Did you know that a child can be both a storyteller and an investigator? A six-year-old might invent a bus journey to a pretend library and then ask how a nonfiction animal book knows the bird’s name. One question invites creative language; another invites checking a source. Top 100 Vocabulary Words for Children | Age 6 is the next eduKate Singapore learning bank, with 100 new English headwords and parent-and-tutor guidance for connected sentences, book comprehension, early writing, accurate explanations and the K2-to-Primary-1 transition.

This article broadly considers 72–83 months, or the period from the sixth birthday towards the seventh. Its 100 words are an adult teaching reference—not 100 words every six-year-old must independently say, spell, read or define. Children have different opportunities, home languages, developmental pathways, disabilities and communication systems. Some terms are useful everyday words; others are stretch vocabulary that adults can model in a clear situation without requiring immediate production.

This sixth entry follows the published Age 1, Age 2, Age 3, Age 4 and Age 5 banks. The new headwords are distinct from those earlier numbered lists, but their examples deliberately use familiar nouns, actions, positions and ideas from the previous ages.

Parents and tutors can use the clickable index to jump to any of the 100 word cards or choose a theme from the ten-group contents. Each card supplies meaning, an adult sentence, an activity, a necessary distinction, a connecting phrase and a different example. Later sections provide detailed practice workshops, daily routines, a flexible two-week teaching plan, multilingual access guidance, observation notes and references. This long guide is for adults to consult in small pieces, not a long lesson children must sit through.

The Age 6 teaching method in five practical moves

Begin with the child’s genuine purpose. Notice the question, choice, story or problem they are trying to communicate. Join it rather than replacing it. Model one accurate new expression in a sentence that relates to the familiar event, and then pause. If the child responds by speech, sign, gesture, a home-language expression, drawing or AAC, act on its meaning. Return to the idea another day in a different natural setting. Notice → join → model → respond → revisit is an adult reminder, not a child compliance routine.

For instance, a child sees a wet umbrella in a picture and says it must have rained. An adult might reply, ‘You inferred that because the umbrella is wet.’ The child may point to another clue or offer a different explanation. A useful discussion has begun without any need for a definition test. The word infer has done its job by making the child’s reasoning easier to talk about.

• Use a real purpose: identifying a book character, clarifying a plan, explaining a choice, checking a claim or sharing a story.
• Join old and new vocabulary: familiar words such as book, friend, car and garden can support a more precise verb or noun.
• Make a clear distinction: a guess is different from an observation; a source can be reliable or mistaken; a story may be fictional.
• Respect child agency: a gesture, sign, home-language message or AAC selection can change what happens next.
• Keep essential needs unconditional: food, water, rest, comfort, accessibility and safety never require word performance.
• Do not make children responsible for adult tasks: school schedules, train platforms, online privacy and road navigation remain supervised.
• Use one card at a time: the 100-word list is an adult resource, not a classroom challenge to complete in a day.

Singapore K2 learning and the future Primary 1 transition

Singapore MOE’s Nurturing Early Learners Framework 2022 guides quality learning for children aged four to six and frames learning goals for the end of preschool education. Its Language and Literacy area includes listening, communicating ideas, reading with enjoyment and understanding, and using writing or symbols to express meaning. These are broad, developmentally appropriate aims, not an official requirement to recite the particular 100 terms chosen for this article.

MOE’s language-rich environment guidance encourages adults to talk about what they or children are doing, read frequently, create space for meaningful conversation and use richer vocabulary when it connects to children’s experiences. It also recognises that children’s language and literacy development varies. The examples on this page follow those broad ideas but remain independent eduKate editorial choices, not an MOE-certified word bank.

For many families, the year when the child turns six includes K2 experiences and preparations for Primary 1. The official P1 registration portal explains eligibility by birth dates and the registration process; follow the appropriate school and MOE notices rather than assuming every child has an identical start date. Primary schooling uses a separate 2020 English Language Primary Syllabus. Primary-level outcomes should not be imposed in advance as compulsory K2 benchmarks.

Supporting the transition involves positive expectations, the ability to ask a trusted adult for help, enjoyment of books, genuine choices, new routines and accessible communication. It is not a competition in difficult vocabulary. If the child is worried about a canteen or assembly, address the practical concern, explain what is actually confirmed and offer reassurance. A word such as timetable can help name a familiar visual plan; it cannot replace real adult support.

A developmental reminder: avoid unsupported age-six milestones

The CDC’s five-year milestone checklist provides an earlier reference for skills such as telling a story with at least two events, answering questions about a familiar story, sustaining several conversational exchanges and recognising or using simple rhymes. The CDC says these examples reflect what at least 75% of children do at the stated age and that checklists do not replace validated screening. The current CDC Learn the Signs online set ends at age five, so this article does not claim a separate official CDC six-year vocabulary list.

The ASHA communication milestones cover age ranges through four to five years and recommend considering the child’s development broadly. A child may understand a story through gestures before independently reading it, or may dictate a wonderful narrative while finding handwriting uncomfortable. These skills should be observed separately. If hearing, speech, comprehension, communication or regression concerns arise, seek advice from a qualified health professional rather than attempting to diagnose through vocabulary counts.

Fencing progression: Base, Bridge and New Idea

The age series uses a Fencing organisation as an editorial method, not a validated therapy: begin with known Base Fence words; join them in a short meaningful Connecting Fence phrase; then offer a New Idea that makes the message more precise. For a reader, the extension might be infer or theme. For a young writer, it could be topic or paragraph. For a family heading to an actual library, it might be destination.

A child says, ‘The bus went home.’ A connecting phrase might be, ‘The bus went home after visiting the library.’ An adult extends the idea: ‘Home was the final destination.’ The child may respond by pointing to their toy map or choosing another destination. The new noun earns its place by describing the story the child already cares about.

In reading, ‘The bear looks worried’ might become, ‘The character looks worried because its toy is missing.’ The next adult model may be, ‘We infer the character is worried from the picture.’ A different child might point to an illustration and say the bear is tired. Ask what supports the idea; do not require a single interpretation if the evidence is ambiguous.

In writing, a child dictates two sentences about a pretend train. An adult can arrange them together and say, ‘This paragraph is about the train journey.’ The child may choose to add a drawing rather than write more. A meaningful act of authorship has still happened, without turning the event into an early composition test.

In everyday planning, the child asks whether a family activity will happen. The adult points to a real reminder or calendar, explains what is confirmed and listens to any concern. A word such as transition may help describe the change, but practical assistance and truthful communication matter more than recalling the new word.

Contents: ten groups of ten new headwords

• 1. Reading for understanding, clues and viewpoints (words 1–10)
• 2. Word meanings, families and useful parts (words 11–20)
• 3. Organising connected ideas in spoken and written paragraphs (words 21–30)
• 4. Simple data, charts and honest observation (words 31–40)
• 5. Days, plans and gentle transitions (words 41–50)
• 6. Nature, resources and environmental care (words 51–60)
• 7. Learning together: agency, confidence and care (words 61–70)
• 8. School spaces and the K2-to-Primary-1 transition (words 71–80)
• 9. Transport vocabulary and safe journeys in Singapore (words 81–90)
• 10. Digital information and personal privacy (words 91–100)

• Six parent-and-tutor practice workshops
• Eight familiar daily routines
• A flexible fourteen-day sequence
• Twelve common teaching problems and responses
• Bilingual and accessible language experiences
• Practical observation notes
• Frequently asked questions
• Progression from Age 1 to Age 12
• Official sources and related reading

All 100 Age 6 words: clickable index

Every number opens one word card with the meaning, adult model and practical activity. Numbers are for navigation only. A six-year-old is not expected to work through the entire index in a sitting or acquire every term in a set order.

Reading for understanding, clues and viewpoints: 1 identify · 2 locate · 3 summarise · 4 infer · 5 theme · 6 viewpoint · 7 purpose · 8 reference · 9 relevant · 10 interpret

Word meanings, families and useful parts: 11 vocabulary · 12 definition · 13 synonym · 14 antonym · 15 context · 16 phrase · 17 expression · 18 compound · 19 prefix · 20 suffix

Organising connected ideas in spoken and written paragraphs: 21 paragraph · 22 topic · 23 compose · 24 organise · 25 expand · 26 proofread · 27 capital · 28 lowercase · 29 spacing · 30 handwriting

Simple data, charts and honest observation: 31 observe · 32 record · 33 classify · 34 tally · 35 chart · 36 grid · 37 diagram · 38 survey · 39 data · 40 trend

Days, plans and gentle transitions: 41 calendar · 42 weekday · 43 weekend · 44 holiday · 45 duration · 46 routine · 47 reminder · 48 punctual · 49 transition · 50 anticipate

Nature, resources and environmental care: 51 environment · 52 resource · 53 conserve · 54 pollution · 55 litter · 56 waste · 57 cycle · 58 nature · 59 process · 60 forecast

Learning together: agency, confidence and care: 61 responsibility · 62 independence · 63 teamwork · 64 honesty · 65 kindness · 66 patience · 67 resilience · 68 flexibility · 69 inclusion · 70 trust

School spaces and the K2-to-Primary-1 transition: 71 classroom · 72 canteen · 73 assembly · 74 recess · 75 uniform · 76 stationery · 77 classmate · 78 lesson · 79 subject · 80 timetable

Transport vocabulary and safe journeys in Singapore: 81 destination · 82 entrance · 83 exit · 84 platform · 85 carriage · 86 queue · 87 fare · 88 ticket · 89 pathway · 90 signal

Digital information and personal privacy: 91 device · 92 keyboard · 93 cursor · 94 icon · 95 website · 96 search · 97 source · 98 credible · 99 privacy · 100 password

1. Reading for understanding, clues and viewpoints — words 1–10

Why this theme matters. An enjoyable picture book gives children opportunities to recognise a detail, locate a character and consider what the text does not directly state. At this age an adult can introduce language such as infer or interpret while allowing the learner to contribute a much shorter idea, drawing, point, sign or AAC selection. Genuine comprehension grows through connected reading, not by answering a rapid sequence of examination-style questions.

A scene to start with. The rabbit cannot find its favourite library book. One picture shows an open bag by the door. The child points to the bag; the adult acknowledges that this is a clue, and they read on together. The word infer has a real purpose because the answer is not yet shown. If the child suggests another hiding place, discuss that possibility respectfully without insisting there must be only one interpretation.

Choose one headword that naturally fits a child’s interest. Adults can model a term in a short sentence and pause rather than ask ten rapid questions. If the child responds with a point, spoken phrase, sign, picture or an AAC selection, let the response shape the next action. The group is a reference for several future conversations, not a ten-item task to complete today.

A parent-and-tutor teaching focus

In reading for understanding, clues and viewpoints, the useful first question is what the child wants to communicate or understand. The rabbit cannot find its favourite library book. One picture shows an open bag by the door. The child points to the bag; the adult acknowledges that this is a clue, and they read on together. The word infer has a real purpose because the answer is not yet shown. If the child suggests another hiding place, discuss that possibility respectfully without insisting there must be only one interpretation. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

1. identify

Meaning. To recognise or name a particular person, object, feature or idea. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “We can identify the rabbit by its long ears in this illustration.” This is an example a caregiver can say when the event is real or clearly imagined. The child does not need to copy the whole phrase. An adult can highlight one concrete relationship, leave a pause and respond to whichever detail the child chooses to discuss.

