How to Teach Vocabulary to a 5-Year-Old | Kindergarten Words, Stories, Questions and School Readiness

How to teach vocabulary to a 5-year-old is about helping a kindergarten-age child use language to tell stories, ask better questions, compare ideas, explain reasons, follow directions and prepare for increasingly formal reading and writing. At this age, vocabulary teaching can become more deliberate, but it should still grow from books, conversation, play, real tasks, outdoor experiences and the child’s own questions rather than long memorisation lists.

Parents and educators searching for vocabulary for a 5-year-old, how to teach kindergarten vocabulary, school-readiness vocabulary or language activities for age five should aim for breadth and depth together. Nouns still matter, but verbs, describing words, category labels, location and time words, emotion words, sequence terms, question words and simple reasoning vocabulary matter just as much. The child should increasingly be able to use words in explanations and stories, not merely identify them on cards.

Current developmental guidance supports this broader language picture. CDC’s May 2026 five-year milestones include telling a story with at least two events, answering simple questions about a book or story, keeping a conversation going for more than three back-and-forth exchanges, using or recognising simple rhymes and using time words such as yesterday and tomorrow. ASHA’s 4-to-5-year guidance describes longer, more complex sentences, storytelling, location and time words, definitions, comparisons and early literacy behaviours. These are guideposts, not vocabulary quotas or diagnostic tests.

The Short Answer: How to Teach Vocabulary to a 5-Year-Old

• Read and discuss stories, not just the pictures or printed sentences.
• Teach precise verbs and describing words alongside object names.
• Use categories, same/different, opposites and simple definitions.
• Use first, next, then, before, after, yesterday and tomorrow in real routines.
• Ask why and how questions that require short explanations.
• Teach story words such as character, setting, problem and solution when they fit naturally.
• Use pretend play, cooking, building, art and outdoor exploration as vocabulary contexts.
• Encourage the child to ask what unfamiliar words mean.
• Revisit useful words in several contexts rather than drilling one example.
• Use family languages naturally and richly.
• Treat milestones as broad guideposts and seek professional advice for concerns rather than relying on online word-count comparisons.

A practical five-year-old vocabulary cycle is notice → explain → compare → use → retell → revisit.

1. Build Story Vocabulary

Use character, setting, problem, solution, beginning, middle and end while reading familiar picture books. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

After reading, ask the child to retell two or three events in order and supply missing words only when needed. The goal is not a polished performance; it is to help vocabulary organise a remembered sequence. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

2. Teach Time Words Through Daily Life

Use yesterday, today, tomorrow, morning, afternoon, evening, before, after and later around real plans and remembered events. The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Anchor the word to something concrete: “Yesterday we went to the park; tomorrow we visit Grandma.” Time language becomes more stable when it repeatedly maps onto events the child can anticipate or recall. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

3. Use Rich Verbs

Model verbs such as discover, rescue, collect, deliver, compare, arrange, whisper, notice, decide and explain inside play and stories. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

When a familiar action appears again, pause and invite the child to retrieve the more precise verb. Varied verbs give children more expressive power than repeatedly relying on go, do, make and get. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

4. Teach Precise Describing Words

Use enormous, tiny, rough, smooth, narrow, wide, flexible, stiff, shallow, deep, transparent and opaque where the property can be seen or felt. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

Contrast two examples and then find a third object that fits the word. A descriptor becomes useful when it can transfer beyond the object used during the first explanation. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

5. Teach Categories and Subcategories

Connect broad groups such as animal, vehicle and food with narrower groups such as bird, insect, truck, fruit and vegetable. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

Sort pictures or objects and ask the child to explain why each item belongs. Category vocabulary creates an organised network that makes later word learning easier. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

6. Use Odd-One-Out Reasoning

Present four items, three sharing a meaningful feature and one differing in category, function, material or shape. The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Ask which does not belong and accept alternative answers when the child can justify them. The explanation trains vocabulary and reasoning together. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

7. Teach Same, Different and Similar

Compare objects, pictures and story characters using shape, size, function, colour, behaviour and material. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

Model sentences such as “They are similar because both are vehicles, but different because one travels on water.” This moves comparison language beyond one-feature answers. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

