Vocabulary lesson plan kindergarten

Free curriculum planning Map

Make your life easier with this FREE Curriculum Planning Map with over 400+ pages and free resources!

First name

Email address

Thank you for subscribing!

Find Me on TPT

Free 2 Month ESGI Trial

Use Promo Code: WILLS

Join the Facebook Group

Latest Posts

You Might Also Enjoy.

Vocabulary Activities and Ideas For Kindergarten

Home » Vocabulary Activities and Ideas For Kindergarten

Click through for vocabulary activities that are fun and engaging. We've got teaching ideas, free printables and worksheets for Kindergarten. Help your Kindergarten students build their vocabulary and foster a love of words.

This Post Works Well With

I’ve always loved words. There is something delicious about words like pugnacious or boondoggle isn’t there?! Most children also like to use “big” words and will be delighted to learn how to use words like spectacular or Eureka!

Building our Kinders vocabulary is important. A good vocabulary gives our students a huge advantage. Reading, writing, and comprehension will all benefit from a good grasp of words. Did you know that a child’s vocabulary is a key component to reading success?

Vocabulary Activities and the Common Core

The Common Core standards for Kindergarten touch on the importance of building vocabulary.

• RL.K.4: Ask and answer questions about unknown words in a text.
• L.K.4.A Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
• .L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Vocabulary activities help children of all ages learn and expand their vocabulary. First and foremost, they are fun. But they also provide an opportunity to introduce words in an informal manner.

What Is A Vocabulary Activity?

A vocabulary activity is anything that helps kids improve their knowledge of words. They must also learn when and how to use these words. They can include games, worksheets, or word projects. The trick is to make learning fun and keep the kids engaged.

What Are Fun Ways To Introduce Vocabulary?

Word of the Week

You can introduce Kinders to so many words in this way. Choose a fun word that most of your Kinders will not know. Don’t be afraid to use tier 2 words like lovely or gigantic. Write the word and post it somewhere in the classroom. Read the word aloud and explain what it means. Challenge the students to use the word as often as they can in the coming week. Model this yourself.

• The pictures in our book are quite lovely!
• Look at that gigantic cloud.

You could ham it up by inviting children to raise their arms and cheer every time they hear the word used!

Read, Read and Read Some More

Read aloud to your students every day. Expose students to a wide range of vocabulary by choosing both fiction and non-fiction books. Pick out some of these words ahead of time, print them on index cards and add them to your word wall. After you have read the pick go back and highlight the words you have chosen. Read them and ask the children to repeat them back to you. Talk about the meanings. Challenge your Kinders to create sentences that use the word.

• 9 Awesome Books About Color
• Books About Diversity
• 50 Must Have Books For Kindergarten
• Books That Encourage A Growth Mindset
• Books That Rhyme

Make Word Wall

A word wall is a collection of words that are displayed in a prominent place in your classroom. To learn more about word walls check out the post here and here.

Play Games

One of the best way to teach vocabulary in Kindergarten is through play. Short games engage Kinder’s minds the same way playing does. It also teaches them new words they can add to their vocabulary. Here are two ideas

What’s in the box

Flash card games

Create Vocabulary Notebooks

Notebooks are fun to create and give Kinders a place to record new words that delight them. We have created a few printable pages to help create these notebooks. All the pages are editable, so you can customize them to reflect the words you are using. This is particularly useful if you are working on a specific theme.

If you want the worksheets to keep the same font, you will need to have KG penmanship installed. You can download this font for free here. Install it BEFORE opening the PDF. The boxes adjust the size of the font automatically. The longer the word or sentence, the smaller the font will become.

There are three activities.

A page for children to write new words they have encountered. Children can choose words from the word bank if they wish. You can choose if you want students to list the new words or choose one specific word and write a definition. The word bank is fully editable

There is another page that invites children to draw a picture of what the word means to them. Drawing a definition helps to ensure that students understand the meaning. They won’t be able to draw a picture if they don’t comprehend it. This avoids the trap of copying out a definition without fully understanding it.

Children need to practice using words in context so that they can learn when and how to use them. The last page has a fill in the blank sentence. They must read the sentence and choose a word from the word bank to finish it. Again, the sentences and the word banks are fully editable.

How Do You Practice New Vocabulary In Kindergarten?

Once your child learns a word the work has just begun. It will be forgotten if they stop using or hearing it. That is why practice is so important. Keep your Kinders using the words they have learned while having fun with new ones. Be intentional with your vocabulary activities. Keep the words alive by continually using them alongside the new ones. This will keep the word alive and give them a little boost of confidence as they find new ways to use it.

Your Turn

How do you help your Kinders learn new words? What are your favorite vocabulary activities? Please leave a comment below.