A small shared activity. Open a favourite page and ask which visible feature makes a character recognisable, accepting a point or a name. Choose familiar age-safe materials, picture books or ordinary interactions, and let the child influence the activity. A teacher may adapt it for a small group while a parent may use it during normal family life. The purpose is a meaningful exchange, not a performance of all steps in a script.

Keep the distinction accurate. Identification concerns what something is; explaining why it acted is another task. Do not overload a young learner with every technical exception, but avoid teaching a meaning that is false for the example. If the child proposes another interpretation, ask about its context. The adult can explain uncertainty gently and continue the chosen story or routine.

Bridge from familiar vocabulary. “Identify the ball with the red stripe” connects a new verb to a familiar object. The known words anchor a richer term in a message that makes sense. Some children will answer with the original familiar phrase; that can still communicate the purpose. Offer the more precise model alongside it rather than turning the interaction into a correction drill.

Revisit somewhere else. Later identify one needed item on a child-friendly picture shopping list. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. A word becomes more useful when a later encounter shows how it applies to another familiar object, story, person or situation. There is no set daily repetition quota.

What to observe. Notice whether the child chose a relevant picture, asked a question, acted on a practical message or used a word independently. Record the adult prompt and available clues if sharing notes. A prompted echo is not independent expression, while a meaningful gesture is still a valid communication. Do not use the word card as a substitute for developmental assessment.

2. locate

Meaning. To discover or indicate where something is situated. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “Let’s locate the missing book on this page.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Follow the child’s gaze or point to find a character’s object in an illustrated room.

Keep the distinction accurate. Finding an object does not require naming it aloud, and the child may need an accessible pointer.

Bridge from familiar vocabulary. “Locate Teddy under the table” uses a familiar position word in a purposeful phrase.

Revisit somewhere else. Later locate a library on a simple imaginary map rather than a real unsupervised journey. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

3. summarise

Meaning. To give the main events or ideas briefly rather than repeat every detail. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “I can summarise it: the toy was lost, and a friend helped find it.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. After a short familiar story, model two linked events, then invite the child’s favourite part if they wish.

Keep the distinction accurate. Summarising is different from memorising every page or copying a printed passage.

Bridge from familiar vocabulary. “First it disappeared; finally it returned” is a short event summary using earlier words.

Revisit somewhere else. Later summarise a genuine family outing using familiar language or picture clues. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

4. infer

Meaning. To form a likely interpretation based on clues and what is already known. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “I infer that the character feels cold because they are shivering.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Choose a gentle scene with an obvious pictured clue and offer a tentative explanation.

Keep the distinction accurate. An inference is not a directly printed fact; other interpretations may remain possible.

Bridge from familiar vocabulary. “The umbrella is wet, so maybe it rained” joins visible evidence to an idea.

Revisit somewhere else. Later notice a character packing a bag and suggest why, with uncertainty marked clearly. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

5. theme

Meaning. A recurring broad idea explored through a story, such as helping or belonging. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “One theme of this book is friends looking after each other.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Read an already loved short book and notice a helpful action appearing in different scenes.

Keep the distinction accurate. A theme is not simply the title or the name of the main character.

Bridge from familiar vocabulary. “Friends can help each other” connects the abstract word to a familiar relationship.

Revisit somewhere else. Later compare two stories that share a gentle caring theme without a formal essay. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

6. viewpoint

Meaning. The perspective from which a person or character experiences an event. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “From the small rabbit’s viewpoint, the box seems enormous.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Retell a two-character scene where each person can see a different object or piece of information.

Keep the distinction accurate. A different viewpoint need not mean someone is dishonest or wrong.

Bridge from familiar vocabulary. “The driver sees the road; the passenger sees the library” offers a concrete contrast.

Revisit somewhere else. Later consider how two characters might feel differently about the same surprise. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

7. purpose

Meaning. The intended reason for an action, message, object or text. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “The purpose of this sign is to help visitors find the exit.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Notice one real familiar label in a suitable picture and explain what it helps a person do.

Keep the distinction accurate. A purpose is what something is for, which may differ from how it happens to be used.

Bridge from familiar vocabulary. “The timetable helps us know the next activity” makes purpose practical.

Revisit somewhere else. Later ask why a character wrote a note, using the actual story context. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

8. reference

Meaning. A source consulted when a person wants to check information or find a fact. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “This animal picture book is a reference for the bird’s name.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. When the child wonders about an animal, open a trusted age-appropriate book instead of inventing an answer.

Keep the distinction accurate. Even a reference may have limits or errors, and a fantasy story is not a reliable biology guide.

Bridge from familiar vocabulary. “We checked a reference book before naming the animal” links curiosity to verification.

Revisit somewhere else. Later use a library nonfiction book to answer a different real question. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

9. relevant

Meaning. Directly connected with the question or purpose being considered. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “That detail is relevant because it helps us find the missing toy.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Show two story pictures and explain which one contains information useful to an actual question.

Keep the distinction accurate. An interesting detail may be irrelevant to one question but useful for another.

Bridge from familiar vocabulary. “The red wheel is relevant to recognising the toy car” joins feature and purpose.

Revisit somewhere else. Later discuss which pictured item is relevant when packing for a library visit. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

10. interpret

Meaning. To explain what something may mean using its words, situation and clues. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “I interpret the smile as relief, although we cannot be certain.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Invite the child to describe a character’s expression or an invented drawing and listen to their view.

Keep the distinction accurate. Interpreting someone’s inner feelings is tentative and must not overrule their own explanation.

Bridge from familiar vocabulary. “I think the drawing means the bus turns here” shows an interpretation in a pretend map.

Revisit somewhere else. Later interpret a familiar picture sign with the child’s intended meaning guiding the conversation. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

The rabbit cannot find its favourite library book. One picture shows an open bag by the door. The child points to the bag; the adult acknowledges that this is a clue, and they read on together. The word infer has a real purpose because the answer is not yet shown. If the child suggests another hiding place, discuss that possibility respectfully without insisting there must be only one interpretation. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

For another caregiver, a helpful handover says what the child actually wanted to know, what the adult said and which response mattered. It should also mention the supports that made participation comfortable. A bare score for the number of advanced terms repeated provides much less useful information and can distort what the learner has independently communicated.

Contents · 100-word index · Next group

2. Word meanings, families and useful parts — words 11–20

Why this theme matters. Children may notice that big and large are similar, that cold contrasts with hot, and that raincoat combines two familiar elements. Word relationships create options for clearer language but do not need to become memorisation drills. Prefix and suffix are particularly good examples of adult terms that can be introduced with one concrete contrast and then left for a later encounter.

A scene to start with. A favourite story describes an enormous house. The adult explains that enormous is similar to very big, then the child points to a tiny door. Another page shows a raincoat and a rainbow. The caregiver may explain the two-word parts, but reading for pleasure remains more important than a worksheet on morphology.

A parent-and-tutor teaching focus

In word meanings, families and useful parts, the useful first question is what the child wants to communicate or understand. A favourite story describes an enormous house. The adult explains that enormous is similar to very big, then the child points to a tiny door. Another page shows a raincoat and a rainbow. The caregiver may explain the two-word parts, but reading for pleasure remains more important than a worksheet on morphology. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

11. vocabulary

Meaning. The words and expressions a person understands and uses in a language. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “Your vocabulary includes words you use for favourite stories.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Notice a child-generated word that makes a story clearer and celebrate the communication, not word difficulty.

Keep the distinction accurate. Vocabulary includes receptive language and may span several languages, signs and communication systems.

Bridge from familiar vocabulary. “Our bus story uses vocabulary about routes and passengers” places the term within a real topic.

Revisit somewhere else. Later talk about a home-language word used by a grandparent without demanding translation. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. There is no set daily repetition quota.

12. definition

Meaning. An explanation of what a word or expression means. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “A simple definition of shelter is a place that gives protection.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Respond to a real question about a story word with a brief accurate explanation and picture.

Keep the distinction accurate. A child-friendly definition need not imitate a dictionary word for word; one word may have several meanings.

Bridge from familiar vocabulary. “A definition helps us understand this story word” connects inquiry and text.

Revisit somewhere else. Later answer another genuine word question with a new example instead of a test. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

13. synonym

Meaning. A word with a similar meaning to another in a particular situation. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “Big and large can be synonyms in this description.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Offer two natural ways of describing the same large toy and listen to which the child likes.

Keep the distinction accurate. Synonyms are not automatically interchangeable in every expression or tone.

Bridge from familiar vocabulary. “An enormous house is a very big house” connects new and familiar adjectives.

Revisit somewhere else. Later notice a suitable alternative for happy in a story without insisting on a list. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

14. antonym

Meaning. A word with an opposing meaning in a particular context. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “Hot and cold are antonyms in this simple example.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use safe pictures of full/empty or inside/outside, avoiding direct exposure to extreme temperatures.

Keep the distinction accurate. Different does not always mean opposite; two colours are not necessarily antonyms.

Bridge from familiar vocabulary. “The box is full, not empty” uses a known contrast.

Revisit somewhere else. Later find an open/closed contrast in a favourite picture book. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

15. context

Meaning. The surrounding words, circumstances and information that help clarify meaning. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “The picture context shows that bank means the side of a river here.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Show a simple illustrated sentence with a word that has two possible meanings, then explain the scene.

Keep the distinction accurate. Context is not simply a dictionary definition and may include pictures or real events.

Bridge from familiar vocabulary. “The duck stands by the riverbank” gives a specific meaning supported by setting.

Revisit somewhere else. Later compare another use of light in a familiar story. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

16. phrase

Meaning. A small group of words acting together, not necessarily a complete sentence. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “Under the chair is a phrase showing where something is.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Choose one meaningful short phrase in a book and point to the object or action it describes.

Keep the distinction accurate. A phrase may be part of a sentence and need not have a full stop.

Bridge from familiar vocabulary. “A soft blanket” is a descriptive phrase built from earlier words.

Revisit somewhere else. Later dictate a short phrase for an imaginary shop label with adult writing support. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

17. expression

Meaning. An established way of using words to communicate an idea, sometimes figuratively. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “A helping hand is an expression for offering assistance.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Discuss one gentle figurative expression from a well-loved book and clarify the intended meaning.

Keep the distinction accurate. The literal image and intended meaning can differ; a child may prefer the literal account at first.

Bridge from familiar vocabulary. “The friend offered a helping hand” connects a familiar word to a figurative use.

Revisit somewhere else. Later notice another familiar expression in family conversation only when it naturally arises. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

18. compound

Meaning. A word formed by combining two meaningful elements or words. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “Raincoat is a compound word formed from rain and coat.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Choose a clear familiar compound such as playground or rainbow and show related pictures.

Keep the distinction accurate. Not every compound has a meaning fully predictable from its parts, and spelling varies.

Bridge from familiar vocabulary. “The raincoat protects us from rain” links the combined word to practical purpose.