8. Teach Location and Position Words

Use between, beside, behind, inside, outside, above, below, near and far during building, treasure hunts and movement games. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

Let the child give the adult directions for placing a toy. Producing spatial language is more demanding than only following it, so both directions are useful. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

9. Teach Sequence Words

Use first, next, then, after that and finally during crafts, recipes, dressing and stories. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

After the activity, mix picture steps and ask the child to put them in order and explain the sequence. Sequence vocabulary supports comprehension, instructions and narrative structure. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

10. Teach Cause and Effect

Use because, so, reason, result and consequence in concrete situations. The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Ask “Why did the tower fall?” and help the child build an answer using the available evidence. Cause words become meaningful when attached to visible events rather than abstract definitions. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

11. Teach Prediction Words

Model think, predict, might, maybe, likely and expect while pausing before a story event or familiar routine. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

After the event, compare what happened with the prediction. Prediction language introduces uncertainty and helps children explain why they expect something. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

12. Teach Evidence as Clues

Explain evidence as clues or information that help us decide what probably happened or what is true. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

Use a simple picture mystery, missing toy or story scene and ask which details support the child’s idea. This creates an early bridge to later comprehension and reasoning vocabulary. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

13. Use Function Questions

Ask what familiar objects are for and model verbs that describe their functions: cut, measure, protect, carry, fasten, clean and signal. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

Then reverse the task by naming a function and asking which object performs it. Function vocabulary deepens concepts beyond naming. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

14. Use Definition Games

Choose a familiar word and give a child-friendly definition without saying the word. The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Let the child guess, then switch roles and help them define a word for you. Producing a definition requires the child to select the most important meaning features. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

15. Use Non-Examples

When teaching words such as fragile, enormous, transparent or crowded, include something that clearly does not fit. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

Ask what feature makes one example correct and the other incorrect. Boundaries prevent children from attaching the word too broadly. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

16. Teach Near-Synonyms Gently

Compare pairs such as big/huge, scared/worried, fast/quick, quiet/silent and look/stare. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

Use short situations rather than telling the child that the words are perfect replacements. The aim is to notice differences in strength or use, not memorise a thesaurus. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

17. Teach Opposites as Relationships

Use deep/shallow, empty/full, rough/smooth, early/late, loud/quiet and flexible/stiff in visible contrasts. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

Then find a new pair of examples elsewhere in the day. Changing the objects shows that the relationship, not the first example, carries the meaning. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

18. Use Personal Narratives

Talk about something that happened at school, home, a park or an outing using who, where, what happened and how it ended. The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Help the child sequence events and supply precise words when they are reaching for one. Personal stories turn vocabulary into a tool for memory and communication. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

19. Use Pretend Play With Roles

Set up shop, clinic, restaurant, school, library, transport or construction play. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

Introduce role words, tools, actions and polite request frames that belong naturally to the scenario. Vocabulary sticks when it has a job inside sustained play. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

20. Use Board Games for Rule Vocabulary

Simple games introduce turn, rule, start, finish, move, count, choose, win, lose, fair and wait. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

Talk through what happens when a rule is followed or broken. Game vocabulary links language with social reasoning and sequence. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

21. Use Cooking for Process Words

Safe food preparation can teach measure, pour, stir, mix, spread, slice, melt, cool, divide, half and whole. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

Before each step, ask what comes next; afterward, retell the process. The combination of action, sequence and sensory change creates rich word learning. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

22. Use Building for Structural Words

Blocks and construction sets support foundation, edge, corner, stable, unstable, balance, support, taller and shorter. The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Ask what made a structure fall and how it could be changed. The child uses vocabulary to analyse a real problem rather than merely label parts. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

23. Use Art for Visual Vocabulary

Drawing and craft activities naturally create line, curve, outline, pattern, shade, bright, pale, darker, lighter and symmetrical. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

Ask the child to describe a choice or compare two designs. Art vocabulary becomes meaningful through visible differences and purposeful decisions. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

24. Use Nature Walks

Outdoor observation can introduce bark, branch, root, bud, insect, trail, shadow, damp, slippery, steep and shallow. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

