Vocabulary words for second graders: Academic vocabulary words for 2nd graders

2nd Grade Vocabulary Words and Definitions

Vocabulary words are designed to prepare students to understand words they will come across in their readers. They range in difficulty but by the end of 2nd grade, students should have a solid handle on several different levels of vocabulary words. Explore 2nd grade vocabulary words covering a range of difficulty levels.

Vocabulary word herd with definition

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2nd Grade Spelling Words With 4 Letters or Fewer

To get students started, you can explore these 2nd grade vocabulary words with 4 letters or fewer.

• bare (adj.) – not covered or clothed
• cage (n.) – confining structure with bars
• calm (adj.) – feeling at peace, not nervous
• chew (v.) – using the mouth to bite and break down food
• damp (adj.) – something that is slightly wet
• deep (adj. ) – extending far down from the surface
• edit (v.) – to make corrections or modify a paper
• flap (v.) – moving wings or arms as if preparing to fly
• gasp (v.) – sudden inhale of astonishment or pain
• herd (n.) – a large group of animals
• leap (v.) – to spring or jump in the air
• net (n.) – webbed or mesh structure for catching insects
• past (n.) – the period of time that has gone by
• peak (v.) – reaching the highest point or greatest potential
• safe (adj.) – to be protected from dangers
• soil (n.) – the layer of earth where plants grow
• sway (v.) – to move rhythmically like to music
• team (v.) – a group of individuals coming together for a shared purpose
• wise (adj.) – showing good judgment
• yard (n. ) – area around a house covered in grass

2nd Grade Vocabulary Words With 5 Letters

Shorter spelling words are great when kids are first getting started. However, as the year goes on it helps to start funneling in words that are a bit more challenging. Jump into these five-letter 2nd grade spelling words.

• amaze (v.) – great surprise or astonishment
• beach (n.) – sandy shore near water
• brave (adj.) – showing courage when faced with danger or pain
• cause (n.) – a principle or movement someone is ready to defend
• cycle (n.) – series of events happening in a specific order
• design (n.) – arrangement of lines into a specific pattern
• doubt (n.) – having a feeling of uncertainty about something
• effect (n.) – the result of an action
• feast (n.) – a big meal
• fresh (adj. ) – new, different, recently obtained
• insect (n.) – a small invertebrate animal with six legs and two pairs of wings
• label (n.) – tag attached to material providing information about it
• moist (adj.) – something that is slightly wet
• ocean (n.) – the large sea that covers the earth broken into regions
• proof (n.) – evidence provided to show the truth of a statement
• rumor (n.) – a circulating story that is doubtful or not based on facts
• skill (n.) – having expertise in an area or doing something well
• stack (v.) – to pile or arrange objects on top of each other
• tower (n.) – a tall building or structure
• worry (v.) – giving way to your unease or anxiety

2nd Grade Vocab Words With 6 or More Letters

As you’re ending out the year or as you come across them in your readers, you’ll add multiple syllable words with 6 or more letters. Check out some of these more difficult 2nd grade vocabulary words.

• amusing (adj.) – causes laughter or entertainment
• arranged (v.) – putting things in a neat or required order
• community (n.) – a group of people living together in an area
• cooperation (n.) – the process where you work together toward a common goal
• describe (v.) – using words or phrases to describe characteristics, events or qualities
• difference (n.) – the way things or people are not the same
• energy (n.) – strength needed to do physical or mental activities
• friendly (adj.) – pleasant or kind
• frighten (v.) – making someone afraid
• gravity (n.) – the force that keeps you from flying into space
• greedy (adj.) – having an intense need or desire for something
• instrument (n. ) – a tool used to do work
• leader (n.) – person to command a group
• mention (v.) – to briefly refer to something like in passing
• nervous (adj.) – to be anxious
• notice (n.) – something you observe
• present (n.) – time you are currently in
• reflect (v.) – to give back an image or likeness
• scholar (n.) – a specialist in an area
• settle (v.) – to reach an agreement on a dispute
• stream (n.) – narrow, shallow river
• telescope (n.) – an instrument that lets you see space
• treasure (n.) – a quantity of valuable object like jewels
• tremble (v.) – involuntary shaking
• universe (n.) – the cosmos
• village (n.) – a group of buildings or houses
• volunteer (n. ) – an individual that offers their services or self freely
• whisper (v.) – speaking softly
• wonder (n.) – the feeling of admiration at something unexpected or beautiful
• zigzag (n.) – a course or line with sharp right and left turns

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Having Fun With 2nd Grade Vocabulary Words

Beyond just giving your students spelling words, it can be fun to offer them several different activities they can use with these words. For instance, you might use engaging 2nd grade writing prompts. You can also practice spelling through different activities. If you really want to have some fun, you might try 7 fun memory games for kids.

Staff Writer

• elementary school
• 2nd grade

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• 3rd Grade Vocabulary Words and Game Ideas

  Third grade grammar lessons include introducing new vocabulary words that are different from 3rd grade spelling and Dolch sight words. Try to present and explain 3rd grade vocabulary games with definitions and use these fun games to help keep kids engaged.

• 1st Grade Vocabulary Words and Activity Ideas

  First grade vocabulary words include words kids should know and understand at this age level. Students don’t need to be able to spell or read the words to understand their meanings. Vocabulary words are different from first grade spelling words and even first grade sight words. Get started learning new words with these lists of 1st grade vocabulary words and their meanings.

Vocabulary: Activities for Your Second Grader

Talking to and reading with your kindergartner are two terrific ways to help them hear and read new words. Conversations and questions about interesting words are easy, non-threatening ways to get new words into everyday talk.

Even very young children love to hear and learn new words! Help your child expand their word bank and knowledge of the world by using interesting and vivid words instead of simpler language in your everyday conversations.

Reading aloud exposes your child to lots of vivid language that is not found in books for beginning readers. When you come upon a new and interesting word, take the time to stop and ask your child what they think that word might mean in the context of the story. Then offer a kid-friendly definition of the word and connect it to a similar word and a shared experience.

Give them great words

Children’s author Jane Yolen (Owl Moon, How Do Dinosaurs Say Goodnight?) delights in using rich language in her picture books. In this clip from our video interview with Yolen, she says she often has to fight to keep good words — that really stretch vocabulary learning — in her picture books.

Word learning and vocabulary growth takes time and patience. Don’t expect your child to learn a new word after one conversation or one read aloud. True word learning happens after being exposed to words several times. We all learn about words throughout our lifetime. You’re getting your child off to a great start by developing an early interest in words.

Vocabulary in second grade

Try these vocabulary activities at home

Read aloud every day

Reading aloud to your child and having your child read books on their own is the best way to increase their vocabulary. Books provide words they won’t encounter in everyday conversations as the language of books is more complete and formal than talking. A great story also provides context and illustrations for learning a new word.

Bring in the nonfiction

Nonfiction and informational books (such as the DK Eyewitness series) offer young children a treasure chest of new and interesting words about our world. If the book has a glossary, spend some time discussing the words with your child, and as you read aloud stop as often as needed to think about new words and how they connect to what your child already knows about. Learn more in this article, The Vocabulary of Science.

Talk about new words during read alouds

Talking to and reading with your child are two terrific ways to help them hear and read new words. Conversations and questions about interesting words are easy ways to get new words into everyday talk. “The book says, ‘The boy tumbled down the hill,’ and look at the picture! How do you think he went down the hill?”

Sharing a new word with your child doesn’t have to take a long time: just a few minutes to talk about the word and then focus back on the book or conversation. Choose which words to talk about carefully — choosing every new word might make reading seem like a chore. The best words to explore are ones that are less common to see in the books your child might read. When introducing new words to your young learner, keep the following four helpful hints in mind:

1. Provide a simple, kid-friendly definition for the new word: Enormous means that something is really, really big.
2. Offer a simple, kid-friendly example that makes sense within their daily life: Remember that really big watermelon we got at the grocery store? That was an enormous watermelon!
3. Encourage your child to develop their own example: What enormous thing can you think of? Can you think of something really big that you saw today? That’s right! The bulldozer near the park was enormous! Those tires were huge.
4. Keep your new words active within your house. Over the next few days and weeks, take advantage of opportunities to use each new vocabulary word in conversation. Kids often need to hear a new word in context ten times or more before they “know” that word.

How do I help my child learn new words while we read aloud?

Literacy expert Sandra Wilborn suggests that parents pause during the read aloud to elaborate on a new word by giving a simple definition, connecting the word to something your child knows, and using it in a sentence. Reinforce the learning by using that new word at home in the weeks ahead. (From our video series Reading SOS: Expert Answers to Family Questions About Reading.)

Be a word detective!

Families can help develop word knowledge through simple conversations focused on words. For example:

Start at the root. Begin with a simple root word, such as push. Ask your child to come up with words they know that contain that word, such as pushing, pushed, pushover, push-up. Talk about how all these words have some shared meaning related to the word push.

Multiple meanings. Many words have more than one meaning. While sitting at the dinner table, choose a word and brainstorm as many meanings and uses for the word as you can think of. Some words to start with: spring, frame, check, light.

Consider the prefix. Numeric prefixes like bi- and tri- are a part of many words kids know and use. Discuss words like tricycle, triceratops, triangle. All these words share the prefix tri-, which means three. Can they develop a list of words that begin with the prefix bi- (like bicycle and binoculars)? This gives you a great chance to introduce new words, like bicentennial, bicep, and biped. You can generate similar word lists with the numeric prefixes uni, octo, and cent.

