Summary and benefits

Frayer diagram is a graphic organiser that can be used to unpack new vocabulary that requires in-depth analysis. When using this strategy, students determine and clarify the meaning of targeted vocabulary words encountered while studying key concepts or big ideas. It includes:

• student-friendly definitions
• examples of the word in use
• layers of meaning in the text
• linked themes or ideas from the texts.

Examples can be found:

• In ‘Escape into the world of the novel’ – 7.3 students use the Frayer model to unpack unfamiliar vocabulary around language features using Phase 1, activity 3 – using the Frayer model.
  • This is utilised throughout the program using a model text in Phase 1, resource 6 – list of prediction words from Across the Risen Sea.
• In ‘From page to stage’ – 8.3 students use Phase 3, activity 22 – themes in Hitler’s Daughter by Jackie French to unpack the definition of ‘theme’ from NESA's glossary and then replicate this process for any other unfamiliar words throughout the program.
• In 'Shining a new (stage) light' – 9.2 students use Phase 3, resource 2 – dramatic conventions glossary and Phase 3, resource 3 – Frayer model template, in conjunction with Phase 3, activity 3 – accessing prior knowledge of dramatic conventions to unpack unfamiliar vocabulary.
• In 'Novel voices' – 10.1 students use Phase 4, activity 2 – Frayer diagram to support student understanding of the epistolary form and its purpose in narratives.

Summary and benefits

Place key words and student-friendly definitions around the classroom. Seeing words displayed prominently helps with visual memory and retention. By grouping words with similar themes or concepts, learners can understand context and relationships between words. Regularly seeing and interacting with the words reinforces learning.

Example can be found in:

• In ‘From page to stage’ – 8.3, students use Phase 3, activity 19 – the author's purpose to read a paragraph in small groups.
  • They circle words that they do not know from a text about Jackie French's inspiration for writing the novel.
  • The groups define the words, and these words are placed upon a ‘Wicked word wall’ for the class during the unit of work.
• In 'Reshaping the world' – 10.2, Phase 1, activity 5 – Romantic metalanguage it is recommended that for EAL/D students and students working below stage levels that a wicked word wall be used to extend student usage of the metalanguage of Romanticism.

Summary and benefits

Word clines help in understanding the nuances between similar words and their degrees of intensity, enriching student vocabulary. For language learners, they provide a visual representation of gradations in meaning, making it easier to grasp subtle differences between words. They encourage critical thinking by requiring students to evaluate and compare words based on their intensity and usage. The word cline may expose students to unknown vocabulary; however, it will extend student thinking about the subtle differences between words.

Examples can be found in:

• In 'Powerful youth voices' – 7.1, word clines are used in Phase 4, activity 3 – the writing voice of Solli Raphael to explore how style and voice can be influenced by word choice.
• In 'From page to stage' – 8.3, students use Phase 1, activity 7 – analysing the language of Shark Tank Throaty Scope tongue depressor segment to explore modality in creating a pitch for advertising.
  • Word clines are used throughout the program including Phase 2, activity 3 – previewing 'The Three Little Pigs' and Phase 4, activity 10 – narrative structure of a scene to extend vocabulary usage and understanding of modality.
• In 'Exploring the speculative' – 9.4, students use a word cline in Phase 3a, activity 1 – genre and the core text to describe the atmosphere created in the trailer of the film Crazy Fun ParkExternal link (1:20).

Summary and benefits

The SEEC routine allows for both teacher and student-led focus on different aspects of learning new words, depending on the needs of students and the ways the word will be used. The routine follows the pattern below. Students:

• Select – students identify, or select, key words needed to engage with the concepts
• Explain – students say the word carefully, define it in their own words, give multiple examples and clarify its meaning
• Explore – students examine etymology, common word families, synonyms, antonyms, different uses of the word.
  • They share understanding with peers and extend thinking, students may even consider images or ideas evoked by the word
• Consolidate – students use the word in the sentences relevant to their world.

Examples can be found:

• In 'Speak the speech’ – 7.4, Phase 3b, activity 4 – preparing to read the prologue, students prepare to read the prologue of the core text by predicting the words that may or may not be in the scene they will read.
• In the program 'The camera never lies' – 8.4 students use Phase 4, resource 1 – using the SEEC model in conjunction with Phase 4, activity 6 – comprehending the ideas in the article to build vocabulary and enhance understanding of the article 'Indigenous languages celebrated in bilingual booksExternal link'.