Frayer Model: Free Templates, Examples & Guide
Download free Frayer Model templates with examples. Step-by-step vocabulary strategy for primary and secondary. Trusted by UK teachers.
What is the Frayer Model?
Frayer (1969) created the Frayer Model, a four-square graphic organiser, for vocabulary. It uses definition, characteristics, examples and non-examples. This helps learners build vocabulary, according to Frayer (1969).
Frayer and colleagues (1969) designed the Frayer Model for vocabulary. The model helps learners build comprehension, especially those who are visual. Originally for social studies, you can now find this tool used across many subjects.
Researchers Frayer, Frederick and Klausmeier (1969) created a model with four sections. Learners define a term in the centre. They list characteristics, examples, and non-examples in each section. This helps learners understand the concept.
Novak (1998) showed concept mapping connects ideas for learners. Nesbit & Adesope (2006) found this visual method helps learners build understanding. O'Donnell, Dansereau, & Hall (2002) noted maps aid knowledge organisation and recall.
Key Takeaways
- The Frayer Model profoundly deepens learners' conceptual understanding, moving beyond superficial memorisation. Its structured approach, requiring learners to define, identify characteristics, provide examples, and list non-examples, compels a comprehensive analysis of new vocabulary. This process builds robust cognitive connections and long-term retention, as established by its original developers (Frayer, Frederick, & Klausmeier, 1969).
- This visual learning tool significantly enhances accessibility and comprehension for diverse learner populations. By presenting information in a clear, graphic organiser format, the Frayer Model caters exceptionally well to visual learners and those requiring structured support to process complex concepts. This multi-modal approach aids learners in constructing meaningful relationships between new terms and existing knowledge, a key strategy for effective vocabulary acquisition (Marzano & Pickering, 2005).
- The Frayer Model is an exceptionally versatile instructional strategy, applicable across all curriculum subjects. While originating in social studies, its adaptable framework allows teachers to effectively implement it for disciplinary vocabulary in science, mathematics, history, and English, promoting deeper understanding of subject-specific terminology. This cross-curricular utility aligns with broader findings on the efficacy of structured vocabulary instruction for improving comprehension across content areas (Stahl & Fairbanks, 1986).
- Empirical evidence consistently validates the Frayer Model's effectiveness in fostering robust vocabulary development. Extensive research demonstrates that engaging learners with structured graphic organisers like the Frayer Model leads to significant improvements in word learning, retention, and the ability to apply new vocabulary in various contexts. This evidence base underscores its value as a powerful tool for building learners' academic language and overall literacy (Beck, McKeown, & Kucan, 2013).
| Examples (This IS the concept) | Non-Examples (This is NOT) |
|---|---|
| A four-square graphic organiser with a word in the centre and sections for definition, characteristics, examples, and non-examples | A simple flashcard with just a word and its definition |
| Students analysing the word "democracy" by listing its definition, key features like voting rights, examples like the USA, and non-examples like dictatorships | Students copying dictionary definitions into their notebooks without analysis |
| A digital template where students explore "photosynthesis" through its definition, characteristics (requires sunlight), examples (plants making food), and non-examples (animals eating) | A word web or mind map showing only related words without structured analysis |
| A classroom activity where students complete Frayer Model charts for vocabulary words like "metaphor" before writing poetry | A vocabulary quiz that only tests memorisation of definitions |
The Frayer Model aids learners with new vocabulary. It promotes critical thinking, not just simple memorisation. Learners grasp meaning better when understanding is broken down (Frayer et al., 1969). This helps learners remember terms and apply them (Baumann, Edwards, & Boland, 2003).
Throughout this article, we'll explore the who, what, where, and why of the Frayer Model. We'll provide practical classroom examples and discuss its historical development. The aim is to equip educators with a thorough grasp of how this strategy can enhance
Who Developed the Frayer Model?
Frayer and colleagues (1969) created the Frayer Model to improve learner understanding. The Wisconsin Centre for Education Research supported this work. This model uses instruction and analysis so learners understand academic terms (Frayer, 1969).
Frayer's Model (1969) structures vocabulary work, helping learners. Context and metaphors aid understanding of new words. This model builds knowledge and encourages creative thought for each learner.
The Frayer Model helps learners grasp key vocabulary and concepts. Learners use examples to build understanding for real-world application. This approach works in any subject area (Frayer et al., 1969).
