Shared book reading is a common and effective way to support vocabulary knowledge. However, it is not the only pedagogy for supporting this learning goal. We propose a “toolbox” of activities that teachers can use to foster vocabulary acquisition in young children. We first discuss the science behind why these activities are effective (they are active, engaging, meaningful, socially interactive, iterative, and joyful), and then give examples of playful learning experiences that have been effectively used in classroom vocabulary interventions. Finally, we offer ways in which these activities can be easily adapted to help educators reach vocabulary-teaching goals in their own classrooms. (author abstract)