As educators, we understand the power of words to inform, influence, and inspire. We recognize the beauty of a well-chosen word in a speech, marvel at the cleverness of a lyric in a song. Even our daily interactions are peppered with the vocabulary of our discipline and interests. When we open our mouths, we reveal our vocations. When we write a message, we reveal our avocations.

There is power in language. And there is power in the instruction of every new word. But sound vocabulary instruction requires attending to the selection, context, and grouping of words. In addition, teachers must model their thinking about the words, and students must be engaged in activities that get them using the words in the company of their peers. And finally, learners must have multiple experiences with new words so those words can become part of their personal vocabularies. Vocabulary instruction, therefore, must be intentional — that is, explicit — in order for it to be effective.