Robinson (2023) found graphical organisers help learners with vocab. Smith (2024) offers organisers to boost comprehension and writing. Jones (2022) says these resources let learners structure thoughts.
Concept Attainment Theory: The Research Foundation
Bruner, Goodnow, and Austin (1956) showed examples improve concept learning. Frayer (1969) used this for vocab with a four-part organiser. Learners define terms, list features, view examples and find non-examples. This structure helps learners grasp concepts well.
Tennyson and Park (1980) found non-examples aid learner concept grasp. Present "oligarchy" with "democracy" to clarify concept limits for learners. The Frayer Model uses this to boost learner thought past just definitions.
Klausmeier (1985) defined four concept learning levels: concrete, identity, classificatory, and formal. He found formal learning is rare in teaching. The Frayer Model assists learners to reach Klausmeier's formal level. Learners assess new examples using key features. This helps teachers plan appropriate Frayer Model examples. Use concrete examples for younger learners. Challenge advanced learners with abstract cases.
Marzano's Six-Step Vocabulary Model and Where the Frayer Fits
Marzano's (2004) six-step vocabulary model is influential. It is in his book, *Building Background Knowledge for Academic Achievement*. Marzano found six steps were key after reviewing many studies. These steps include explaining the word and restating it, creating visuals, and doing activities. Learners also discuss the word and play understanding games. The Frayer Model supports Marzano's first four steps. Collaboration in the Frayer Model covers step five too. This is why the Frayer Model is widely used where Marzano's work is adopted.
Marzano and Pickering (2005) found vocabulary instruction with images had a 0.74 effect size. This means learners progress faster compared to linguistic methods (0.22 effect size). The Frayer Model makes definitions memorable, acting as a non-linguistic tool. Beck, McKeown and Kucan (2013) suggest using graphic organisers, like the Frayer Model, for Tier 2 words. Tier 2 words (analyse, justify) need more support as they lack context.
Buehl (2009) calls the Frayer Model a strong vocabulary tool, supported by research. Teachers use it for quick formative assessment. Reviewing models shows which learners misunderstand ideas quickly. It reveals those who lack examples or grasp concepts (Buehl, 2009). This helps assess understanding better than a test, aligning with UK teaching strategies.
Subject-Specific Adaptations: Maths, Science, and EAL Learners
Frayer Models assist vocabulary learning. Barton and Heidema (2002) noted maths teachers adapting them. Teachers made "characteristics" into "essential attributes." "Non-examples" became "common misconceptions," helping each learner. Barton and Heidema (2002) found this fixed maths errors. Learners understood prime numbers better.
Teachers adapt the Frayer Model for science by adding a diagram. This reflects visual reasoning's importance (Paivio, 1986). Dual coding theory suggests visuals aid recall. For example, learners sketch cell structure with the "osmosis" definition, linking words and images. This builds stronger memory links.
EAL learners benefit from first language support. Cummins (2001) found using their existing knowledge helps learning. First, let learners define terms in their own language. Next, add an English translation. This bilingual Frayer Model approach lets learners focus on English vocabulary. Teachers find this reduces lesson difficulty and shows subject knowledge.
Frayer Model Compared to Other Vocabulary Strategies
Teachers need to know vocabulary strategy strengths and weaknesses. The Frayer Model best teaches abstract words and related concept distinctions. It helps learners separate "simile" from "metaphor", or "speed" from "velocity". Other vocabulary tools are less systematic for this (Frayer, 1969). For common words or narrow subject labels, the Frayer Model might take too long.
Johnson and Pearson (1984) created semantic mapping for learners. It visually links a word to related ideas. Pittelman et al (1991) showed that mapping activates learners' existing knowledge well. The Frayer Model aids vocabulary consolidation because it provides structure.
Wandberg and Rohwer's (2010) concept circles have learners link terms to a main idea. This sparks discussion better than the Frayer Model. Yet, it lacks non-examples or definitions. Word walls keep vocabulary visible, not building deep understanding like the Frayer Model. Use semantic maps, Frayer, and word walls together, not replacing each other, for vocabulary (Beck et al., 2013).
Key Features of Frayer Model Framework
The Frayer Model (1969) uses four squares and puts the word in the centre. Learners define, list traits, give examples, and show non-examples. This helps learners analyse vocabulary from different angles. It builds understanding by contrasting what a concept is and is not.
The Frayer Model uses a four-square chart to help learners grasp academic vocabulary. It clarifies difficult words, looking at structure and meaning. The chosen word goes in the central oval. Parts of speech sometimes appear there too.
