Vocabulary fifth grade: Grade 5 Vocabulary Worksheets – printable and organized by subject

Опубликовано: December 15, 2022 в 3:24 am

Автор: alexxlab

Категории: Miscellaneous

Fifth Grade Vocabulary Word Builders Unit 2

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Grade Level: 5th Grade

More about this resource

This unit includes everything that you need to teach, practice, and assess vocabulary in your classroom!

**Would you like to learn how I use these vocabulary units? Click HERE to view a free video on how to implement these vocabulary units.**

What’s Included:

weekly plan for teaching vocabulary that includes detailed directions for each day of the week
40 Tier 2 vocabulary words
a weekly teacher guide that has the 5 weekly words, definitions, synonyms, antonyms, sentences, and parts of speech
a student vocabulary list for each week that includes the student friendly definitions of the 5 weekly words
a weekly wow word that focuses on prefixes and suffixes, roots and their meanings
vocabulary word cards for each week that can be used as a flashcard, in a pocket chart, or for vocabulary socials (directions included) and games
every other week assessment that covers 10 words
assessment answer keys
students data tracking form to keep a record of student growth and intervention needs
a special week 9 lesson plan to help students review the 40 words they have had during the previous 8 weeks
summative assessment to be given at the end of 9 weeks
game board with directions
8 vocabulary task cards that can be used for extra practice in centers or as a fast finisher activity
directions for assembling the vocabulary journal
cover, dividers, and graphic organizers to be used in the student journals

Direct vocabulary instruction helps students to become better readers, writers, and thinkers. I carefully chose tier 2 words that students are likely to see in text and on standardized testing.

Please check out the preview to get a look at the resources included.

Commonly Asked Questions

Q: Where do you find the words?

A: The words are high frequency words from grade level texts and tests.

Q: What are tier 2 words?

A: Tier 2 words are words that students will see often, but need to be taught. They are not content specific such a math and science vocabulary. Instead, they are words that students will see over and over in their books and on standardized tests.

Q: What do you do with the words from the reading curriculum?

A: Honestly, I used those words for practice with context clues rather than memorization. I found that they were not words that students were regularly seeing in their books anyway. If you do need to add in your basal words, they could easily be added to the vocabulary journal. They just would not appear in the premade assessments.

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Fifth Grade Vocabulary Bundle

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If you are looking for more information about how I teach vocabulary in my classroom, check out this post:

Teaching Meaningful Vocabulary Lessons

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5th Grade Vocabulary Worksheets

Narrator – There
are a ton of different skills being tested in this one. See if you
can spot them all.

Homonyms – This
is a discovery activity. See if you can make sense of homonyms on
your own.

Navigate – Another
discovery activity. See if you can find your way through this one. The sentence below uses the word “navigate” metaphorically. Explain the metaphor.

Choosing Precise Synonyms
– The sentences in this one are very tough. Read each starter sentence. Then select the sentence that has the
same general meaning, and which uses words that are appropriate for the context
of the sentence.

Harriet’s Debate
– You have to read into the context here. Read the passage. Then answer the questions below. Consult a
dictionary or thesaurus if you need help.

Character Traits
– Another worksheet that you will need a dictionary for. Use a dictionary to look up each of the key words. Then read the
sentences below. Use one of the key words to fill in the blank in each sentence.

Accurately Describing
Actions – How are these people acting? Read each sentence. Then choose the word that describes how the
person is acting.

Using Precise Words
– This is the type of question format that we see on most National
exams these days.

Describing People
– Bring the words to life with one solid sentence. Write its definition on the line. Then find the sentence that
illustrates the word. Write the word on the line next to the sentence.

Illuminated Manuscripts
– Don’t forget to use the passage to help you with this sheet.

Describing
People in Situations – Choose a word from the Word Bank to describe
each situation. Write the correct word on the line.

Understanding
Fine Differences – Look up each word in the dictionary. Answer
the question in the center box.

Logical
Relationships – Some words signal logical relationships between
different parts of a sentence.

Choosing
Appropriate Words – Choose from the two bold words the one that
best fits the situation, and underline that word. If needed, use a
dictionary to help you.

Watch
Your Vocabulary Bloom! – Look up each word in the dictionary.
Write a brief definition inside the petal. Then answer the question.

Helen
Keller – An amazing woman that broke new ground. Learn the 5th grade vocabulary words: achievement, challenge, and solitary.

Understanding
Character – Look up the words in bold. Write a definition for
each word on the line.

The Big
Dig – Choose the words that are the most precise in conveying
what is going on in the story.

What
do these words have in common? – We explore the terms: monarch,
overthrow, and luxurious.

Synonyms
| Antonyms – Each word in the English language has a very specific
shade of meaning that is particular to it.

Don’t Miss
Out! – Use one of the key words to fill in the blank in each
sentence.

Prefix
| Suffix – Look up each word in the dictionary. Then answer
the questions. s the area code of a phone number a prefix or a suffix?

