[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-410445-105":59,"doc-detail-410445-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","vocabulary-module-3-word-learning-strategies-teaching","Vocabulary Module 3 - Word-Learning Strategies - Teaching","","This document supports English learner achievement through academic vocabulary instruction and word-learning strategies. It summarizes two evidence-based recommendations, including teaching academic vocabulary intensively over several days with varied activities and integrating oral and written language instruction into content-area teaching. It provides implementation steps, guidance for selecting informational texts and target words, and classroom practices using multimodal instruction, discussion, and writing. It also compares direct instruction with word-learning strategies and suggests student-guided approaches such as using glossaries, context clues, cognates, morphological breakdowns, and dictionary or app support.",{"@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/vocabulary-module-3-word-learning-strategies-teaching/410445/",{"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/vocabulary-module-3-word-learning-strategies-teaching/410445.png","ImageObject",300,407,{"name":92,"@type":93},"River Wang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the two key recommendations for academic vocabulary instruction?","Question",{"text":112,"@type":113},"Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities. Integrate oral and written English language instruction into content-area teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should teachers choose text and target vocabulary for intensive instruction?",{"text":117,"@type":113},"Select a brief, engaging informational text that includes academic vocabulary as the platform for instruction. Choose a small set of academic vocabulary for in-depth teaching and explicitly include both content-specific and supporting general academic vocabulary during content-area instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"When are word-learning strategies especially appropriate compared with direct instruction?",{"text":121,"@type":113},"Word-learning strategies are used during lessons in small groups, pair work, or individual work. They are especially suited for words with homonyms or homophones, words with home language cognates, and words appearing across multiple lesson texts with contextual cues.","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},410445,1791191531,{"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":44,"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},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","SWEL 5.1.11 Teacher Collaboration Project Vocabulary Module 3: Word-Learning Strategies  \nPresenter Name  \nTitle goes here  \nPresenter Name  \nTitle goes here  \nSupporting English learner students’ achievement  \n• The latest What Works Clearinghouse EL-focused practice guide endorses academic vocabulary instruction for cultivating ELs’ content knowledge and literacy skills.  \nBaker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., & Newman-Gonchar, R. (2014) . Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. What Works Clearinghouse. National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.  \n2  \nSupporting English Learner Students’Achievement  \n• Together, the two recommendations supported by strong evidence emphasize  \nintegrating a variety of academic vocabulary instructional activities  \ninto content areateaching.  \nBaker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., & Newman-Gonchar, R. (2014) . Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. What Works Clearinghouse. National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.  \n3  \nImplementation Steps for Two Key Recommendations  \n\n| Recommendation 1\u003Cbr>Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities. | Recommendation 2\u003Cbr>Integrate oral and written English language instruction into content-area teaching. |\n| --- | --- |\n| Choose a brief, engaging piece of informational text that includes academic vocabulary as a platform for intensive academic vocabulary instruction . | Strategically use instructional tools—such as short videos, visuals, and graphic organizers—to anchor instruction and help students make sense of content. |\n| Choose a small set of academic vocabulary for in-depth instruction . | Explicitly teach the content-specific academic vocabulary, as well as the general academic vocabulary that supports it, during content-area instruction . |\n| Teach academic vocabulary in depth using multiple modalities (writing, speaking, listening) . | Provide daily opportunities for students to talk about content in pairs or small groups . |\n| Teach word-learning strategies to help students independently figure out the meaning of words . | Provide writing opportunities to extend student learning and understanding of the content material. |\n\nHow to Teach Academic Words Intensively and Effectively?  \n| Recommendation 1\u003Cbr>Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities. |\n| --- |\n| Choose a brief, engaging piece of informational text that includes academic vocabulary as a platform for intensive academic vocabulary instruction . |\n| Choose a small set of academic vocabulary for in-depth instruction . |\n| Teach academic vocabulary in depth using multiple modalities (writing, speaking, listening) . |\n| Teach word-learning strategies to help students independently figure out the meaning of words . |\n\nYou can watch a member of the What Works Clearinghouse Practice Guide panel describe Recommendation 1 on YouTube. Find a clickable link on our Resources site!  \nSelect text and target words  \nProvide in-depth, multimodal instruction Teach word-learning strategies  \nHow to Teach Academic Words Intensively and Effectively?  \n| Recommendation 1\u003Cbr>Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities. |\n| --- |\n| Choose a brief, engaging piece of informational text that includes academic vocabulary as a platform for intensive academic vocabulary instruction . |\n| Choose a small set of academic vocabulary for in-depth instruction . |\n| Teach academic vocabulary in depth us","cbCaitwSyS8Mh8zi","https://ap.wps.com/l/cbCaitwSyS8Mh8zi","pdf",1810895,22,"English","# Implementation Steps for Two Key Recommendations\n## Recommendation 1\n## Recommendation 2\n# How to Teach Academic Words Intensively and Effectively?\n# Activities to Promote Word Learning\n## Teaching target words via word-learning strategies\n## A balance between approaches\n### When to use\n### Bestsuited words\n## Range of possibilities for student-guided activities","[{\"question\":\"What are the two key recommendations for academic vocabulary instruction?\",\"answer\":\"Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities. Integrate oral and written English language instruction into content-area teaching.\"},{\"question\":\"How should teachers choose text and target vocabulary for intensive instruction?\",\"answer\":\"Select a brief, engaging informational text that includes academic vocabulary as the platform for instruction. Choose a small set of academic vocabulary for in-depth teaching and explicitly include both content-specific and supporting general academic vocabulary during content-area instruction.\"},{\"question\":\"When are word-learning strategies especially appropriate compared with direct instruction?\",\"answer\":\"Word-learning strategies are used during lessons in small groups, pair work, or individual work. They are especially suited for words with homonyms or homophones, words with home language cognates, and words appearing across multiple lesson texts with contextual cues.\"}]","Vocabulary Module 3 - Word-Learning Strategies - Teaching | PDF",1790585315,55]