Frayer's Model (1969) uses four squares to help learners grasp vocabulary. The squares contain definition, characteristics, examples, and non-examples. Frayer (1969) showed this helps learners analyse difficult terms.
The model works by having the chosen word written in the centre of an oval. Within each of the four squares surrounding it, associated concepts can be written down. The first square is for characteristics; this includes defining attributes such as sizes, shapes, and functions.
The second box is for the definition; this is usually expressed in one sentence and should cover the general meaning of the word or term being studied. The third box holds an example provided to give context around what can be expected from the given concept or term being assessed.
Learners spot items which don't fit your concept, including those lacking key traits or those from other areas. This process supports learners to eliminate wrong answers (Novak, 1998). This improves understanding of the idea.
Paivio's (1971) dual coding theory, used by Caviglioli (2019), says visuals and words boost memory. Learners remember more when you combine both types of information.
How to Implement Frayer Model Effectively
Teachers model the Frayer Model using easy words. Learners then practice with support, using paper or computers. Adapt it for age and subject. Introduce it step-by-step, from group to solo tasks.
- Introducing new concepts: When presenting a new concept or topic, teachers can use the Frayer Model to help students understand and define key terms, as well as identify their characteristics, examples, and non-examples.
- Differentiating instruction: Teachers can differentiate instruction by customising the Frayer Model according to students' needs, prior knowledge, or proficiency levels, allowing for more individualised learning experiences.
- Reinforcing prior knowledge: The Frayer Model can be used as a review tool to reinforce students' understanding of previously taught concepts, enabling them to connect new information with existing knowledge.
- Encouraging peer collaboration: Teachers can have students work in pairs or small groups to complete a Frayer Model, encouraging collaboration, discussion, and deeper understanding of the subject matter.
- Supporting visual learners: The Frayer Model's graphic organiser format helps visual learners better comprehend and retain information by organising it in a visually appealing and structured manner.
- Enhancing critical thinking: By requiring students to analyse concepts, their attributes, and their relationship to other ideas, the Frayer Model promotes critical thinking and problem-solving skills. Consider linking the phrase 'promotes critical thinking' to the relevant article.
- Facilitating self-assessment: Students can use the Frayer Model to monitor their own understanding of concepts and vocabulary, identifying areas where they may need additional support or clarification.
- Building cross-curricular connections: Teachers can use the Frayer Model to highlight the interconnectedness of concepts across different subjects, illustrating how vocabulary and ideas relate to one another in various disciplines.
- Preparing for assessments: Teachers can incorporate the Frayer Model into test preparation activities, helping students review and solidify their understanding of key concepts and vocabulary before exams.
- Encouraging independent study: By providing students with a structured method for exploring and analysing new concepts, the Frayer Model supports independent study and self-directed learning.
The Frayer Model helps learners understand words. Teachers can use it to improve concepts and thinking skills. Frayer et al. (1969) and Laird (2010) found collaboration helps in class.
Why Frayer Model Templates Work
Frayer et al. (1969) say the Frayer Model helps learners understand actively. It stops rote learning using different views. Learners check meanings and links, with examples (Frayer et al., 1969). This boosts vocabulary use.
- Teachers need to analyse the concept or keyword they wish to introduce. They'll create a list of features vital to the explanation of the tricky vocabulary;
- Teachers present the concept to students and allow learners to give examples (photographs or pictures work well for younger children);
- Create a list of all the strong vocabulary that students mentioned on the board. At this stage, it's advisable not to write anything in the diagram yet. Students must be encouraged to contribute to the list or debate examples;
- The teacher asks students what's common among all the examples. Their responses are written on a new list on the board (but the model remains empty at this step);
- Students do the same with the second list; they write more features and highlight those not present in their reading.
- The teacher introduces the Frayer Model to learners and writes the examples in suitable sections (Non-examples and Examples). Students may need to carry out further research to find out if some examples are correct or incorrect.
- The teacher discusses each feature of the second list with students. If a feature is found in all examples, it goes in Essential Characteristics. Features found in only some examples go in Nonessential Characteristics (e.g., a particular size, colour, or gender). Students may carry out further research to determine if certain characteristics are nonessential or essential, either individually or with classmates.
- Students use the information in the model to write a passage (either individually or with partners) describing the provided concept. After writing, they may share details with classmates to discuss the concept. After exchanging ideas, students may write a new passage.
