NSW Centre For Effective Reading Vocabulary | Examples and non-examples
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4. Provide guided practice with whole class or small group or partners
• Put a blank Frayer Model transparency on the overhead/IWB and distribute blank Frayer Model sheets
to partners.
• Write the key content-specific word in the middle of the graphic organiser and ask students to do the
same.
• Tell students that they will complete the graphic organiser together as they read the text. Before
reading the text, provide clear “student-friendly” definitions of the key content-specific word and any
other key vocabulary and have students quickly preview the selection, examining illustrations,
headings, subheadings and diagrams. Previewing should take no longer than 1–2 minutes. Ask
students what they think they will learn in the selection. Allow no more than 3–5 minutes for this
discussion.
• Have students read the first part of the text with their partners.
• After students have read the first section of the text, work as a class to complete any part of the Frayer
Model graphic organiser that can be finished based on that section. Ask students to tell why the terms
they identify are examples and non-examples of the selected concept/word.
• Read the next section of text and continue to add to the graphic organiser.
5. Provide independent practice
When students are proficient with the process, have them continue to work in partners, reading and adding to
their graphic organisers. Monitor student work carefully and provide scaffolding and feedback as needed.
6.
Generalisation
Discuss with students how might writing down examples and non-examples of words and using the
graphic organiser help you learning the meanings of words in this and other KLAs.
Technology Tip
Mind mapping tools could be used to represent the graphic organiser used in this strategy. Below are
examples of some free mind mapping tools:
XMind:
http://www.xmind.net
Freemind
http://freemind.sourceforge.net/wiki/index.php/Main_Page
References
Denton, C., Bryan, D., Wexler, J., Reed, D. & Vaughn, S. (2007). Effective instruction for middle school
students with reading difficulties: The reading teacher’s sourcebook. University of Texas:Austin.
Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive
Mastery, Madison, WI: Wisconsin Center for Education Research