[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-417720-105":59,"doc-detail-417720-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","flood-fast-focus-integrated-vocabulary-instruction-in-the-classroom","“FLOOD, FAST, FOCUS” - Integrated Vocabulary Instruction in the Classroom","","“FLOOD, FAST, FOCUS”: Integrated Vocabulary Instruction in the Classroom presents a research-based response to teachers’ uncertainty about building consistent, comprehensive vocabulary instruction. It frames vocabulary learning as incremental and mostly incidental, emphasizing a “flood” of rich word environments supported by abundant reading, word games, tools, and dedicated time. It also explains three levels of talk and writing, and contrasts FAST instruction with focused, concept-attached vocabulary teaching strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/flood-fast-focus-integrated-vocabulary-instruction-in-the-classroom/417720/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/flood-fast-focus-integrated-vocabulary-instruction-in-the-classroom/417720.png","ImageObject",300,407,{"name":92,"@type":93},"cksankcs","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “FLOOD, FAST, FOCUS” emphasize for vocabulary growth?","Question",{"text":112,"@type":113},"It emphasizes surrounding students with a “flood” of rich language environments, supported by books, word games, tools, and time to read and write. It also promotes instruction that can be FAST when concepts are established and focused when deeper attention is needed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the article’s assumptions describe word learning?",{"text":117,"@type":113},"Word learning is incremental, strengthening gradually rather than switching on and off. Students also learn many more words than teachers can explicitly teach, so incidental learning from many contexts is critical.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three levels of talk and writing described?",{"text":121,"@type":113},"Conversational talk and note writing, problem-solving language used in group academic tasks, and presentational talk and writing to communicate to an audience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},417720,1791334389,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747882755,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","What’s New in Literacy Teaching?  \nIRA –SSENTIALS  \n“FLOOD, FAST, FOCUS”:  \nIntegrated Vocabulary Instruction in the Classroom  \nCAMILLE L.Z. BLACHOWICZ  \nPATRICK C. MANYAK  \nJAMES F. BAUMANN  MICHAEL F. GRAVES  \nMay 2013 | DOI:10.1598/e-ssentials.8027 | © 2013 International Reading Association  \n2  \nI know a lot of bits and pieces about vocabulary, but I can’t seem to put it all together.  \nVocabulary is really important, I know, but I just can’t figure how to get it integrated into my curriculum. I keep falling back on workbooks.  \n—Exit slip comments after a professional development meeting  \nJosie, a fifth-grade teacher, was preparing to  \nteach a new social studies unit on China. She  \ntook a weekend to read through the textbook, the trade books, anthology selections, magazines, and the electronic and other media that her district curriculum guide provided for instruction along with a few sources she had chosen. She kept a running total of all the vocabulary she thought might be difficult for her students; by Sunday night, she had 183 words for a 3-week unit, no instructional plan, and a throbbing headache!  \nSound familiar? If so, join the club and realize that you are not alone. In the last decade, there has been a renewed interest in vocabulary instruction in the school curriculum. Vocabulary was, and is, a“hot” topic in education (Cassidy & Grote-Garcia, 2012), and plays a large part in the movement toward Common Core State Standards (CCSS; National Governors Association Center for Best Practices [NGA Center] & Council of Chief State School Officers [CCSSO], 2010) under consideration in a majority of the United States.  \nYet comments and scenarios like the ones at the start of this article, expressing lack of confidence and clarity about vocabulary instruction, reflect what we often heard or received on exit slips when working with teachers in professional development and in our classes. Surveys of classroom teachers and reading specialists to find out what they needed to apply vocabulary research and best practices in their own classrooms (Berne & Blachowicz, 2009; Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006) showed their number one question is How can we develop a consistent, comprehensive research-based approach to vocabulary instruction in my classroom, building, or district? followed by What are the best strategies or activities for integrating vocabulary into my curriculum? and What words should I choose for instructional focus?  \nThese are the issues we will try to address in this article.  \nSome “Basics”  \nBefore we jump right into instruction, there are three important research-grounded assumptions about vocabulary that underpin effective vocabulary instruction. First, word learning is incremental: Learning a word is not like an on–off switch but like a dimmer switch that keeps strengthening what we know (Baker, Simmons, & Kame’enui, 1995). Think about little kids who first learn cat and then proceed to call the dog cat, the bird cat, and so forth, until they realize that cat refers to furry, whiskered, meowing animals only...and until they go to the zoo and see the cats that roar and learn more about the word and what it can apply to. Thus, many meaningful exposures build the depth and breadth of our word knowledge.  \nSecond, students learn more words than we can teach them, roughly 3,000–4,000 a year from kindergarten through 12th grade (D’Anna, Zechmeister, & Hall, 1991; Nagy & Herman, 1987). These numbers suggest that learning happens incidentally from all kinds of contexts: Books and other written media (Cunningham, 2005), conversation around school tasks (Stahl & Vancil, 1986), and conversations at home, in the park, or on the playing fields with friends (Hart & Risley, 1995; Snow, 1991), along with television, music, social media, and movies all build vocabulary.  \nThese first two assumptions suggest that we need a FLOOD of words to surround our students. Not everything needs to be formally taught or","cbCaiiCScclxjy7H","https://ap.wps.com/l/cbCaiiCScclxjy7H","pdf",1358871,14,"English","# What’s New in Literacy Teaching?\n## IRA Essentials\n## “FLOOD, FAST, FOCUS”: Integrated Vocabulary Instruction in the Classroom\n## Some “Basics”\n## Three Research-Grounded Assumptions\n## FLOOD of Words and Rich Language Environments\n## Levels of Talk and Writing\n## FAST vs. Focused Instruction","[{\"question\":\"What does “FLOOD, FAST, FOCUS” emphasize for vocabulary growth?\",\"answer\":\"It emphasizes surrounding students with a “flood” of rich language environments, supported by books, word games, tools, and time to read and write. It also promotes instruction that can be FAST when concepts are established and focused when deeper attention is needed.\"},{\"question\":\"How do the article’s assumptions describe word learning?\",\"answer\":\"Word learning is incremental, strengthening gradually rather than switching on and off. Students also learn many more words than teachers can explicitly teach, so incidental learning from many contexts is critical.\"},{\"question\":\"What are the three levels of talk and writing described?\",\"answer\":\"Conversational talk and note writing, problem-solving language used in group academic tasks, and presentational talk and writing to communicate to an audience.\"}]","“FLOOD, FAST, FOCUS” - Integrated Vocabulary Instruction in the Classroom | PDF",1790610221,35]