[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-414383-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-414383-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","vocabulary-development-instructional-strategies-and-activities","Vocabulary Development - Instructional Strategies And Activities","","Vocabulary Development outlines how teachers select targeted word lists for course, unit, or lesson instruction, ensuring breadth and review so students build mature understanding. It presents six research-based steps for effective vocabulary instruction, including student restatement, nonlinguistic representations, varied exposures, small-group discussions, and game-like practice. The document then details Step 1 strategies such as descriptive explanations instead of definitions, using examples/non-examples and word parts, and applying anticipation guides to surface misconceptions and validate ideas with text evidence.",{"@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/vocabulary-development-instructional-strategies-and-activities/414383/",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/vocabulary-development-instructional-strategies-and-activities/414383.png","ImageObject",300,407,{"name":42,"@type":43},"Levi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How should a teacher choose vocabulary words before instruction?","Question",{"text":63,"@type":64},"The teacher selects words needed to understand the content, including new terms or terms requiring added detail from prior instruction. The list may also include language to review so students can access background knowledge.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the six steps for effective vocabulary instruction?",{"text":68,"@type":64},"After selecting the word list, effective instruction follows six steps: teacher explanation (not definition), student restatement in their own words, nonlinguistic representations, periodic activities that expand knowledge, small-group discussions, and periodic game-like activities that let students manipulate the terms.",{"name":70,"@type":61,"acceptedAnswer":71},"What strategies does Step 1 include for teacher explanation?",{"text":72,"@type":64},"Step 1 emphasizes descriptions and explanations using helpful components like examples, non-examples, synonyms, related phrases, and antonyms chosen for grade level. It also suggests identifying a word’s category, explaining through conversation rather than definitions, and highlighting prefixes, suffixes, and root words.","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},414383,1790871060,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"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":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"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":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Vocabulary Development  \nPrior to teaching a course, unit or even lesson, a teacher should select a list of words necessary to the understanding of the content. The vocabulary selected may be new to the students, or may be those introduced at a previous time. Even though a term may have been taught in a previous course, detail and breadth must be added to develop a mature understanding. The list may also include language that needs to be reviewed to help student access background knowledge.  \nOnce the list of words has been selected, these six steps are necessary to effective instruction. (Building Background Knowledge, Marzano, 2004):  \n1. The teacher provides a description or an explanation rather than a definition. In fact, research indicates that definitions are rather useless in effective instruction.  \n2. Students restate the explanation IN THEIR OWN WORDS.  \n3. Students create nonlinguistic representation(s) for the term.  \n4. Students periodically do activities that help them add to their knowledge of vocabulary terms. Teachers give students multiple, varied exposures to the terms.  \n5. Students are periodically asked to discuss the terms with one another in small groups.  \n6. Periodically students are involved in games or game-like activities that allow them to play with the vocabulary terms.  \nThe pages that follow contain instructional strategies, ideas and activities for each of the steps listed above. See the index for page numbers.  \nStep 1: Teacher Provides A Description And Explanation  \nExamples, non-examples, synonyms, related phrases and antonyms for the vocabulary term may be a helpful part of the description and explanation. These should be selected according to their appropriateness for the grade or course level. One or more of the following ideas may be used to provide the description and explanation. Most of these activities can also be used for step four.  \nIdentify the category  \nBefore describing and explaining, identify the category of a term. The term may belong in a noun category such as an object, an event or a state. Perhaps the term is a verb category such as an action or state of being. Though identifying a category need not be part of the instruction, this helps the teacher emphasize whether the term should invoke action, visualization or an abstract understanding. If the term is a concrete noun, it can be described. However, if the term is abstract, examples must be shown. For example, Bar Graph or radius can be described or visualized, but mean or less than require examples.  \nA verb requires noun terms also be used to give the action or state of being meaning. For example find requires a noun phrase such as the probability in order to have meaning. The verbs simplify or round must also be followed by noun text, whether it be words or mathematical symbols, in order to be meaningful.  \nDescribe and explain through conversation-not through definition  \nDescriptions and explanations should NOT be definitions, but rather conversational where all the elements important to understanding the word at a course or grade level are described and explained. For example, in explaining multiplicative inverse, a teacher might have a student stand on his/her head to demonstrate, might show some examples such as ¾ and 4/3 or 2 and ½. The teacher might emphasize the root multiply and may give synonyms and related ideas such as reciprocal and invert. This would all be part of the explanation.  \nEmphasize prefixes, suffixes and root words  \nAnother consideration might be the emphasis of prefixes, suffixes or root words that help students connect meaning to familiar or related ideas. Emphasizing roots such as add in the words addition, addend and added, or meaning of poly, pent, hex and oct in the words polygon, pentagon, hexagon and octagon can be helpful. Identifying the word part multi in multiply, multiple, and multiplicative can aid comprehension. Questions such as,“Where have we heard/seen this part of the","cbCaimYx84ggWRyw","https://ap.wps.com/l/cbCaimYx84ggWRyw","pdf",524330,28,"English","# Overview\n## Selecting the Word List\n## Six Steps for Effective Instruction\n# Step 1: Teacher Provides a Description And Explanation\n## Examples, Non-Examples, Synonyms, Antonyms\n## Identify the Category\n## Explain Through Conversation, Not Definition\n## Emphasize Prefixes, Suffixes, and Root Words\n## Anticipation Guides","[{\"question\":\"How should a teacher choose vocabulary words before instruction?\",\"answer\":\"The teacher selects words needed to understand the content, including new terms or terms requiring added detail from prior instruction. The list may also include language to review so students can access background knowledge.\"},{\"question\":\"What are the six steps for effective vocabulary instruction?\",\"answer\":\"After selecting the word list, effective instruction follows six steps: teacher explanation (not definition), student restatement in their own words, nonlinguistic representations, periodic activities that expand knowledge, small-group discussions, and periodic game-like activities that let students manipulate the terms.\"},{\"question\":\"What strategies does Step 1 include for teacher explanation?\",\"answer\":\"Step 1 emphasizes descriptions and explanations using helpful components like examples, non-examples, synonyms, related phrases, and antonyms chosen for grade level. It also suggests identifying a word’s category, explaining through conversation rather than definitions, and highlighting prefixes, suffixes, and root words.\"}]","Vocabulary Development - Instructional Strategies And Activities | PDF",1790597402,71]