What is a Four-Corner Vocabulary Chart?
A four-corner vocabulary chart is a strategy to help learners learn new vocabulary word. In this strategy, students write their vocabulary word in one corner, use the word in a sentence, draw a picture of the word, and then define what the word means to them. Throughout this strategy students are making personal connections, because they are drawing their own picture, writing their own sentence and the definition in their own words. By doing this, it gives more meaning to learning the vocabulary word. According to Echevarria, Vogt & Short (2014), “These charts provide more context and “clues” than typically word walls, because they include an illustration, definition, and sentence for each vocabulary word" (p.81). The vocabulary chart is one way for ELL students to build background on a particular vocabulary word as well. According to Robert Marzano, an educational researcher, he mentions that in order for students to effectively learn vocabulary they need to follow a six-step process. The steps are as followed:
1. "Provide a description, explanation, or example of the new term.
2. Ask students to restate the description, explanation, or example in their own words.
3. Ask students to construct a picture, pictograph, or symbolic representation of the term.
4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks.
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that enable them to play with terms". (Marzano, 2009).
The first three steps are in a four-corner vocabulary chart. The following three steps can be done after the four-corner vocabulary chart has been completed. In regards to ELL students, this helps the student learn new vocabulary in a meaningful way. Also by having the students draw a picture it is something they are visually able to recognize. This will help the student link his or her background experiences and link old learning to new learning. Both of these ideas are essential for building background for an ELL. Each of the charts could be stored in a three ring binder, for easy access for an ELL. According to Wright (2015), "indeed, vocabulary development should be one of the main components of daily ESL instruction..." (p.160). Wright also said that, "...the more words ELLs know, the more they can speak and write and understand what hey heard and read" (p.160). This is why vocabulary development is so essential for ELLs.
Visual Representations
A four-corner vocabulary chart is a strategy to help learners learn new vocabulary word. In this strategy, students write their vocabulary word in one corner, use the word in a sentence, draw a picture of the word, and then define what the word means to them. Throughout this strategy students are making personal connections, because they are drawing their own picture, writing their own sentence and the definition in their own words. By doing this, it gives more meaning to learning the vocabulary word. According to Echevarria, Vogt & Short (2014), “These charts provide more context and “clues” than typically word walls, because they include an illustration, definition, and sentence for each vocabulary word" (p.81). The vocabulary chart is one way for ELL students to build background on a particular vocabulary word as well. According to Robert Marzano, an educational researcher, he mentions that in order for students to effectively learn vocabulary they need to follow a six-step process. The steps are as followed:
1. "Provide a description, explanation, or example of the new term.
2. Ask students to restate the description, explanation, or example in their own words.
3. Ask students to construct a picture, pictograph, or symbolic representation of the term.
4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks.
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that enable them to play with terms". (Marzano, 2009).
The first three steps are in a four-corner vocabulary chart. The following three steps can be done after the four-corner vocabulary chart has been completed. In regards to ELL students, this helps the student learn new vocabulary in a meaningful way. Also by having the students draw a picture it is something they are visually able to recognize. This will help the student link his or her background experiences and link old learning to new learning. Both of these ideas are essential for building background for an ELL. Each of the charts could be stored in a three ring binder, for easy access for an ELL. According to Wright (2015), "indeed, vocabulary development should be one of the main components of daily ESL instruction..." (p.160). Wright also said that, "...the more words ELLs know, the more they can speak and write and understand what hey heard and read" (p.160). This is why vocabulary development is so essential for ELLs.
Visual Representations

This is a typical 4-Corner Vocabulary chart. Students need to write the vocabulary word, define it in their own words, write it in a sentence, and draw a picture of the word. This chart could serve as an informal assessment to see how the student is writing a sentence. For an ELL student, the teacher could look at how the student is writing the sentence. Is the student using correct subject/verb agreement? By having students complete a graphic organizer, students are more likely to be engaged.
The video to the right is a teacher teaching her class how to use the four corners vocabulary strategy. She models how to do each corner, and then asks the students to do to the same. Modeling is something that really students appreciate, because it gives them a guide to what is expected of them.
|
|

This example is very similar to a four-corner vocabulary chart, and can be easily adjusted when creating the template. On this example it is used for a math lesson. The student wrote the word, definition, example, a non-example and some facts that go along with the word.