Multiple meaning match

Try this activity from the Florida Center for Reading Research (FCRR). The FCRR “At Home” series was developed especially for families! Watch the video and then download the activity: Multiple Meaning Match. See all FCRR vocabulary activities here.

Explore your world

Visits to a museum, the zoo, the botanical garden, historical sites, and even your neighborhood park are terrific opportunities to introduce your child to new words. Spend some time looking at the signage and identifying new words, then connecting them to what you see right there.

“What’s another word for …”

This game helps your child learn there’s more than one word for everyday things. For example, look around you and say, “what’s another word for couch?” (sofa, ottoman). Or, if your child is doing a unit at shool on weather, for example, ask “what’s another word for hurricane?” (typhoon). You can extend the game by talking about how two things are similar but not exactly alike (small, microscopic). That helps your child learn about the subtle differences in related words.

Should I tell my child to look up words in the dictionary?

It’s still okay to encourage your child to look up unfamiliar words in the dictionary (remember to do it with them!) — but that’s just the first step. Literacy expert Sandra Wilborn says that vocabulary development is a process that requires lots of exposure to a word in order to really learn it. Find out about the other simple things parents can do to reinforce word learning. (From our video series Reading SOS: Expert Answers to Family Questions About Reading.)

How your child can master any difficult vocabulary word using a semantic map

This video is from Home Reading Helper, a resource for parents to elevate children’s reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.

More vocabulary resources

Vocabulary apps

Reviews provided by Common Sense Media.

2nd Grade Spelling Words – Second Grade Spelling Lists

2nd Grade Spelling Words – Second Grade Spelling Lists

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2nd Grade Sample List
Click ‘Continue’ to play with this list or enter your own

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Choose
an Activity

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Play and Learn
Play the game using your words

Second grade students are pushed to become more experienced readers through increased exposure to fiction, poetry, and informational text. As a result, the study of 2nd grade spelling lists and vocabulary words are key components of their curriculum.

In second grade, students are expected to:

• Increase word usage and knowledge.
• Discuss books, articles, and short stories.
• Analyze and clarify language.

By the end of the year, second graders should demonstrate an understanding of multiple-meaning words, integrate knowledge and ideas, and read with accuracy and fluency to comprehend text.

Must know second grade sight words on lists like ALWAYS, AROUND, FAST, FIRST, GOES, and GREEN. Our second grade spelling lists include Fry Instant Words of the most common words used in English.

With VocabularySpellingCity, meet second grade English Language Arts standards all while integrating second grade vocabulary word instruction across content areas. Get the tools to develop word study lessons with more mature and complex vocabulary that will challenge your students to excel with VocabularySpellingCity’s second grade spelling words and lists.

Why It Works

We make implementing personalized and differentiated instruction easy.

Our research-based, classroom-tested learning program is proven to increase vocabulary retention scores by 43% and increase reading comprehension for ELL students by 46.5%. This classroom-tested, game-based learning program provides the repeated spaced practice, multiple exposures, and multiple modalities needed to transfer words into long-term memory from our fun, engaging second grade spelling activities. VocabularySpellingCity’s second grade spelling lists, including 2nd grade sight word lists and more, power our games to make learning fun and valuable!

Import ready-made second grade word lists or create a your own list and assign engaging, interactive learning games and activities.

Some of the features teachers love:

• Personalized practice & multiple word exposures
• Immediate feedback & self testing
• Access to word lists for every subject & grade level
• Word lists aligned to second grade curriculum & standards
• Review lists based on students’ progress
• Vocabulary practice in & outside the classroom

2nd Grade Spelling Words

In second grade, students should have command of 2nd grade sight words, read and comprehend informational text with domain-specific vocabulary, and use context to determine the correct meaning of homonyms (multiple-meaning words).

Successful second grade vocabulary instruction involves direct instruction to expand word knowledge and text comprehension as well as independent word-play to motivate and enhance learning.

Our research-based program is modeled to help students develop a deeper understanding of words through gameplay. Import pre-made second grade spelling lists or create your own second grade vocabulary word lists. Choose from second grade spelling lists, that include Dolch and Fry words, or second grade content-specific vocabulary word lists in the subjects areas of reading, math, science, and social studies. Access additional available word lists to accompany reading programs, like Journeys, and informational text to further your word study activities for 2nd grade classrooms.

2nd Grade Spelling Lists

This is your one-stop shop for a number of second grade spelling w for the classroom.

Pair your second grade spelling words with over 40 learning games and activities, or choose from the available second grade vocabulary printable worksheets. Reinforce foundational skills, like phonics and word recognition, challenge your students with word meaning, and improve reading comprehension.

2nd Grade Evan-Moor Spelling Lists

2nd Grade Academic Vocabulary Spelling Lists

2nd Grade Spelling Lists

2nd Grade Literature, Math, Science, & Social Studies Spelling Lists

Select a link below to view available 2nd grade word lists:

SECOND GRADE READING PROGRAMS

Import second grade word lists for spelling, high frequency words, or vocabulary for each unit as organized in popular reading programs.

• Benchmark Advance

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• Benchmark Literacy

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• Elements Of Reading

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• EngageNY

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• Evan-Moor

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• Journeys

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• Pathways

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• Reading Street

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• Reach for Reading

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• ReadyGen

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• Science4Us

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• Wonders

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SECOND GRADE SPELLING

Import second grade high-frequency word lists, as well as spelling word lists aligned with Irene Fountas’ and Gay Su Pinnell’s K-3 spelling continuum.

• Beginning Spelling Curriculum

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• Compound Words

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• Contractions

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• Dolch Words

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• Fry Words

• Second Grade Spelling Practice Lists

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SECOND GRADE VOCABULARY

Import second grade vocabulary word lists.

• Academic Vocabulary

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• Heteronyms

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• Homonyms

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• Homophones

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• Informational Text

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• Synonyms & Antonyms

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SECOND GRADE – OTHER SUBJECTS

Import second grade content-specific vocabulary lists.

• Literature

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• Math

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• Science

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• Social Studies

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The following games are among the most popular and recommended for 2nd graders.

Word Study gives students the opportunity to explore spelling, syllables, sounds, and context, including definitions and parts of speech.

Play Word Study with a 2nd grade math list.

Initial Sound Speller provides practice recognizing sound-spelling correspondences. Practice of these basic phonics skills prepare students for blending words orally and in writing.

Play Initial Sound Speller with a 2nd grade social studies list.

Sentence Writing Practice allows students to create and type in a sentence for each one of their spelling or vocabulary words.

Play Sentence Writing Practice with a 2nd grade compound word list.

Word Unscramble provides practice unscrambling letters to form words.

Play Word Unscramble with a 2nd grade science list.

Sentence Unscramble provides practice unscrambling words to form sentences.

Play Sentence Unscramble with a 2nd grade Reading Street word list.

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Mrs. Papineau- Second Grade – Spelling/Vocabulary Words

The words in italics are from our vocabulary book. ..

Week #1: How Many Stars in the Sky? (short vowels)

brave, branch, dash, evening, greedy, bag, cap, man, deck, hen, leg, sit, win, zip, dock, dot, job, cub, duck, hum

Week #2 Maybe Something Beautiful (long vowels)

Pass, present, stream, trail, wise, space, vote, make, miles, safe, time, lake, home, game, nose, rake, made, erase, hose, became

Unit 1 Vocabulary: pass, present, stream, trail, wise, brave, branch, dash, evening, greedy,

Week #3: From Places We Go (blends)

bench, bridge, cross, crowd, deep flake, slant, sprint, strike, grand, prize, clap, jump, split, scrub, lift, trip, spoke, fast, scalp

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Week 4: Poetry (digraphs ch, sh, wh, th, ph, tch)

fresh, frown, signal, travel , worry, bunch, patch, what, phone, when, chase, math, brush, thank, dish, church, who, where, why, because

Unit 2 Vocabulary Words: bench, bridge, cross, crowd, deep , fresh, frown, signal, travel , worry

Week 5: You Can’t Climb a Cactus (Inflectional endings -s, -es, -ed, -ing

beach, center, finally, idea, ocean, baby, babies, boxes, dropped, dropping, lunches, notes, smiled, smiling, switches, taking, tunes, show, showed, showing

Week 6: Review Week

seashell, stack, tiny, wave , wonder, core, cart, tore, fort, chore, board, mark, roar, garden, forest, who, what, when, where, why

Vocabulary Unit 3: beach, center, finally, idea, ocean, seashell, stack, tiny, wave , wonder

Unit 2:Week 1 Watering Plants

arrive, clear, enormous, exactly, float, isn’t, haven’t, didn’t, wouldn’t, I’ll, he’ll, she’ll, they’ll , you’ll, we’ll, shouldn’t , aren’t, wasn’t, don’t, you’re

Vocabulary Unit 4: arrive, clear, enormous, exactly, float, midnight, rainbow, snowstorm. weekend, whisper

Unit 2: Week 2 A Home on the Prairie

midnight, rainbow, snowstorm, weekend, whisper, pay, break, brain, great, paint, saint, take, steak, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,

Unit 2: Week 3- The Seasons of Arnold’s Apple Tree

bright, chew, flour, forest, hour, chief, field, pie, thief, tie, niece, shy, cry, eye, tie, brief, piece, belief, goalie, because,

Vocabulary Unit 5: bright, chew, flour, forest, hour, inn, island, nibble, pale, warn

