Vocabulary Note CardsUsing Frayer Method note cards to improve students vocabulary and comprehension

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

But how do I do it? • 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.

First, we need to set up our vocabulary cardIMMIGRATION

Then, we find the word we are studyingFirst, 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

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).

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)

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).

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!

ReferencesFisher, 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.