Graphic Organisers - Frayer Model

Welcome to the fourth blog in our series on graphic organisers!

Time to recap on what graphic organisers are via retrieval practice:

• They are visual tools that break a topic down into its key areas and shows how they link together

• They can be used across the curriculum

• They are backed by research, such as in in multiple EEF Improving Literacy guidance reports, cited by The Bell Foundation as making curriculum content more accessible for EAL learners and endorsed by SENsible SENCo as a valuable aid for students with cognitive difficulties

• They have the flexibility to be used throughout any lesson, such as whole-class discussions, plenaries, retrieval practice or group work for oracy and collaboration

This time, we are going to focus on the Frayer model, which breaks a concept down into four key areas to deepen understanding of the concept as a whole. Developed by Dorothy Frayer and co-workers at the University of Wisconsin in 1969, it is primarily used to introduce new vocabulary (especially those tricky Tier 3 words, as cited in a blog by Alex Quigley) but can be applied to anything to analyse it in greater detail and develop those vital critical thinking skills.

The Frayer model is simply four squares, with the term being synthesized placed in the middle. Each square has a label as a heading for what information, linked to the term, goes in which cell. Once completed, it provides a visual representation of a concept that quickly explores some complicated properties. Below is a standard Frayer model:

And here is an example of a Frayer model used in Year 3 geography:

Let’s go through each cell in turn and explain why these have been written:

• Term: The central area contains a word or term that drives the rest of the Frayer model. This should be an important concept for securing deep understanding which connects to other related terms and has examples and non-examples, otherwise the bottom cells will be difficult to complete (e.g. using Henry VIII as the central term would make it difficult to come up with examples for this specific Tudor king!).
  

• Definition: a definition of the concept. Dictionaries could be provided to help with this, or some key words could be written on the whiteboard to scaffold and ensure that specific important words are included.
  

• Characteristics: The features that mean someone can recognise or identify the concept, and separate it from other similar things. In this example, ‘steep sides’ could apply to a mountain and ‘dangerous to live on or near’ could apply to a fault line; however, paired with the other characteristics that are volcano-specific, it is clear that these link to a volcano. Other characteristics could have been used: you could specify that children have to identify a certain number of characteristics to prompt deeper thinking.
  

• Examples: Concrete examples of the key concept. In this example, a range of volcanoes have been named that often crop up in Key Stage 2 geography, including ones that don’t begin with ‘Mount’ to avoid a possible misconception. Depending on the concept being explored (or the needs of specific students), an alternative for this cell is to use synonyms, sentences that include the concept being used correctly or an illustration.
  

• Non-examples: Concrete examples of things that are not the key concept but relate to it in some way. Here, we have used things that directly link to volcanoes which may have been covered during the same unit that could lead to misconceptions (e.g. Mount Everest begins with ‘Mount’ and has steep sides, but is not a volcano; the San Andreas fault is because of the link between volcanoes and earthquakes). Depending on how generous you’re feeling, children could go wild with this cell and enjoy putting random things in that clearly have no link to the concept (e.g. blue, my left big toe, the table). Guaranteed lols when using a graphic organiser! As with the previous cell, there are alternatives such as antonyms, sentences that don’t include the concept or an illustration.
  

• Different titles for the lower cells include ‘use it in a sentence’, ‘word root’ and ‘image’, ensuring that the definition and characteristics are kept consistent for analysis. However, we suggest deviating from the main established four cell titles as infrequently as possible to avoid diluting knowledge development too much.
  

A Frayer model can be given to pupils in different ways – they could be provided with just the central concept to complete all subsequent cells or have the central term and definition given if extra support is needed, for example. Deeper understanding could be used once finished – can children explain why a specific item is an example of the concept or why a specific characteristic is part of the concept? The possibilities are (almost) endless!

Modelling is essential to help children understand how to complete each cell correctly. This can be done by completing one and thinking aloud while doing so. If needed, appropriate reference points such as prior learning can be used to help; the Frayer model also gives a fantastic opportunity for oracy too as children can complete in pairs or groups, or for analysing each other’s completed models to compare what has been put into each cell and (more importantly) why. They can even be used as a cold task at the start of a unit then a hot task at the end of a unit to assess what has been learnt overall.

As with previous graphic organisers, the Frayer model can be used across the curriculum, such as:

• Maths: prime numbers

•  English: simile

• Science: evaporation

• History: monarchy

• Art: texture

• Music: rhythm

• DT: prototype

Essentially, any key concept (usually a new piece of vocabulary) can be investigated at a much deeper level using the Frayer model.

These simple but powerful graphic organisers are a great way to support children to organise their thoughts. Click here to download an editable PowerPoint version if you wanted to amend the standard four cell titles or click here to download a PDF version that’s ready for you to print out and use. Both downloads contain a standard larger version for use in books and an A5-sized one to reduce photocopying.

The Frayer model may appear simple at first glance, but its impact on deepening conceptual understanding is anything but. By breaking down complex ideas into manageable parts, it helps pupils move beyond surface-level definitions to genuine comprehension—enabling them to make connections, challenge misconceptions and build vocabulary across the curriculum. Whether used to introduce a new term or assess learning at the end of a unit, the Frayer model is a versatile tool that promotes thinking, discussion and clarity. If you haven’t already incorporated it into your teaching toolkit, now’s the perfect time to give it a try. Who knew four little boxes could pack such a punch?

If this has sparked an idea on how you can use the Frayer model to develop your pupils’ thinking, remember to let us know at hello@classroomsecrets.co.uk as we would love to hear all about it! Remember that the other blogs in this series about graphic organisers are also online (charts, Venn diagrams and Carroll diagrams); a fifth and final blog, all about spider diagrams, will be next.