Revisit somewhere else. Later notice another compound during shared reading without asking for a full word-part worksheet. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

19. prefix

Meaning. An element attached before a word base that changes or adds meaning. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “Un- in unhappy helps create a different meaning from happy.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a gentle illustrated contrast such as happy/unhappy, avoiding emotional labelling of the child.

Keep the distinction accurate. Not every word beginning with the same letters contains that prefix.

Bridge from familiar vocabulary. “The unhappy story character asks for comfort” connects morphology and a familiar need.

Revisit somewhere else. Later notice re- in rewrite during optional story editing. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

20. suffix

Meaning. An element attached at the end of a base that helps make another word or grammatical form. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “The suffix -ful can change help into helpful.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Show a familiar helpful action and compare the word help with helpful in adult speech.

Keep the distinction accurate. Not every ending is a suffix, and meanings or spellings can change in more complex examples.

Bridge from familiar vocabulary. “A helpful friend offers support” links the derived word to behaviour.

Revisit somewhere else. Later hear -less in harmless in an appropriate story and explain the difference. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

A favourite story describes an enormous house. The adult explains that enormous is similar to very big, then the child points to a tiny door. Another page shows a raincoat and a rainbow. The caregiver may explain the two-word parts, but reading for pleasure remains more important than a worksheet on morphology. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

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3. Organising connected ideas in spoken and written paragraphs — words 21–30

Why this theme matters. An age-six child may explain a whole idea orally, but independent handwriting or spelling may still require very different support. Adult scribing, invented spelling, accessible pictures and AAC can all preserve authorship. The aim is to make a story or message understood by its intended reader. Topic, paragraph and compose are adult tools for organisation, not mandatory labels to recite.

A scene to start with. The child draws a pretend school with a bus outside. They dictate three lines about a passenger who forgot a library book. The adult writes the child’s own words, asks whether the child wants to add where the bus went and reads the message back. There is no need to turn this child-owned story into an examination composition.

A parent-and-tutor teaching focus

In organising connected ideas in spoken and written paragraphs, the useful first question is what the child wants to communicate or understand. The child draws a pretend school with a bus outside. They dictate three lines about a passenger who forgot a library book. The adult writes the child’s own words, asks whether the child wants to add where the bus went and reads the message back. There is no need to turn this child-owned story into an examination composition. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

21. paragraph

Meaning. A section containing related sentences or information about one part of a text. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “This paragraph tells the story of the bus arriving at the library.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Let the child dictate two or three related sentences to an adult and look at them together.

Keep the distinction accurate. A paragraph does not need to be long to be meaningful; independent writing is a separate skill.

Bridge from familiar vocabulary. “The paragraph explains where the character travelled” connects text and story purpose.

Revisit somewhere else. Later notice a new paragraph in a favourite illustrated story if the child is interested. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. There is no set daily repetition quota.

22. topic

Meaning. The subject a person is talking or writing about. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “The topic of our story is the missing blue book.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Offer the child a genuine choice of story subject and follow the selected topic.

Keep the distinction accurate. Topic differs from a deeper theme and may change during child-led pretend play.

Bridge from familiar vocabulary. “Our topic is the garden; the character explores it” links focus with an event.

Revisit somewhere else. Later let the child change the topic when they want a new conversation. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

23. compose

Meaning. To create and put together language, music or another piece of work. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “We can compose a message to Grandma about your drawing.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Write down the child’s chosen spoken, signed or AAC message for a trusted person.

Keep the distinction accurate. Composing can happen by dictation; fluent handwriting is not a prerequisite.

Bridge from familiar vocabulary. “We composed two sentences about the toy bus” models connected ideas.

Revisit somewhere else. Later compose an imaginary invitation to a friendly story character. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

24. organise

Meaning. To arrange ideas or objects into an order useful for a purpose. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “We can organise our story pictures from first to last.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Arrange three large child-chosen pictures, allowing an invented order and an explanation.

Keep the distinction accurate. Organisation is about purpose and connection, not an adult’s demand for identical neatness.

Bridge from familiar vocabulary. “Organise the events before telling the story” joins an earlier sequence concept.

Revisit somewhere else. Later organise safe books on a low shelf according to a child-selected rule. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

25. expand

Meaning. To make something larger or more detailed by adding relevant information. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “Let’s expand your sentence by saying where the rabbit went.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Offer one extra detail after the child has finished an idea, without changing the original meaning.

Keep the distinction accurate. Expanding is not padding a sentence with irrelevant difficult adjectives.

Bridge from familiar vocabulary. “The bus stopped” can expand to “The bus stopped near the library.”

Revisit somewhere else. Later add a new character to a familiar story only when the child invites it. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

26. proofread

Meaning. To check written text for mistakes or unclear details before sharing it. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “I’ll proofread the note so our family can understand it.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Let an adult model checking one short family message while keeping the child’s authorship.

Keep the distinction accurate. Proofreading comes after the idea is communicated and should not interrupt every creative sentence.

Bridge from familiar vocabulary. “We proofread the invitation before giving it to Grandma” connects writing and audience.

Revisit somewhere else. Later correct one obvious adult-written spelling error gently. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

27. capital

Meaning. An uppercase form of a letter in an alphabetic writing system. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “The first letter in this name is a capital M.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Notice a familiar large initial on a child-approved name card or favourite book.

Keep the distinction accurate. Capital can also mean a city or money; this card uses the letter-case meaning.

Bridge from familiar vocabulary. “A capital letter starts the written sentence” provides a familiar writing convention.

Revisit somewhere else. Later find one capital letter in a book title without speed drills. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

28. lowercase

Meaning. A non-capital form of an alphabetic letter, commonly smaller in appearance. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “This lowercase m has a different shape from capital M.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Compare one familiar uppercase/lowercase pair in a print-rich context.

Keep the distinction accurate. Lowercase letters are not less valuable and not all writing systems have letter case.

Bridge from familiar vocabulary. “Capital and lowercase letters help us write words” gives a practical context.

Revisit somewhere else. Later see the same lowercase letter in a book without requiring precise copying. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

29. spacing

Meaning. The gaps or distances between written words or arranged things. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “Spacing between these words helps a reader see where one ends.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Adult-scribe a short message and point to a visible space between two familiar words.

Keep the distinction accurate. Spacing in print differs from lining up toys and need not be mastered by motor copying.

Bridge from familiar vocabulary. “Leave space between I and like” is an optional adult writing model.

Revisit somewhere else. Later notice a clear gap in a printed story title. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

30. handwriting

Meaning. Making written letters or marks by hand with a suitable tool. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “Your handwriting shows the message you wanted to share.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Offer comfortable age-safe writing materials or alternative dictation when needed.

Keep the distinction accurate. Handwriting speed or neatness does not measure a child’s whole language or intelligence.

Bridge from familiar vocabulary. “We used handwriting for the label, and drawing for the picture” shows different media.

Revisit somewhere else. Later allow the child to choose a favourite letter to write or trace if comfortable. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

The child draws a pretend school with a bus outside. They dictate three lines about a passenger who forgot a library book. The adult writes the child’s own words, asks whether the child wants to add where the bus went and reads the message back. There is no need to turn this child-owned story into an examination composition. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

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4. Simple data, charts and honest observation — words 31–40

Why this theme matters. A small pretend collection of choices can show how information becomes marks, pictures and tables. The adult might use words such as tally or chart, while the child counts a few toys or points towards a picture. These examples support thinking and communication rather than formal statistics. Do not gather real children’s private data or pretend that fictional play proves facts about a whole community.

A scene to start with. Three soft toys arrive at a pretend café. One chooses a banana picture, two choose a bread picture. The child makes a mark for each choice and the adult arranges the marks on a simple grid. Together they notice the greater count, then return to pretend play.

A parent-and-tutor teaching focus

In simple data, charts and honest observation, the useful first question is what the child wants to communicate or understand. Three soft toys arrive at a pretend café. One chooses a banana picture, two choose a bread picture. The child makes a mark for each choice and the adult arranges the marks on a simple grid. Together they notice the greater count, then return to pretend play. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

31. observe

Meaning. To pay attention to a person, object or event and notice what happens. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “Let’s observe the toy as it moves across the paper road.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Follow a simple child-chosen safe toy action and name one real visible change.

Keep the distinction accurate. Observation differs from a prediction about what might happen.

Bridge from familiar vocabulary. “Observe first, then describe the result” connects noticing with familiar reasoning.

Revisit somewhere else. Later observe an illustrated bird without touching wildlife. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. There is no set daily repetition quota.

32. record

Meaning. To preserve information with a note, drawing, mark or another medium. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “We recorded which pretend book the rabbit chose.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Let an adult make a picture mark for one fictional toy choice during play.

Keep the distinction accurate. Recording is not permission to collect sensitive personal information.

Bridge from familiar vocabulary. “Record the result so we can remember later” gives a useful purpose.

Revisit somewhere else. Later write down a child-dictated story title if they want it kept. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

33. classify

Meaning. To place things into named groups according to a useful rule. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “We classify these pictures into birds and insects.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Offer three clear safe picture cards and allow the child to suggest a grouping rule.

Keep the distinction accurate. Classification depends on the rule; an object may belong to multiple groups.

Bridge from familiar vocabulary. “Classify the toys by what they can do” builds on familiar purpose words.

Revisit somewhere else. Later group books by a child-chosen category. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

34. tally

Meaning. A mark used to count and record each occurrence. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “I made a tally for each pretend customer choosing bread.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Draw one simple mark per fictional toy order and count only a few items.

Keep the distinction accurate. A tally records actual counted events within this game, not a guess about classmates.

Bridge from familiar vocabulary. “Three marks show three pretend choices” connects marks with quantity.

Revisit somewhere else. Later tally toy-car destinations in another child-led game. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

35. chart

Meaning. A visual display organising information for easier understanding. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “This chart shows our toy characters’ pretend snack choices.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Place simple picture marks into two columns to represent fictional selections.

Keep the distinction accurate. A chart shows its included information and does not automatically establish a general trend.

Bridge from familiar vocabulary. “The chart helps us see which choice appeared more often” describes purpose.

Revisit somewhere else. Later examine a simple nonfiction picture chart with adult help. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

36. grid

Meaning. A network of crossing lines often making rows and columns, useful for arranging information. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “We drew a small grid to hold our picture marks.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a large clear two-by-two paper grid for toy picture choices, without requiring ruler precision.

Keep the distinction accurate. A grid is the structure of rows and columns, not necessarily the information put into it.

Bridge from familiar vocabulary. “The pictures sit inside the grid boxes” links an arrangement with location.

Revisit somewhere else. Later notice a child-friendly map grid in a favourite book. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

37. diagram

Meaning. A simplified drawing explaining parts or relationships. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “This diagram shows how the toy bridge joins two roads.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Draw a very simple child-selected route between two familiar picture landmarks.

Keep the distinction accurate. A diagram explains structure or relationships; it need not look like a photograph.

Bridge from familiar vocabulary. “The diagram helps us locate the station” links representation to purpose.

Revisit somewhere else. Later look at a labelled plant diagram in a reliable children’s book. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

38. survey

Meaning. A method of collecting responses to the same question from different participants. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “Our pretend survey asks the toys which story they prefer.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Let fictional puppets answer one repeated question with child-chosen results.