Content Area Examples
Math- For a math lesson, a four-corner vocabulary chart can be easily adapted just like in the photo example above. In one corner the student can write the word, in another corner the student can write the definition. In the other two corners students can write an example and then some facts to go along with the math vocabulary word. This will help an ELL student, and really any student; understand the vocabulary word in context. By providing examples it brings meaning to the word, just like a picture does when learning reading vocabulary words.
History- For a history lesson, one way to adapt this strategy is to change the four corners slightly. The four corners could be: vocabulary word, time period, definition, and picture. By adding the time period it gives an understanding of when the word was used, and it give more meaning to the word. For example if a student is learning about what a Red Coat is, they could write Revolutionary War (1775-1783) in the time period corner.
Science- For a science lesson, the template would not change very much. The example figure given by Echevarria, Vogt, & Short (2014), was a science example with the word cumulus and the template remained the same. However, a teacher could ask the student what area of science the word falls under. This might help students categorize what vocabulary words belong where. For example, if the vocabulary word is cumulus, the area of science might be meteorology.
Physical Education- For a physical education lesson, a student could still write the word, draw picture, define the word, and maybe list games they can play relating to the topic. For example, if students are learning about basketball students can list lightning, 3 vs. 3, and others for possible games they could play.
Math- For a math lesson, a four-corner vocabulary chart can be easily adapted just like in the photo example above. In one corner the student can write the word, in another corner the student can write the definition. In the other two corners students can write an example and then some facts to go along with the math vocabulary word. This will help an ELL student, and really any student; understand the vocabulary word in context. By providing examples it brings meaning to the word, just like a picture does when learning reading vocabulary words.
History- For a history lesson, one way to adapt this strategy is to change the four corners slightly. The four corners could be: vocabulary word, time period, definition, and picture. By adding the time period it gives an understanding of when the word was used, and it give more meaning to the word. For example if a student is learning about what a Red Coat is, they could write Revolutionary War (1775-1783) in the time period corner.
Science- For a science lesson, the template would not change very much. The example figure given by Echevarria, Vogt, & Short (2014), was a science example with the word cumulus and the template remained the same. However, a teacher could ask the student what area of science the word falls under. This might help students categorize what vocabulary words belong where. For example, if the vocabulary word is cumulus, the area of science might be meteorology.
Physical Education- For a physical education lesson, a student could still write the word, draw picture, define the word, and maybe list games they can play relating to the topic. For example, if students are learning about basketball students can list lightning, 3 vs. 3, and others for possible games they could play.
Resources
Echevarría, J., Vogt, M. E., & Short, D. (2014). Making content comprehensible for Elementary English language learners: The SIOP model. Boston, MA: Allyn & Bacon.
Marzano, R. (Sept 2009). The Art and Science of Teaching/ Six Steps to Better Vocabulary Instruction. Teaching for the 21st Century, 67 (1), 83-84.
Phillips, & Smith. (2011). Math Vocabulary. Mrs. Phillips and Mrs. Smith’s Class. Retrieved from http://phillipsconcord.blogspot.com/2011/09/math-vocabulary.html
Romero, S. (2014). Vocabulary Chart. I Teach Dual Language. Retrieved from: http://iteachduallanguage.blogspot.com/2014/03/vocabulary-building-strategies-part-i.html
Rikard, M. (2014). 4 Corner Vocabulary Teaching Strategy. [Video File]. Retrieved from https://www.youtube.com/watch?v=nVBbtS5VQmE
Wright, W. (2015). Foundations for teaching English language learners: research, theory, policy, and practice. Philadelphia, PA: Caslon, Inc.
Marzano, R. (Sept 2009). The Art and Science of Teaching/ Six Steps to Better Vocabulary Instruction. Teaching for the 21st Century, 67 (1), 83-84.
Phillips, & Smith. (2011). Math Vocabulary. Mrs. Phillips and Mrs. Smith’s Class. Retrieved from http://phillipsconcord.blogspot.com/2011/09/math-vocabulary.html
Romero, S. (2014). Vocabulary Chart. I Teach Dual Language. Retrieved from: http://iteachduallanguage.blogspot.com/2014/03/vocabulary-building-strategies-part-i.html
Rikard, M. (2014). 4 Corner Vocabulary Teaching Strategy. [Video File]. Retrieved from https://www.youtube.com/watch?v=nVBbtS5VQmE
Wright, W. (2015). Foundations for teaching English language learners: research, theory, policy, and practice. Philadelphia, PA: Caslon, Inc.