[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-409821-105":59,"doc-detail-409821-en":131},{"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":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","vocabulary-resources-educator-vocabulary-development-guide","Vocabulary Resources - Educator Vocabulary Development Guide","","Educator-oriented vocabulary resources compiled to build essential foundational knowledge for students’ vocabulary development. The guide explains how vocabulary knowledge involves meanings, uses, and pronunciation, and how instruction can be delivered indirectly through conversations, teacher read-alouds, guided discussions, and independent reading. It also details direct, explicit vocabulary teaching using word-learning strategies and a tiered word classification system, plus a six-step routine to introduce, explain, engage, check understanding, and expand word use.",{"@graph":69,"@context":123},[70,84,106],{"@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-resources-educator-vocabulary-development-guide/409821/",{"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-resources-educator-vocabulary-development-guide/409821.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does “vocabulary knowledge” include in this guide?","Question",{"text":113,"@type":114},"It refers to knowledge of word meanings, uses, and pronunciation. 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The information is not meant to be comprehensive. For more information, please refer to the references. This document includes an introduction and information about:  \n▶ Teaching vocabulary indirectly and directly  \n▶ Word learning strategies  \n▶ Specific word knowledge  \nIntroduction  \nVocabulary knowledge refers to knowledge about the meanings, uses, and pronunciation of words. As students learn more about and understand meanings of words, they are likely to read more and this in turn has an impact on increasing their word awareness and expands their opportunities to use language in both oral and written forms. Vocabulary can be taught indirectly and directly.  \nTeaching Vocabulary Indirectly  \nStudents can acquire vocabulary indirectly through  \n● everyday conversations,  \n● teacher read-alouds,  \n● teacher-guided and small group discussions, and  \n● reading independently.  \nThese types of activities can give students repeated and multiple exposures to words as well as provide a way to see and use vocabulary in rich contexts. For example, during teacher read-alouds students are read to and exposed to rich and descriptive language through an abundance of different types of texts. Vocabulary development can be embedded in structured read-alouds before, during, and after reading the text to students. The text provides a strong context within which to teach target words.  \nTeachers can provide opportunities for students to think about and learn from text during teacherguided and small-group discussions. Rich, varied discussions about the use and meanings of words in context can directly increase students’ ability to think about and learn from text. Students also benefit by building on the cumulative knowledge of their peers and hearing thoughtful ways to analyze text to support comprehension.  \nIndependent reading is another way in which students can learn vocabulary. However, students need to learn word learning strategies and be able to use them independently in order to determine meanings of unknown words when reading on their own.  \n©2022 Developed in partnership between Florida Center for Reading Research and Florida Department of Education 1  \n􀀞􀀞􀀝 􀀜􀀛􀀚􀀙􀀘􀀞 􀀖􀀕􀀔  \n􀀞􀀝􀀜􀀛􀀚􀀙 􀀗􀀖 􀀕􀀕􀀞􀀔􀀔  \nSelection of Text and Strategy   \nStudents learn vocabulary through direct methods such as explicit teaching of specific words and word-learning strategies. Explicit instruction of key words increases both vocabulary and reading comprehension. Explicitly teaching vocabulary words assures that students have multiple opportunities to interact with words, learn their meanings, and learn how to use them in oral and written language. Explicit instruction involves selecting words to teach and using an instructional routine to teach words explicitly.  \nWhen we think about all the words there are to teach, it can become overwhelming! Beck, McKeown, and Kucan introduced us to the idea of classifying words by tiers. Each tier represents the type of word as it relates to selecting words for teaching explicitly. Understanding this classification maximizes our instructional efforts because we’ll spend more time teaching words that are considered Tier 2.  \n● Tier 1 words are considered basic vocabulary and except for English learners or students who may have difficulties with language or literacy, they seldom require direct teaching. The meanings of basic, or Tier 1 words, are learned through frequent exposure and context ina student’s environment. Words like happy, table, in, walk, and go are all considered basic vocabulary.  \n● Tier 2 words are those considered as high utility, that is, students will have many opportunities to read these words and use them in speaking and writing. They occur frequently across textsand domains, and in the oral and written language of matur","cbCaip7w2uJLvUBV","https://ap.wps.com/l/cbCaip7w2uJLvUBV","pdf",234810,"English","# Introduction\n## Teaching Vocabulary Indirectly\n## Teaching Vocabulary Directly\n## Selection of Text and Strategy","[{\"question\":\"What does “vocabulary knowledge” include in this guide?\",\"answer\":\"It refers to knowledge of word meanings, uses, and pronunciation. Understanding these helps students read more and use language in oral and written forms.\"},{\"question\":\"How can vocabulary be taught indirectly?\",\"answer\":\"Through everyday conversations, teacher read-alouds, teacher-guided and small-group discussions, and independent reading. These activities provide repeated exposures and rich language contexts.\"},{\"question\":\"What are the tiers of words and why do they matter?\",\"answer\":\"Words are classified into Tier 1 (basic vocabulary), Tier 2 (high-utility words used across texts), and Tier 3 (technical, domain-specific words). The classification helps teachers prioritize instructional time, focusing more on Tier 2 words.\"}]","Vocabulary Resources - Educator Vocabulary Development Guide | PDF",1790583385,13]