Keep the distinction accurate. A toy survey cannot represent real classmates; obtain consent and protect privacy for real inquiries.

Bridge from familiar vocabulary. “The survey records several answers to one question” explains its pattern.

Revisit somewhere else. Later discuss a short family-approved question without gathering sensitive data. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

39. data

Meaning. Pieces of information recorded or gathered for a purpose. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “These marks are the data from our pretend café game.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Look at the picture marks and talk about what each one actually represents.

Keep the distinction accurate. Data may be inaccurate or insufficient; a tiny fictional set supports only a tiny fictional account.

Bridge from familiar vocabulary. “The chart shows data from the story we created” names the source.

Revisit somewhere else. Later notice a simple weather diagram in a nonfiction book. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

40. trend

Meaning. A direction or pattern seen across several observations or times. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “The bars rise across the three days shown in this imaginary chart.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use three clearly increasing picture columns to demonstrate a simple pattern in a fictional game.

Keep the distinction accurate. One observation cannot establish a trend; the repeated sequence matters.

Bridge from familiar vocabulary. “One, two, three shows an upward trend in our pretend count” connects small numbers with change.

Revisit somewhere else. Later notice a repeated increase in a familiar story illustration. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

Three soft toys arrive at a pretend café. One chooses a banana picture, two choose a bread picture. The child makes a mark for each choice and the adult arranges the marks on a simple grid. Together they notice the greater count, then return to pretend play. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

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5. Days, plans and gentle transitions — words 41–50

Why this theme matters. A reliable explanation about what happens next can make K2 routines and the future transition to Primary 1 less uncertain. Adults may use calendar, reminder or transition in a natural conversation, while the child needs reassurance and practical help. Children are not responsible for adult schedules, and memorising weekdays is not the sole purpose of learning time language.

A scene to start with. A family checks a calendar before an actual library visit. The child asks whether it is a weekday and what comes after lunch. The adult responds with a confirmed plan, a picture cue where useful and an honest explanation when plans need to change.

A parent-and-tutor teaching focus

In days, plans and gentle transitions, the useful first question is what the child wants to communicate or understand. A family checks a calendar before an actual library visit. The child asks whether it is a weekday and what comes after lunch. The adult responds with a confirmed plan, a picture cue where useful and an honest explanation when plans need to change. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

41. calendar

Meaning. A system or display organising days, weeks and months. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “Our calendar shows the planned library visit.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Point to a genuine familiar family event on a simple large calendar.

Keep the distinction accurate. Calendar entries are plans or records, not promises that uncertain events must happen.

Bridge from familiar vocabulary. “The calendar reminds us about our visit” links information and purpose.

Revisit somewhere else. Later notice a picture calendar used by the child’s care setting. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. There is no set daily repetition quota.

42. weekday

Meaning. One of the days generally considered part of the working week. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “Monday is a weekday in our usual routine.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Connect a familiar preschool day with the correct term rather than demanding all weekday names.

Keep the distinction accurate. Family working arrangements vary, so a weekday is not identical to a day everyone works.

Bridge from familiar vocabulary. “Our weekday routine includes story time” describes one real family pattern.

Revisit somewhere else. Later contrast an ordinary weekday and a family weekend activity. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

43. weekend

Meaning. The portion of the week generally including Saturday and Sunday. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “Our family likes to read at the library on the weekend.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Discuss a genuinely familiar weekend choice and let the child ask about it.

Keep the distinction accurate. A weekend is not necessarily a holiday for every caregiver.

Bridge from familiar vocabulary. “Weekend plans may differ from weekdays” offers a simple contrast.

Revisit somewhere else. Later show the relevant days on a child-friendly calendar. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

44. holiday

Meaning. A break from usual work or school or a special commemorative day. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “The preschool holiday starts next week,” only if confirmed. This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Talk about an authentic family holiday or school break without assuming travel.

Keep the distinction accurate. Families celebrate different holidays and a break need not involve expensive activities.

Bridge from familiar vocabulary. “We can borrow books for the holiday” connects time and reading.

Revisit somewhere else. Later read a book featuring a festival meaningful to a family. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

45. duration

Meaning. How long something continues, measured or experienced over time. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “This song has a shorter duration than the longer story.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Compare a very short and a longer familiar song without timing a child as a test.

Keep the distinction accurate. Duration differs from the hour an activity begins; perceptions of time vary.

Bridge from familiar vocabulary. “Our rest has a short duration today” is an adult explanation of a genuine plan.

Revisit somewhere else. Later use an established visual timer if it helps the child’s transition. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

46. routine

Meaning. A familiar set of activities that tends to recur. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “Our bedtime routine includes choosing a book.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Name two real steps the child already follows with their usual support.

Keep the distinction accurate. Routines should be flexible around needs and are not compliance tests.

Bridge from familiar vocabulary. “We wash, change and read as part of our routine” uses known actions.

Revisit somewhere else. Later compare a K2 routine with a new confirmed activity. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

47. reminder

Meaning. A cue or message that helps someone remember a planned action. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “This picture reminds me to return the book.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Create a family-approved picture reminder for a task an adult remains responsible for.

Keep the distinction accurate. A reminder supports memory and should not become a punishment for forgetfulness.

Bridge from familiar vocabulary. “The reminder tells us which library book to bring” explains its job.

Revisit somewhere else. Later point to a note on an adult’s bag without assigning deadlines to the child. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

48. punctual

Meaning. Arriving or doing something at an agreed time. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “We arrived punctually for the scheduled visit.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. In a story, show an adult preparing to be on time and helping the child comfortably.

Keep the distinction accurate. A child should not be blamed for an adult’s lateness or made anxious about schedules.

Bridge from familiar vocabulary. “Punctual means arriving at the agreed time” gives a clear adult model.

Revisit somewhere else. Later notice an adult checking the timetable before a journey. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

49. transition

Meaning. A change between places, activities or stages. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “Moving from K2 to Primary 1 is a transition.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Explain one real upcoming change with a picture and a trusted support person.

Keep the distinction accurate. Needing support during transitions is common and not a failure of character.

Bridge from familiar vocabulary. “After story time, the transition to lunch begins” names a smaller familiar change.

Revisit somewhere else. Later ask what would make a particular change feel comfortable. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

50. anticipate

Meaning. To expect something or prepare mentally for an upcoming event. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “We anticipate the next verse because we know the song.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Pause before a familiar repeated story event and let the child join if they wish.

Keep the distinction accurate. Anticipation is not certainty, and an adult should explain when plans change.

Bridge from familiar vocabulary. “We anticipate the next stop on our pretend route” links travel and time.

Revisit somewhere else. Later prepare for a real confirmed outing through a simple reliable explanation. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

A family checks a calendar before an actual library visit. The child asks whether it is a weekday and what comes after lunch. The adult responds with a confirmed plan, a picture cue where useful and an honest explanation when plans need to change. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

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6. Nature, resources and environmental care — words 51–60

Why this theme matters. Singapore’s natural and urban environments offer rich conversation topics, including water, trees, weather, waste and how people care for shared places. Technical language can be modelled gently without asking children to solve environmental crises. An age-safe picture or normal household habit is enough; no child needs to handle unknown rubbish or hazardous materials.

A scene to start with. After reading a garden story, the child notices litter near an illustrated pond. The adult describes why safe waste disposal matters, shows a picture of a bin and then returns to the character’s adventure. The child may have a different question about the bird on the page, and the adult follows that interest.

A parent-and-tutor teaching focus

In nature, resources and environmental care, the useful first question is what the child wants to communicate or understand. After reading a garden story, the child notices litter near an illustrated pond. The adult describes why safe waste disposal matters, shows a picture of a bin and then returns to the character’s adventure. The child may have a different question about the bird on the page, and the adult follows that interest. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

51. environment

Meaning. The surrounding conditions and places affecting people and living things. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “The pond environment includes water, plants and animals.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Look at a clear picture of a garden or pond and name one surrounding feature.

Keep the distinction accurate. The environment is broader than a single object or rubbish bin.

Bridge from familiar vocabulary. “We care for our environment by treating shared places respectfully” gives local purpose.

Revisit somewhere else. Later compare a city park scene with a forest picture. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. There is no set daily repetition quota.

52. resource

Meaning. Something useful that can help meet a need or achieve a purpose. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “Fresh water is an important resource for living things.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Talk about the purpose of a familiar book, paper or water during a normal routine.

Keep the distinction accurate. A resource may be limited, and essential care should not be withheld to demonstrate that fact.

Bridge from familiar vocabulary. “The library is a learning resource” shows a second useful sense.

Revisit somewhere else. Later name another resource a character uses in a story. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

53. conserve

Meaning. To protect something from unnecessary loss or use it carefully. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “We conserve water by closing the tap after washing.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Observe an adult demonstrating a normal water-saving habit that does not compromise hygiene.

Keep the distinction accurate. Conserving is not denying a child needed drinking water or cleaning.

Bridge from familiar vocabulary. “We can conserve paper when both sides are suitable” offers another practical action.

Revisit somewhere else. Later discuss protecting a habitat in a book without making the child responsible for global change. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

54. pollution

Meaning. The introduction of harmful substances or conditions into an environment. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “The story explains that some waste can cause water pollution.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use an age-appropriate picture of a polluted pond without visiting or touching it.

Keep the distinction accurate. Pollution has different forms and sources; a single wrapper does not explain every problem.

Bridge from familiar vocabulary. “Pollution may harm animals in the habitat” connects known environmental terms.

Revisit somewhere else. Later ask which safe adult actions can reduce litter in a public place. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

55. litter

Meaning. Rubbish left improperly in an outdoor or shared area. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “The picture shows litter beside the pathway.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Look at a clear park illustration and discuss the proper bin for one’s own safe waste.

Keep the distinction accurate. Never ask children to pick up unknown rubbish that may be sharp or contaminated.

Bridge from familiar vocabulary. “Litter does not belong in the pond” uses a familiar belonging concept.

Revisit somewhere else. Later observe a caregiver disposing of ordinary waste safely. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

56. waste

Meaning. Unwanted materials or unnecessary consumption, depending on context. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “This packaging becomes waste when it is no longer used.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Discuss two clean familiar packaging examples while an adult handles disposal.

Keep the distinction accurate. Waste differs from litter; unwanted material can still be disposed of responsibly.

Bridge from familiar vocabulary. “Reusing a sturdy box may reduce waste” connects an earlier sustainability verb.

Revisit somewhere else. Later see a book character choosing less packaging in a pretend shop. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

57. cycle

Meaning. A repeating series of events or stages that can return to an earlier state. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “The water cycle moves water between different places and forms.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a clear simple book picture of clouds, rainfall and drying surfaces.

Keep the distinction accurate. A cycle is not just a circle; actual natural processes can be complex.

Bridge from familiar vocabulary. “The weekly routine repeats in a cycle” connects environmental and time uses.

Revisit somewhere else. Later discuss a plant making new seeds as part of its life cycle. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

58. nature

Meaning. The physical world, including living things and natural processes. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “We can observe nature in the trees outside our window.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Follow one bird or leaf visible safely from home or in a book.

Keep the distinction accurate. Nature also exists in cities; wildlife need not be touched or collected.

