Summary and benefits

A 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, 'Phase 1, activity 3 – using the Frayer model': students use the Frayer model to unpack unfamiliar vocabulary around language features
• ‘From page to stage’ – 8.3, 'Phase 3, activity 22 – themes in Hitler's Daughter by Jackie French': students unpack the definition of 'theme' from NESA's glossary and then replicate this process for any other unfamiliar words throughout the program
• 'Shining a new (stage) light' – 9.2, 'Phase 3, resource 2 – dramatic conventions glossary': students use a Frayer model template to access prior knowledge of dramatic conventions to unpack unfamiliar vocabulary
• In 'Novel voices' – 10.1, 'Phase 4, activity 2 – Frayer diagram': students use a Frayer diagram to support their understanding of the epistolary form and its purpose in narratives.

Summary and benefits

Create Word walls (staff only) by placing 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. 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:

• ‘From page to stage’ – 8.3, 'Phase 3, activity 19 – the author's purpose': students circle words that they do not know from a text about Jackie French's inspiration for writing the novel, they then define the words, and these words are placed upon a 'word wall' for the class during the unit of work
• '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 (staff only) 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:

• 'Powerful youth voices' – 7.1, 'Phase 4, activity 3 – the writing voice of Solli Raphael': students use word clines to explore how style and voice can be influenced by word choice
• In 'From page to stage' – 8.3, 'Phase 1, activity 7 – analysing the language of Shark Tank Throaty Scope tongue depressor segment': students explore modality in creating a pitch for advertising
• In 'Exploring the speculative' – 9.4, 'Phase 3a, activity 1 – genre and the core text': students use a word cline to describe the atmosphere created in the trailer of the film Crazy Fun Park (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, then sharing 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
• 'The camera never lies' – 8.4, 'Phase 4, resource 1 – using the SEEC model': in conjunction with 'Phase 4, activity 6 – comprehending the ideas in the article', students build vocabulary and enhance understanding of the 'Indigenous languages celebrated in bilingual books'.