Unit 2: Week 4- What’s in the Egg Little Pip ?

inn, island, nibble, pale, warn, each, team, street, key, read, feel, deep, party, easy, beach, reach, sweet, neat, tea, knee

Unit 2: Week 5- Amazing Migrations: Butterflies, Bats and Birds

agree, bare, famous, feast, gentle, only, open, coach, below, throat, load, coat, throw, most, follow, toast, bowl, mow, cold, snow, show

Vocabulary Unit 6: agree, bare, famous, feast, gentle, hero, leader, notice, search, weak

Unit 2: Review Week

hero, leader, notice, search, weak, weekend, backyard, snowman, driveway, mailbox,

raindrop, bathtub, inside, railroad, firefly, snowstorm, who, why, where, because

Vocabulary Unit 12 escape, honest, label, modern, object, pitch, select, sniff, stable, steep

Week 6: Review Week

Week 1: From Fables Long i: i, ie,i_e, igh, y

alarm, collect, damp, insect, plant, right, child, pie, try, tried, spy, spied, tonight, light, dimes, strike, spider, pirate, delight, mighty

Week 2: The Legend of the Lady Spider Comparative endings

safe, scatter, soil, team, tool, kind, kinder, kindest, busy, busier, busiest, nice, nicer, nicest, hot, hotter, hottest, cold, colder, coldest

Vocabulary Unit 7: alarm, collect, damp, insect, plant, safe, scatter, soil, team, tool

Week 3: Interstellar Cinderella and Cendrillon: An Island Cinderella (r controlled vowels)

dive, enemy, frighten, herd, pack , perfect, dirty, hurry, serve, thirsty, curly, girl, alert, perky, burn, first, birthday, chirp, fern, curb

Week 4: The Abenaki (Dipthongs ou, ow, oi, oy)

prove, seal, smooth, soar, steady, about, amount, count, clown, join, spoil, noise, flower, loyal, found, count, power, pointed, royal, enjoy

Vocabulary Unit 8: dive, enemy, frighten, herd, pack, prove, seal, smooth, soar, steady

Week 5: My Food, Your Food (Vowel teams oo, ue, ew, ui)

calm. cheer, dawn, entire, fair, fewer, true, cue, goose, drew, cocoon, afternoon, argue, bruise, cruise, jewel, juice, true, boot, suit

Week 1: Who Says Women Can’t Be Doctors (Closed Syllables VC/V)

field, harm, pain, shiver, tremble, lemon, planet, clever, river, rapid, comet, driven, tropic, proper, closet, habit, model, visit, salad, finish

Vocabulary Unit 9: calm, cheer, dawn, entire, fair, field, harm, pain, shiver, tremble

Week 2: Building on Nature: The Life of Antoni Gaudi (Open Syllables V/CV)

board, curious, dangerous, doubt, eager, bonus, human, lazy, diner, tulip. silent, meter, crater, cubic, bacon, tiger, robot, label, even, Lent

Week 3: The Garden of Happiness (Suffixes -ly, -ful, -er, -less, -or)

fear, leap, screech, squeeze, village, loudly, worker, careless, visitor, colorful, fearless, useful, teacher, weekly, helpful, helper, sailor, worker, cheerful, quickly

Vocabulary Unit 10:board, curious, dangerous, doubt, eager , fear, leap, screech, squeeze, village

Week 4: One Plastic Bag ( Prefixes un-, re-, pre-, dis-, )

beam, carve, den, lean, odd, unfair, preschool, refill, dislike, discover, preview, rebuild, disappear, reappear, unlock, reheat, preheat, disobey, replay, redo

Unit 11 Vocabulary: beam, carve, den, lean, odd, proper, scrape, steer, tender, tense

Week 5: Kids Can be Big Helpers (Syllable VCCV)

proper, scrape, steer, tender, tense, expert, invent, object, plastic, publish, perfect, garden, custom, magnet, hornet, bandit, signal, velvet , dentist, harvest

Our Incredible Earth: (homographs and kn, wr, gn, mb, lf)

escape, honest, label, modern, object, wrong, thumb, calf, gnat, know, climb, knife, sign, write, lead, wound, tear, read, wind, foot

How the Water Shapes the Earth: (VCCV)

pitch, select, sniff, stable, steep, tennis, tunnel, kitten, bottom, traffic, hippo, button, rabbit, dinner, attic, dollar, sudden, summer, better, winner

Unit 12 Vocabulary: escape, honest, label, modern, object,pitch, select, sniff, stable, steep,

Where Do They Go in Rain or Snow? : aw, au. augh, al

accept, address, difficult, excuse, expert, saw, chalk, daughter, law, auto, taught, straw, jaw, walk, crawl, talk, yawn, sauce, naughty, lawn

Volcano Wakes Up: VCCCV

hollow, relax, section, stamp, whole, distract, address, concrete, ostrich, complain, pumpkin, hundred, explain, monster, improve, dolphin, athlete, sandwich, handsome, panther

Unit 13: accept, address, difficult, excuse, expert, hollow, relax, section, stamp, whole

Rocks: Abbreviations and final syllable -le, -tion, -sion

admire, attach, handle, major, passenger, circle, motion, mansion, maple, nation, giggle, title, vision, addition, angle, fraction, action, riddle, mission, version

Review Week: prepare, separate, similar, slender, task, because, who, what, when, where, why, how, should, could, were, listen, several, resources, reaction, balance

Review Week: century, city, circle, face, fancy, mercy, pencil, curvy, carrot, castle, gentle, germ, giraffe, angel, gymnasium, dragon, foggy, giant, genius, Pentecost

Vocabulary Unit 14: admire, attach, handle, major, passenger, prepare, separate, similar, slender, task

Review Week: Holy Spirit, honor, Memorial Day, remember, heroes, military, service, America, freedom, flag, courageous, important, responsibilities, citizen, because, who, why, when, where, were

Spelling Words-

summertime, vacation, firefly, watermelon, sunshine, sunscreen, swimming, camping, surfing, family, waves, seashells, seashore, seahorse, crabs, sunglasses, towels, umbrella, sandcastle, jellyfish

Spelling Words-Homophones

Male, mail, one, won, pain, pane, pail, pale, pause, paws, peak, peek, be, bee, grown, groan, here, hear, ate, eight

Homophones: which, witch, would,wood, hair, hare, tale, tail, course, coarse, rode, road, blew, blue, plain, plane, right, write, wear, where

2nd Grade Science Vocabulary Words

Science Courses

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Science for Kids
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Science Basics for Elementary School
Chapter

Instructor:

Kerry MomnieShow bio

Kerry has taught for 15 years in grades 4-8 and is currently a 7th grade language arts teacher. Kerry also has a Master’s degree in reading and writing and holds a reading specialist certification in grades K-12.

Science in second grade is a lot of fun! There are many interesting topics to be studied and many new vocabulary words to be learned. Read on to find out about the topics and vocabulary that you will study in second grade!

Science Vocabulary for Second Graders

The world is a busy place! From plants and animals to the weather, there is a lot happening all around us! As a second grader, you will learn about these topics, plus many more. Let’s take a look at some of the science topics that you will study this year and the vocabulary words that go with each topic!

Earth Science

Have you ever dug a hole in the ground before? As you dug, you probably noticed that the surface of the Earth is made up of different materials, such as fine sand, thick dirt, small pebbles, and larger rocks. These materials make up different shapes in the land, as well. Here are some of the materials and landforms that make the Earth’s surface so unique!

Boulder: A very, very large rock.

Mountain: A very large hill.

Plain: A flat area of land.

Rock: A hard material found on Earth. It is not living.

Sand: Tiny pieces of rock.

Soil: The top layer of Earth’s surface. This is usually loose, and not packed tightly together.

Valley: A very low area of Earth’s surface, usually set between two higher pieces of land, such as mountains.

Life Science

Take a walk through the woods and you will notice a busy community of living things. Plants are growing and animals are scurrying around. You may even notice animals and plants relying on one another; an animal might be curled up in a nest in a tree or eating the leaves off of a plant. This is called life science, and it is a big topic that you will study in second grade! Here are some of the many vocabulary words that are used to describe life science!

Adaptation: Something that an animal does or has in order to survive. For example, a porcupine has quills to defend itself against predators.

Camouflage: What an animal does to blend with its environment. For example, a chameleon will turn green when sitting on a leaf, so it will not be seen.

Endangered: When a species of animal is in danger of not living anymore.

Environment: All of the things that make up a certain place. These things can be living, such as trees, or nonliving, such as rocks.

Extinct: An animal or plant that is not living anymore. For example, dinosaurs are extinct.

Food Chain: Animals eat plants and other animals in a particular order. For example, a mouse eats a plant, a snake eats the mouse, and an owl eats the snake.

Habitat: A place where an animal finds everything it needs to survive including shelter, water, and food.

Matter

Have you ever noticed that an ice cube turns into a puddle if it’s left on the floor and a pot of water can disappear into the air when it is boiled? This is matter! Matter is what everything in our world is made of and is one of the fun topics that second graders get to explore. Here are some of the vocabulary words that describe matter.

Matter: What all things in the world are made of!

Solid: Matter can be solid, like a basketball or a building block. These are objects that have a shape.

Liquid: Matter can be liquid, like milk or water. This type of matter does not have a shape and can move freely.

Gas: Matter can be a gas, like the air you breathe. This type of matter does not have a shape and can completely fill another object, such as a balloon.

