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Think, Show, Tell, Talk
Introducing the Strategy

Click here to read related VPK Education Standards

Related VPK Language and Communication Standards

  1. A. LISTENING
    1. Gains meaning by listening

      Benchmark:  Child shows understanding by asking and answering relevant questions, adding comments relevant to the topic, and reacting appropriately to what is said.

  1. B. SPEAKING
    1. Speaks clearly enough to be understood without contextual clues

      Benchmark:  Child’s speech is understood by both a familiar and an unfamiliar adult.

  1. C. VOCABULARY

    1. Shows an understanding of words and their meanings

      Benchmark a: Child has age-appropriate vocabulary in several categories and demonstrates a wide variety of words within each category.

      Benchmark b: Child has mastery of instructional language of the classroom and objects in the classroom.

      Benchmark c: Child understands or knows the meaning of many thousands of words, many more than he or she uses.

    2. Uses an expanded vocabulary to describe many objects, actions, and events.

      Benchmark a: Child uses a large speaking vocabulary, adding new words weekly.

Think, Show, Tell, Talk is a useful strategy for promoting language and vocabulary development. Before we learn about this strategy, let’s reflect on why it is important to incorporate vocabulary and language instruction into the classroom.

Basic vocabulary is necessary because it is a building block for more complex language skills and deeper vocabulary knowledge. To enable children to learn words, they need to see the item or action labeled, hear the new word numerous times in various contexts, say the word themselves and experience meaningful contexts that prompt them to say the word themselves.

The Think, Show, Tell, Talk strategy provides an easy-to-use format for creating these opportunities within the classroom, and to individualize the vocabulary instruction for the unique context of each child or group of children. It is a simple yet dynamic strategy that encourages vocabulary and language growth. It is important to remember that children must be exposed to new words multiple times before they begin to use these words spontaneously and appropriately.

Therefore, this strategy is only a starting point or an introduction to the words. You should strategize using themes, word games and seizing every opportunity you have in the classroom to ensure that children have multiple exposures to new target words. When children have learned a new target word, you will know, because children will begin to independently use the word. 

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