5 year old vocabulary list

Sight Words for 5 year Olds (PreKindergarten & Kindergarten)

Do you have a child ready to enter kindergarten? If so, you might be looking for sight words for 5-year-olds. You’ve come to the right place! Kindergarten sight words are going to be a huge priority for your child and learning them now is so important in helping your child learn to read fluently as they become a confident reader.  

The beginning sight words that your child is going to learn first are some of the most common sight words that your child will encounter in his reading.  They are taught as prekindergarten sight words and Kindergarten sight words.

Practice these words daily. Practice these high-frequency words often in order to help your child memorize their Dolch sight words, one by one. Keep up the hard work and soon enough your little one will be reading like a pro.

What are sight words?

Sight words are the most commonly used terms that appear on almost any page of text. These common, key words usually refer to a list from which children learn all or some of these important phrases during their first year in kindergarten.

As a child play therapist and teacher, I understand how important it is to understand what sight words are, as well as understanding which activities, games, and apps are best to use to teach them.

To become a great reader, children must master their list of sight words. Once they have mastered these items to continue practicing them so that it becomes second nature for the child when looking at text and reading aloud. 

In fact, between 50-75% of your child’s text will include sight words from pre-primer to primer Dolch word lists.

Sight words are important so that your child can read fast enough and know what word to read without sounding out every letter. If they can’t, then they’ll have a hard time understanding what they’re reading.

The ability to recognize words helps your child in so many areas, including comprehension (understanding what you are reading) because the child is not trying to “sound out” the word, but instead, the focus is on the content.

If your child’s comprehension is limited, that will affect them when they move on to difficult texts like those found in science textbooks.

Sight Words for 5 year old’s

When a child can read the 52 most common words in kindergarten level books, it makes reading easier and more fluent. Soon, they will move on to the top 100 sight words that they will be expected to learn.

These sight words include:
all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yes.

Download the Sight Word list for FREE here.

To begin, simply introduce your child to the list:

• Write the words on index cards to use as flash cards
• Play sight word games (like Sight Word Bingo)
• Order the Sight Word Bundle (created by a reading specialist) and use the sight word flashcards, read and write worksheets, and lesson plans.
• Hang the words up and go over them daily.
• Play other sight word games found in the Kindergarten Bundle pack.
  

Remember to read every word on this list once a day and explain that he will be learning one new vocabulary word per day. Be excited about it! 

On his first day, ask him if he knows any of these words already by putting a sticker next to each one they do recognize. This will help you know which words need more focus & which ones can simply be reviewed each day.

Throughout the day, talk about that word and go back to it on the wall. You can even have your child “tap” the words on the paper as you leave the room.

Practice using the words that you are working on in sentences and practice otherwise saying/showing what these words mean.

I keep our words in our pantry so anytime someone eats a snack they see the words.

From then on you can just review the words every few days until all of your child’s sight words are mastered!

As more days pass, your child will begin to find those words everywhere around in daily life (in books , signs nearby etc. .) This is when the fun really begins…

Find more awesome ways to introduce, practice, and learn sight words here.

The words in this Kindergarten Sight Word bundle include the most common sight words your child will encounter during his reading.

These are important because they help build a foundation for learning to read and help your child to understand what is being said in sentences (because they put less attention & focus on sounding out words & more attention & focus on the story). 

Don’t forget to practice! Practice makes perfect, so stick with it and soon enough your child will be reading like a pro.

If you need some extra help along the way or want to buy our bundle of sight word activities (which includes over 100+ commonly used words), click here!

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The Basic Spelling Vocabulary List

By: Steve Graham, Karen R. Harris, Connie Loynachan

This list was created to help teachers know which spelling words should be taught to kids in grades 1–5. The list contains 850 words that account for 80 percent of the words children use in their writing — the ones they need to be able to spell correctly.

This list was devised to help educators know which spelling words should be taught to children. The list contains 850 words that account for 80 percent of the words children use in their writing — the ones they need to be able to spell correctly.

Mastering this relatively small corpus of words yields a high rate of return. For example, the most common 1,000 words are used 13 times more frequently than the next most common 1,000 words. It also provides teachers flexibility in planning spelling instruction, providing an opportunity to give children the "basics" while supplementing with other spelling words germane to classroom activities.

Grade level for each word was determined based upon difficulty, pattern of occurrence in children's writing across grades, and grade placement on current vocabulary lists and spelling materials.

Words that children have difficulty spelling correctly are marked with an asterisk.

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Graham, S. , Harris, K.R. and Loynachan, C. (1993). The Basic Spelling Vocabulary List. Journal of Educational Research 86(6) 363-368.

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5 vocabulary exercises

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January 3, 2021 |

How pleasant it is to listen to eloquent and competent speech when a person knows how to choose the right words and accurately describe his thought. And illiterate, “poor” speech, which is quite difficult to understand, cuts the ear just as much. It is a large vocabulary that is a sign of intellectual development and can help you in learning, working or speaking in front of a large audience. nine0003

Before starting the study of exercises to increase vocabulary, let's look at the types of vocabulary:

• Active vocabulary. These are the words that we use in everyday life when communicating with friends, family, colleagues. When writing letters, SMS in chat, social networks. When we speak, we do not think about the words and do not put effort into constructing sentences.
• Passive vocabulary. These are words that we know, but do not use in conversation. As a rule, the passive reserve can be 2-3 times greater than the active one. On occasion, we can search in our head and find the right words, but we do this very rarely. nine0014
• External vocabulary. These are words we don't know. Usually these are specific words from the professional field of activity.