At Simply Kinder we work together to bring you ready-to-use resources to partner with great teaching for any curriculum, a Facebook community where teachers talk all things Kindergarten, and low-prep learning ideas that your students will love. Be sure to stay up to date with all things kindergarten on Instagram, Facebook, Pinterest, and through email. Simply Kinder: where teaching Kinder is definitely better together!

Development and enrichment of vocabulary. | Outline of a lesson on speech therapy on the topic:

Development and enrichment of vocabulary in preschool children.

Problems and tasks of speech development in preschool children have always been topical. At all times, great attention was paid to the development of children's speech. The importance of speech in the development of a child's personality is so great that the tasks of its formation occupy a special place in education.

The word introduces the child into the world of people, helps to understand it and get used to it, helps to realize oneself as an individual and become an active participant in the life of society. The word is the main means of communication and a form of self-expression of the baby. It serves as a means of regulating his behavior. With the help of the word, the child learns the natural and objective environment.

At preschool age, a child must master a vocabulary that would allow him to communicate with peers and adults, study successfully at school, understand literature, television and radio programs, therefore, preschool pedagogy considers the development of children's vocabulary as one of the important tasks of speech development.

A dictionary is a lexical composition of speech that a person uses. Vocabulary is divided into active and passive. The volume of an active dictionary in any person is less than the volume of a passive one.

The development of the vocabulary with the normal development of the child is given in the table:

Quantitative growth in the vocabulary on Stern

The data in the table show that the development of vocabulary in children of preschool age is especially rapid, like no other age.

The peculiarity of the preschooler's dictionary is its much smaller volume compared to the adult's dictionary, since the volume of accumulated information about the environment is significantly inferior to the volume of knowledge of an adult.

Constant communication between adults and a child is important for the development of vocabulary. The volume and quality (accuracy, figurativeness) of a preschooler's vocabulary depend on how complete his communication is. Therefore, parents need to introduce the child to new objects, phenomena, their names. It is important to talk with a preschooler, ask questions, create situations in which possible shortcomings in the understanding and use of words by the child will be revealed. The active lifestyle of the family provides fertile material for expanding the vocabulary: excursions to the theater, circus, zoo, etc.

As speech and thinking develop, the gradually replenished vocabulary is systematized, ordered, folding into semantic fields or forming words united by meaning.

R.I Lalaeva identified the following areas of dictionary development:

1. Expansion of the vocabulary
2. Clarification of the meaning of the word
3. Development of the structure of the meaning of the word
4. Formation of semantic fields and lexical consistency
5. Expansion of links between words in the lexicon.

Methodology for the development of speech in preschoolers offers a type of training that is built in the form of a game. This facilitates the assimilation of the material, develops auditory attention in children, and contributes to the correct perception of speech.

The presentation of material aimed at enriching the vocabulary in the form of a game teaches kids to correlate a sounding word with a picture or object, clearly pronounce simple and polysyllabic words, and answer questions.

The purpose of conducting such classes is the same: vocabulary replenishment.

Teachers widely use didactic games, which not only allow preschoolers to develop comprehensively, but also contribute to the formation of vocabulary skills in children.

Didactic game is a multifaceted, complex pedagogical phenomenon: it is both a game method of teaching preschool children, and a form of learning, and independent play activity, and a means of comprehensive education of the child's personality. It is in the didactic game that the child gets the opportunity to improve, enrich, consolidate, activate his vocabulary.

Depending on the material, didactic games can be divided into three types: games with objects (toys, natural materials, etc. ), printed board games and word games. It should be noted that all these games can be successfully used to activate the vocabulary of preschoolers. Games with objects are most accessible to children, since they are based on direct perception, correspond to the child’s desire to act with things and thus get to know them, in addition, the child names the objects he sees with desire.

The child begins to play these games at an early age and does not lose his interest in them throughout preschool childhood. At younger preschool age, many games with toys are accompanied by movements, which corresponds to the characteristics of the perception and thinking of the child

The most complex are word games: they are not related to the direct perception of the object, in them children must operate with ideas. These games are of great importance for the development of a child's thinking, since in them children learn to express independent judgments, draw conclusions and conclusions, not relying on the judgments of others, and notice logical errors.

Word games are held mainly in older groups and are very important for preparing children for school, as they require and, therefore, develop the ability to listen carefully, quickly find the right answer to the question posed, accurately and clearly articulate their thoughts, and apply knowledge.

Didactic game as a form of children's education contains two principles: educational (cognitive) and game (entertaining). The educator is both a teacher and a participant in the game at the same time. He teaches and plays, and children learn by playing.

