Frayer model
The Frayer model is a four-quadrant vocabulary template with definition, characteristics, examples, and non-examples. It builds deeper understanding of a single word than a definition alone.
- Evidence
- Moderate
- Subject
- English / Science / History / Maths
- Key stage
- KS1, KS2, KS3, KS4, KS5
- Citations
- 3
- Lethal mutations
- 3
The Frayer model was published in 1969 by Dorothy Frayer and her colleagues at Wisconsin. Six decades later it is still one of the cleanest templates for teaching a single concept well.
What it is
A four-quadrant graphic organiser. The target word sits in the centre. The four quadrants hold the definition, the key characteristics, examples, and non-examples. Pupils fill it in either independently after explicit teaching, or alongside the teacher as a worked example.
Why it works
The non-examples are where the magic is. Pupils often know that something belongs in the category they are studying without knowing why something else does not. Forcing them to articulate non-examples surfaces the boundary of the concept. That boundary is what makes the concept stick.
The technique pulls on elaborative interrogation, dual coding, and concrete examples, three strategies that the Dunlosky review and the EEF literacy guidance both rate highly.
How to use it
Model the first one. Take a target word like “mammal” and fill in the four quadrants out loud, explaining why a whale is an example and why a crocodile is not. Then give pupils a list of words from the unit and let them fill in their own Frayer models. Display the completed sheets on the working wall.
For tier 2 vocabulary, pair the Frayer with a sentence using the word in context.
When not to use it
Do not use it for words that are simple to define. A glossary entry is faster and does the same job. Reserve Frayer for words where the boundary of the concept is worth teaching.
Related Chalk tools
Frayer Model is a dedicated Chalk tool. Visual Keywords and Word Building support the wider vocabulary routine.
Evidence
Moderate evidenceThe Frayer template draws on well-evidenced mechanisms (explicit vocabulary instruction, concept boundary clarification, dual coding). Direct RCT evidence on the template itself is limited; the EEF treats explicit vocabulary instruction as well evidenced, of which Frayer is one widely used implementation.
Practice alignment
Research citations
- Frayer, Frederick & Klausmeier(1969)A Schema for Testing the Level of Concept MasteryTheoryLabPositive
- Beck, McKeown & Kucan(2013)Bringing Words to LifeBookFieldPositivePopulation: Primary and lower-secondary pupils
- Marulis & Neuman(2010)The Effects of Vocabulary Intervention on Young Children's Word Learning, A Meta-AnalysisMeta-analysisMetan = 67Positived = 0.88Population: Pre-K to Grade 2
Caveats
- Most empirical support is for explicit vocabulary instruction broadly, not the Frayer template specifically.
- The non-examples quadrant carries most of the work; templates filled without it underperform.
Populations studied
- Primary pupils
- Secondary pupils
- EAL learners
Lethal mutations
Common ways this method drifts from the evidence base. Drawn from Brown and Campione's research on implementation degradation.
- 1
Skipping the non-examples quadrant
Why it matters: The non-examples quadrant is where the boundary of the concept gets articulated. Without it, the Frayer becomes a slightly fancier dictionary entry and loses most of its effect.
Do this instead: Insist on at least two non-examples that genuinely contrast with the target word. Model the first one out loud, with reasoning. - 2
Letting pupils write trivial non-examples (a dog is not an example of a chair)
Why it matters: Trivial non-examples reinforce a fuzzy concept boundary. The point is to rule out the lookalikes that pupils actually confuse with the target.
Do this instead: Pre-select the lookalikes. For "mass", a strong non-example is "weight". For "perimeter", a strong non-example is "area". Make the contrast the lesson. - 3
Filling the Frayer in for pupils as a worked example with no independent practice
Why it matters: The cognitive work of deciding what belongs in each quadrant is the learning. Pre-filled Frayers used as handouts produce minimal retention.
Do this instead: Model one Frayer aloud, then pupils complete a second on a related word. Vocabulary is built in the doing.
Try this in Chalk
Related concepts
Questions teachers ask
When is a Frayer model better than a glossary entry?
Can pupils complete a Frayer model on their own?
What subjects does it work in?
Frayer Model
Vocabulary instruction template with definition, characteristics, examples, and non-examples.
Open Frayer Model