[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-413345-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-413345-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","using-explicit-instruction-to-teach-vocabulary","Using Explicit Instruction to Teach Vocabulary","","Using Explicit Instruction to Teach Vocabulary explains how explicit vocabulary instruction supports learners’ reading comprehension through decoding plus meaning-making. It outlines a key method: select Tier 2 or Tier 3 words from a text, teach them with structured routines, and provide multiple exposures to build fluency. The document presents grade-level delivery routines (PreK, K–Grade 3, Grades 4–12), describes why dictionary lookup is not sufficient, and differentiates Tier 1, Tier 2, and Tier 3 word selection.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-explicit-instruction-to-teach-vocabulary/413345/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-explicit-instruction-to-teach-vocabulary/413345.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the key method for teaching vocabulary explicitly?","Question",{"text":63,"@type":64},"Select Tier-two or Tier-three vocabulary from a text, provide explicit instruction, and give students multiple exposures to the words to increase reading comprehension.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does explicit instruction improve reading comprehension?",{"text":68,"@type":64},"It supports decoding (linking word sounds to spelling) and also helps students assign meaning and understand how words function in sentences, building comprehension and fluency.",{"name":70,"@type":61,"acceptedAnswer":71},"How should teachers choose Tier 2 vocabulary words?",{"text":72,"@type":64},"Tier 2 words are unfamiliar but necessary for understanding the current context and are likely to appear across academic disciplines, making them strong candidates for explicit instruction.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},413345,1790611502,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":118,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Using Explicit Instruction to Teach Vocabulary  \nEarners demonstrate explicit vocabulary instruction to increase students' reading comprehension.  \nKey Method  \nEarners select tier-two or tier-three vocabulary from a text, demonstrate explicit vocabulary instruction, and provide students with multiple exposures to the words to increase reading comprehension.  \nMethod Components  \nExplicit instruction  \nTo read words in a text, students must be able to link the phonology (sound) of the word with the orthography (spelling) of the word. We refer to this as decoding. However, for reading comprehension to take place, students must be able to assign meaning to the words and understand how they function with the other words in the sentence. One key component teachers use to support students in their acquistion of vocabulary is the intentional teaching of words through explict vocabulary instruction. Teachers need to use consistent, structured routines to explicitly teach Tier 2 and Tier 3 vocabulary words. The following table presents three delivery routines for explicit instruction by grade-level bands.  \n\n| PreK |  | Kinder-Grade 3 | Grades 4-12 |\n| --- | --- | --- | --- |\n| • | Teacher pronounces the | • Teacher pronounces the | • Teacher pronounces the |\n|  | word/students repeat | word/students repeat | word/students repeat |\n|  | the word. Teacher | the word. Teacher | the word. Teacher writes |\n|  | writes or displays the | writes or displays the | or displays the word for |\n|  | word for students. | word for students. | students. |\n| • | Teacher provides | • Teacher provides | • Teacher provides |\n|  | student-friendly, | student-friendly, | student-friendly, |\n|  | understandable | understandable | understandable |\n|  | definition. | definition. | definition. |\n| • | Teacher uses images, | • Teacher uses images, | • Teacher uses images |\n|  | props and/or gestures | props and/or gestures | and/or gestures as |\n|  | as appropriate. | as appropriate. | appropriate. |\n\n\n| • Teacher uses the word to support students’phonemic awareness.\u003Cbr>• Teacher provides examples from context.\u003Cbr>• Teacher solicits examples and nonexamples from students.\u003Cbr>• Students and teacher say the word. | • Teacher uses the word to support phonemic awareness, phonics instruction and/or morphology as appropriate.\u003Cbr>• Teacher explains how the word is used in the\u003Cbr>text.\u003Cbr>• Teacher solicits examples and nonexamples from students.\u003Cbr>• Students say the word and write the word if grade appropriate. | • Teacher discusses linguistic structure, morphology, part of speech, and syntax as appropriate.\u003Cbr>• Teacher explains how the word is used in the text.\u003Cbr>• Teacher solicits examples from students of the word in other contexts.\u003Cbr>• Students say and write the word. |\n| --- | --- | --- |\n\nWhy Explicit Instruction Is Important  \nResearch strongly supports explicit instruction of vocabulary based not solely on the word's definition, but on layers and associations that students apply to the words as they construct (write) and deconstruct (read) language to build fluency and comprehension; no research indicates a positive effect from assigning students the task of looking words up in a dictionary. Educators often erroneously believe the myth that students will acquire greater vocabularies through incidential exposure to words if they simply read more. While this may hold true for a select group of readers skilled in vocabulary learning strategies, struggling readers acquire very few words through incidental exposure during independent reading.  \nSelecting Tier-Two Vocabulary  \nAccording to research (Stahl and Fairbanks, 1986), students can only learn 8-10 words each week through direct instruction because learning requires repetition and multiple exposures (Farstrup and Samuels, 2008) . Since teachers can't teach every word through explicit instruction, they must approach word selection carefully and thoughtfully. Words typically fall into three commonly accept","cbCairHf1Gc6MqNb","https://ap.wps.com/l/cbCairHf1Gc6MqNb","pdf",487838,"English","# Key Method\n## Method Components\n## Why Explicit Instruction Is Important\n## Selecting Tier-Two Vocabulary\n## Word Consciousness\n## Supporting Rationale and Research","[{\"question\":\"What is the key method for teaching vocabulary explicitly?\",\"answer\":\"Select Tier-two or Tier-three vocabulary from a text, provide explicit instruction, and give students multiple exposures to the words to increase reading comprehension.\"},{\"question\":\"Why does explicit instruction improve reading comprehension?\",\"answer\":\"It supports decoding (linking word sounds to spelling) and also helps students assign meaning and understand how words function in sentences, building comprehension and fluency.\"},{\"question\":\"How should teachers choose Tier 2 vocabulary words?\",\"answer\":\"Tier 2 words are unfamiliar but necessary for understanding the current context and are likely to appear across academic disciplines, making them strong candidates for explicit instruction.\"}]","Using Explicit Instruction to Teach Vocabulary | PDF",1790594525]