Bridge from familiar vocabulary. “The park gives us a place to learn about nature” links observation and place.

Revisit somewhere else. Later compare a real tree photograph with a made-up toy tree. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

59. process

Meaning. A set of related actions or stages leading through a change. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “Growing from seed to sprout is a process.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Choose three picture cards depicting an age-appropriate familiar change and order them.

Keep the distinction accurate. A process is more than its final result, and steps may overlap or vary.

Bridge from familiar vocabulary. “The storybook-making process includes ideas and writing” offers another context.

Revisit somewhere else. Later describe an adult safely washing and drying a cloth. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

60. forecast

Meaning. A prediction about future conditions, often weather, based on available information. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “The weather forecast suggests it may rain tomorrow.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Read a child-friendly fictional forecast during a pretend family planning story.

Keep the distinction accurate. A forecast is not a guarantee; real conditions should be checked using current information.

Bridge from familiar vocabulary. “We make an alternative plan because the forecast suggests rain” links uncertainty and choice.

Revisit somewhere else. Later notice a forecast icon in a suitable weather picture book. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

After reading a garden story, the child notices litter near an illustrated pond. The adult describes why safe waste disposal matters, shows a picture of a bin and then returns to the character’s adventure. The child may have a different question about the bird on the page, and the adult follows that interest. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

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7. Learning together: agency, confidence and care — words 61–70

Why this theme matters. Social-emotional vocabulary at six should support children’s choices, not assess their moral worth. A child can be responsible while receiving help, independent while using AAC, and resilient while taking a break. Adults demonstrate honesty and kindness through what they actually do. This group is especially useful when discussing new K2 and P1 routines with care.

A scene to start with. A character is preparing to meet a new class. They feel unsure and ask a trusted adult what will happen. Another classmate invites them to watch a game. The adult can model trust, inclusion and flexibility as practical actions without forcing the child to smile, perform or join before feeling ready.

A parent-and-tutor teaching focus

In learning together: agency, confidence and care, the useful first question is what the child wants to communicate or understand. A character is preparing to meet a new class. They feel unsure and ask a trusted adult what will happen. Another classmate invites them to watch a game. The adult can model trust, inclusion and flexibility as practical actions without forcing the child to smile, perform or join before feeling ready. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

61. responsibility

Meaning. A task or duty to care for something or act appropriately, with suitable support. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “Our responsibility is to care for a borrowed library book.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Invite one age-appropriate role in a real shared task while an adult remains accountable for safety.

Keep the distinction accurate. A child is not responsible for adult plans, traffic or other people’s feelings.

Bridge from familiar vocabulary. “Take responsibility by asking for help with the book” links duty to support.

Revisit somewhere else. Later talk about a character making a real repair after a mistake. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. There is no set daily repetition quota.

62. independence

Meaning. Being able to make meaningful choices or manage suitable tasks with available support. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “You made an independent choice of which book to read.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Offer a genuine choice through speech, pointing, sign or AAC and honour it.

Keep the distinction accurate. Independence does not require withholding needed disability supports, comfort or assistance.

Bridge from familiar vocabulary. “Independent choice of story ending” recognises agency in a familiar activity.

Revisit somewhere else. Later discuss a school routine where trusted adults still help. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

63. teamwork

Meaning. Coordinated effort by people working towards a shared goal. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “Teamwork helped us make the pretend town.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Give willing children or adults different comfortable story-making roles.

Keep the distinction accurate. Teamwork is not identical contribution or forced participation.

Bridge from familiar vocabulary. “One child draws a road while another chooses the library” illustrates complementary roles.

Revisit somewhere else. Later notice caregivers cooperating during a familiar community activity. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

64. honesty

Meaning. Truthfulness about facts, actions and what a person actually knows. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “It is honest to say we do not know where the book went yet.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Model an adult admitting a wrong guess and checking a new clue calmly.

Keep the distinction accurate. Honesty does not mean a child must share private information or unsafe secrets.

Bridge from familiar vocabulary. “We were honest when our prediction was wrong” links truth with learning.

Revisit somewhere else. Later discuss a gentle story character correcting a claim. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

65. kindness

Meaning. Actions or words that show care and consideration for others. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “The character shows kindness by asking what help is wanted.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Read a scene in which someone offers support while respecting another’s response.

Keep the distinction accurate. Kindness does not require forced hugging, lending cherished objects or tolerating harm.

Bridge from familiar vocabulary. “Kindness includes listening to a friend’s no” gives a concrete example.

Revisit somewhere else. Later name a caregiver’s actual supportive action. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

66. patience

Meaning. The ability to tolerate some waiting or difficulty with appropriate care. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “We may need patience while the adult opens the book.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Describe a brief necessary wait with a reliable next step and reassurance.

Keep the distinction accurate. Patience is not silent distress or long delays before essential help.

Bridge from familiar vocabulary. “Patience while a turn arrives” makes a familiar game an optional example.

Revisit somewhere else. Later use a story character’s wait as a discussion point. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

67. resilience

Meaning. The ability to adapt and recover from difficulty with support over time. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “The character shows resilience by resting and asking for help before trying again.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Read a gentle story of a small setback followed by care and a different plan.

Keep the distinction accurate. Resilience is not never feeling upset or refusing help.

Bridge from familiar vocabulary. “The character chooses a new solution with help” gives a concrete pattern.

Revisit somewhere else. Later describe a child’s choice to change an optional game without judging toughness. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

68. flexibility

Meaning. Willingness or ability to adjust an approach when circumstances change. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “Flexibility helps us choose another book when the first one is unavailable.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Offer a genuine alternative to an optional child-led plan, acknowledging disappointment.

Keep the distinction accurate. Flexibility is not compulsory compliance with an unexplained adult demand.

Bridge from familiar vocabulary. “A flexible route changes around the closed pretend bridge” builds on travel vocabulary.

Revisit somewhere else. Later notice a story character including another idea in a plan. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

69. inclusion

Meaning. Meaningful opportunity for people to participate and belong with needed access. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “Inclusion means everyone can take part in a suitable way if they wish.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Let one person direct a game through pictures while another moves safe toys.

Keep the distinction accurate. Inclusion does not mean requiring unwanted participation or identical tasks.

Bridge from familiar vocabulary. “A story group includes someone using signs to choose the ending” models accessible collaboration.

Revisit somewhere else. Later notice a character asking what makes a newcomer comfortable. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

70. trust

Meaning. Confidence built through reliability, truthfulness and appropriate care. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “Trust grows when adults do what they have promised or explain changes honestly.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Keep a realistic small promise and invite the child to ask about it if needed.

Keep the distinction accurate. Trust is not blind obedience or permission to ignore a safety concern.

Bridge from familiar vocabulary. “A trusted adult listens when the child asks for help” offers a concrete link.

Revisit somewhere else. Later discuss how a character identifies a safe helper in an unfamiliar setting. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

A character is preparing to meet a new class. They feel unsure and ask a trusted adult what will happen. Another classmate invites them to watch a game. The adult can model trust, inclusion and flexibility as practical actions without forcing the child to smile, perform or join before feeling ready. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

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8. School spaces and the K2-to-Primary-1 transition — words 71–80

Why this theme matters. Singapore’s school systems vary, but some words will be helpful as children hear about classrooms, recess and learning subjects. These terms should serve practical orientation and reassurance, not become an unofficial Primary 1 admission or readiness test. Families should use confirmed school-specific information where it matters.

A scene to start with. In a gentle picture-book school story, characters meet in a classroom, gather for assembly and have a recess break. The child can ask which adult helps if they feel unsure about a new place. The caregiver answers honestly without pretending every school uses an identical uniform, timetable or canteen.

A parent-and-tutor teaching focus

In school spaces and the k2-to-primary-1 transition, the useful first question is what the child wants to communicate or understand. In a gentle picture-book school story, characters meet in a classroom, gather for assembly and have a recess break. The child can ask which adult helps if they feel unsure about a new place. The caregiver answers honestly without pretending every school uses an identical uniform, timetable or canteen. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

71. classroom

Meaning. A room or space where a group meets for learning activities. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “The classroom has books and a place to share stories.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Explore a family-approved school picture and identify one familiar activity.

Keep the distinction accurate. Learning also happens outside classrooms, and layouts differ.

Bridge from familiar vocabulary. “The teacher reads with the class in the classroom” links people and place.

Revisit somewhere else. Later talk about the child’s actual K2 space without assuming it matches P1. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. There is no set daily repetition quota.

72. canteen

Meaning. A place, often at a school, where meals and snacks are sold or served. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “Some primary schools have a canteen where food is available.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Discuss a school picture and the role of trusted adults in accessing food.

Keep the distinction accurate. A canteen is not necessarily a feature of every kindergarten, and food needs must be met safely.

Bridge from familiar vocabulary. “During a break, the character goes to the canteen with guidance” models context.

Revisit somewhere else. Later use actual school information before discussing a specific menu. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

73. assembly

Meaning. A gathering of people for a common purpose, including school announcements. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “The children gather for a school assembly in the story.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Describe one picture of a school gathering and why the characters are there.

Keep the distinction accurate. Assembly also means putting objects together; this entry uses the gathering sense.

Bridge from familiar vocabulary. “At assembly they hear an announcement” connects purpose and event.

Revisit somewhere else. Later compare a school assembly with a concert audience in a book. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

74. recess

Meaning. A scheduled school break from lessons for food, rest or play. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “Recess is a break in the school day.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a clear picture routine to discuss what a child might do during a school break.

Keep the distinction accurate. School breaks differ; recess does not automatically mean independent canteen purchases.

Bridge from familiar vocabulary. “After the lesson, recess gives us time to rest” offers a possible sequence.

Revisit somewhere else. Later ask the actual school about support and routines where needed. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

75. uniform

Meaning. Clothing worn according to the rules of a school or group. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “This school’s uniform has a particular colour and design.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Look at official or fictional school pictures without requiring a child to dress for a lesson.

Keep the distinction accurate. Not every setting has a uniform and sensory or other access needs matter.

Bridge from familiar vocabulary. “The child prepares the uniform with a caregiver’s help” models practical support.

Revisit somewhere else. Later follow the selected school’s actual clothing guidance. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

76. stationery

Meaning. Materials used for writing, drawing and related work. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “Our stationery includes paper, pencils and crayons.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Invite a child to select a comfortable age-safe drawing tool for a real idea.

Keep the distinction accurate. Stationery differs from stationary, meaning not moving; some tools require adult supervision.

Bridge from familiar vocabulary. “We use stationery to write the story title” gives materials a purpose.

Revisit somewhere else. Later notice a pencil case illustration without compulsory purchases. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

77. classmate

Meaning. A child or person in the same class as another. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “The character asks a classmate whether they want to read together.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Read an inclusive story where two children choose comfortable ways to play.

Keep the distinction accurate. A classmate is not automatically a close friend, and no one must socialise on demand.

Bridge from familiar vocabulary. “A classmate shares an idea” links a role with conversation.

Revisit somewhere else. Later use the word about a genuine comfortable group interaction, respecting privacy. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

78. lesson

Meaning. A planned opportunity to learn about or practise an idea or skill. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “This lesson involves reading a story and talking about it.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Describe a real comfortable learning activity within the child’s own routine.