Game techniques for vocabulary formation in young children:

Game: "Cold - Hot".

Purpose: Enrichment of vocabulary with nouns

Content. An adult asks the children to close their eyes, then hides the object and asks the question: “Where is the bear?” Children are looking for an object in the room at the prompt of an adult: “It's cold. Colder. Warmer. Even warmer. Hot". The game with the search for a missing object helps children remember a new word.

Game: "Describe the object."

Objectives: Expanding the vocabulary of adjectives, forming ideas about the subject.

Contents. An adult examines an object and points out its features. For example, an adult examines an apple. It is yellow in color. The shape resembles a ball (clasps the apple with the hands), the apple is round. It is large in size. If you stroke an apple, you feel that it is smooth. I press on the apple, nothing happens to it. The apple is hard. I sniff an apple: oh, how fragrant, fragrant it is. I will hold it on my hand, I will weigh it: the apple is heavy. I’ll cut off a piece and taste it: sweet apple (sour, sweet and sour).

The game "Wonderful bag"

Goals: Expanding the scope of the dictionary, developing tactile perception, clarifying ideas about the features of objects.

Equipment. Smartly decorated pouch, small toys whose names belong to the same lexical group (“Dishes”, “Vegetables”, etc.)

Contents. Previously, children get acquainted with toys, the names of which belong to the same lexical group: they consider, name, highlight their qualities. The first player puts his hand into the bag, gropes for one toy, recognizes it and calls it: "I have a cup." Only after these words can the child pull the toy out of the bag, examine it and show it to all the children. If the answer is correct, the child takes the object for himself. Players alternately recognize by touch, name and remove objects from the bag. Whoever collects the most toys wins.

Complicated version (for older preschoolers): it is required, before taking an object out of the bag, to determine its shape (round, oblong), the material from which the object is made (rubber, metal, rag, wood, plastic), surface quality (smooth , rough, slippery, cold).

Game "Mail", "Decorate the Christmas Tree" "Magic Tree", "Thematic Lotto", "Domino"

Game "Parcel"

Goals: Expanding the scope of the dictionary, clarifying ideas about the features of objects, developing coherent speech.

Equipment. Items, boxes by number of players.

Contents. Each child receives a "package" (a box with an object inside). The first player begins to describe his item without naming or showing it. The item is presented after it has been guessed.

Game "Analogies"

Objectives: Activation of nouns with a generalizing meaning, development of understanding of generic relations between words (development of the conceptual component of the lexical meaning of a word)

Content. An adult invites children to complete the word according to the model: a fox is an animal, a crane is a bird, or vice versa. An adult calls a word of general meaning, a child comes up with a word of a specific meaning (or vice versa): dishes - a frying pan, flowers - a dandelion, transport - a truck, fish - a catfish, insects - a grasshopper. The one who never fails wins.

Game "Edible - inedible"

Objectives: Development of the ability to highlight the essential features of an object (edibility, animation, etc.), clarification of the meaning of generalizing words, development of auditory attention, general motor skills.

Content. The host says the word and throws the ball to one of the players. If a food item, fruit, or other edible object was named, the player needs to catch the ball. Otherwise, the player dodges the ball. The games “Alive-non-living”, “Vegetables-Fruits”, “Wild Animals – Domestic Animals”, “Birds – Insects”, “Clothes – Shoes”, etc. are held similarly. Objectives: Activation of words with a generalizing meaning, development of understanding of generic relationships between words (development of the conceptual aspect of the meaning of a word).

Content. Children stand in a circle. The first player who has the ball in his hands starts the game with the word: “I” and passes (throws) the ball to a nearby child. The second player receives the ball, pronounces the following word: “I know” - and passes the ball further. Third player: "Five." The next child of "Insects". Further, each move is accompanied by the naming of one insect until five words of this group are named. The game continues on.

Ball game "Associations"

Goals: Expansion of vocabulary, development of speech associations, general motor skills.

Content. An adult throws a ball to a child and calls any specific feature of the object: "Red". The child catches the ball, adds a word denoting an object that has this feature (poppy, and returns the ball to an adult. Similarly: heavy - a truck; prickly hedgehog, cold snow, high - a person, glassy - a glass.

It is possible to play a game on the material of a specific lexical topics (based on pictures and without it). In this case, an adult agrees with the child that he needs to come up with words on a specific topic (for example, on the topic "Dishes"). Approximate lexical material: deep - a plate; blue - a saucepan; a small saucer; transparent - a jug.0003

Game “I gathered in the garden…”

Goals. Expansion of the vocabulary, development of auditory memory.

