Vocabulary: Using The Frayer Model & Google Docs

posted Jun 14, 2014, 7:28 PM by Mindi Vandagriff   [ updated Jun 15, 2014, 9:00 AM ]

With the use of Google Documents in our classrooms, teachers can create an interactive and collaborative working space to develop vocabulary skills. Using a Frayer Model template, teachers can have teams learn vocabulary in a seamless and collaborative environment. 

What is the Frayer Model?

The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-examples. This information is placed on a chart that is divided into four sections to provide a visual representation for students. This instructional strategy promotes critical thinking and helps students to identify and understand unfamiliar vocabulary. The Frayer Model can be used with the entire class, small groups, or for individual work. The Frayer Model draws on a student's prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples.


Traditional Frayer Model Activities

Pre-select a list of key vocabulary from a reading selection (or content area). The Frayer Model should be explained and a graphic organizer provided to each student. Then direct students to complete the template individually, in small groups or as a whole class. Model the type and quality of desired answers for the specific concept.
  1. Review vocabulary words or concept list with the class before students read the selection.
  2. Have students read the assigned text and carefully define the target concepts. Have students complete the four-square chart for each concept.
  3. Ask the students to share their conclusions with the entire class. These presentations may be used to review the entire list of new vocabulary or concepts.
(From: http://www.adlit.org/strategies/22369/)

Frayer with Google Docs

1. Using Google Documents, prepare the group Google Documents ahead of time. 
  • Click here for a Google Doc Frayer Template. 
  • After clicking into the doc above, click FILE>MAKE A COPY. Then name it for your classroom. Your copy of the template will land in your Google Drive list. 
  • Make as many (digital) copies as groups that you have. (Example: "Frayer Group 1", "Frayer Group 2", "Frayer Group 3", etc.)
  • Set the SHARE to "anyone with the link can EDIT," OR upload each student to each document.
  • Also, you may add pages to the Google document, so the groups can work with more than one vocabulary word.
*** TIP: Post the links to the groups' Frayer templates to your website. That way the students can just click on their group name, and they will have access to edit the page. See an example here.

2. Pre-select the list of key vocabulary from a reading selection or content area.

3. Explain the graphic organizer to the students, and how you will group the students.

4. Conduct your normal vocabulary lesson as usual.

5. Direct your students to fill out their Frayer Model templates on the vocabulary words.

6. You can go into the templates and see the work that is being done and comment.

7. Students can work together collaboratively from home on this assignment.


Why use Google documents with students to study vocabulary?

  • It is novel for students to use technology this way.
  • The brain loves novelty and learns well when we use it.
  • Students can practice online collaboration.
  • Students can practice project management.
  • We can follow the Kagan Cooperative Learning participation model: P.I.E.S.
  • Students homework will not get "lost"
  • Dogs cannot eat Google Documents :)
  • It is FUN!!!

Links for more information:



TEKS Objectives Met 

Reading

3.4
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
4.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
5.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
TxCCRS
B.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
TxCCRS
B.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
TxCCRS
B.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.

Writing

3.20
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
4.18
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
5.18
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
TxCCRS
A.Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
A.Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
A.Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
B.Writing across the curriculum
TxCCRS
B.Writing across the curriculum
TxCCRS
B.Writing across the curriculum

Technology Applications (Grades 3-5)

(1) Creativity and Innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to:
(2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The students is expected to:
(5) Digital citizenship. The student practices safe , responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to:
D. create and execute steps to accomplish a task
A. use communication tolls that allow for anytime, anywhere access to interact, collaborate, or publish with peers locally and globally
A. adhere to acceptable use policies reflecting appropriate behavior in a digital environment
E. evaluate and modify steps to accomplish a task.
C. format digital information, including font attributes, color, white space, graphics, and animation, for a defined audience and communication medium
B. comply with acceptable digital safety rules, fair use guidelines, and copyright laws


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