Keep the distinction accurate. Learning also happens in play and daily life, not only in formal lessons.

Bridge from familiar vocabulary. “Our lesson topic is the river story” gives a simple connection.

Revisit somewhere else. Later read a fictional classroom schedule with different activities. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

79. subject

Meaning. An area of study, such as English or Mathematics, or the topic being discussed. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “English is one subject in primary school.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Talk about the difference between reading a story and counting objects using familiar examples.

Keep the distinction accurate. Subject has other meanings, including sentence grammar; start with the school-study sense.

Bridge from familiar vocabulary. “This subject helps us describe nature” links school learning to experience.

Revisit somewhere else. Later answer a child’s real question about a topic they will explore at school. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

80. timetable

Meaning. A plan showing when lessons or activities are scheduled. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “The timetable shows reading before the next break.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use an accessible picture timetable of a confirmed routine and explain one upcoming activity.

Keep the distinction accurate. Timetables can change, and adults remain responsible for needed planning support.

Bridge from familiar vocabulary. “The timetable is a reminder of our next activity” connects print and time.

Revisit somewhere else. Later discuss the child’s actual school schedule only when officially known. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

In a gentle picture-book school story, characters meet in a classroom, gather for assembly and have a recess break. The child can ask which adult helps if they feel unsure about a new place. The caregiver answers honestly without pretending every school uses an identical uniform, timetable or canteen. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

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9. Transport vocabulary and safe journeys in Singapore — words 81–90

Why this theme matters. A familiar bus, MRT train or walking route gives purpose to destination, entrance, platform and signal. Real journeys still demand active adult supervision. This group is a language bank for understanding, not a guide to independent travel, navigating railway platforms or estimating current transport fares without live official data.

A scene to start with. A family-approved picture book shows a train carriage beside a platform. A character has a ticket and is trying to reach the library. The child chooses the pretend route; the adult explains how entrance, exit and destination name different parts of the journey.

A parent-and-tutor teaching focus

In transport vocabulary and safe journeys in singapore, the useful first question is what the child wants to communicate or understand. A family-approved picture book shows a train carriage beside a platform. A character has a ticket and is trying to reach the library. The child chooses the pretend route; the adult explains how entrance, exit and destination name different parts of the journey. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

81. destination

Meaning. The place someone aims to reach at the end of a journey. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “The library is our destination today.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Let a child select one destination on a simple pretend-town drawing.

Keep the distinction accurate. Destination is the endpoint, not the route taken to get there.

Bridge from familiar vocabulary. “The bus follows a route to the destination” links older transport words.

Revisit somewhere else. Later name the destination of a real adult-supervised family outing. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. There is no set daily repetition quota.

82. entrance

Meaning. A place or passage used to go into an area or building. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “The entrance to the pictured library is beside the sign.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a clear building illustration to distinguish where characters enter.

Keep the distinction accurate. An entrance is not always the same door as the exit, and access routes differ.

Bridge from familiar vocabulary. “We enter with an adult through the entrance” connects direction and safety.

Revisit somewhere else. Later recognise a known entrance during a supervised visit. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

83. exit

Meaning. A way of leaving a place or vehicle. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “The exit is the door used to leave this pictured building.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Point to the labelled exit in a fictional school illustration, keeping real safety rules separate.

Keep the distinction accurate. Emergency exits may be restricted and should never become independent toddler play doors.

Bridge from familiar vocabulary. “We use the exit when the visit is finished” gives an ordinary purpose.

Revisit somewhere else. Later follow an adult during a real safe departure without child-led route testing. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

84. platform

Meaning. A designated area for people to wait for or board a train or other transport. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “The train arrives beside the platform.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a safe printed station picture, never a trip to a platform edge for vocabulary practice.

Keep the distinction accurate. Platforms and moving trains present hazards; adults manage every real visit.

Bridge from familiar vocabulary. “Passengers wait on the platform under adult guidance” names a relation.

Revisit somewhere else. Later observe platform markings only from an appropriately safe supervised position. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

85. carriage

Meaning. One of the connected passenger units of a train. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “The passengers are sitting in the train carriage.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a sturdy toy train or picture with two carriages to show their relationship.

Keep the distinction accurate. Carriage has other historical meanings and is not the whole train itself.

Bridge from familiar vocabulary. “The carriage carries people to the station” links role and journey.

Revisit somewhere else. Later compare a carriage illustration with a bus picture. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

86. queue

Meaning. A line of people or objects waiting in order. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “The pretend passengers form a queue to board.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Arrange three large toy figures in an optional pretend line and let the child direct the story.

Keep the distinction accurate. A queue does not override disability access, safety or urgent help.

Bridge from familiar vocabulary. “The queue moves when it is someone’s turn” links familiar social words.

Revisit somewhere else. Later notice a gentle illustrated queue at a shop or school canteen. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

87. fare

Meaning. The amount charged to travel using a transport service. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “A fare is a price for using transport.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use an imaginary transport ticket in a story and let the adult explain its function.

Keep the distinction accurate. Current fares must be checked rather than guessed, and fare differs from fair.

Bridge from familiar vocabulary. “The passenger pays a fare where required” supplies the travel context.

Revisit somewhere else. Later compare fare with ticket in a picture, without handling real money. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

88. ticket

Meaning. A pass or record granting travel or entry under particular conditions. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “The character has a pretend ticket for the train.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Draw a big fictional ticket with a child-chosen destination and no identifying details.

Keep the distinction accurate. Real tickets may be physical or digital; no account or payment is needed for play.

Bridge from familiar vocabulary. “The ticket shows the destination” connects information with travel.

Revisit somewhere else. Later notice a concert ticket in a story as a second use. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

89. pathway

Meaning. A route or surface intended to be travelled along, often on foot. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “The garden pathway curves around the tree.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Draw a safe pretend pathway between two picture landmarks.

Keep the distinction accurate. Unknown paths, drains and water edges are not learning props.

Bridge from familiar vocabulary. “The pathway leads towards the park” joins place and direction.

Revisit somewhere else. Later observe a familiar accessible public pathway during an adult-supervised outing. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

90. signal

Meaning. A visual, sound or other indication that communicates information. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “The signal tells people when to wait in the picture.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a clear road-safety illustration or a teacher’s familiar hand signal.

Keep the distinction accurate. Traffic signals have specific rules; knowing one word never makes a child independently road-safe.

Bridge from familiar vocabulary. “The signal gives information about the next action” explains purpose.

Revisit somewhere else. Later notice a signal in an imaginary train station scene. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

A family-approved picture book shows a train carriage beside a platform. A character has a ticket and is trying to reach the library. The child chooses the pretend route; the adult explains how entrance, exit and destination name different parts of the journey. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

Contents · 100-word index · Next group

10. Digital information and personal privacy — words 91–100

Why this theme matters. Age-six learners may notice online pictures, keyboards and websites in ordinary family life, but none needs unsupervised internet access to learn these terms. The purpose is adult-led media awareness: distinguish a source from a claim, ask whether information is reliable, and protect personal information. An AAC communication device has a distinct essential function from recreational browsing.

A scene to start with. The child asks where a bird picture came from. The caregiver shows an adult-selected trusted nonfiction book and explains the source. If an online example is used at all, the adult controls the device and checks the official page. The child may choose to return to the paper book rather than continue using a screen.

A parent-and-tutor teaching focus

In digital information and personal privacy, the useful first question is what the child wants to communicate or understand. The child asks where a bird picture came from. The caregiver shows an adult-selected trusted nonfiction book and explains the source. If an online example is used at all, the adult controls the device and checks the official page. The child may choose to return to the paper book rather than continue using a screen. A parent can use a familiar book rather than buying materials. A tutor can adapt a role or drawing while keeping safety, motor abilities, home language and emotional comfort in view. If the child chooses another topic, make the next teaching choice from that real interest.

91. device

Meaning. A tool or piece of equipment made to perform a function. Choose a word because it clarifies something the child has already noticed. A short, accurate adult comment in a genuine situation gives more useful context than a formal definition recited without purpose.

Natural adult language. “A tablet is one kind of electronic device.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Talk about a familiar pictured device or its ordinary purpose without requiring hands-on screen use.

Keep the distinction accurate. Some devices connect to the internet and some do not; communication devices may be essential supports.

Bridge from familiar vocabulary. “We use this device to communicate a message” names a functional purpose.

Revisit somewhere else. Later compare a picture of a calculator and a phone by what each does. A real request or question deserves a real answer before another teaching prompt. This keeps language connected to the child’s purpose instead of turning care into a reward. There is no set daily repetition quota.

92. keyboard

Meaning. An arrangement of keys used to enter text or commands. Children may be ready to hear a rich word before they are ready to say it independently. Offer the model as part of a conversation and keep the child’s own response meaningful even when it uses simpler words.

Natural adult language. “The keyboard lets an adult type our story title.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a printed keyboard picture or a brief adult-controlled typing demonstration if appropriate.

Keep the distinction accurate. A computer keyboard differs from a musical instrument’s keyboard, though they share a name.

Bridge from familiar vocabulary. “The keyboard has keys with letters” connects print and tool function.

Revisit somewhere else. Later point to a letter in a paper keyboard illustration. Use the family’s usual objects, book or social terms. If the example depends on a fictional character, make the make-believe context clear. There is no set daily repetition quota.

93. cursor

Meaning. A visual marker showing an insertion point or selected position in a computer interface. Give the child enough time to respond through speech, gesture, home language, signed communication or AAC. The adult can respond first rather than asking for the target word again.

Natural adult language. “The cursor shows where the next typed letter will appear.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use an adult-made printed example of a text cursor beside a short sentence.

Keep the distinction accurate. A text cursor and a mouse pointer are not always the same element.

Bridge from familiar vocabulary. “The cursor sits after the last word” makes its function visible.

Revisit somewhere else. Later notice the marker in an adult-controlled writing example without demanding device operation. Another home language may supply a useful explanation. Value that communication and avoid treating an English-only tally as the child’s entire vocabulary. There is no set daily repetition quota.

94. icon

Meaning. A small picture or symbol representing an item, idea or function. A child often has a different idea about a picture or game. Listen to that idea, and only correct a distinction when the factual context truly calls for it. Pretend inventions belong to play.

Natural adult language. “The house icon suggests returning to the main page.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Make paper icons for familiar activities and allow the child to invent meanings.

Keep the distinction accurate. Icon designs differ between systems, so the image alone may be ambiguous.

Bridge from familiar vocabulary. “The book icon represents our story section” connects symbol and purpose.

Revisit somewhere else. Later notice a non-digital icon on a map or public sign. An adult can do a difficult motor action while the child watches, directs or makes a choice. Understanding language is not the same as physically performing the action. There is no set daily repetition quota.

95. website

Meaning. A set of related webpages accessible through the web. A term becomes useful when it helps choose, describe, question or understand. If it is irrelevant to the current activity, use a known phrase and try this word another day.

Natural adult language. “The library website may list its visiting information.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Discuss a printed mock-up of a trusted official website rather than asking the child to browse.

Keep the distinction accurate. Websites are not automatically reliable and public information can become outdated.

