have been using a Frayer Model to increase their understanding of math vocabulary and concepts. In this video, students practice creating examples and non-examples of dilations.

Student 1: So what shapes should we do?

Student 2: Rectangles.

Student 1: Rectangles.

Student 2: Yeah.

Student 1: Okay.

Student 2: We should do a smaller one, 1 x 2.

Student 1: 1 x 2. Make it bigger?

Student 2: Yeah, we should go to an enlargement.

Student 1: Enlargement? Okay.

Student 2: Yes, 2 x 4.

Student 1: Let's check the characteristics.

Student 2: The size changes but not the shape. A scale factor greater than one is an enlargement. The figure does not rotate or flip. A five...I mean a scale factor between zero and one, creates a reduct.

Student 2: My bad. The figures are similar so square, I mean rectangle and rectangle are similar and the size changes but not the shape, so...

Student 1: It's an enlargement.

Student 2: Yes. And then non-examples.

Student 1: What should we do on non-example? What shape?

Students 2 & 3: Rectangle.

Student 1: We keep that. And let's check the characteristics. The size changes but not the shape. This is a non-example, because it's not that. It's wrong.

Student 2: Yes, this is rectangle, and this is a square.

Student 1: Yes.

Student 2: It went from a rectangle to a square. That's why it's a non-example, because the shape changed.

Narrator: The teacher calls the class back together and gives students an opportunity to share their explanations of examples and non-examples. Later, she wraps up the lesson by restating the primary focus.

Teacher: Our main objective today was to generate similar figures using dilations, including enlargements and reductions. And we incorporated the Frayer Model to help build our understanding of the word dilation. And we will continue to use the Frayer Model to increase our understanding of other math concepts in this class.
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Now listen as Deborah Reed talks about how much of the Frayer Model students can complete on their own (time: 2:50).

Deborah K. Reed, PhD
College of Education, University of Iowa
Director, Iowa Reading Research Center

/wp-content/uploads/module_media/sec_rdng_media/audio/sec_rdng_audio_page07_reed.mp3
View Transcript
Transcript: Deborah K. Reed, PhD

In terms of how much of the Frayer Model students should complete or which particular squares they could complete on their own, it depends on a few things. First of all, it depends on their understanding of the format and the function of the Frayer Model. The other thing it depends on is their familiarity with the content of what you're using the Frayer Model to address. If it's the first time that students are experiencing that target term that you're putting in the center of the Frayer Model, and you know that you haven't taught anything about this concept yet, I'm not sure how students would come up with the information in the squares all on their own. That would be the same thing as assigning the list of words on Monday that the students look up in the glossary or the dictionary and then we take the test on Friday. The purpose of the Frayer Model is to go deeper with the words. If you're using it to introduce for the first time, it's incumbent upon the teacher to provide the student-friendly definition. Kids don't have enough information yet to give you any sort of definition.

Now, you could be going through a text together in which the definition is somewhere embedded in that text, and so it might be a guided instructional activity where we find the definition embedded within this text that we could include on the Frayer Model. And then maybe later on in the reading we'll find some characteristics. So as we read we'll pull out these characteristics, and we'll put them into that square of the Frayer Model and then maybe later on, or while they're giving us characteristics perhaps, they'll also show us some examples of the application of it, and so as we read we'll find those and pull those out and put them onto the Frayer Model. If you've covered some instruction in this concept and you're using the Frayer Model as kind of a cumulative review of what they've learned then it's possible that students could complete more of the Frayer Model on their own, including the definition. By then they've built background knowledge, they've done some work, they've had these multiple exposures and different contexts, they've been discussing this in class, and so by then the expectation might be that they should be able to identify, or come up with the definition, be able to list all the important characteristics that will help us recognize this concept, and generate some examples and non-examples. That would be much later in the lesson. Earlier in the lesson, it would be much more teacher-directed.

In the next section of this module, you will learn about reading comprehension, another essential component for developing knowledge in content areas.

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IRIS | Page 7: Building Vocabulary and Conceptual Knowledge Using the Frayer Model

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Within a unit of study are many vocabulary terms that students must learn. Within that list of terms are a few representing key concepts. For example, in a science unit about rocks, the terms in the table below are commonly taught.

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Description: A chart in a classroom that helps students who might forget a concept from a lesson or a definition. Usually very colorful and engaging.

Advantages: These charts build a great environment in the classroom. Make thinking visible by having vocabulary or processes that can help engage the students thinking. Students can add ideas to an anchor chart to apply new learning for the classroom.

Disadvantages: I think it convinces the students to look outside rather within their thinking. It can make children rely on posters for their learning.