Page 36 - The East Sussex Way

Encounter One: Securing a deÞ nition.

Encounter Two: Recall linking words back to their deÞ nitions.

Encounter Three: True or false recapping words and their
deÞ nitions.

Encounter Four: Dual coding – link a word to an image.

Encounter Five: Quiz

Encounter Six: Does…mean…? Embedding deÞ nitions and
addressing misconceptions.
Encounter Seven: Links to main context. Encouraging pupils to use

the vocabulary when discussing the text.

Encounter Eight: Links to wider context. Encouraging pupils to
use the vocabulary when discussing issues/ideas outside of the
immediate context.

See Active Vocabulary Instruction (Appendix 2) for further detail on encounters.

Impact

After eight encounters, pupils were re-tested on their understanding.
90% of pupils were able to use all the vocabulary correctly and
could apply it in their responses to the text. Pupils’ said that they felt
conÞ dent about their understanding of the vocabulary and ability to
use it. Whilst they commented on Þ nding the process repetitive, they
did see the value of explicit vocabulary work in helping them with
learning and retention.

Next steps

The success of this strategy has led us to consider implementing it
across key stages. Identifying key terminology to embed in each unit
of work will increase pupils’ working vocabulary and enhance the
quality and precision of their academic writing.

Practical recommendations (see also Appendix 2)

First steps

Create a word-friendly classroom ethos.

Celebrate words and create live word walls which pupils
can add to.

Encourage word play through games and competitive
activities such as word association and word ladders
31 (Rasinski, 2022).