Weather

Chances are, you woke up this morning and looked out the window to check the weather. You probably checked to see if it was warm or cold outside, and whether it was rainy or sunny. Weather influences a lot of the decisions that we make throughout our day! So, what are the different types of weather that you will study in second grade?

Blizzard: A type of storm that has both strong winds and heavy snowfall.

Hurricane: A type of storm that has strong winds and heavy rain. It often happens near the ocean and creates big waves, as well!

Thunderstorm: A type of storm that has rain, thunder, and lightening.

Tornado: A cloud that spins and creates a funnel shape. It has very strong winds, as well.

Lesson Summary

As you can see, there is a lot to learn in second grade science! You will learn about everything from the life that is found on Earth, to the surface of our planet, and to the weather that surrounds us. Hopefully you learned some new vocabulary words to get you started on your second grade science journey today. Enjoy!

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2nd Grade Spelling Words & Vocabulary

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Time4Learning is an online student-paced learning system popular as a second grade homeschool curriculum, as an after school tutorial and skill sharpening during the summer break.

This page is a summary of curriculum topics, foundational skills and resources related to second grade spelling including information about:

• Second Grade Spelling Curriculum
• Foundational Spelling Skills
• Second Grade Spelling Words List
• Second Grade Spelling Resources
• Additional Helpful Parent  Tools & Resources

Second Grade Spelling Curriculum Sequence

The spelling curriculum for second grade should cover second grade dolch words, advanced phonics, and compound words.

For example, spelling words include frequently used, irregular words such as WAS, WERE, SAYS, SAID, WHO, WHAT, and WHY. Second grade children are expected to master short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly. Words using the -ight ending are introduced, including BRIGHT, FLIGHT, and NIGHT, plus a few compound words are included in second grade spelling word lists including GRANDFATHER, BEDROOM, and SAILBOAT.

These very young children learn through spelling activities including many creative methods that make the second grade spelling program fun for them. Remember, every child learns at a different rate, so what works for some students, may not be the correct approach for your child. Which is why so many parents enjoy Time4Learning’s self-paced, modularized lesson plans. You can skip lessons that teach concepts your child has already mastered and repeat those he or she has not. The choice is yours.

Foundational Spelling Skills

Spelling skills should develop as part of an overall language arts phonemic awareness, phonics, reading comprehension, vocabulary and reading fluency, grammar, reading and writing program. Children should (with help from their parents) develop their foundational spelling skills through an interest in words, regular writing, constant reading, a study of spelling rules, and playing of spelling games.

With help from their parents, children can develop and reinforce foundational spelling skills through the following activities:

1. Regular writing for a head start on spelling, punctuation, and other concepts
2. Constant reading or use of reading workbooks
3. Frequent study of spelling rules like the relationships between letters and sounds
4. Spelling bees for a fun way for your child to practice their spelling
5. Playing of spelling games, quizzes or word games to help develop their spelling skills
6. Structured computer spelling programs
7. Personalized tutoring and assistance to boost confidence
8. Setting daily blocks of time for spelling and reading activities
9. Instruction through guided spelling activities like word sorts or word boxes
10. Creating a rich language environment at home based on the quantity and quality of words spoken

Time4Learning teaches a comprehensive second grade spelling curriculum using fun activities to build a solid spelling foundation. Help your child excel in spelling by trying out one of our Time4Learning’s second grade demos.

Second Grade Spelling Words List:

What spelling words should your second grader know? Here is a list of 50+ words that are great for use in spelling games, tests, or practice for an upcoming spelling bee. To add more value, download our 2nd grade spelling list printable worksheet with +300 words and writing sheets!

Second-Grade ELA & Spelling Resources

If you’re interested in second-grade language arts lessons and spelling lists, you may also be interested in:

• Second-Grade Curriculum and Lesson Plans to outline learning goals
• Second-Grade Language Arts Curriculum
• Strategies to achieve 2nd-grade reading goals
• An integrated reading comprehension program
• Vocabulary and spelling words for 2nd-grade

Additional Parent Tools & Resources

Welcome to Homeschooling Guide – Are you new to homeschooling? This guide was written by seasoned homeschoolers to answer some of the difficult questions new families often struggle with.

Curriculum Lesson Plans – An overview of the number of lessons that are included for each grade and subject. All students have access to at least 2 (and in most cases 3) grade levels of curriculum for each subject, so they can move ahead or review at their own pace.

Lesson Planning Worksheet – Wondering how many lessons to have your child do each day? Estimate the number of activities per day using this easy to use, printable worksheet.

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Competent organization of work and developing subject-spatial environment will increase the effectiveness of correctional and pedagogical classes with children with speech impairment

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children Dictionary for parents

The quality and quantity of a child’s vocabulary largely determine the level of speech development in general. The formation and development of a dictionary is one of the main directions of the speech development of preschoolers. This topic has been the subject of numerous studies over many decades, and does not lose its relevance even now. Currently, there are trends of deterioration in the level of speech development of children, including the scarcity of their vocabulary. The reasons for this deplorable situation are heredity, and congenital pathologies of development, and the imperfection of the educational system, and the lack of competence of teachers and parents on the speech development of preschoolers. Usually, vocabulary work is most intensively carried out in the early and younger preschool years, but it should continue in the older age groups of the kindergarten.

There are certain norms for the development of speech, the indicator of which, in particular, is the number of words that the child knows. By the end of the first year of life, the first words appear (10-15 words). Babbling (lyalya, mom, dad) and onomatopoeic (meow, bibi). During the 2nd and 3rd years of life, the child has a significant accumulation of vocabulary. By 1.5 years – 100 words, by 2 years – 300-400 words, by 3 years – 1000-1500 words, and at 6-7 years old the active vocabulary is from 3500 to 5000 words.

Before entering school, a test is mandatory, which includes an assessment of speech development. And recently, the statistics have been disappointing, because most first-graders show signs of delayed speech development. This is a serious problem, which leads to the fact that such children are simply not ready for school. And first of all, this affects the acquisition of literacy – children simply do not have enough knowledge to pick up test words.

To prevent this, effective measures must be taken to enrich the child’s vocabulary so that he knows as many words as possible before entering school.

The child’s vocabulary is of two types – passive and active. Passive vocabulary is those words, the meaning of which the child understands, but does not use in his everyday speech. The active vocabulary includes those words that the child not only understands, but also uses them in speech and writing. As a rule, the passive dictionary is always larger than the active one.

Thus, the main task is to expand the passive vocabulary, as well as help in activating the active vocabulary. The most active period, when the child begins to master the largest number of words, is the age of 1 year. If at 12 months a child knows about 12 words, then by the age of 4 he already masters up to 2000 words.

It is important to understand that words are not acquired by themselves – this is the result of systematic work to expand the child’s vocabulary. And the work must be carried out every day – only in this way can good results be achieved. A huge role in this process is played by parents, on whose participation it directly depends on how quickly the child begins to speak and how rich his vocabulary will be.

There are a number of recommendations to build and increase the vocabulary of preschool children. Most of them do not require much effort on the part of parents.

All children are in different conditions of speech development, so the number of words they know is different in each case. But there is a certain list of terms and concepts that children should know by the age of 5-7:

• Household dictionary (names of toys, dishes, hygiene and household items).
• Spatial orientation (up, down, right, left).
• Concepts of time (second, minute, hour, year), days of the week, months and seasons.
• Dictionary of natural history (names of natural phenomena, animals, plants, birds that are in its immediate environment).
• Numerals (ideally up to one hundred).
• Social science terms (names of holidays, words denoting people’s work, human values, etc.).
• Sports (football, hockey, etc.).
• Words denoting emotions, feelings and experiences.
• Parts of the human body.
• Names of vehicles.
• Colors and shades.

There are many ways to build a child’s passive and active vocabulary. Below we list the main recommendations, the observance of which will allow you to quickly achieve results.

Constant communication with the child is the base that allows the child to learn new words, ask an adult about the objects and phenomena that he observes.

During communication, try to use not only definitions familiar to the child, such as “small”, “big”, “good”, etc. Introduce synonyms into speech that make speech more colorful, use metaphors and epithets.

It is important to understand that the speech of preschoolers mainly consists of nouns and verbs, so you need to use adjectives as often as possible. Children hardly remember them, so you need to acquaint the child with the shape and color, smell, material, purpose of objects.

One should not just read books aloud, but do it slowly and with intonation. Periodically, you need to stop and ask the child if he understood the meaning of what he read, or if some words are incomprehensible to him. This is very important, because even when reading the simplest book, a child may have a lot of questions that you don’t even know about. Explain the meaning of unfamiliar words to him, and also ask questions about what he read.

You can observe almost everything with your child. Conduct an inspection of the premises in which you visit (during a trip to visit, visiting a clinic, etc.), observe with him natural phenomena, children in the yard, animals and birds.

But don’t just be an observer – comment on what you see. Actively share your observations, describe the feelings that you experience while doing this. The observations themselves should be interesting for the child, so if he does not want to look at the children playing on the playground, but wants to take part in this himself, then do not prevent him from doing this.

Looking at pictures and pictures in books contributes to the development of a passive vocabulary. You should describe what is shown in the illustration, as well as ask leading questions to the child.

Drawing up a story from pictures is very helpful. First, you can disassemble each image separately, and then, together with your child, compose a simple mini-story based on these pictures.

Here you can combine business with pleasure. Take your child to the kitchen, for example, where you can cook family dinner together. There is just a huge number of new items, the names and purposes of which may be unknown to him. Demonstrate and name the available kitchen items to him, tell him exactly what they are for.