Building
Vocabulary – Read each question below. Circle the correct answer.

Vocabulary
Worksheet – Another dictionary based worksheet. This time you will create your own sentences with these new 5th grade vocab. words.

Understanding
New Words through Context – Read the sentences below, paying
special attention the underlined words. See if you can figure out
what they mean from the context of the sentence.

Understanding
Fine Differences – Answer the question in the center box. Then
use the words to fill in the blanks in the sentences below.

Growing
Your Vocabulary – What do the two words have in common, how
they are similar to one another, or why they go together. Be careful;
just because the two words have something in common doesn’t make them
synonyms!

Choosing
Appropriate Words – Read each situation below. Choose from the
two bold words the one that best fits the situation, and underline
that word.

True
or False? – If what the sentence says is true, write a T on
the line. If what the sentence says is false, write an F on the line.

Describing
Places – Use a dictionary to look up each bold word below. Write
its definition on the line. Then find the sentence that illustrates
the word. Write the word on the line next to the sentence.

Russian language lesson in grade 5

Home » Russian language lesson in grade 5

Theme of the lesson: “Direct and figurative meaning of the word.”

EDUCATIONAL TASKS:

Review what has been learned on the topic “Vocabulary.
To teach to distinguish between the direct and figurative meaning of a word, to use words in a figurative meaning in speech.

DEVELOPING TASKS:

To develop students’ creative activity.
Enrich the vocabulary of the language, improve the grammatical structure of students’ speech.

EDUCATIONAL TASKS:

To cultivate a conscious need for knowledge, love for the Russian language.
Improve study skills.

LESSON TYPE: A lesson to consolidate and apply new knowledge in practice. An interactive whiteboard is used to perform all types of work in the lesson and check them.

Lesson structure.

I. Organizational moment. Formulation of the problem.

II. Repetition of what has been learned.

Terminological dictation.

According to the interpretation of the word, determine the word and write it in the initial form. At the blackboard 1 student works.

The science that studies the vocabulary of a language is called … (lexicology)
The vocabulary of the language is called … (lexicon)
What the word means is called … (lexical meaning)
A word that has one lexical meaning is called … (single-valued)
A word that has two or more meanings is called … (multiple meanings)
The dictionary by which the lexical meaning of a word is determined is called … (explanatory dictionary)

III. Assimilation of new material.

1.- Guys, let’s write down the terms “direct”, “figurative meaning”. Today we will find out what these words mean.
*Listening to lines from “The Tale of Tsar Saltan” by A.S. Pushkin (Student reads by heart)
– What does the word “golden” mean?

Squirrel sings songs
Yes, he gnaws all the nuts;
And the nuts are not simple,
All the shells are golden,
The cores are pure emerald.

“Golden shells”, that is, shells of gold. The word “golden” is used in its literal sense.

*Listening to an excerpt from a poem by the poet I. Nikitin (The student reads by heart).

Golden fields,
Smoothness and shine of lakes,
Light bays,
Endless space.

— What does “golden fields” mean? Similar to the color of gold. Here, the word has a figurative meaning based on the similarity in color.
– Thus the word “golden” can have both direct and figurative meaning.

2. Working with linguistic text (reading, answering questions).
— What did you learn about the direct and figurative meaning of words?

IV. FIXING.

Task 1:

There is a diagram on the board.

Task for students: finish building the circuit.

Task 2:

Distribute the word combinations in two columns according to the scheme (The phrases are dictated by the teacher):

Heavy suitcase, light hand, iron discipline, iron nail, Olympic Games, heavy character, cold wind.

INDEPENDENT WORK.

1. Recording from dictation.

The rain fell asleep. From the sun, the vanity of the wind rose, the trees ruffled, the grasses and shrubs murmured. And even the rain itself rose to its feet again, awakened by the tickling warmth, and gathered its body into clouds.

Task: explain spelling, underline the basics of sentences and indicate in what meaning verbs are used (direct or figurative).

Self test.

The text with the completed task is written on the board.

2. Test to consolidate the studied material.

Each student has a copy of the test on their desk.

Task: write down the letter representing the correct answer.

Test.

1. The vocabulary of the language is studied by science:
A) phonetics
B) syntax
C) lexicology
D) punctuation

2. The word is used figuratively in both phrases:
A) stone heart, build a bridge
B) heat of the sun, stone building
C) golden words, make plans

B) single, jalousie, jockey;
C) rocky, caftan, composer

V. Summing up the lessons.

Evaluation of participation in the lesson

V. Homework.

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We adults all want our children to develop. It’s so nice when the kid is making progress, ready for school and you can talk with him about a lot. I would like to be proud of the success of the child, to see that he is smart, talented and developed.

To date, a lot of developing systems for children have been developed. The most famous of them are the Montessori, Zaitsev, Nikitin, Elkonin-Davydov systems. Private Development Centers offer us much of this spectrum. In such a variety it is easy to get lost when deciding what to choose for your child.

