How to teach vocabulary well (and playfully)
Last night, a friend described someone as being trifling. My brain somehow knew this word was negative, but then all I could pull up for meaning was chocolates. But I knew this was not about truffles. Chocolate or fungus. My understanding of her perspective about this person hinged on my ability to know the term trifling. And I was failing. What followed was not just a conversation of the term, but also everyone in the group’s layered understanding of the subtext surrounding it.
By the time you finish reading this piece, you will know more about why it’s important to teach vocabulary, especially in subject-area specific courses. You’ll also learn a research-based step-by-step strategy for doing this well. As always, there’s a playful mix to it because learning without curiosity and wonder and engagement is just meh. How do I know? I’ve written two books on play — one for educators, one for general humans, and presented multiple lectures on the power of play. Combining play science with instructional science really cranks my tractor, and I’m here to share all of it with you.
Why is vocabulary instruction necessary?
An understanding of the words we use is the foundation of communication, comprehension, and critical thinking. A strong vocabulary helps us read with understanding, express their ideas clearly, and engage in deeper learning across all subjects. And it doesn’t have to be completely new terms either. Vocabulary instruction can also be about learning the meanings of familiar words in greater depth — both denotation and connotation (see story about trifling above.
Key Reasons Vocabulary Instruction Matters:
✅ Improves Reading Comprehension — Students with a rich vocabulary can decode and understand texts more easily, leading to better reading fluency and comprehension.
✅ Enhances Writing & Speaking Skills — A broad vocabulary allows students to express their thoughts more precisely and creatively in both written and oral communication.
✅ Supports Academic Success Across Subjects — From math to science to social studies, each subject has specific vocabulary students must understand to grasp new concepts.
✅ Builds Critical Thinking & Problem-Solving — Knowing and understanding more words allows students to analyze ideas, make connections, and engage in higher-order thinking.
✅ Boosts Confidence & Participation — Students who feel comfortable with language are more likely to contribute to discussions, ask questions, and actively engage in learning.
Wait. Direct instruction can be playful?
Yes. To develop a deep understanding of words, students benefit from both direct and indirect instruction, along with repeated exposure to new vocabulary. By encountering words multiple times in different contexts, we gradually grasp meanings, nuances, and appropriate usage in both speaking and writing.
“Experience first” planning doesn’t have to mean the experience occurs first.
In Building Background Knowledge, Bob Marzano (2004) laid out a six-step process for building academic vocabulary. It includes direct instruction, linguistic and nonlinguistic definitions, recording word learning in a notebook or journal, talking about words, and playing with words. Multiple exposures are at the heart of the process. The publication date is far from new, but science doesn’t have to be new to be correct. This solid path for encoding new words and phrases is playful — it honors our need for a script for learning (thank you, Piaget), as well as engaging practice (Vygotsky’s favorite).
1) DESCRIBE
After selecting terms based on frequency of occurrence, need for comprehension, and connection to ideas, the teacher provides a description, explanation, or example of the term.
2) RESTATE
This second step may need some coaching in the beginning. It’s how we put the definition into learner-friendly terms. Step two is the creation of a linguistic definition — learners are restating the description, explanation, or example in their own words.
3) REPRESENT
In this stage of vocabulary instruction, students harness the power of neuroscience and put dual-coding theory into practice. We have a definition linguistically. Now we develop a definition that doesn’t use words- a nonlinguistic definition. Here, learners construct a picture, pictograph, symbolic representation, or even act out the term. Sketchnoting and tableaux are some of my personal favorites of this stage.
4) EXPERIENCE
In this phase, learners utilize specified vocabulary notebooks for engaging with their new words and/or phrases. The learning is extended to include instructional strategies such as the Frayer Model and one pagers. The key here is NOT to glue a handout in the notebook and call it done. Extending the learning to notebooks should be as authentic an experience as possible. Consider modeling the vocabulary notebook practice with images of other creative notebook examples.
5) DISCUSS
Where step four involved the learner processing the new terms in their heads and on paper, this step extends the learning to conversation with other learners. To amplify the experience, interactive word mapping or makerspace ideas can be utilized.
6) PLAY
Of course, you knew this step was coming. Indeed, all steps have been playful, but this particular step honors the traditional understanding of the word PLAY by using games to practice words. You know the thrill you get from playing Scrabble, The NYT puzzles, Balderdash and other word games? Explore the power of games at this stage for practice and reinforcement of new understandings.
So back to trifling. What does it mean? Unimportant. Trivial. But also, in this context, it means lazy. Sneaky, shady, out of pocket. It’s understood in a dialect (just southern?) to be negative. Slang. Gotta love Urban Dictionary in times of my disconnect here.
As a play ambassador for the US Play Coalition, I’m passionate about sharing the power of play for wellness and overall happy lives. As you continue to seek answers to your own questions on play, you might be interested in the following articles:
