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Provide a list of vocabulary words from a reading selection and have students sort them into various categories (e.g., parts of speech, branches of government). Students can re-sort words into "guess my sort" using categories of their own choosing. All brains work and categorize things in similar, but different ways. Allowing the student to categorize the words in a way that makes sense to them helps with information recall later on and affects long-term retention of this word.

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Students construct novel sentences confirming their understanding of a new word, using more than one new word per sentence to show that connections can also be useful. Giving a context and requiring the students to do more than one dimensional activities with this word helps the teacher assess that the student has accurately acquired this new word.

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Similar to using antonyms, providing non-examples requires your students to evaluate a word's attributes. Invite students to explain why it is not an example. That way, you are specifically distinguishing that this word definitely means this and not that. Modeling this is always helpful in any classroom and activates high level order of cognitive abilities to do so. We always want to push our students to do the best and achieve the most.

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Give your students several examples of the desired new vocabulary word being used in real-time, real-world applications. The more personalized the better. Modeling what the word looks like, sounds like, and is used for always helps students acquire vocabulary better. This is a common technique we use in the world languages classroom that can easily be implemented in your classroom, too. Make a fun, personalized story out of it, too! When we connect stories to words, it gives it a meaningful context and the students can pick up on meaning and acquisition more quickly.

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Requiring students to use their own words increases connection making and provides the teacher with useful informal assessment—"Do they really get it?" Making the students apply their own knowledge and understanding of the word helps with recall. The fact that the definition is in their own words and how they would describe it makes it easier to pull from their long-term memory and results in long-term retention.

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Not all words have antonyms, but thinking about for those that do, opposite requires your students to evaluate the critical attributes of the words in question. We are not just showing what it is, but also what it is not. It requires your students to apply a deeper understanding to the word, making it more strongly ingrained in their memory.

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When introducing new words, provide a synonym that the students know so that you are activating their prior knowledge. Circumlocution is a successful strategy we use in the world language classroom to arrive at the meaning of a word without explicitly giving the definition of that word. You can use this in your classroom to help students discover the meaning of the word without teaching it directly, making the students responsible for their own learning in the long run.