It is quite difficult to set clear boundaries in the vocabulary. Children's vocabulary can average 1000 words, adults have 10 times more. Erudite people who are constantly engaged in self-development, read a lot of books and constantly study, have a vocabulary of up to 50,000 words. Therefore, we have selected such universal exercises to expand the active vocabulary that schoolchildren, students or specialists can perform. nine0003

1. Alphabet exercise. You need to come up with a sentence in which all words will begin with the next letter of the alphabet. Example: "Alina runs in the thick of trees." Try to make long sentences using words from A to Z.
2. Noun exercise. Make up a story and tell it using only nouns. "Morning. Water. Walk. Dog. Tea. Breakfast. Metro. Job. Meeting. Tasks. Dinner."
3. Exercise "Verbs". Repeat the previous exercise, only using verbs instead of nouns. nine0014
4. Exercise "Adjectives and adverbs". Also invent a story, just voice it now with the help of adjectives and adverbs.
5. Exercise "Monophone". Remember all the words that start with the letter A and come up with a sentence with them, keeping the meaning. And do this with all the letters in the alphabet.

These exercises will be difficult to complete at first, so don't give up too soon. Each time, it will be easier for you to come up with stories and look for the right words. You will find even more useful information on the website "Russia - the land of opportunities". The platform hosts free online courses, webinars on marketing, PR, charity, management, psychology, and finance. Follow the link to register on the site and get access to unique programs. nine0003 Follow us on Telegram - stranavozmojnostey Share on social networks

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Memory impaired

Memory impaired

Memory impairment is one of the manifestations of dementia.

Dementia (acquired dementia) is a disease caused by an organic lesion of the brain. Dementia is characterized by persistent disorders of the intellect (memory, thinking), emotional disturbances and a decrease in volitional qualities. The diagnosis is established on the basis of clinical criteria and instrumental studies (CT, MRI of the brain). The causes of dementia in the elderly are most often vascular diseases (hypertension, strokes, cerebral atherosclerosis) and atrophic diseases (for example, Alzheimer's disease). nine0003

Alzheimer's disease is a disease that occurs due to brain damage associated with metabolic disorders. At the initial stages, memory is disturbed, patients forget what was recently said, why they left the house, what they wanted to buy in the store, etc. As a result, they experience difficulties in housekeeping, in the workplace. Reminders don't always help them. Often, patients attribute memory impairment to absent-mindedness or overwork and do not go to doctors, although it is at the first stage of the disease that effective drug therapy is possible. Patients may change their behavior, they may become irritable, show aggression. At this stage, patients can still perform daily self-care activities. In the future, the understanding of someone else's speech is disturbed, gradually the person forgets everything - the place of birth, the names of his children, ceases to recognize familiar people, household items, gets lost in public places. Patients do not find the right words, often replace them with others, sometimes close in meaning, sometimes not. Instead of words, their fragments are often pronounced, syllables are rearranged, the vocabulary is depleted. There comes a pronounced stage of the disease, when patients can no longer cook their own food, do their usual homework, and shop. Personality traits are erased, patients differ from one another only in the severity of disorders. Frequent symptoms are aimless wandering and vagrancy, more often at night (patients often leave home because they are not understood). Misunderstanding of the patient by relatives can be expressed in patients in tears, in malice, verbal or physical aggression. Short-term hallucinations, psychomotor agitation are possible. Patients become sloppy, untidy. In the advanced stage, patients are inactive, completely dependent on the people caring for them. The patient cannot give his name, address, does not recognize relatives, familiar objects. Sometimes you may not even recognize yourself in the mirror. The patient experiences difficulties in eating, loses the ability to move, there is a sharp restriction or virtual absence of speech, suffers from urinary and fecal incontinence. nine0003

Vascular dementia occurs as a result of vascular damage due to atherosclerosis and hypertension. There is "ischemia" - the necrosis of part of the nervous tissue (including microstrokes, which can occur almost imperceptibly, manifest, for example, only with a severe headache). With vascular disorders, patients complain of dizziness, tinnitus, headaches, sensitivity to changes in atmospheric pressure. Initial manifestations can occur as early as the age of 50, sometimes even earlier. At the advanced stages, personality changes occur - incredulous people become intolerably suspicious, irritable people become openly malicious, careless people become thoughtlessly lightweight. The danger is excessive gullibility, when they can fall under the influence of others because of their gullibility, suggestibility. Those who were stingy and suspicious in the past may develop delusions of persecution, delusions of damage - “they want to poison with gas”, “neighbors rob”, “relatives want to take possession of my apartment”. People who in the past were prone to anxious self-observation, depressive reactions often develop depression. The patient becomes emotionally unstable - he cries, and then laughs in conversation, often anxious, confused, sentimental. Sleep is often disturbed - it becomes shortened, the "sleep-wake" rhythm is lost, sleep becomes intermittent at night, and during the day the patients are in a semi-drowsy state. Patients can easily have fears - fear of "stroke", "cancer", etc. In the future, such a symptom as "confusion" may occur, when the patient cannot understand where he is and even who he is. At night, motor anxiety is possible - he gets up, wanders around the apartment, touches sleeping people, sorts out objects that come under his arm, mutters something. In this state, he can open the gas, the front door, water. In the advanced stages, people experience an almost complete loss of memory for the events that are happening to them now. Patients at this stage can say that they “went to work” yesterday, that their parents are alive and “live with them”, that is, memories from the past replace the events that actually happened to them. Patients cease to recognize others, the meaning of speech is violated. nine0003