You can discuss the classification of products with him. So he will understand that vegetable oil is needed for frying, and not to drink it, that it is more convenient to eat soup with a spoon, etc. Surely the child will want to help you, so you can entrust him with some simple and safe task (stir salad with a spoon, sort out buckwheat, etc.).

Play is the form of learning that is most effective in childhood. In this case, you do not need any special devices, so you can play almost anywhere.

Here are a few examples of such games:

• We name the attribute of an object and correlate a certain object with it. For example, large (elephant, skyscraper, world), white (bread, sheet of paper, etc.).
• Guess the profession. Examples: a person who drives a car … (driver), a person who sells products … (salesman).
• “I know five.” At an early age, it is important to know not only a lot of words, but also to classify them into certain categories. You can invite the child to name 5 types of animals, types of transport, etc.
• “Edible-inedible”. You name any word and throw the ball to the child. If the word is “edible” (ice cream, apple, watermelon), then the child catches the ball, and if it means an inedible object, then the ball is discarded.
• “Say the opposite.” You say a word, and the child must name its antonym: hot – cold, slow – fast, clean – dirty.
• “Who lives where?”. You name an animal or bird and throw the ball to the child. He catches the ball, names the place where the animal lives, and returns the ball. Examples: – a bear – in a den, a fox – in a hole, etc.

Games greatly influence the increase in words that the child will later use in his everyday speech. It is important to use as many complex and unfamiliar terms and concepts as possible, explaining in detail what they mean. Remember that all activities should be carried out in a fun and relaxed atmosphere, as well as praise the child, even if his progress at this stage is insignificant.

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Enriching the vocabulary of younger students

The development of speech is an urgent task of teaching in elementary school. Speech performs the functions of communication, emotional self-expression of a person and influence on other people. Speech is a way of knowing reality. The quality of his education, knowledge, abilities and skills in all subjects, and not just in the Russian language and literature, depends on how the child has mastered coherent speech. Developed speech helps children better express their feelings and thoughts. A poor vocabulary does not allow children to fully communicate with both adults and children.

Psychologist N. I. Zhinsky wrote: “Speech is a channel for the development of intellect. The sooner the language is mastered, the easier and more complete the knowledge will be assimilated.

Consequently, speech development contributes to the development of thinking. Unfortunately, there is still no real continuity between kindergarten and school. Children entering school have a poor command of speech, their mental operations are not developed. For some reason, they are taught to read, and not to tell, explain, memorize, reproduce. In the first grade, a double burden is imposed on children.

When entering first grade, the child is under severe emotional stress. Even a well-developed kid experiences certain difficulties in a new school life for him. Many children lose their appetite, experience insomnia, while others, on the contrary, are drawn to sleep all the time. How difficult it is for a child who has poorly developed speech! It is difficult to understand for both children and adults. The teacher should make every effort to calm the child, win him over and help him master the correct, literate speech.

Often such children are sent to study in a correctional class of the 7th type.

Some students who come to the first grade usually have insufficiently developed coherent speech, a very poor vocabulary, logical thinking is not developed, and a weak memory. In order to teach children to correctly, accurately, beautifully express their thoughts in oral and written speech, it is necessary to systematically work to enrich the vocabulary. Vocabulary work is carried out throughout all four years of elementary school: during literacy, work on a word, on a phrase, sentence, text. First of all, you need to find out the volume of the vocabulary of children; what words and expressions they do not understand or are completely unfamiliar. Setting himself the task of helping children master the correct coherent speech, the teacher must analyze each story, poem: whether the speech is meaningful, whether the choice of words and other means of language is rich and varied.

The most important requirements for speech exercises:

-Systematicity,

-Consistency

-Perspectivity,

-Elements of novelty,

-Variety of species,

-accessibility.

In order for a new word to enter the child’s dictionary, it is necessary that the acquaintance with the lexical meaning of the word occurs on the basis of the operations of analysis, synthesis, and generalization.

To make it interesting for children and to better remember unfamiliar words and expressions, I include in each lesson one of the headings “Phonematic exercise”, “Visiting the word”, “On the wings of folk expressions”. The work is based on the use of poems, riddles, proverbs and sayings, phraseological expressions.

Each speech development lesson begins with phonemic exercises. It is necessary for the development of hearing and pronunciation of students. For example, to reinforce the pronunciation of the sound “p”, you can do the exercise “Woodpecker”, when the tip of the tongue knocks from the inside into the roots of the upper teeth, and the child pronounces d-d-d-d. Then: stop the horse: tpr-r-ru! Next task: start the tractor: tr-r-r-r!

The next stage of the lesson will be “Visiting the word”

This is how children work with the word “aster”.

1. Interview with students:

— What flowers do you know?

— Showing an aster and asking for the name of this flower.

— What does an aster look like (children say a ball, a plate, a hair clip).

—Does an aster look like a star?

2. Teacher’s message:

Astra in Greek “aster” means “star”. Why do you think?

What color of asters did you see?

3. Listen to the poem by Vs. Rozhdestvensky.

Astra.

Autumn over the shady park…

Gold maple trees on the waters of the pond.

The leaves are spinning… The birds have fallen silent.

Astra with its straight petals

From ancient times it was called a star.

That’s how you would call it yourself.

In it the petals scattered like rays

We suck golden from the core.

— How does the author show us that the aster is like a star?

4. Then the children, under the guidance of the teacher, make sentences about the aster.

The work on riddles, in which there is a description of objects, comparisons, synonyms and antonyms, personification, metaphor, enriches the vocabulary of students.

Sam scarlet, sugar,

Green caftan,

Velvet.

Children guess that it is a watermelon and prove why they think so.

Naturally, reading fairy tales helps to enrich children’s speech. stories, poems.

Here is a quatrain from a poem by Sergei Yesenin:

Golden stars dozed off.

The mirror of the backwater trembled,

The light dawns on the river backwaters

And fogs the grid of the sky.

What kind of work to enrich the dictionary can be done on these lines! They contain words whose meanings are unfamiliar to children: backwater, backwaters, dawns.

There is both personification and metaphor. The teacher should help the children understand the feelings of the poet, express their attitude to the pictures of nature created by Yesenin.

And such work should be carried out for each work.

Children need to be able to use both synonyms and antonyms. And this work must also be systematic. Synonyms and antonyms are used not only in the lessons of the Russian language and literature, but also in lessons in other subjects.

And what scope for the development of speech and thinking is given by work on phraseological units!

For example, beat the buckets.

1. Listen to the poem that I composed myself and guess what the expression beat the thumbs means.

If you wander all day.

Idle time,

Not to work, not to read.

Only lie on the sofa.

The people will say about him:

—The whole day he beats his thumbs!

2. Why is it said about the character of the poem that he beats his thumbs? (Because he doesn’t do anything)

– So, what is to beat the buckets? (sit back).

3. The expression to beat the buckets originally meant to split the block into the buckets (chocks for making wooden spoons), that is, to perform simple, uncomplicated work.

4. Next, the students talk about how they themselves sometimes beat the thumbs.

At any lesson, you can pick up games aimed at enriching and activating the vocabulary of children. I invented some games myself, others I took from special literature. For example, V. Volina “Learning while playing. ”

1. “What will I take with me.”

The teacher invites the children to name the items that they will take with them, if they go somewhere. Options: hiking, fishing, visiting, school, etc.

For example, when I go fishing, I will take a fishing rod, a can of worms, a bucket, a net, a knife, a tent, a high chair, a blanket, and more.

2. “Professions”.

Tractor drives … (tractor driver).

Electric train … (driver).

Painted the walls … (painter).

Planked board.. (carpenter).

The house was lighted… (fitter).

Works in the mine … (miner).

In the hot forge.. (blacksmith).

Who knows everything … (well done).

3. “Words”.

Fill in the square.

1. River crossing facility (bridge)

2. Hard crust on snow.

4. Height of a person (height).

4. “Find the excess in each column”

-lemon Street City

-Orange Babochka Village

-cabbage AIST Street

-apple pigeon village

5. “On the contrary”.

Find antonyms for the given words.

Dirty – … rough – … artificial – …

Cowardly – … closed – … weak – …

6. “Letters ran away.”

Collect words from the given letters.

K,L,O,O,E,S – wheel.

A,L,S,K,S – class.

K, I, G, A, N – book.

R, O, K, U – lesson.

7. Words.

Make new words by adding one letter to each word.

BREAM – TICKETS.

DUCK IS A JOKE.

Col.

8. Encrypted words.

Make a new word from the last syllables of the given words.

Wheel

Paddle

Nightingale

9.

– – F –

– – F –

– – F –

– – W – (puddle of knives of skis)

10. The transformation of words is a magic wand.

Replace one letter in words.

Stick-jackdaw – beam, stove – river – cut, shade – stump day – laziness, cat – kol – tol – ton – don – dol – gave.

11. Anagram.

From these words, by rearranging the letters, make new words.

Ugar-stew. Strike-ore. tub-carcass. uhlan moon.

Such exercises not only enrich the vocabulary, but also contribute to the use of new words in everyday speech, the development of thinking.

Each teacher, based on their own experience, can come up with many games and exercises to enrich students’ vocabulary. And, of course, he must use the methodological accumulations of other teachers in his work.

It is important not to lose in your work the understanding that words do not exist on their own, but in phrases, sentences, texts. Therefore, simultaneously with the work on the dictionary, work is underway on the compilation of phrases and sentences with a new word.

