In Part 1, we looked at how to choose meaningful vocabulary words and introduce them in ways that build understanding from the start. But knowing a word isn’t the same as owning it. To help students truly own their vocabulary, we need to give them repeated, varied, and meaningful opportunities to interact with those words.
In this post, I’ll share practical activities that move beyond rote memorization. These strategies are designed to deepen word knowledge, build confidence, and help vocabulary stick.
In Beck’s book, Bringing Words to Life, she discusses many activities that can be used to help students deepen their vocabulary knowledge. I am going to share my favorites, as well as examples of how to use them.
Example/Non Example
In this activity, students are presented with two or more statements, descriptions, or scenarios. Their task is to decide which one best reflects the meaning of the target vocabulary word and which does not. This encourages careful thinking about word meaning and helps students recognize subtleties in usage.
Ex: If I say something that you would be reluctant to do, say “no way.” If not, don’t say anything.
- Try out for the school talent show in front of the entire class.
- Eat your favorite dessert after dinner.
- Text a close friend about weekend plans.
- Speak in front of the whole school during an assembly.
You can also have students choose between which two alternatives fits the vocabulary word the most.
Ex: Which would be easiest to notice: a barking dog or a dog sleeping on a porch.
Word Associations
This activity helps students connect vocabulary words to ideas, situations, or feelings they already know. You present a short context or scenario, and students decide which vocabulary word best fits. This builds flexible word knowledge and reinforces meaning through real-life associations.
Ex: With the words reluctant, thrilled, and bored, you would ask which of the following comments goes with which word.
- You’re at the top of a roller coaster, and it’s about to drop.
- Your teacher just announced a surprise pop quiz on a subject you don’t feel ready for.
- You’ve been waiting in the dentist’s office for over an hour with nothing to do.
Students can also be asked to come up with their own associations for each target word.
Generating Situations, Contexts, and Examples
In this activity, students aren’t choosing from multiple options. Instead, they must generate their own context, situation, or example that fits the vocabulary word. This pushes students to move beyond recognition and into true application, showing how well they understand the word’s meaning and tone.
Ex: With the words reluctant, thrilled, and bored, you would ask students to develop various situations.
- What might a reluctant student do when asked to read aloud?
- What would a thrilled kid do when they win a prize?
- What might a bored student do during a long lecture?
Word Relationships
In this activity, students explore how two vocabulary words might be connected or related. By comparing, contrasting, or linking words, students deepen their understanding and build richer, more flexible word knowledge. This kind of thinking helps learners discover new contexts and meanings that they might not have considered before.
Ex: How are the words reluctant and thrilled related?
What might a curious learner do when feeling bored?
Writing
To truly internalize new vocabulary, students need regular opportunities to use words in their own writing. Writing helps move words from short-term recognition into long-term, flexible understanding. When students apply vocabulary in authentic ways through storytelling, explanations, or reflection, they deepen both their word knowledge and their overall language skills.
Ex: Write about a time you felt reluctant to try something new.
Describe a character who is meticulous and explain how it affects their actions.
The King was bored because …
Introducing vocabulary is just the beginning. It’s the meaningful, consistent practice that truly helps students take ownership of new words. The activities shared in this post are designed to do more than check a box. Instead, they invite students to think critically, make personal connections, and use vocabulary with confidence and purpose. When we make vocabulary instruction active and intentional, we build not only word knowledge but also lifelong language learners.
Whether you use these strategies whole-group, in small settings, or as part of independent practice, the key is consistency. The more opportunities students have to engage with words in authentic ways, the more likely those words are to stick.
The Blissful Teacher 