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It explains how graphic organisers support vocabulary development by improving word recognition and comprehension, and highlights using definitions co-constructed with learners rather than only presented in text. Practical classroom strategies include introducing new tier 2/3 words, demonstrating nuance with examples and non-examples, applying and retrieving meaning through diagrams, and following do’s and don’ts for accurate, manageable learning, plus classroom applications like modelling, glossaries, misconception correction, and enriched writing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/history-how-tos-frayer-models-using-frayer-models-dos-and-donts-in-the-history-classroom/493524/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/history-how-tos-frayer-models-using-frayer-models-dos-and-donts-in-the-history-classroom/493524.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is a Frayer model and what is it used for?","Question",{"text":112,"@type":113},"A Frayer model is a graphic organiser used to help students organise their understanding of a new academic term or complex vocabulary. It supports vocabulary learning by making meanings and features clear.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the research say about using graphic organisers for vocabulary?",{"text":117,"@type":113},"Research suggests using graphic organisers for new vocabulary promotes understanding and increases word recognition. It also supports vocabulary development through deeper engagement with definitions.",{"name":119,"@type":110,"acceptedAnswer":120},"How should teachers use Frayer models in the history classroom?",{"text":121,"@type":113},"Teachers can introduce new tier 2/3 words, demonstrate nuance using examples and non-examples, clarify meanings of familiar words in historical contexts, and have students apply and retrieve meaning using the diagram. The guidance also stresses including definitions, characteristics, and examples, checking understanding, and avoiding overloaded or unfamiliar choices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493524,1792161202,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","History How To’s  \nFrayer Models  \nTom Pattison @MrPattisonTeach  \nWhat are frayer models?  \nThe ‘Frayer model‘ is a graphic organiser. It is a simple but effective model to help students to organise their understanding of a new academic term or complex vocabulary choice.  \nWhat does the research say?  \nResearch indicates that using graphic organizers for new vocabulary words is an effective way to promote understanding (Rakes, Rakes & Smith, 1995; Newton, Padak & Rasinski, 2008) .  \nThese visual vocabulary  \nstrategies are useful for increasing word recognition and understanding and maybe a good way to promote vocabulary development .  \n(Newton, Padak & Rasinski, 2008) .  \nIn this way, definitions are drawn from and constructed with the children as opposed to simply exposing them to the new words within the context of the book (Newton, Padak & Rasinski, 2008; The Urban Child Institute, 2010) .  \nFurther Reading  \nQuigley; ‘Closing the Vocabulary Gap’  \nEEF Report ‘Improving literacy in Secondary Schools.’  \nDunston & Tyminski ‘What’s the big deal about vocabulary?’  \nUsing Frayer Models  \nThere are several ways you can use Frayer models in the classroom  \nIntroduce a new word  \n• Introduce students to a new tier 2 or tier 3 word before they encounter it in the text they are about to read.  \n• Reveal the links between the new word and existing vocabulary.  \nDemonstrate nuance  \n• Offer clarity on the differences between two similar words or concepts e.g. patriotism and nationalism.  \n• Non-examples of a word are especially helpful for preempting misconception of how to use a word.  \nSame word, new meaning  \n• Offer clarity on the meaning of familiar words in the context of historical study.  \n•Students encountering ‘colony’in Biology (a group of organisms of the same type living or growing together) can see the alternative meaning of the word in History.  \nApply and retrieve  \n• Students can refer to the frayer diagram to assist them in applying the word accurately in their historical writing.  \n• Incomplete versions of the model can be used for retrieval exercises to enable students tore engage with the meaning.  \nDo’s and Don’ts  \nTo really maximise your use of frayer models, follow this guidance on do’s  \nand don’ts  \n• Always ensure your model includes the definition, characteristics and examples.  \n• Be flexible with the fourth box; non-examples, etymology, morphology or synonyms could be used.  \n•Always have students apply the word to check understanding.  \n• Don’t choose examples students are unfamiliar with.  \n• Don’t use a definition students do not understand.  \n•Don’t assume students won’t forget the word without revisiting it.  \n•Don’t overload students with several words at a time.  \nIn the History Classroom  \nBelow are some examples of how you could use frayer models within the history classroom  \nLive modelling  \nDemonstrate effective use of new language when modelling writing for the class.  \nCreate a glossary  \nEncourage students to regularly refer back to the frayer models to assist them.  \nAddress  \nmisconceptions  \nUse the Frayer Model to correct a commonly misused word you have identified.  \nEnrich writing  \nChallenge students to use the language encountered in frayer models in their writing.","cbCaih0O4DIQmJSG","https://ap.wps.com/l/cbCaih0O4DIQmJSG","pdf",80070,"English","# What are frayer models?\n## What does the research say?\n# Using Frayer Models\n## There are several ways you can use Frayer models in the classroom\n## Do’s and Don’ts\n# In the History Classroom","[{\"question\":\"What is a Frayer model and what is it used for?\",\"answer\":\"A Frayer model is a graphic organiser used to help students organise their understanding of a new academic term or complex vocabulary. It supports vocabulary learning by making meanings and features clear.\"},{\"question\":\"What does the research say about using graphic organisers for vocabulary?\",\"answer\":\"Research suggests using graphic organisers for new vocabulary promotes understanding and increases word recognition. It also supports vocabulary development through deeper engagement with definitions.\"},{\"question\":\"How should teachers use Frayer models in the history classroom?\",\"answer\":\"Teachers can introduce new tier 2/3 words, demonstrate nuance using examples and non-examples, clarify meanings of familiar words in historical contexts, and have students apply and retrieve meaning using the diagram. The guidance also stresses including definitions, characteristics, and examples, checking understanding, and avoiding overloaded or unfamiliar choices.\"}]","History How To’s - Frayer Models - Using Frayer Models - Do’s and Don’ts - In the History Classroom | PDF",1790883668]