Literature:

1. V.Volina. We learn by playing. Moscow. New school.1994.448s.

2. L. Tikhomirova. Exercises for every day. Yaroslavl. Development Academy. 1998. 208 p.

3. T. A. Ladyzhenskaya. Speech. Speech. Speech. Moscow. Enlightenment. 1983.

Basic terms (automatically generated) : word, child, work, aster, backcloth, elementary school, thinking development, Russian language, coherent speech, children’s vocabulary.

Vocabulary study of junior schoolchildren with intellectual disabilities

Bibliographic description:

Musaeva, N. S. Vocabulary study in younger schoolchildren with intellectual impairment / N. S. Musaeva. – Text: direct // Young scientist. – 2015. – No. 15 (95). — S. 596-598. — URL: https://moluch.ru/archive/95/21374/ (date of access: 09/12/2022).

In modern scientific literature, the word is considered as a sign denoting the result of cognition, thinking. The word encodes cognitive experience. Language as a means of communication is primarily the language of words. Words are concrete objects, abstract concepts, feelings and relationships are expressed.

Words in a language do not exist in isolation from each other. They are part of a single lexical system. Each lexical unit of this system is connected by various relations with other units both in meaning and in form (synonymous, antonymic connections, thematic and lexico-semantic groups). The place of a word is also determined by its ambiguity, compatibility with other words. When learning vocabulary, these connections begin to interact. Semantic (semantic) fields, or so-called verbal networks, are formed around each word. The mastery of a word is at the same time the process of its “accumulation” with lexical connections with other words. As a result, children master both the words themselves and the systemic connections between them.

A child can only master the meaning of a word when it is used in phrases, sentences, or a coherent statement. Therefore, the formation of a dictionary should take place in close relationship with the development of coherent speech of children. Conversely, the richness of the vocabulary is a sign of well-developed speech and an indicator of a high level of mental development (1).

The timely development of the vocabulary is one of the important factors in preparing for schooling. Children who do not have sufficient vocabulary experience great learning difficulties, not finding the right words to express their thoughts. Teachers note that students with a rich vocabulary solve arithmetic problems better, master reading skills, grammar more easily, and are more active in mental work in the classroom.

The peculiarities of the vocabulary of mentally retarded children attracted the attention of many authors, who noted that cognitive impairments affect the formation of a passive and active vocabulary (2,3).

However, the study of the vocabulary of students with intellectual disabilities in the republic was not studied, in connection with this, we conducted a preliminary study of the state of the vocabulary in the native (Uzbek) language of mentally retarded primary school students in auxiliary schools No. 25, 37, 52, 57 , 66 of the city of Tashkent.

The purpose of the study was to identify the level of formation of the vocabulary of mentally retarded junior schoolchildren .

As a basis for diagnosing the speech development of children, we laid the principles of systematicity and consistency, accessibility and visibility, using such pedagogical qualities as benevolence, patience and endurance, pedagogical tact and the ability to dispose the child to communication. The examinations were carried out with each child individually, after establishing a positive emotional contact with them. In the study, we identified the active vocabulary of students:

– Nouns that answer the question who? what?, fruits, vegetables, toys, clothes, shoes, pets, wild animals, poultry, seasons, holidays, family, modes of transport, furniture, professions, food, utensils…

–                               what question? Colors: red, yellow, white, blue, green, light blue, brown, black; object shapes: round, triangular, square, circle; antonyms: big-small, high-low, long-short, wide-narrow; old, new, beautiful. ..

– Verbs answering the question what does he do? Walks, jumps, sews, sleeps, runs, cooks, swims, washes, eats, washes, irons, cleans, dances, plays… animals, poultry, seasons, holidays, family, modes of transport, furniture, professions, food, dishes. The criteria for assessing the degree of assimilation of the vocabulary by mentally retarded students were defined as “very low”, “low”, “medium”.

The study involved 190 children, 58 students from the 1st grade, 42 students from the 2nd grade, 44 students from the 3rd grade, 46 students from the 4th grade.

Examination of children with intellectual disabilities made it possible to establish a picture of the formation of vocabulary, to identify the level of passive and active vocabulary, and to specify the volume of vocabulary of younger students. All diagnostic tasks in their content corresponded to the age indicators of younger students, had clear verbal instructions and the necessary demonstration material. The results of the study were formalized in protocols for examining the vocabulary for each child. The results of the examination of the state of the vocabulary of mentally retarded primary school students are shown in Table No. 1.

Table 1

The state of the vocabulary of mentally retarded primary school students

Pupils who showed very low scores could not answer even very elementary tasks. For example, where children were required to show objects named by the experimenter, children found it difficult to show, many showed several pictures for the name of one object, “generalizing words” the children had difficulty with concepts: school supplies, transport, flowers, trees, shoes, clothes. It was difficult for children to generalize these words, for example, such items as boots, shoes , were assigned to the concepts of clothes, and bus, tram, trolleybus , the children called cars. It was also difficult for children to focus their attention on several pictures at the same time, and therefore they quickly forgot the purpose of the task. For example, students of the 25th specialized school of the 1st grade Abduvosikov, Abdukayumov, Olmasov could not distinguish fruits from vegetables when they were asked to distribute fruits in one direction and vegetables in the other direction, the students could not cope with the task, they also could not list family members , distinguish the seasons, distinguish colors, geometric shapes, etc. The students from the 4th grade of the specialized school No. 66 Abdumalikov, Abdurahimov, Makhamadzhonov also gave very low results, although they study in the 4th grade, but they could not cope with the tasks, in each school has students who gave very low results, out of 190 tested 112 students, that is, 59% of primary school students gave very low results. Among the children we studied, there are children with Down syndrome. Out of 112 students, 38 (34%) 1st graders, 27 (24%) 2nd graders, 22 (20%) 3rd graders, and 25 (22%) 4th graders scored very low.

It should be noted that, having a minimum passive vocabulary, children use it very reluctantly, when answering questions, they think for a long time, become animated at the game situation, without delving into the essence of the question, and are often distracted, forgetting the instructions.

Students who have low scores 46 students (24%) out of 190 students. Of these, 15 (33%) students are 1st grade students, 9 (20%) 2nd grade students, 17 (36%) 3rd grade students, 5 (11%) 4th grade students. These students with a low level of vocabulary formation coped with the tasks by trial and error. Children completed these tasks either after stimulating questions, or corrected themselves, but with the help of the experimenter. The instructions were clear to the children, but controlling actions were required. To the questions “What is this?”, “Who is this?” these students were able to answer, but tasks requiring distinguishing color, shape, size were difficult for these students. To the questions “What does he do?” students answered only after stimulating questions. The questions were answered with the help of the experimenter. For example, a student of the 37th specialized school from the 2nd grade of Abdujabborov was able to cope with the task of naming nouns, distinguishing them from each other, but he could not complete the task of distinguishing colors, shapes, sizes on his own, when given generalizing words, this student did everything only with with the help of an experimenter. A 2nd grade student Otabek from the 57th specialized school was able to complete the entire task with nouns, but on the task of understanding the actions shown in the pictures (show in which picture: the girl is sleeping, the mother is ironing, the grandmother is knitting, the girl is washing, the mother is cooking, the girl is sweeping , the girl combs, the boy washes) could not answer correctly. Tasks adjectives denoting color, shape, size were also difficult, he constantly needed the help of an experimenter.

Children with an average level of were able to distinguish words related to nouns, adjectives, verbs, while clarifying generalizing words, they were able to say everyday words, it was slightly difficult to distinguish poultry, seasons. For example, a student of the 52nd grade school, Abduvaliev, was able to complete the task on nouns, adjectives, had some difficulty with tasks with verbs, completed all the tasks with help, with generalizing words, only sometimes resorted to help.

Of the 190 students surveyed, 32 or 17% showed an average level of learning. 5 (16%) students of them are students of grade 1, 6 (18%) children of grade 2, 5 (16%) children of grade 3, 16 (50%) students are students of grade 4.

Based on the results of the experiments, the following conclusions were made that the vocabulary of mentally retarded primary school students is not sufficient in quantitative and qualitative terms. There is an inaccurate use of words, paraphasia. The prevailing are the replacements of words by semantic similarity. Characteristic are the replacements of the word . There are mixtures of words of the same kind, type. The passive vocabulary of mentally retarded children is larger than the active one, but it is hardly updated. The data of V. G. Petrova is confirmed that mentally retarded schoolchildren do not know the names of many objects that surround them.

When talking with teachers, they reported a number of shortcomings in the work, that there are not enough visual supplies to increase the vocabulary of students, methodological aids have not been developed to a sufficient extent, parents of students do not work together with teachers, there is a lack of visual objects for reciting poems , plays, fairy tales, few hours are devoted to the study of the seasons. Indeed, in mentally retarded students, memory is usually enriched with the help of visualization.

Literature:

1. Alekseeva M.M., Yashina B.I. allowance for students. higher and Wednesdays, ped. textbook establishments – 3rd ed., stereotype. – M .: Publishing Center “Academy”, 2000.

2. Petrova V. G., Belyakova A. P. Psychology of mentally retarded schoolchildren. — St. Petersburg: Rech, 2006

3. Lalaeva R.I. Speech disorders and their correction in children with mental retardation / Lalaeva R.I, Serebryakova N.V, Zorina S.V.-M.: Vlados- 2004

Basic terms (automatically generated) : student, child, vocabulary, word, task, class, experimenter’s help, active vocabulary, mode of transport, food.