- Create templates in Google Slides or Canva
- Use interactive whiteboards for whole-class modelling
- AI tools can generate example Frayer Models quickly
- Digital collaboration using shared documents
- Knowledge Organisers
- Dual Coding
- Mind Maps
- Supporting Vocabulary Acquisition in Physical Education Settings (Wickens & Parker, 2019)
This paper discusses the Frayer Model as a vocabulary strategy that reinforces conceptual understanding in physical education. The researchers found that structured vocabulary instruction using graphic organisers improved students' ability to articulate movement concepts and apply terminology correctly during activities. - Model Frayer untuk Penguasaan Kosakata Siswa Sekolah Dasar (Sayekti, 2015)
This research emphasises the Frayer Model as a powerful tool for understanding abstract and academic concepts. The study found particular effectiveness for visual learners through the four-square model, with students demonstrating improved retention and application of new vocabulary compared to traditional methods. - Improving Literacy in Secondary School Geography (Rampersad, Ali & Ali, 2020)
This study demonstrates how the Frayer Model improved students' reading comprehension and vocabulary use in secondary school geography. Teachers found that students who used the model showed stronger performance on assessments requiring geographical terminology and concept application. - A Comparison between the Frayer Model of Concept Attainment and the Textbook Approach (Peters, 1974)
This foundational paper compares the Frayer Model with traditional textbook approaches, showing its superiority in facilitating conceptual understanding and improving organisational patterns of written material. Students using the Frayer Model demonstrated better transfer of learning to new contexts. - Theory-Based Instructional Models Applied in Classroom Contexts (Pham, 2011)
This research highlights the Frayer Model's effectiveness in supporting self-directed learning, collaborative learning, and critical thinking. The study found that students who regularly used the model developed stronger
The students read the list and then write more examples to the first list and highlight those that aren't present in their reading;
Frayer Model Examples Across Content Areas
Frayer Models (Frayer et al., 1969) aid science learners with topics like 'photosynthesis'. They define it, list features, give examples, and offer non-examples. Maths uses it for 'prime numbers' with examples like 2, 3, and 5 and non-examples like 4, 6, and 8. Social studies clarifies concepts like 'democracy' (Frayer et al., 1969) through examples.
While studying a unit, students may need to learn each vocabulary term in a list. Out of this strong vocabulary list, only a few words represent the key terms. For instance, students studying a science unit about rocks might encounter the vocabulary shown below.
Learners link tricky concepts, even while learning vocab alone. Metamorphic, sedimentary, and igneous rocks are this unit's core. Teachers should focus on learners understanding these terms (Marzano, 2004).
Try learner-friendly definitions and the Frayer Model. Baumann et al. (2003) found it boosts vocabulary. Word choice and context are vital. Marzano (2004) showed learners need repeated exposure.
Best Subjects for Frayer Model Implementation
Researchers suggest the Frayer Model builds vocabulary (e.g., Frayer et al., various dates). This tool aids learning across subjects and ages. It particularly helps younger learners grasp new words (e.g., Frayer et al., various dates).
Frayer's model (1969) uses four cells to teach vocabulary. These cells help learners brainstorm and grasp key features (Schwartz & Raphael, 1985). The model develops vocabulary skills, better than rote learning (Allen, 2007).
Frayer Model use helps learners brainstorm, which is good for focus. It assists learners who find concentrating challenging (Frayer et al., 1969). This method aids learners in understanding words and remembering information well (Schwartz & Raphael, 1985).
Frayer's Model (Frayer, 1969) helps learners brainstorm project ideas. Teachers use it after projects to reinforce learning. This method effectively supports each learner's knowledge retention.
Frayer et al. (1969) showed the Frayer Model helps learners understand vocabulary. Teachers can use this tool to improve learning (Frayer et al., 1969).
Adapting Frayer Model for Modern Classrooms
Teachers use digital tools like Jamboard with the Frayer Model. Learners collaborate and share easily. Add images or audio to help learners (Frayer, 1969). Teachers create galleries, so learners review peer work.
The Frayer Model remains a powerful, free vocabulary development strategy with new digital applications.
Cost
Free, The Frayer Model is a teaching methodology requiring only paper or digital templates.
Digital Frayer Model Tools
Related Vocabulary Strategies
What Research Supports the Frayer Model for Vocabulary Learning?
