Which practice best supports vocabulary development when introducing new words to a class?

• A. providing repeated exposure to words in different contexts
• B. modeling using text structure to understand texts
• C. using word ladders to build words
• D. pairing students to read texts

Answer: (A)

Providing repeated exposure to words in different contexts builds durable word knowledge. When students see and hear a new word in multiple settings—read-alouds, shared reading, conversations, writing, and even play or games—they connect the sound, meaning, and use of the word. This variety helps them infer meaning, notice nuances, and remember how the word fits with other words, which makes it easier to recognize and use the word again later.

Other options touch on related skills but don’t target this core practice as directly. Modeling text structure supports understanding how a text is organized rather than expanding vocabulary, word meaning, and usage. Word ladders focus on spelling and decoding rather than providing varied, meaningful encounters with new vocabulary. Pairing students to read can aid practice, but it doesn’t ensure repeated, meaningful exposure to the new word across diverse contexts.