Stages of speech development in a child

The first six months

By the end of 1 month of life, a healthy infant already responds to treatment: stops crying, focuses on an adult. At 3 months , when communicating with an adult, the baby becomes animated, “gurgles”. Vowel sounds predominate, as well as consonants g, k, n.

At 5 months the baby reacts to the direction of the sound, “sings”, changing the intonation of the voice. By 6 months the first syllable “ba” or “ma” appears. There is an initial understanding of the addressed speech: the child listens to the voice of an adult, recognizes familiar voices.

Up to the year

In 8 months babble occurs, i.e. repetition of the same syllables: “ba-ba”, “yes-yes”, “pa-pa”, etc. In speech, sounds are used: p, b, m, g, k, e, a. By 10 months the baby uses at least 1-2 “babble words” in communication (such as “lyalya”, “woman”).

At 1 year the child already uses 3-4 “babble words”, understands individual words, correlates them with specific objects. Understands simple instructions accompanied by gestures (“kiss mom”, “where is dad?”, “give me a pen”, “no”). The first meaningful words in a baby appear by the end of the first year of life. The period from one to three years is characterized by a rapid increase in vocabulary in children. This is due to the fact that the activity of the child becomes more complex and diverse. He gets acquainted with the various properties of objects, establishes the simplest connections between them, generalizes according to similar features. However, the ability to understand the generalized meaning of words is not yet sufficiently developed.

After a year

1 year 3 months . Vocabulary increases to 6 words, the child understands a simple instruction without a gesture, shows familiar words in the picture.

1 year 6 months . Shows one of the parts of the body, vocabulary 7-20 words.

1 year 9 months . Shows three parts of the body, uses a two-word phrase (“Mom, di!”, “Give me lala”). Vocabulary 20 words.

Second year of development

2 years . The child shows five parts of the body, has a vocabulary of at least 50 words; understands and correctly follows the two-step instruction (“go to the kitchen and fetch a cup”), correctly uses the pronouns I, you, me. By the age of two, the child already learns the sounds: p, b, m, f, c, t, d, n, k, g, x. Whistling sounds (s, s, c), hissing (w, w, h, u) and sonorous (p, l) he usually skips or replaces.

2 years 6 months . The child understands the designation of actions in different situations (“show who is sitting, who is sleeping”), the meaning of prepositions in a familiar specific situation (“what are you sitting on?”). Pronounces sounds correctly: s, z, l, repeats two numbers in the correct sequence, has the concept of “one”.

After two – not too late

3 years . Vocabulary 250-700 words, the child uses sentences of five to eight words, has mastered the plural of words; gives his name, gender and age; understands the meaning of simple prepositions – performs tasks like “put the cube under the cup”, uses simple prepositions and conjunctions in the sentence because, if, when. The kid understands the read short stories and fairy tales.

4 years . Complex sentences are already found in speech, prepositions are used for, before, instead of, after, unions what, where, how much. Vocabulary 1500-2000 words. The child correctly pronounces hissing sounds w, w, h, u, as well as the sound c. The softened pronunciation of consonants disappears.

5 years . Vocabulary increases to 2500-3000. In words, there are no more gaps, permutations of sounds and syllables. All parts of speech are used in the sentence. The child masters all the sounds of the native language and uses them correctly in speech; actively uses generalizing words (“clothes”, “animals”).

7 years . The dictionary is increased to 3500 words, it actively accumulates figurative words and expressions, stable phrases (neither light nor dawn, hastily, etc.) Grammar rules are assimilated. The child actively tries to explain the meaning of words, reflects on the gender of nouns. Thus, language and speech attention, memory, logical thinking and other psychological prerequisites for the further development of the child and his successful schooling develop.

Resources

• Yoldaş TÇ., Özdemir G., Karakaya J., Özmert EN. Turkish validation of the maternal responsiveness global rating scale in slow-to-talk toddlers. // Turk J Pediatr – 2020 – Vol62 – N5 – p.802-811; PMID:33108083
• Pacheco LDRA., Miguel JHS., Gil D. Musical stimulation proposal for hearing impaired children: case reports. // Codas – 2020 – Vol32 – N5 – p.e201

  ; PMID:33053089

• Costa B., White P., Kiff JD., Davies A., Stock NM. Parent-reported socioemotional and cognitive development in children with a cleft lip and/or palate at 18 months: Findings from a UK birth cohort. // Child Care Health Dev – 2021 – Vol47 – N1 – p.31-39; PMID:329
• Jutras B., Lagacé J., Koravand A. The development of auditory functions. // Handb Clin Neurol – 2020 – Vol173 – NNULL – p. 143-155; PMID:32958169
• Babatsouli E. Measuring word-final consonant clusters in developmental child speech. // Clin Linguist Phon – 2021 – Vol35 – N5 – p.419-437; PMID:32683994
• Venker CE., McDaniel J., Yasick M. Speech-Language Pathologists’ Ratings of Telegraphic Versus Grammatical Utterances: A Survey Study. // J Speech Lang Hear Res – 2020 – Vol63 – N7 – p.2271-2280; PMID:32579870
• Skovlund E., Selmer R., Skurtveit S., Brandlistuen RE., Handal M. In utero exposure to analgesic opioids and language development in 5-year old children. // Pharmacoepidemiol Drug Saf – 2020 – Vol29 – N6 – p.736-744; PMID:32383248
• Thistle JJ., Wilkinson KM. Speech-Language pathologists’ decisions when designing an aided AAC display for a compilation case study of a beginning communicator. // Disabil Rehabil Assist Technol – 2020 – Vol – NNULL – p.1-9; PMID:32228265
• Babatsouli E. Correlation between the measure for cluster proximity (MCP) and the percentage of consonants correct (PCC). // Clin Linguist Phon – 2021 – Vol35 – N1 – p.65-83; PMID:32223449
• Macari S., Milgramm A., Reed J., Shic F., Powell KK., Macris D., Chawarska K. Context-Specific Dyadic Attention Vulnerabilities During the First Year in Infants Later Developing Autism Spectrum Disorder. // J Am Acad Child Adolesc Psychiatry – 2021 – Vol60 – N1 – p.166-175; PMID:32061926

Checking and expanding vocabulary

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First level of exercises available

Vocabulary testing and expansion – Teaching letters and alphabets to preschool children. Alphabet, Russian letters

Expansion of the vocabulary of children 3-6 years old –
learning to read online

It’s no secret that children often read badly just because they don’t understand
words that smart adult uncles use in the text. This raises two difficulties
– read the word itself, and it can be long, and secondly, understand what was read
and remember what it means.

This is for those kids who have not yet learned how to connect letters into words and made
this training. At the first stage, you need to memorize three-letter words, and a little later
– four-letter. At the same time, it is important to remember that this game is primarily for replenishment.
vocabulary, and not on the speed of solving the puzzle. That is, exercise
necessary with an adult and if the child does not understand the words, then the adult is simply obliged
explain its meaning.

Training the child’s vocabulary. List of three-letter and four-letter words to remember

How does vocabulary help children prepare better for university entrance?
school

The more vocabulary a person has, the easier he can formulate
thoughts. Remember that there is a rule that they meet a person by clothes,
but follow the mind. At present, both clothes and mind are determined by the dictionary
reserve man

Millet simply play games on my site for five to ten minutes each
day and in a playful way teach your child to read. Remember that children cannot
time to work hard. Children learn only through play.

How to choose the time for classes

There is this recommendation:

If you want to be successful and not discourage your child from learning,
make each session a game when he is active, alert and in good
mood.

This is a highly controversial recommendation. The kid quickly understands that as soon as it opens
primer, then it will be boring, and he won’t be able to see the TV set. The mood spoils, occupation
comes from under the stick.

How to choose the right words for reading

Not all children understand how to put letters into words correctly. for them the letters are
just icons that don’t represent anything. Why do adults want certain things from them?
actions, children do not understand. And, at some point, the children understand what it is
letters and how words can be formed from them. Just for such children, I collected simulators
and games.

In this simulator, you will need to read simple words and choose the right
picture that represents the word. First come simple words, consisting of
three letters, then more difficult and long. The task I set was to collect the words,
with all letters of the Russian alphabet.

Learning to read by playing online

Determine the child’s vocabulary

Words for reading should be given from what is already known
thesaurus (dictionary) of the child.

The child operates with words related to people:

mother, father, woman, grandfather (if he is still alive – if not,
then we exclude from the list), aunt, uncle, Vasya, Nastya, Sergey, Lena, Kolya – all names
parents, brothers and sisters.

The child can describe the surrounding kitchen utensils:

spoon, mug, plate, soup, tea, cube, water, drink,

Adding tasty words for boys to the dictionary

Lego

, robot, tank, gun, helmet, car, truck,
gun, defense, attack, football. ..

A, for girls – words for girls

beauty, princess, girl…

Adding fairy-tale characters and the name of toys to the dictionary

Luntik, Aibolit, MoyDodyr, Shapoklyak…

If the kid watches American cartoons, then add the main characters
of these cartoons

Other games

Reading sentences

Find a pair of letters

Find a pair of syllables

Five pictures

Nadi letter

Words – wheels

Search for the word

Keyboard

Find a couple of words

Locked the order in the letters

The set of phrases on the keyboard

9000 Learning to read in games

Why does a baby forget letters, although he learned them yesterday

Usually, a child easily remembers some letters, and not so others. The role of an adult
in celebrating what his ward does not succeed in and giving additional
tasks.

