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It provides examples using GCSE English Literature texts such as Macbeth, classroom activities, assessment and feedback approaches, plus plenary strategies, feedback from examiners, and further reading.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-english-spring-hub-vocabulary-part-two-writing/623310/",{"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/gcse-english-spring-hub-vocabulary-part-two-writing/623310.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the vocabulary quiz ask students to estimate or know?","Question",{"text":112,"@type":113},"It asks questions about the percentage of words needed to access a text, how far behind a “vocabulary poor” child may be by age five, what proportion of students are not meeting vocabulary expectations in pre-school, and what Tier 2 and Tier 3 vocabulary mean.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the suggested sequence for successful vocabulary instruction?",{"text":117,"@type":113},"The sequence introduces new topic-related vocabulary, provides multiple exposures and experiences, supports high-quality discussion, reading opportunities, writing opportunities that require the words, and then assesses learning through Scheme of Learning Outcome monitoring.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the resource link reading and writing through vocabulary teaching?",{"text":121,"@type":113},"It advises focusing on vocabulary instruction while answering questions such as how reading and writing are linked, how reading texts support writing teaching, how reading texts provide vocabulary sources for writing, and what shared knowledge and skills readers and writers require.","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},623310,1792502161,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"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},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","GCSE  \nEnglish  \nSpring hub  \nEmpowering students through vocabulary part two: writing  \nPublished: Spring 2020  \nContents  \n\n| Contents | Page |\n| --- | --- |\n| Vocabulary quiz | 4 |\n| Sequence of planning and delivery for successful vocabulary instruction | 5 |\n| How can we link the delivery of reading and writing? | 8 |\n| Extracts from Language and Literature mark schemes: Vocabulary | 10 |\n| Suggested teaching activity | 13 |\n| Feedback from examiners | 14 |\n| What does effective vocabulary use look like? | 16 |\n| Ways of using student responses in teaching vocabulary | 20 |\n| Teaching vocabulary for Paper 1: Description and narrative writing | 22 |\n| Teaching vocabulary for Paper 2: Non-fiction viewpoint writing | 25 |\n| Closing the word gap: Activities for the classroom – to improve students’ writing | 28 |\n| Plenary: Approaches to delivering key vocabulary skills | 39 |\n| Further reading and resources | 40 |\n\nVocabulary quiz  \nWhat do you already know about vocabulary?  \n1. What percentage of words in a text does a student need to understand to be able to access a text?  \n\n| 2. A vocabulary poor child is how many months behind by the age of five years? |\n| --- |\n| 3. What proportion of students are not meeting age-related vocabulary expectations in pre-school? |\n| 4. What does tier 2 vocabulary refer to? |\n\n5. How is tier 3 vocabulary different to this?  \n________________________________________________________________________  \nSequence of planning and delivery for successful vocabulary instruction  \nThis is one suggested teaching sequence you could try with your students.  \n• Introduce new vocabulary (related to topic/theme/text)  \n• Provide students with multiple experiences and exposures to new vocabulary  \n• Give students opportunities to engage in high quality discussion/talk that requires understanding of these words  \n• Give students opportunities to engage with reading activities that require understanding of these words  \n• Give students opportunities to engage in writing activities that require use of these words  \n• Assess in the Scheme of Learning Outcome – monitor the impact of students engaging with this new vocabulary  \nExample: Macbeth  \nBelow is an example of how you might use this model, using one of the set texts for GCSE English Literature Paper 1 Section A: Shakespeare. Note that stages 3, 4 and 5 do not need to be followed in this sequence and can be interchanged.  \n•Suggestions of new vocabulary to introduce related to Macbeth: tragedy; character; monarchy; regicide; destiny; supernatural; deceitful;  \nhallucinate; paradox ; decline; deviate; ambition; sceptical; hierarchy; patriarchy; usurp.  \n•Expose students to new vocab via a variety of activities. Some suggestions: Frayer models; definition match; dual-coding (draw an image to help you to remember each of the key words); use the words in sentences; create word maps to make links between the key words.  \n•Embed new vocab through talk, including: group discussions around key characters/themes; presentations on key subjects – challenge them to use key vocabulary; model key vocabulary through teacher talk; display vocabulary during discussions and collaborative learning; play Taboo to check that students can explain the meanings of these words (plus keep a pile of words they can’t explain and teach these words explicitly again); engage in ‘think pair share’ where students have to explain the meanings to each other.  \n• Suggested reading activities: 1. Select a variety of non-fiction texts which make use of these words. (The British library and Royal Shakespeare Company provide free resources and audio visual content. ) 2. Provide comprehension, synthesis and summary activities which require students to engage with the key vocabulary. 3. Set reading homeworks which enable students to consolidate this vocabulary.  \n• Plan opportunities for students to use this vocab in their writing: 'do now'tasks where students use certain words in sentences; clo","cbCaiuQFMj2ee8f2","https://ap.wps.com/l/cbCaiuQFMj2ee8f2","pdf",2977273,42,"English","# Vocabulary quiz\n# Sequence of planning and delivery for successful vocabulary instruction\n## Example: Macbeth\n# How can we link the delivery of reading and writing?\n# Extracts from Language and Literature mark schemes: Vocabulary\n# What does effective vocabulary use look like?\n# Closing the word gap: Activities for the classroom – to improve students’ writing\n# Plenary: Approaches to delivering key vocabulary skills\n# Further reading and resources","[{\"question\":\"What does the vocabulary quiz ask students to estimate or know?\",\"answer\":\"It asks questions about the percentage of words needed to access a text, how far behind a “vocabulary poor” child may be by age five, what proportion of students are not meeting vocabulary expectations in pre-school, and what Tier 2 and Tier 3 vocabulary mean.\"},{\"question\":\"What is the suggested sequence for successful vocabulary instruction?\",\"answer\":\"The sequence introduces new topic-related vocabulary, provides multiple exposures and experiences, supports high-quality discussion, reading opportunities, writing opportunities that require the words, and then assesses learning through Scheme of Learning Outcome monitoring.\"},{\"question\":\"How does the resource link reading and writing through vocabulary teaching?\",\"answer\":\"It advises focusing on vocabulary instruction while answering questions such as how reading and writing are linked, how reading texts support writing teaching, how reading texts provide vocabulary sources for writing, and what shared knowledge and skills readers and writers require.\"}]","GCSE English Spring hub - Vocabulary part two: writing | PDF",1792468133,106]