The Frayer Model

The Frayer Model

By Sarah Nelson

Conclusions

The Lesson

- My student was able to understand that one vocabulary word in the word problems provided vital information that may have otherwise been overlooked.

- While demonstrating the direct instruction of the think-aloud lesson, I created explicit steps.

- Breaking the lesson into two parts kept student engagement.

- To improve this lesson, I should have incorporated more challenging word problems after the first three that I had. I was not sure how familiar the student was with geometry.

- Maintaining the same strategies in my lessons allows the student to gain more practice with them.

- Comparison between supplementary and complementary angles.

- By starting with the Frayer Model, it ensured that the student had the appropriate tools and knowledge to correctly solve the problem.

- As the teacher, it is my responsibility to provide these tools and set my student up for success.

- The Frayer Model can be used in concepts and topics that the student is familiar with or has no familiarity with.

- Common Core Standards: literacy and reasoning

Choosing the Frayer Model

- I started the lesson by filling out two Frayer Model worksheets with the student; one was for Complementary Angles and the other was for Supplementary Angles.

- The student then filled out the examples, non-examples, and characteristics portions of the model.

- I originally chose this strategy for my lessons because during the initial testing, I found that my student had a difficult time defining specific vocabulary words in the provided text.

- I included this strategy in many of my lessons this semester; thus I was able to apply it to content-vocabulary from different math topics and saw how the strategy was useful in every topic and concept.

- I was also able to see how the student developed a familiarity with the strategy throughout the semester and became comfortable enough where she could fill it out independently.

- Can be used in any subject area.

- By providing synonyms or antonyms to the word, students use vocabulary that they already know and apply it to the new vocabulary word.

Independent Practice:

- Direct Instruction:

How Effective is the Frayer Model?

- By defining supplemental angles, we were able to used its definition to form an equation.

- Emphasizes student comprehension, rather than regurgitation or memorization.

- Word analysis and vocabulary building - goes more in-depth with the word by having students provide a definition, characteristics, examples and non-examples.

- Frayer, Frederick, and Klausmeier (1969): Ninth-grade students who were identified as good and poor readers were randomly assigned to learn social studies vocabulary.

- One group was taught with the typical textbook lessons, while the other group was taught with lessons constructed around the Frayer Model steps.

- Results revealed a statistically significant difference in overall comprehension.

- Monroe and Pendergrass (1996) recreated the study in a math classroom and found that the students that used the Frayer Model understood the concepts and material more than the students that did not.

Guided Instruction:

**Student referred back to Frayer Model**

- We then moved on to the worksheet that had three short word problems on them. I modeled the first problem and read it aloud.

References

- I emphasized the importance of underlining the most important information in the problem.

Gore, M. C. (2004). Successful inclusion strategies for secondary and middle school teachers: Keys to help struggling learners access the curriculum. Thousand Oaks, Calif: Corwin Press.

Hidaya, T. (n.d.). Frayer model and its significance for vocabulary achievement in classroom environment.

Monroe, E. E., & Pendergrass, M. R. (1997). Effects of mathematical vocabulary instruction on fourth grade students.

- In order to find the measurements of the two angles, we needed to synthesize an equation from this information.