Contents. The adult starts the game by pronouncing the sentence: "I picked in the garden . ... cucumbers." The child repeats the whole phrase and adds the name of his vegetable: “I picked cucumbers and tomatoes in the garden.” The next player repeats everything said by the previous participant and comes up with a third vegetable: “I picked cucumbers, tomatoes and onions in the garden.” Players participate in the game until the first mistake. The winner is the one who remains in the game last. Depending on the lexical topic, the sentence changes in content: “I collected in the garden ....”, “I put it in the closet ...”, “I saw it on the street ....”, “He lives in the forest ....”, “There is ... in the kitchen .... » etc.

Game "Call it by another word"

Goals. Formation of semantic fields, expansion of the dictionary of synonyms.

Contents. An adult calls the phrase and asks the question: “Throw the ball. How can this action be called differently, in a different word? examples of correct answers are given: “Throw the ball - throw the ball. Look out the window - look out the window. Children begin to select synonyms only after confirming their understanding of the task.

Ball game "Say the opposite"

Goals. Formation of semantic fields, expansion of the dictionary of antonyms.

Content. Children stand in a line facing the leader. The adult (leader) says the word and throws the ball to one of the players. The one who caught the ball must name the antonym (the word “enemy”) to the given word and return the ball to the leader. If the paired word is chosen correctly, the child takes a step forward. The winner is the one who quickly approaches the conditional line on which the leader is located. This child continues the game by making up his own words.

References:

1. Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language of preschoolers. - M.: 2000

2. Bondarenko A.K. Word games in kindergarten. - M.: 1974.

3. Borodich A.M. Methods for the development of children's speech. - M.: 1981

4. Kolunova L.A., Ushakova O.S. Work on the word in the process of speech development of older preschoolers // Preschool education. 1994 No. "9.

5. Sokhin F.A. Development of speech of preschool children. - M .: 1984.

6. Tikheeva E.I. Development of speech of children. - M., 1992

7. Udaltsova E. I. Didactic games in the upbringing and education of preschoolers.-M .: 1976g.

8. Ushakova O.S. Classes for the development of speech in kindergarten. - M.: 1993.

9. Ushakova O.S. The development of the speech of a preschooler. Moscow, 2001

10. Ushakova O.S., Strunina E.M. The influence of vocabulary work on the coherence of speech // Preschool education. - 1981 No. 2.

11. Elkonin D.B. Child psychology. - M., 1999

12. Shvaiko T.S. Games and game exercises for the development of speech. - M.: 1983.

Teacher's self-education plan Topic: "Expansion of vocabulary in children of the middle group (4-5 years old) with the help of games and exercises" | Additional education

Career self-education plan Topic: "Vocabulary expansion in children of the middle group (4-5 years old) with the help of games and exercises"

Author: Mikaelyan Oksana Vyacheslavovna

Organization: MBDOU d / s No. 132

Settlement: Ivanovo region, Ivanovo

Purpose: increase their theoretical and pedagogical level and competence on the issue features of the use of didactic games for speech development in accordance with the Federal State Educational Standard.

Tasks:

1. To study and summarize the methodological literature on speech development in middle preschool age.
2. Studying the experience of teachers on Internet sites.
3. Develop and select didactic games and exercises that promote speech development.

This topic is very relevant for preschool education, because mastering the correct speech contributes to the formation of self-confidence in the child, the development of thinking, communication skills. The development of speech in children is considered one of the main tasks of the kindergarten, since a semantic detailed statement ensures communication and full interaction between children and adults; provides an opportunity to share with them the accumulated impressions, as well as to obtain the necessary information.

What about the game? The game is the main and most accessible type of activity for the child. While playing, children learn everything that is so useful in life. Therefore, it was with the help of the “didactic game” that I decided to develop speech in children: to replenish and activate the vocabulary, to form the correct sound pronunciation, to develop coherent speech, the ability to correctly express one’s thoughts.

it is important to correct shortcomings in speech in time, since it is more difficult to do this later, when they have become stronger. After all, preschool age is a time of energetic development of speech.

Terms of sale:

In the group, the average preschool age is 4-5 years.

Application:

Apply didactic materials for preschool children in the conditions of a children's educational institution and in the family circle.

Expected result

Pupils must:

Explain the rules of the game on their own

Compose stories on their own based on the plot picture

· Guess riddles

With children

Self-education

With parents

Monitoring in the educational field "Speech development", identifying contradictions that need correction

Regulatory study

Selection and definition of the topic of self-education

Self-education planning

Parent meeting "Familiarization of parents with the work of a preschool institution and tasks for the development of speech in accordance with the Federal State Educational Standard"

October

November

December

January

February

March

April

May

LITERATURE

Vasilyeva L “Development of speech. Middle group" ed. "Mosaic - Synthesis" 2010