We all know vocabulary matters! For comprehension, for writing, for background knowledge… for everything. But knowing which words to teach and how to teach them effectively? That's the big question!
That’s why we loved our conversation with researcher Blythe Anderson about vocabulary talk moves: simple, research-based ways teachers use language to promote word learning (Anderson, 2023).
When we hosted Blythe on the podcast to talk all things vocabulary, let's just say… we were taking notes the entire time. These are simple, powerful ways teachers use everyday language to help students learn and love new words.
In this post, we’re sharing 10 vocabulary talk moves you can try in your classroom tomorrow. You're going to love these, especially number 9, which has an easy to use, step-by-step printable resource! 💗
This might sound obvious: intentional repetition matters.
When teachers introduced a word and then continued using it naturally throughout the lesson, students got multiple exposures, which research tells us is critical for actually owning a word (Anderson, 2023).
✨ Try it Tomorrow: Once you introduce a word, plan to say it again later in the lesson. And again tomorrow. Plan intentional repetitions of the word!
Think of this as italics in your voice.
Teachers slightly emphasized target words to signal importance. This helps students tune in (Anderson, 2023).
“So is a lizard a reptile?"
That subtle emphasis draws attention and supports retention.
✨ Try it Tomorrow: When introducing a word, slow down slightly or add vocal emphasis.
Instead of a formal dictionary definition, teachers offered clear explanations using familiar language (Anderson, 2023).
Example from the study:
“A lizard is a reptile with dry, scaly skin.”
This is simple, concrete, and accessible.
✨ Try it Tomorrow: Before teaching a word, ask yourself this question: Would my explanation make sense to a 5-year-old?
Seeing the printed word supports orthographic mapping, which means connecting sound, spelling, and meaning (Anderson, 2023).
Teachers wrote the word on the board or pointed to it in a text.
✨ Try it Tomorrow: Write target words where students can see them as you say them.
Meaning sticks when it connects to real life.
Teachers linked new vocabulary to students’ experiences, like connecting “severe weather” to a recent storm they experienced (Anderson, 2023).
✨ Try it Tomorrow: Ask students, “Have you ever seen a lizard or another reptile?” or “Where might you see a lizard?”
Sometimes it’s clearer to show what something isn’t.
You might ask for students to consider an example and ask them to give a thumbs up if they think the example shows the target word. Students may give a thumbs down if they think the example does not show the target word (a non-example). Students can also sort words and pictures into example and non-example categories, too, to make word learning concrete.
✨ Try it Tomorrow: After explaining a word, ask: “Can you think of other examples or non-examples?”
This move invites students to explain the word in their own words (Anderson, 2023).
“What have we learned about stratus clouds?”
When students articulate meaning, they deepen understanding.
✨ Try it Tomorrow: Ten Second Turn and talk: “Explain this word to your partner.”
Instead of always supplying the word, teachers asked students to retrieve it (Anderson, 2023).
“If an animal has a backbone, what is it called?”
That retrieval builds stronger memory.
✨ Try it Tomorrow: Ask students to fill in the word during review.
After or instead of defining a word, provide context for the word immediately. (Anderson, 2023; Melissa & Lori Love Literacy, 2025).
For example: “Afford means having enough money to be able to pay for something. If you want to buy a car, make sure it's a model you can afford."
The context helps students infer meaning. Click here to grab our Steps for Teaching Words in Context printable resource!
✨ Try it Tomorrow: Use our Steps for Teaching Words in Context to connect context to words right away, as explained by expert Margaret McKeown.
Movement helps meaning stick, especially for younger students.
Teachers used gestures to show spinning wind or angled lines (Anderson, 2023).
✨ Try it Tomorrow: When possible, embody the word. Encourage students to do the same!
They’re:
✔ Research-based (Anderson, 2023)
✔ Observed in real classrooms
✔ Stackable (you can use several at once!)
✔ Doable immediately
And here’s something important: You don’t need to implement all 10 at once.
Start by asking yourself:
Pick one or two. Try them this week.
Because vocabulary learning is about repeated, meaningful interaction with words.
Small talk moves.
Big word learning.
Citations
Anderson, B. (2023). Vocabulary talk moves: Using language to promote word learning. The Reading Teacher. University at Buffalo postprint. https://ubir.buffalo.edu/xmlui/handle/10477/86209
Melissa & Lori Love Literacy Podcast. (2025). The research on vocabulary instruction with Margaret McKeown. (coming soon!)
Melissa and Lori are a literacy experts, authors of The Literacy 50, contributors to The Science of Reading in Practice, and co-hosts of the popular Melissa & Lori Love Literacy podcast. Lori shares insights on keynote appearances, session highlights, and professional updates on her personal site.
📘 For more research-based ways to teach reading, check out our book: The Literacy 50–A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night