Level of Expertise: 6
What is the strategy?
Students will use the Frayer Model to identify information about a key word or concept found within this unit. Students list the definition, characteristics, examples and non-examples in a four quadrant chart with the key word or concept written in the center (Billmeyer & Barton, 1998).
Why use this strategy?
This strategy helps students gain a theoretical understanding of key words or concepts found within the text. The Frayer Model uses a variety of ways in which to analyze the chosen word/concept. My students categorize this information and display the details learned in a graphic organizer. This will help them be able to use the word appropriately in context to explain key mathematical concepts such as the Associative Property of Multiplication.
How does it work?
1. The students in my class will examine the text (Charles, Branch-Boyd, Illingworth, Mills, Reeves, & Thompson, 2004, pp. 17-20). Working in pairs, they will identify 5-7 vocabulary words or key concepts in which they are unfamiliar.
2. The students will choose one of these words to use for the Frayer Model such as “Associative Property of Multiplication.”
3. Each group will work together to fill out the graphic organizer explaining the definition, characteristics, examples and non-examples of the key word/ concept as outlined below.
4. The groups will share their work with the rest of the class.
5. I will display the words on the wall during the time we are studying this unit.
Sources Referenced: Charles, Branch-Boyd, Illingworth, Mills, Reeves, & Thompson, 2004; Billmeyer & Barton, 1998
What does it look like?
See printed copy
