Building Vocabulary with the Frayer Model

Since the 1970’s, teachers in all subject areas and at all grade levels have used a learning strategy based on a graphic organizer developed by Dorothy Frayer (1969) to help students increase their vocabulary. Completing the four-square Frayer Model graphic organizer supports a comprehensive, thoughtful, and successful word analysis that leads students to clarify their understanding of terms and develop their ability to use words in their proper context.

Implementation

1. The Frayer Model has two variations. In the first, students define the term in their own words, identify relevant facts or characteristics, and give examples and non-examples.
2. The second approach also uses examples and non-examples, but instead requires students to identify the essential and non-essential characteristics of the term. This is similar to the Concept Attainment model of learning.
3. A further twist is for the teacher to complete all of the squares and to ask students to identify the unknown word occupying the center of the diagram.

Classroom Management

1. Distribute the appropriate Frayer Model template.
2. Ask students to describe their understanding of the diagram and how it could be used. Younger students may need guidance to interpret and understand how to properly use the model.
3. Model the process before the class using a simple word that is familiar to most students. Words such as school, chair, or car work well.
4. Select a concept for students to investigate.
5. Use a Think-Pair-Share approach to have students complete, revise, and refine their work first on their own and then in groups. Students can either work at their own pace or you can move them sequentially through the process as a group.
6. Have students complete the Discovery Guide.
7. In a large group setting, complete a final check for student understanding of key concepts.