Another important thing is regularity. Since for the child all learning is
frankly, cramming and repetition, then the process of classes should be such that
information was repeated at regular intervals.

Ebbinghaus (read more about this on Wikipedia) studied how quickly people forget
meaningless information for this person and came to the conclusion that in the first twenty
minutes, 40% of the information is forgotten. And if it is impossible to say exactly what it means
this or that letter, then this is tantamount to the fact that the letter is completely unfamiliar. Must be
unequivocal 100% recognition.

Repeat, repeat, repeat

For example, you are training warehouses (syllable, combination of letters)
TO , and the child more or less learned to recognize and read the combination.
Add the syllable BUT to the tasks, and ask to read words helping to read unfamiliar
more child letters. However, the child can click on the syllables himself and listen to how the computer
is reading.

co
r zi
at

pa
on the
ma

su
to no

The program has a vocabulary of the present word 900 words and will pick up with ease
words with the necessary syllables (syllables).

Note

See if the child understands the meaning of the words. The dictionary in the program is selected
in a special way – so that all combinations of letters needed for training come across.
Therefore, the word may be unfamiliar. For example, the word SUKNO has been added to the dictionary
since this word includes the SU warehouse.

Note

If you have any ideas for expanding the dictionary, then I will gladly include your dictionary
to the existing one.

Learn the secrets of teaching your child to read at home.

1. Which words should be read first
2. How to encourage a child to study with zeal
3. How to teach a child to read clearly and clearly
4. Why children read MeAMeA
5. How Leo Tolstoy taught children. Why did he criticize the Germans?
6. The child reads slowly. What to do?
7. The child knows letters, but cannot read, what should I do?
8. How to save on training courses.

Determination of a child’s readiness for learning

sentences and could express his thoughts, and more or less – distinctly pronounce sounds.

How long does it take to study?

The duration of each lesson should not exceed 5 minutes, as children
early age are not yet capable of longer concentrated actions.

How to choose the time for classes

There is this recommendation:

If you want to be successful and not discourage your child from learning,
make each session a game when he is active, alert and in good
mood.

This is a highly controversial recommendation. The kid quickly understands that as soon as it opens
primer, then it will be boring, and he won’t be able to see the TV set. The mood spoils, occupation
comes from under the stick.

Here are the simple rules for organizing classes:

• Classes must be periodic. Short enough for your son
  or daughter engaged enthusiastically.
• There should be an encouragement at the end.
• The kid must clearly understand what he needs to do this time.

I RECOMMEND!

I recommend reading Karen Pryor’s book Don’t Grow at the Dog, in order to
to understand how to train… oh, train a child.

In short, put only one task. ONLY ONE! As soon as it turns out
what you wanted – leave the lesson. For example, you want the child to clearly
uttered the tongue twister “in the yard – grass, on the grass – firewood.” Explain to the child
that you need to clearly and clearly say the words slowly and articulately. If he speaks
on the first try. All! lessons are over.

In our case, clearly explain how many exercises he has to do
this time! And don’t give any more quests.

Teaching reading to children 3,4,5,6 years old in a playful way. Acquaintance with letters, alphabet, correct pronunciation, simple texts for reading

Spoken English – what should be the vocabulary.

One-two-three-four-five… How many words should I know? Sam Jandreau, founder of the Lingholic project, will answer this question. He will talk about what the 95/5 rule is and how it works for those who learn a foreign language. No magic, just math!

Word, show your passport!

English students often ask, “How many words do I need to learn to be able to hold a conversation on any topic?” Good question, but before answering it, let me ask you another one: How many words do you think the English language has? A question to which there is no intelligible answer. Why? It is impossible to count the number of words in a language for one simple reason – it is difficult to decide what counts as a word.

It is claimed, for example, that for the word “set” the Oxford Dictionary gives 464 definitions. Should we consider a polysemantic word as one word or each interpretation as a separate word? And what about phrasal verbs: “set up”, “set about”, “set apart”, etc.? And what about the so-called open compounds – words like “hot dog”, “ice cream”, “real estate”? Add to this the singular and plural forms, verb conjugations, different endings, prefixes and suffixes, and you will understand why it is so problematic to answer how many words there are in the English language.

The question should really be: “Do you know how many words are in the largest dictionary of the English language?” If you roughly imagine the number of words in a language, it can be compared with the number of words used 90-95% of the time in everyday speech and in the news.

Less words – more action

In 1960, the famous American children’s writer Theodor Seuss Geisel (better known under the pseudonym Dr. Seuss, author of The Grinch Who Stole Christmas, The Cat in the Hat, The Lorax, etc. ) published the book Green Eggs and Ham. The book was written in just 50 words and was the result of a dispute between Seuss and his publisher, Bennett Cerf. The publisher believed that Seuss would not be able to create a finished work in such harsh conditions (before that, Seuss had already written “The Cat in the Hat”, which featured 225 words).

If it’s possible to write a book in just 50 words, does that mean we don’t need 40,000 words to communicate with each other? Note, however, that according to Susie Dent, a lexicographer, the average active vocabulary of an adult English speaker is about 20,000 words, and the passive one is about 40,000 words.

What is the difference between active and passive vocabulary? In simple terms, active vocabulary includes words that you can remember on your own and apply. As for the passive vocabulary, these are those words that you recognize, the meaning of which you know, but which you are not able to use yourself.

How many words do you know, sir?

And here we come to the most interesting part. On the one hand, an adult native English speaker has an active vocabulary of about 20,000 words. On the other hand, The Reading Teacher’s Book of Lists states that the first 25 words are used in 33% of everyday written texts, the first 100 words in 50%, and the first thousand words occur in 89% of such texts!

Thus, we can safely say that only 3000 words cover about 95% of general texts (news articles, blog entries, etc.). Liu Na and Nation proved that 3000 is the approximate number of words we need to know in order to understand the rest from context when reading unsimplified texts.

Do the math!

The Oxford English Dictionary contains 171,476 common words. 95% of general texts cover a vocabulary of only 3,000 words. That’s 1.75% of all words!

That’s right: knowing 1.75% of the English vocabulary, you can understand 95% of what you read. This is only 7.5% of the average passive vocabulary of a native speaker (40,000 words). Isn’t it great?

On the Pareto law and the importance of linguistic guesswork

You may have heard of Pareto’s Law, also known as the 80/20 principle. The Italian engineer and philosopher Vilfredo Pareto studied numerous phenomena and subjects, from land ownership to pea pods, and as a result he deduced a rule that was called Pareto’s law: 20% of causes produce 80% of effects. Or, if you apply the law to study or work: 20% of efforts give 80% of the result.

English learners need to understand 90-95% of the most commonly used words in everyday life. Where exactly do these numbers come from? Approximately as many words you need to know in order to understand well what is written and said. In addition, having learned just that many words, you can guess the meaning of the remaining 5-10% simply from the context! Not exactly 80/20, but the principle is the same: only a small part of your efforts will bring significant results.

This is an extremely important moment! If you have already reached a high level of understanding of the language, this means that it is time to close the dictionary and allow yourself to learn “inductively”, from context and by guesswork. You already do this every day – after all, no one knows all the words in their native language. So why not do the same with English?

Weigh your vocabulary!

So, if you achieve an understanding of 95% of the most commonly used words in a language, you can understand the rest of the unfamiliar words from the context.

Of course, knowing the words does not mean perfectly understanding what you are listening to or reading, because language is also grammar, phraseological units and figures of speech that can (and will) get in your way. A sentence can consist entirely of words that are perfectly familiar to you and at the same time be completely incomprehensible – precisely because of such linguistic phenomena.

Despite this, in most cases, knowing 90-95% of the words in a sentence and the context allows you to understand and communicate in a language without much difficulty – especially if it belongs to the same language family as your native language.

Yes, the English language has a huge number of words, so for many it seems like an impenetrable fortress that will take decades to take. In reality, if from the very beginning you learn words in context, step by step building up your vocabulary “arsenal” to 2500-3000 units, it is really possible in a short time to reach a level at which you can read general texts and understand 90-95% of what is said .

This is the ideal number, exactly how many words you need to learn in order for the experience of reading foreign texts to be successful. This is also the approximate number of words that you need to know in order to catch the meaning of the remaining words from the context.

“Golden” 3 thousand words

To make the difficult task of learning English easier for us, the scientists behind the Oxford English Dictionary have tried to compile the TOP 3000 most important words to learn first – The Oxford 3000™:

http://www.oxfordlearnersdictionaries. com/wordlist/english/oxford3000/

iPhone Mobile:

https://itunes.apple.com/us/app/learn-the-oxford-3000/id939586542? mt=8 (US$7.99)

An alternative from the creators of Merriam-Webster’s 3,000 Core Vocabulary Words:

http://www.learnersdictionary.com/3000-words

How to assess your vocabulary

On the most popular site http:// testyourvocab.com/ you can roughly estimate the size of your vocabulary.

Interesting:

• At the age of 4, an ordinary native speaker of English has a baggage of 5,000 words, and at the age of 8 years – of 10,000 words
• The rate of replenishment of the vocabulary of an adult native speaker is 1 word per day (however, this process usually stops in middle age)
• The average size of the vocabulary of those test participants for whom English is not their native language was 4,500 words
• Living in an English-speaking country enriches an English learner’s vocabulary to 10,000 or more words
• Living in an English-speaking country, foreigners learn and assimilate about 2.