Of course, we want the system to be effective, not to overwork the child and positively influence his further development. It is important that the acquired skills are preserved, not forgotten and useful at school, and ideally, make the son or daughter more successful and competitive in life.

Quite a lot of parents want to develop their child themselves. There are many things you can do at home too. The question is what exactly to do? Is it necessary for a child at the age of five to be able to multiply two-digit numbers by each other? Does he need to be in the fifth grade at the age of seven and then finish school the fastest? The answer to this question was given by the experience of the Nikitin family. Their children “jumped” from class to class, parents tried to make them ahead of their peers in development. The father, forcing events and using his own penetrating qualities, sent the children to school immediately in the senior classes, or transferred the children from class to class ahead of schedule. But, in the end, neither outstanding scientists nor artists grew up in their family. The children were quite successful, but their childhood turned out to be difficult both physically and psychologically.

Based on the data of various studies, we can conclude that it makes little sense to set tasks for a child aimed at advanced development that is not appropriate for his age. It is better to make sure that the child is ahead of their peers in the speed of solving problems and completing tasks.

The child feels comfortable when he is among the fastest and most successful students in the class, easily completing the tasks of teachers. If a child is average in a group of peers in terms of speed, he spends more strength and energy to keep up. He has a lot more stress and tension. And if for some reason a student cannot cope with the timely assimilation of the material, for example, because he is sick a lot and misses classes, or simply because he is inattentive, no one in a general education school will specially deal with him separately. It can quickly be labeled as a C grade. This reduces the self-esteem of the child, he ceases to believe in his strengths and abilities, begins to consider himself stupid, not being such. This school uncertainty can even affect a person in adult life: make him less persistent in achieving his goals, make him less appreciate his talents.

The development of a child is a complex process that follows certain laws. The baby is born helpless, but every month of life gives him something new. By the age of one, he can already walk on his own, understand the simple statements of an adult, can speak on his own, although his vocabulary is still small, including only 8-12 words. In the second year, the child understands the speech of an adult quite well, and the active vocabulary is already 200-300 words.

Studies of children’s speech have been carried out in different countries. Their results showed that in the period from two to three years, the child’s vocabulary increases significantly. At two years old, it averages 250 words, at two and a half – already 450, and at three – 800, and for well-developed children – more than 1000 words. However, for good success, appropriate conditions must be created. It is necessary that the baby hear the various speech of adults, so that he talks a lot and willingly with them himself.

From an early age, a child is able to learn a foreign language, but this must be done without forcing them to memorize anything on purpose. He himself will remember a word or a short phrase that will greatly attract his attention. What is uninteresting is difficult to remember, and his interest arises in the game. In one lesson, thanks to short-term memory, a child of two or three years old remembers 3 words, at four or five years old – 5 words.

Retelling is a proven and reliable way to develop a child’s memory and attention. Read to the child several times in a row a page of text containing some scene or story that is entertaining for him. It is good if it is emotionally exciting material that satisfies the curiosity of the child. The most suitable age to start retelling classes is 5-6 years old.

In our age of advanced technology, there are many games and educational programs for children that can be included on a computer and leave the child to himself. But it is better that the child spends a minimum amount of time at the computer or watching TV. From computer games, the need to communicate with peers decreases, the child becomes interested in the virtual world on the computer screen. This can adversely affect the child: he may develop computer addiction, his eyesight and posture will deteriorate, socialization will slow down, and the nervous system will get tired. As a result, the living energy spent on the child and the attention and care of people given to him will be more useful than the cold flickering of the screen.

In addition to vocabulary, speech and memory, attention should also be developed. Chess is an ancient yoke that perfectly develops the mind and attention. You need to start small, for example, study how several chess pieces move. Then, over time, move on to the simplest chess puzzles for little chess players. They can be found in large numbers on the Internet. It is important to celebrate all the successes of the child, to praise him.

Chess allows you to develop “multi-tasking” of attention and thinking, because during the game the child must keep track of all his pieces on the board. If you start playing chess with your child early, you can even raise an outstanding chess player! It is known that A. Karpov got acquainted with chess at the age of 4, and G. Kasparov at the age of 5. Children from 4-5 years old are accepted into chess sections. Thanks to this game, children learn to be patient, diligent, persevering in achieving their goals …

In adult life, every day people have to keep their attention on a large number of objects, make decisions when there is a shortage of time. The ability to play chess helps with this. Vladimir Putin, in his message to the participants of the World Chess Championship, said: Chess is not just a sport – it makes a person wiser and more far-sighted, helps to more objectively assess the current situation, calculate several “moves” ahead. “They always say about chess players that they are smart

It is important for every child to be developed and communication with peers is important.It is good if he has communication with a group of children of his age, where he learns communication and receives different knowledge. Age from 1 to 6 years old is very valuable for laying useful in the future of skills.Then children are very learnable, they perceive and remember a lot.Preschool childhood is a special period in the development of personality.Children ask a lot of questions, new information is extremely necessary for them: the brain requires food.

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