Bridge from familiar vocabulary. “An adult checks the official website for details” models a responsible workflow.

Revisit somewhere else. Later compare a printed library leaflet and a trusted website’s function. One naturally repeated meaning in a different setting is often more valuable than asking a child to recite a definition several times. There is no set daily repetition quota.

96. search

Meaning. To look for an object, answer or information using a chosen method. Some words offer a contrast, such as an observation versus an inference. Use a clear example and acknowledge uncertainty instead of claiming a formal rule covers every situation.

Natural adult language. “We can search our reference book for the bird’s name.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a printed book index or adult-selected catalogue to find a child-generated topic.

Keep the distinction accurate. Searching does not prove that every result is safe or true; adult guidance matters.

Bridge from familiar vocabulary. “Search the picture-book index for garden” links information with print.

Revisit somewhere else. Later look for a familiar book on a shelf instead of going online. Check whether the child actually wishes to continue. Respect a refusal, discomfort, tiredness or change of topic without framing it as poor effort. There is no set daily repetition quota.

97. source

Meaning. The person, document or place from which information originates. Children differ in handwriting, hearing, movement and sensory access. Adapt the activity so that communication and understanding are not judged only through a particular physical task.

Natural adult language. “The source of this animal fact is our nonfiction book.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. When a child asks how you know a detail, show the trusted book or the real observation.

Keep the distinction accurate. A source can be wrong or incomplete, so accuracy should still be considered.

Bridge from familiar vocabulary. “Check the source before repeating the claim” links trust and verification.

Revisit somewhere else. Later notice a character in a story describing what they saw firsthand. Do not manufacture a hazard, a frightening event or a peer conflict for vocabulary learning. A well-chosen picture can provide a safe and accurate example. There is no set daily repetition quota.

98. credible

Meaning. Worthy of trust because there are sound reasons to believe it. A new word can be heard across multiple trusted people and familiar routines. Repetition through meaningful experiences is different from demanding a fixed number of recitations.

Natural adult language. “An official museum page may be credible for its opening hours.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Contrast a clearly fictional rumour with a fact checked in a suitable trusted reference.

Keep the distinction accurate. Credible does not mean a source can never contain a mistake, and timeliness matters.

Bridge from familiar vocabulary. “We ask an adult whether the source is credible” models appropriate help-seeking.

Revisit somewhere else. Later discuss how a fictional character checks a claim before sharing it. Keep descriptions truthful. If the cause or result is uncertain, tell the child it is a possibility rather than an established fact. There is no set daily repetition quota.

99. privacy

Meaning. Respect and control of personal information, personal space and sharing. If a child asks an unexpected question, answer that question or explain what you do not know. Genuine curiosity offers an especially useful chance to discuss word meaning.

Natural adult language. “Our home address is private information that we do not give to strangers online.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Use a fictional example of asking before displaying another person’s photo.

Keep the distinction accurate. Privacy does not mean keeping harm secret from trusted adults; safety help is available.

Bridge from familiar vocabulary. “Ask permission before sharing a picture” links respect and information.

Revisit somewhere else. Later model keeping a family message within its intended trusted audience. Caregiver notes should distinguish adult models, prompted imitation, supported comprehension and independently initiated expression. There is no set daily repetition quota.

100. password

Meaning. A secret word or character sequence that helps control access to a system. Parents and tutors can record the exact response and context without deciding from one encounter that a term has been permanently mastered. The next conversation is the practical next step.

Natural adult language. “A real password stays private with trusted adults.” This is an example a caregiver can say when the event is real or clearly imagined.

A small shared activity. Discuss an imaginary password for a pretend castle rather than any real family account.

Keep the distinction accurate. Never ask a child to disclose, type or memorise family credentials for a vocabulary activity.

Bridge from familiar vocabulary. “The pretend castle uses a fictional password” distinguishes play from real security.

Revisit somewhere else. Later discuss asking a trusted adult for help when a device requests a password. A child can add an original detail to a story even when it is not the detail the adult planned. Follow the meaningful new direction when safe. There is no set daily repetition quota.

One connected conversation for this group

The child asks where a bird picture came from. The caregiver shows an adult-selected trusted nonfiction book and explains the source. If an online example is used at all, the adult controls the device and checks the official page. The child may choose to return to the paper book rather than continue using a screen. If the child keeps participating, the adult can include another word from this group naturally. It is not necessary to use all ten. One connected story or practical exchange can make the selected term useful, and the child may be contributing through drawings, shorter phrases, signs or a communication device.

Contents · 100-word index · Practice workshops

Six complete family-and-tutor workshops

These workshops are flexible adult examples, not official curriculum units or an assessment. A child can participate through talking, gesture, sign, pictures, child-directed drawing or AAC. Choose appropriate materials and do not prolong an activity past the learner’s interest or comfort.

1. The picture-book clue detective

Read a gentle story about a missing library book. A bag appears beside the door and the rabbit looks towards it. The child may point to the bag, while the adult says, ‘We can infer where the book went from this clue.’ Turn the next page and check whether the idea is supported. If the child thinks the book is under a chair instead, ask what detail led to that idea, without suggesting a guess is a moral failure.

Do not actually hide a comfort object, stage a frightening loss or force a child to repeat infer. The adult may use the simpler language ‘I think…’ and ‘We saw…’ first. A child with communication supports can select a picture. The key is noticing that an idea is supported by a clue but can change with new information.

Another day, revisit only the idea the child found interesting. An adult can note the child-selected topic, what word was modelled and whether the child answered with speech, gesture, picture or AAC. The workshop is successful as a conversation when the child has been heard and supported; no compulsory spoken target or quiz is needed.

2. A story built from two familiar words

Invite the child to choose a picture character and a place. An adult offers to write down the child’s own story. After two or three connected sentences, they might say, ‘This paragraph has one topic: the toy bus.’ If the child wants, expand one sentence with a location detail, and later proofread the adult-written text together. Accept the child’s original imaginative meaning.

The child need not write fluently, spell conventionally or grip a pencil independently to be the author. Scribing, AAC, drawing and invented spelling are valid ways of sharing meaning. Protect privacy and keep the booklet within a trusted family or classroom setting unless appropriate consent is obtained.

3. A pretend café with tiny data

Three soft-toy customers choose between two imaginary snacks. The child makes a small picture mark each time. The adult can call the marks data and place them in a simple grid or chart. Talk about what the marks actually represent and which column is taller. If all the toys choose the same item, that’s a valid fictional outcome.

Use large safe toys and simple drawings; do not collect real classmates’ private preferences or claim that a pretend survey represents Singapore families. If the child wants to turn the café into a bus station, follow the new story. One small honest representation is sufficient.

4. A comfortable K2-to-P1 orientation conversation

Use an accurate age-appropriate picture of a school. The child may notice a classroom, assembly, recess or canteen and ask which adult can help. Explain that routines differ by school and that actual school instructions are the reliable source. If a child is concerned about the change, name a trusted adult and one real confirmed next step.

Do not tell a child that memorising these words makes them school-ready. Practical reassurance, accessibility, friendships, reading for pleasure and adult support matter. Any school-specific schedule, uniform or canteen detail should be verified rather than invented.

5. A nature book with a careful forecast

Choose a clear picture book about a park after rain. The child may wonder why a puddle gets smaller. Explain simply that water can evaporate under suitable conditions, connecting an Age 5 word with the Age 6 terms process or cycle. Discuss a fictional forecast as something expected, not guaranteed.

There is no need to take a child into heavy rain, use hot water, collect soil or handle unknown litter. A picture explanation can be enough. State what the book actually shows, and if the cause is not known, acknowledge uncertainty rather than inventing a scientific conclusion.

6. Where did that animal fact come from?

A child asks which animal is pictured in a nonfiction book. The adult shows the reference and explains the source. If the question needs another answer, check a trusted adult-selected book or official page. The adult may say credible as an exposure word without requiring the child to define it. Compare a fictional animal character with the real factual account.

Do not require independent internet browsing, passwords or digital accounts. An offline book is enough. Respect the child’s privacy and do not post pictures or identifying information. A safe learning outcome is understanding that information has an origin and that adults can help check it.

Eight everyday Singapore routines with useful language

1. K2 morning preparation

Use a real simple picture timetable if this helps the child. The adult can explain which activity comes next and answer a question about a change. A child who needs reassurance or more time during the transition should receive it. Timetable, calendar and transition can be adult models tied to a dependable next step, rather than pressure to manage a school schedule alone.

When the same routine occurs again, choose one term that makes the child’s real purpose clearer. A tutor can hear about that interest in a brief caregiver note; a parent can simply continue the family activity. If the child changes the topic, respond to their communication instead of returning to an adult-planned test.

2. A family library trip

A child may select a book by cover and ask about the animal inside it. The adult can help locate the answer in a nonfiction reference or enjoy a fictional story. When borrowing a book, adults manage the due date and transport. The child might choose the destination on a pretend map, but actual navigation and safety remain supervised.

3. A shared family meal

Talk about the child’s actual interests without delaying food or drink. Perhaps the child wants to tell what happened today, and the caregiver can offer a short summary in reply. A word like viewpoint may be relevant to a story, but a child’s preference about their own meal takes priority over a vocabulary model. Safe eating and individual dietary needs govern the routine.

4. A supported MRT or bus journey

An adult can name a station entrance, carriage, platform or destination when it truly matches the route. Do not guess current fares or service details. The child may ask about signs and signals, but an adult remains responsible for platform edges, crossings, doors, escalators and navigation. A calm answer is better than creating a travel scavenger hunt.

5. Play with big blocks

When a child has two large safe boxes and several suitable blocks, an adult can record which box holds more and explain the result. The child might draw a tiny grid or prefer to put the blocks in a road. Follow the chosen play. Avoid heavy lifting, small pieces, magnets or water activities created only for word practice.

6. Outdoor nature from a safe place

A tree, cloud or leaf visible from a secure window can lead to a genuine question. The adult may discuss nature, process or forecast in a clear example. Avoid direct sun viewing, drains, unknown wildlife, contaminated litter and unsafe weather. The child can learn the word from a reliable picture if outdoor access is unsuitable.

7. A message or small booklet

Write down an idea the child chooses and read it back. An adult can model organise, expand or proofread when the child wants to change a specific detail. Spelling and motor abilities vary; scribing or AAC allows meaningful authorship. Do not publicly share identifiable child material without appropriate consent.

8. A reassuring future-school conversation

An age-six child may have questions about K2, new classmates or Primary 1. Explain confirmed facts, say when a detail is not yet known and name who can help. Visual reminders and supported communication can be valuable. Avoid treating adult schedules or school readiness as personal failures for a child needing help.

Fourteen optional days of connected word learning

This two-week plan organises adult attention, not a child’s quota. Repeat favourites, skip unsuitable activities and make the learning encounter short enough to remain enjoyable. The word bank’s twenty-thousand-plus words are an adult reference, not reading material a six-year-old is expected to complete.