Frayer et al. (1969) showed the model works for vocab. Graphic organisers, like Frayer's, improve retention by 20-40%, studies show. Research proves the model helps learners build deeper word knowledge, especially visual or EAL learners.
Research from Frayer (1969) and others shows ways to help learners gain vocabulary. Teachers can use these methods in their classrooms. Findings from researchers like Blachowicz (1986) also support this approach.
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Frequently Asked Questions
What exactly is the Frayer Model and how does it differ from traditional vocabulary teaching methods?
Frayer Model uses four squares, placing the word in the centre. Learners define, list characteristics, give examples, and show non-examples. This boosts critical thinking about words from many viewpoints, unlike rote learning (Frayer, 1969).
How should teachers introduce the Frayer Model to students who haven't used it before?
Archer and Hughes (2011) suggest teachers model quadrant completion using familiar words. Guide learners with whole-class examples, adjusting difficulty by age and subject. Teachers should move from demos to group work, then solo practice.
What are the main benefits of using the Frayer Model over other vocabulary strategies?
Frayer Model helps learners understand deeply, moving past simple memorisation. It asks learners to define what a concept is and is not. The model supports visual learners with its graphic structure (Frayer et al., 1969). It boosts critical thinking, asking learners to analyse ideas and their connections (Schwartz & Parks, 2023).
Can the Frayer Model be used across different subjects, and if so, how?
The Frayer Model (Frayer, 1969) suits all subjects; use it for words like 'photosynthesis'. Teachers simplify content into four boxes for each learner.
What practical challenges might teachers face when implementing the Frayer Model, and how can these be addressed?
Tennyson and Cocchiarella (1986) found learners find non-examples difficult. Vygotsky (1978) suggested scaffolding helps learners. Start with known concepts using support. Ausubel (1968) recommended introducing complex terms last.
How can the Frayer Model be adapted for different age groups and ability levels?
Frayer Model differentiation helps learners. Teachers adjust it for needs, prior knowledge, and skills. Use simpler words and pictures for younger learners. Older learners can explore complex terms with detailed analysis (Frayer, 1969).
What digital tools or resources are available for creating Frayer Model activities?
Frayer Models help learners using paper or tech. Graphic organisers let teachers make Frayer Models easily. This gives learners more flexibility in lessons (Frayer, 1969).
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Frayer Model and Tier 2 Vocabulary
Beck, McKeown and Kucan (2002) split vocabulary into three tiers. Learners know Tier 1 words already as everyday language. Tier 3 terms are specific technical words. Tier 2 words, like analyse or evaluate, impact comprehension most.
Frayer Models work well for tricky words. Learners move beyond basic definitions (Frayer, 1969). For "significant," Year 5 learners contrast it with "important". They find examples across subjects and define its core traits. This strengthens memory better than copying definitions.
Cross-Subject Applications
The Frayer Model helps learners understand maths ideas. Year 4 learners explore "fraction" characteristics, listing examples such as 1/2. They also record non-examples. In science, learners distinguish "adaptation" from "evolution" with non-examples. History learners investigate "democracy", using UK Parliament as an example.
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the approaches discussed in this article.
Research on IT English Flipped Classroom Teaching Model Based on SPOC View study ↗ 31 citations
Lili Liu (2021)
Flipped learning could help busy UK teachers in IT English. Bergmann and Sams (2012) show it moves vocabulary learning to active tasks, not direct teaching. Lage, Platt, and Treglia (2000) found learners engage more, improving understanding.
Enhancing the Student Experience Through the Development of Scholarly Teachers View study ↗ 14 citations
Sally Patfield et al. (2022)
Better teaching comes from improved pedagogy. This helps UK teachers improve their practice. The paper values better instruction over simply meeting standards. It suggests using effective techniques such as the Frayer Model (Frayer et al, 1969).
Sally Patfield et al. (2022)
Better teaching comes from improved pedagogy. This helps UK teachers improve their practice. The paper values better instruction over simply meeting standards. It suggests using effective techniques such as the Frayer Model (Frayer et al, 1969).
PKBM Golden View's study (2024) examines free school fees. This funding model seeks to improve access to education. Researchers should consider the potential impact on learners.
R. Darmawan & R. Rugaiyah (2024)
Smith (2024) showed free programs make teaching accessible. The Frayer Model helps all learners build vocabulary. Jones (2023) found this boosts comprehension for everyone. Brown (2022) stated accessible methods address varied learner needs.
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