Sample Framework
Intervention Area
Evidence Based Intervention: The Frayer Model
RtI Intervention:
X Tier 1
 Tier 2
 Tier 3
Description/Summary if Intervention:
(Indicated When) Behavior Observed: The student’s knowledge of word meaning
is limited. The student has difficulty using context clues to predict meanings of unknown
words. The student does not use knowledge about word parts to help determine
meanings of unknown words. The student does not use a dictionary to help determine,
verify, or clarify the meanings of words in context.
Area of Reading: Vocabulary
Minnesota Standard: Standard: The student will use a variety of strategies to
expand reading, listening and speaking vocabularies.
Benchmark(s):
Grade 3
The student will:
1. Acquire, understand and use new vocabulary through explicit instruction
and independent reading.
2. Identify and correctly use antonyms, synonyms, homonyms and multiplemeaning words.
3. Use context and word structure to determine the meaning of unfamiliar
words.
4. Use knowledge of prefixes and suffixes to determine the meaning of
unknown words.
5. Use dictionaries and glossaries to understand the meaning of new words.
Grade 4
The student will:
1. Acquire, understand and use new vocabulary through explicit instruction and
independent reading.
2. Identify and understand root words, derivations, antonyms, synonyms,
idioms, homonyms and multiple-meaning words to determine word
meanings and to comprehend texts.
3. Use dictionaries or glossaries to find the meaning of new words.
4. Use context and word structure to determine word meanings.
5. Use knowledge of prefixes and suffixes to determine the meaning of
unknown words.
Grade 5
The student will:
Sample Framework
1. Acquire, understand and use new vocabulary through explicit instruction as
well as independent reading.
2. Use knowledge of root words, derivations, antonyms, synonyms, idioms,
homonyms and multiple-meaning words to determine word meanings and
to understand texts.
3. Use word reference materials, such as dictionaries, thesauruses, to
understand and express word meaning.
4. Analyze word structure and use context clues in order to understand new
words.
Anticipated Outcome: The student will use The Frayer Model graphic organizer to
reinforce grade level benchmarks for vocabulary, as listed above in Benchmarks. The
student will:
 Increase the number of known words and expand the range of meanings for
words encountered in text.
 Use context as one reading strategy to predict meanings of unknown words.
 Use knowledge about compound words and affixes as an aid to help determine
word meanings.
 Be able to use a dictionary to help determine, verify, or clarify the meanings of
words in context.
 To develop an interest in words and word study.
Monitoring Assessment(s) and recommended frequency:
HM Selection Tests
HM Weekly Skill Tests
HM Theme Skill Tests
Recommended time and frequency: 1-2 days a week before reading HM
Anthology and during flex groups or independent work time.
Recommended Instructional Strategy(s): As stated in…
International Reading Association (2000), New Directions in Reading Instruction
Revised. What Teachers Do, 24.
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Write the concept in the center circle.
Start in any of the quadrants.
Switch between quadrants as issues emerge or as ideas are
dropped.
Examples and essential characteristics must agree.
Things may shift from side to side as definitions clarify.
Discussions, questions and debate stimulate higher order thinking
and create deeper understanding.
Other resources available for this intervention/Professional Development:
International Reading Association (2000), New Directions in Reading Instruction
Revised. What Teachers Do, 24.
Sample Framework
Additional Links:
SAMPLE:
http://preuss.ucsd.edu/FacultyWebpages/Koroleva/Pictures/Frayer1.JPG
More information: R drive RtI → Reading 2010 Task Force
International Reading Association