Day 1: A book clue

Choose one gentle illustration and discuss what the child can identify or infer. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 2: A word relationship

Offer one natural synonym or antonym within a favourite story, without drilling pairs. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 3: Dictate a paragraph

Let the child tell two linked ideas while an adult writes down their words. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 4: Fictional toy data

Make a few picture marks and discuss what the chart actually shows. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 5: A confirmed plan

Use a calendar or reminder to clarify one genuine family event. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 6: A caring environment

Read about a park and discuss one safe way to avoid littering. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 7: Ask for support

Read a character’s story about needing help and model responsibility with adult care. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 8: School questions

Answer one real K2 or future P1 question with confirmed information. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 9: Pretend transport

Draw a destination and an exit in a made-up town map. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 10: A trusted source

Answer one nonfiction question using an age-appropriate adult-selected reference. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 11: Another viewpoint

Discuss how two story characters may see the same event differently. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 12: A useful edit

Offer the child one optional change to their own dictated story. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 13: Observe a pattern

Use three picture events to notice a simple trend or repeating process. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

Day 14: A family handover

Share one accurate example of the child’s language and chosen interest with a trusted caregiver. Choose a safe relevant context, offer one clear adult model and wait for the child’s response. If the child wants a different activity or needs comfort, care or rest, attend to that first. The learning opportunity can be repeated later without making the day unsuccessful.

After the fourteen days, discuss which conversations made a practical difference: a child asked for help, clarified a choice, enjoyed a story, understood a routine or proposed a new idea. Record what adults modelled separately from what the child expressed independently. Do not convert the fortnight into a standardised assessment or assume a low English-only tally describes a multilingual learner.

Twelve common challenges and respectful responses

1. The child can tell a story but struggles to write it

Use adult scribing, child-directed pictures, signs or AAC. Oral language, handwriting and spelling are related but distinct skills. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

2. A technical word feels too abstract

Return to a concrete familiar action or book picture and give a simpler explanation. A stretch word can remain an adult model. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

3. An inference differs from the adult’s interpretation

Ask what clue the child used, acknowledge a plausible idea and check the printed story together rather than marking disagreement wrong. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

4. A story changes into make-believe

Let fiction remain creative while distinguishing invented details from factual claims when that matters. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

5. The child cannot do a required movement

Have an adult move the object while the child chooses where it goes. Motor performance is not a substitute for checking language understanding. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

6. Sound or spelling play causes frustration

Stop the drill and return to a familiar song or book. Rich language is larger than quick phonics performance. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

7. The child becomes anxious about P1

Offer specific truthful information and identify a trusted adult who can help. Avoid making a vocabulary lesson about competitive school readiness. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

8. A toy chart is treated as real class data

Explain that it records fictional toy choices only and never represents actual classmates without a proper, privacy-respecting process. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

9. A child replies in their home language

Respond to the intended meaning, preserve language context and do not reduce the child to English-only expression. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

10. A child uses sign or AAC

Keep the established system accessible and honour the message. Consult appropriate professionals about individual communication support. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

11. An online task requires a password

Stop the request and let a trusted adult manage accounts and privacy. No real credential is a vocabulary teaching prop. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

12. There is a genuine loss of previously used skills

Seek prompt qualified health advice and bring specific observations rather than increasing word-card drills. Restore an accessible purpose for communication by simplifying the example, meeting the child’s practical needs or ending the activity. A useful note records the context and response, not a permanent judgement about the learner.

Mother Tongue Languages, AAC and accessible communication

Singapore children may hear or use English alongside Mandarin, Malay, Tamil, dialects, another spoken language or a signed language. MOE’s NEL Language and Literacy guidance includes English and Mother Tongue Language development. Rich conversation in languages caregivers know well is valuable. A child may describe a story in one language and hear a related English word in another context; the original contribution should not be dismissed.

Some children use gestures, picture communication, signed languages or augmentative and alternative communication (AAC). The ASHA guidance on AAC in early intervention explains that AAC does not require waiting for a particular age or cognitive level and can support communication. Established communication systems should stay available during stories, play, planning and daily care. Work with qualified professionals where an individual plan is needed.

Sensory and motor adaptation can help keep meaning accessible. A child may understand a paragraph through adult scribing, identify a word by pointing, or contribute to a pretend chart while an adult draws its lines. Another child may need a quiet setting, larger pictures or more processing time. Do not confuse these accommodations with a lack of skill, or require eye contact as proof of listening.

Safety and privacy are equally important. A child should not be asked to disclose a home address, family password or photograph to demonstrate private, source or website. Likewise, knowing platform or signal does not confer independent railway or road safety. Adults are responsible for real transport, account security and appropriate communication support. A device used for essential AAC access is not interchangeable with recreational screen entertainment.

Parent–tutor observation notes that preserve the truth

The most helpful record answers what actually happened. Include the setting, the child’s purpose, the adult model, the response and any relevant support. Distinguish spontaneous speech, imitation, receptive understanding, a home-language expression and an AAC selection. A short supported story is meaningful even if the adult handled all the handwriting.

Situation	Observation	What it fairly supports
Story inference	Child pointed to the bag after the character lost a book; adult said infer.	A contextual idea was communicated; infer was an adult model.
Word part	Child recognised the unhappy face after an adult compared happy/unhappy.	A receptive example, not full mastery of prefixes.
Writing	Child dictated a two-sentence bus story and chose its ending; adult wrote it.	Child authorship with adult scribing, not independent handwriting.
Picture chart	Child placed three fictional toy choices into a grid.	Meaningful categorisation within a pretend game.
School transition	Child asked who would help at a new school and chose a picture reminder.	A practical request for reassurance and information.
Home language	Child explained a character’s viewpoint in Mandarin to a family member.	A real contribution in the recorded language.
AAC	Child selected the fictional journey’s destination with an established AAC system.	An accessible choice that shaped the story.
Source checking	Child asked how an adult knew the bird’s name; they opened a nonfiction book.	A genuine question and supported reference use.

A handover might say, ‘During the pretend bus story, the child chose the library as its destination. I modelled the word destination. The child then drew a second route.’ That statement makes the child’s own ideas visible without falsely claiming that a new word was independently spoken. It also gives the next caregiver a genuine topic to revisit.

For individual concerns about language, hearing, speech or loss of prior skills, consult a qualified professional promptly. Singapore families may use the Child Health Booklet to support a discussion. Neither this word bank nor a family observation sheet is a developmental screening or diagnostic tool.

Frequently asked questions for parents and tutors

Must a six-year-old say all 100 words?

No. The 100 terms are adult teaching choices, including rich stretch vocabulary. They are not an age-six clinical milestone or a required K2 word list.

Are these the official MOE K2 or Primary 1 words?

No. The article draws on broad NEL language-rich principles and distinguishes preschool from Primary 1 syllabus expectations. Its 100 headwords are independent eduKate editorial choices.

Are the words new compared with Ages 1 to 5?

Yes. The numbered headwords were checked against the earlier age banks. Earlier familiar words deliberately recur inside examples to connect concepts.

Should we demand paragraphs before Primary 1?

No. A child can dictate, draw, speak, sign or use AAC to compose ideas. Writing skills develop at different rates and should be supported appropriately.

Why include infer, trend and credible?

They can be adult models in clear familiar situations. Inclusion does not imply a six-year-old must independently define them or answer formal inference questions.

Can we use a pretend toy survey as a maths lesson?

Yes, as simple supported play with tiny fictional counts. The results should not be represented as real data about classmates or the wider world.

What should a child know about public transport?

They can learn useful names and ask questions, but real navigation and safety remain adult responsibilities. Do not invent fares or encourage independent platform exploration.

How should adults teach online safety?

Keep it simple and supervised: ask trusted adults, protect personal information, and check where a claim came from. No real password, account or web search is needed.

Can we continue using home languages?

Yes. Meaningful talk in caregivers’ comfortable languages is valuable. An English-only tally does not represent the child’s entire communication.

Can AAC or signs be used for these activities?

Yes. Preserve established supports and respond to the message. Seek qualified professional input for individual AAC decisions.

What if a child disagrees with an adult’s story interpretation?

Ask what clue they noticed, check the actual story and acknowledge uncertainty. Different supported viewpoints can be part of good comprehension.

Do these activities guarantee a smooth P1 transition?

No. A positive transition involves school-specific information, emotional support, trusted adults, accessibility and varied development. This word bank makes no outcome guarantee.

When should a family seek advice about language development?

Promptly discuss hearing, comprehension, speech, communication or genuine loss-of-skill concerns with qualified healthcare professionals, rather than waiting to finish a vocabulary list.

How Age 6 fits the 12-age vocabulary progression

The twelve-age series is an editorial approach to gradually wider language purposes. Known objects and actions help a child make meaningful sentences, then tell stories, explore questions and eventually explain increasingly abstract relationships. These age labels organise adult resources rather than establish rigid developmental gates or official curriculum levels.

• Age 1 — familiar people, objects, needs, actions and shared attention.
• Age 2 — requests, short combinations, positions, qualities and responsive social exchange.
• Age 3 — who/why questions, pretend roles, event sequences, useful reasons and supported feelings.
• Age 4 — descriptions, classification, story structure, comparisons and everyday print.
• Age 5 — connected conversation, shared reading, rhymes, dictated writing and small explanations.
• Age 6 — reading for meaning, word relationships, supported paragraphs, information displays and the K2-to-P1 transition.
• Age 7 — meaningful early primary reading, precise verbs, word families and clearer composition ideas.
• Age 8 — context, multiple meanings, inference, subject vocabulary and deliberate explanation.
• Age 9 — connections among evidence, morphology, causes, consequences and reliable information.
• Age 10 — abstract concepts grounded in concrete examples and justified comparisons.
• Age 11 — nuanced interpretation, qualifications, arguments, audience and purpose.
• Age 12 — synthesis, academic and civic terminology, ambiguity and reflective precision.

Some children will enjoy an Age 7 story while still revisiting an Age 3 verb or Age 5 rhyme. That is appropriate in a flexible resource sequence. A useful next word belongs to a learner’s real interests, understanding and communication supports, not merely to the next number on a page.

Official references and further eduKate reading

References checked on 25 October 2026. These support developmental and Singapore preschool context. The particular 100-word selection and workshops are independent teaching examples, not an officially prescribed vocabulary standard, an empirical age-norm ranking, a clinical assessment or a promise of improved test results.

• MOE Singapore — Nurturing Early Learners Framework 2022 and guides
• MOE Singapore — Language and Literacy goals for the end of K2
• MOE Singapore — Language-Rich Environment
• MOE Singapore — Official Primary 1 registration portal
• MOE Singapore — Primary English Language Syllabus 2020 (post-entry context)
• CDC — Milestones by 5 Years (earlier developmental reference, not an age-six list)
• ASHA — Communication milestones by age range
• ASHA — AAC in early intervention
• Singapore HealthHub — Child Health Booklet

For earlier steps, revisit Age 5, Age 4 and the preceding banks. The independent Top 200 Vocabulary Words for Kindergarten offers a wider parallel selection. The eduKate Vocabulary Learning System explains the broader learning approach.

Did you know the next useful Age 6 word might begin with a child asking, ‘How do you know?’ The adult can answer honestly, show a source, explain uncertainty or write down the child’s story. A genuine conversation has made language useful. This is the reason to keep the word bank close: not to finish the list, but to help children’s questions and ideas find clearer expression.