The following are practical tips for communicating with a relative with dementia:

1. Try to be positive in your interaction with the patient: Talk to your sick relative in a pleasant and polite tone. Use facial expressions, voice timbre and tactile contacts to convey information and tender feelings.
2. Communicate with the patient in a caring, but at the same time confident and clear tone.
3. When talking to the patient, limit exposure to distractions and extraneous noise. Before speaking, get the patient's attention: address him by name, identify your personality and relationship (degree of relationship) with the patient, use non-verbal signs and touch to keep his attention. nine0014
4. State your message clearly. Use simple words and sentences. Speak slowly, clearly, in an encouraging tone.
5. Ask simple questions that are easy to answer. Ask one question at a time; The best one is one that can be answered "yes" or "no". Refrain from asking difficult questions or providing too much choice. If he's working on an answer, it's natural to give him a hint.
6. Be patient with the patient and give him time (perhaps a few minutes) to react or answer a question. nine0014
7. If necessary, repeat important information, possibly more than once.
8. Try to help the patient remember specific data (time, place, names of acquaintances and relatives).
9. Be understanding, even if sometimes it is difficult, and try not to get angry with the patient if he cannot do something, or misbehaves, since his behavior, like memory impairment, is a manifestation of his disease.
10. Try not to react to reproaches and reproaches. nine0014
11. Praise can achieve more than criticism. With the correct behavior of the patient, praise can be expressed in words, touch or smile.
12. Respond with love and encouragement in your voice. People with dementia often feel embarrassed, anxious, and insecure. In addition, they often distortedly see the reality around them, in particular, they can remember things that never took place in real life. Avoid convincing them that you are wrong. Often, nothing helps establish rapport as effectively as a touch, a handshake, a hug, and praise. nine0014
13. Break the action into a chain of successive steps. You can inspire a person to complete a task within their power by gently reminding them of what they must do in the sequence of steps required to complete the task. Thus, you help him to do what he more, due to his condition, can not cope on his own. The use of visual cues can be very helpful, such as pointing with your hand where to place your soup bowl.
14. If reaching the goal becomes difficult, distract the patient and set another goal for him. If the patient is upset, try a change of occupation. For example, ask him for help or offer to go for a walk. nine0014
15. Remember the good old days. Remembering the past is often a soothing and life-affirming activity. Many people with dementia cannot remember what happened 45 minutes ago, but they clearly recall events from 45 years ago.
16. The patient needs stimuli for mental activity that do not require excessive effort from him, and he especially needs an interlocutor.
17. Take care of the invariability of the patient's daily routine.
nine0013 Simple rules and firm habits are of great help to all older people, and especially those with dementia.
18. Concomitant diseases (high blood pressure, diabetes mellitus, thyroid pathology, and others) must be diagnosed and treated in a timely manner - this is also the task of those who care for the patient.
19. Very important for the elderly: good nutrition and adequate fluid intake, as well as regular movement.

Please note that in the early stages of a memory disorder, such as a diagnosis of Alzheimer's disease, people may feel some discomfort with excessive family care. Therefore, assistance should meet the needs of the patient and be aimed at maintaining the activity and independence of the patient. nine0003

Advice for loved ones of a patient with Alzheimer's disease:

1. Create the feeling that you are always there. Call, come visit - it means a lot to the patient
2. Avoid situations that reduce self-esteem. Focus the person's attention on those actions that he manages to perform on his own.
3. Take care of the little things. Bring something tasty, run to the post office, etc.
4. Be very clear and concise in your offers of help. Distribute responsibilities in the family, make a list with areas of responsibility for each of its members. nine0014
5. Seek to know more about Alzheimer's disease, what are the manifestations of the disease and how to respond to them.
6. Try to get each family member involved in joint activities. Formulate feasible duties for the patient when organizing joint events.
7. Be an attentive listener. Try to understand and accept what the patient says.
8. Encourage a healthy lifestyle. Give practical advice on the implementation of the daily regimen, health-improving exercises and proper nutrition. nine0014

In case of high risk factors for vascular dementia (atherosclerosis, previous strokes, hypertension), it is necessary to pay attention to the implementation of doctors' recommendations, control of blood pressure levels, and regular preventive courses of treatment. See also recommendations for patients with arterial hypertension .

For a consultation at the " Memory Center " you need to make an appointment with a psychotherapist.

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