: Are you WORD WISE? A practical approach to explicit vocabulary instruction

When we think about vocabulary instruction, it’s easy to get caught up in lists, definitions, and the occasional word of the week. But if we’re serious about helping pupils cross what Isabel Beck and Margaret McKeown call the ​“lexical bar” – the point at which everyday talk transforms into academic thinking – we need a more structured approach.

That’s where the WORD WISE framework steps in. WORD WISE offers a memorable and practical structure for choosing, teaching and revisiting vocabulary that matters.

Let’s unpack each letter in the acronym.

W – Word (Selection matters)

Start with choosing the right words. Not every new word deserves front-row teaching time. So, ask yourself:

✔ Will this word crop up across different subjects?

✔ Does it unlock bigger ideas or concepts?

✔ Can pupils use it in real-life talk or writing?

Beck and McKeown’s distinction between Tier 1, Tier 2 and Tier 3 vocabulary is especially helpful here.

Tier 1 words are the everyday ones pupils often bring with them. Tier 3 words are specific to subjects – think evaporation in science or parliament in history. But Tier 2? That’s the sweet spot. These are high-utility, polysemous words like impact, structure or conflict – essential for comprehension across the curriculum.

This infographic appears in the KS2 Improving Primary Science guidance and aligns well with the research-led recommendations found in literacy guidance.

Among these Tier 2 words are concept vocabulary — abstract words like power, freedom, influence, adversity and class. These words are not confined to one subject — they’re the Velcro hooks of academic thinking, helping pupils connect ideas and think critically. For example, the concept of power might arise in science, history, geography or RE, each time from a different perspective: physical, political, economic or moral.

Teaching these concept words explicitly gives pupils the tools to engage in deeper discussion, build stronger schema and connect classroom learning to the world beyond. In short, they make learning more ​“sticky”.

I – Instruct (don’t guess – teach!)

Once we’ve picked our words, we must teach them explicitly. No guessing games, no ​“turn to your partner and figure it out”. Instead, clear explanations with concrete examples, visuals and connections to pupils’ lives are key. Aim for 100% understanding, 100% of the time.

A helpful question: How can I make this word come to life for my class?

The SHADES sequence (which we’ll explore fully in Blog 2) offers a powerful way to structure this explicit teaching — from seeing and hearing the word, to saying it, defining it, using it and embedding it through sketching or writing.

S – Spark Interest (Language that sticks)

Vocabulary isn’t just academic — it should be joyful. Spark curiosity through:

- Collaborative activities

- Songs, rhymes or raps

- Investigations and experiences

- Morphemic and phonological play

When pupils are encouraged to use words in meaningful contexts — explaining, discussing and applying them in talk — the words start to feel theirs.

E – Encounter (Revise and revisit)

Learning a word once isn’t enough. We need to encounter it again and again through:

- Flashcards

- Low-stakes quizzes

- Word walls and displays

- Noticing and celebrating independent use

- Sharing with families for reinforcement at home

These techniques align with what cognitive science tells us about retrieval practice and memory: repetition matters.

Linking Learning: From WORD WISE to SHADES

WORD WISE gives us the ​‘what’ and the ​‘why’ of vocabulary instruction. But if you’re wondering ​‘how’ to teach a word from start to finish — especially so pupils really know it, say it, use it and keep it — then you’ll want to explore the SHADES sequence. It’s a teaching routine that truly illuminates vocabulary.

Click HERE for Blog 2, where we’ll shine a light on how SHADES can be used to embed deep word knowledge across your school.