The Art of Teaching Vocabulary: Explain with Precision

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14 July, 2025 —

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The Art of Teaching Vocabulary: Explain with Precision

Explore Alex Quigley’s SEEC model for practical strategies to help pupils speak, read, and write with confidence.

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by Shotton Hall Research School
on the 14th July 2025

Alicia McConway

Director of Shotton Hall Research School

Alicia McConway is Director of Shotton Hall Research School and Teaching and Learning Content Lead for the Research Schools Network. Alicia is passionate about ensuring that everyone working with children – whether in classrooms or in support roles, is empowered to be as effective and efficient as possible. Her work is grounded in the belief that evidence-informed practice is the key to unlocking better outcomes for all learners, especially those facing disadvantage.

A well-developed vocabulary is one of the strongest predictors of academic success. Yet, for many disadvantaged pupils, the word gap begins early and widens over time. That’s why explicit vocabulary instruction isn’t just good practice – it’s essential. By teaching vocabulary deliberately and systematically, we give all pupils, especially those who need it most, the tools to access the curriculum, express their thinking, and thrive across subjects.

In our last vocabulary blog, we explored the importance of careful vocabulary selection – choosing the right words to explicitly teach. But once we’ve selected those words, what next?

In this blog, we continue our exploration of Alex Quigley’s SEEC model, focusing on the Explore phase- offering practical strategies to help every pupil speak, read, and write with confidence. The “Explain” phase of Alex Quigley’s SEEC model is where the magic begins. This is our opportunity to bring a word to life – to make it stick. It’s not just about telling pupils what a word means; it’s about helping them own it.

Here’s how we can do that, step by step, with practical strategies you can use tomorrow.

1. Say the word carefully
Pronunciation matters. Say the word clearly and deliberately. If it’s tricky, say it twice. Invite pupils to repeat it back – chorally and individually. This builds confidence and fluency.

Tip: Clap the syllables together. For example, inevitable → in-ev-it-a-ble (5 claps)

This helps pupils hear the structure of the word.

2. Break it down
Split the word into syllables or meaningful parts (prefix, root, suffix). This not only aids pronunciation but also builds morphological awareness.

Example: Unpredictable → un- (not) + predict (to say what will happen) + ‑able (can be). Pupils begin to see how words are constructed — and how they can decode unfamiliar ones.

3. Write it and notice patterns
Write the word on the board. Highlight common sounds, silent letters, or spelling patterns.

Example: Knowledge – silent ‘k’, ‘dge’ at the end. Ask: “What other words have this pattern?” (e.g., edge, bridge, pledge).

4. Give a pupil-friendly definition
Avoid dictionary speak. Use simple, accessible language.

Instead of: “Resilient means able to withstand or recover quickly from difficult conditions.”

Try: “Resilient means you keep going, even when things are tough.”

Tip: Use analogies or link to familiar experiences – “Like when you fall off your bike and get back on.”

5. Give multiple, meaningful examples
One example isn’t enough. Show the word in different contexts – across subjects, situations, and tones.

Word: Contrast

- “In art, we use contrast to show light and dark.”
- “In English, we contrast two characters.”
- “In science, we contrast solids and liquids.”

Tip: Use examples that reflect pupils’ world – social media, music, sports, school life.

6. Ask for their examples – and spot misconceptions
Invite pupils to use the word in a sentence. This is where you see what’s stuck – and what hasn’t.

Example: Pupil: “I contrasted my sandwich with my drink.” Teacher: “Interesting! Let’s think – are we showing a difference between two things? How could we tweak that?”

Tip: Celebrate effort, then gently guide. Misconceptions are golden opportunities for learning.

Final Thought
Explaining vocabulary isn’t a one-off event – it’s a performance, a conversation, and a scaffold. When we explain words with care, we’re not just teaching vocabulary, we’re building thinking.

Let’s make every word count.

In the next blog, we’ll move beyond explanation and into exploration – digging into word origins, connections, and contexts to deepen understanding and build lasting knowledge.