Choose a few words that match what the child actually notices rather than narrating everything. Interest and sensory context make new words easier to remember. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

25. Teach Words From Questions

When the child asks “What does that mean?” treat the question as a high-value learning moment. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

Give a concise explanation, one example and one quick check, then return to the activity. Curiosity already supplies attention, so the teaching can stay short and powerful. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

26. Teach How to Ask for Clarification

Model “What does ___ mean?”, “Can you explain that?”, and “Can you show me?” The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Praise the act of asking rather than making not-knowing embarrassing. Clarification language helps the child become an independent vocabulary learner. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

27. Use Repeated Read-Alouds

Read favourite books again and deepen the language each time. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

One reading may focus on story; another may notice a few verbs, feelings or setting words. Repeated books reduce processing load and create room for richer vocabulary discussion. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

28. Pause for Retrieval

After a word has appeared several times, pause before saying it and allow the child to supply it or show understanding. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

If no response comes, provide the word naturally and continue. Retrieval should feel like participation, not pressure. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

29. Use Rhyme and Sound Play

Notice rhyming words, clap syllables and play with beginning sounds in familiar words. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

Keep the activity playful and connected to spoken language. Sound awareness supports attention to word form while vocabulary work keeps meaning central. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

30. Connect Spoken and Written Words

Point out meaningful print such as the child’s name, STOP, labels, book titles and familiar signs. The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Say the word while showing the print and connect it to the real object or action. Early print awareness is strongest when the written form is attached to meaning. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

31. Teach Word Families Lightly

For familiar words, notice simple related forms such as help/helper/helpful or play/player/playful when they arise naturally. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

Ask what changed and how the new word is used. The goal is awareness of relationships, not a formal morphology lesson. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

32. Teach Question Vocabulary

Use who, what, where, when, why and how as tools for exploring stories and real events. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

Model answers that match the question type so the child learns the function of each word. Question words unlock information and organise conversation. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

33. Teach Emotion Nuance

Compare worried, scared, frustrated, disappointed, proud, relieved and excited through characters and real events. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

Ask what happened that makes a particular emotion word fit. Context prevents emotion vocabulary from becoming a list of faces with no cause. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

34. Teach Social Problem-Solving Language

Use agree, disagree, fair, unfair, turn, trade, share, compromise, choice and solution during role play and real interactions. The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Model a phrase such as “Let’s find a solution” and show what that looks like in action. Functional language can reduce conflict because children gain words for negotiation. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

35. Use Multilingual Strengths

Talk, read, sing and play in the languages the family uses comfortably. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

Connect concepts across languages when useful without demanding one-language purity. Rich language in any family language supports conceptual growth and communication. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

36. Keep Screen Experiences Conversational

When age-appropriate media is used, talk about characters, actions and new words and connect them to offline play. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

Ask the child to retell or act out something from the programme later. Transfer back into real conversation is more valuable than passive exposure alone. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

37. Teach From Everyday Mistakes

If the child uses a broad word or wrong form, recast naturally and supply the more precise form. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

Avoid turning every correction into repetition practice. A clear adult model inside successful communication is often enough for the first repair. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

38. Track Depth Rather Than Lists

Notice whether a word can be understood, explained, used in a sentence, recognised in a story and applied to a new example. The adult can keep the first explanation short, then invite the child to do something with the word: point, compare, act, explain, choose or retell. That makes the vocabulary observable rather than merely heard.

Keep only a light record if tracking is useful. A long list of known words can hide shallow knowledge. Keep the exchange conversational. A partial answer can be expanded naturally, and the child does not need to repeat a perfect adult sentence for learning to occur.

39. Revisit Fragile Words

Words that disappear after a day need more varied encounters, not necessarily a longer first explanation. Five-year-olds can often handle a little more explicit discussion than younger preschoolers, but examples still carry more meaning than abstract definitions alone. Use concrete contrasts, familiar events and stories whenever possible.

Bring them back in a book, game, conversation or drawing. Spacing and context change build stronger memory than one massed session. The aim is a word that becomes usable across listening, speaking, story comprehension and play, not simply a label that works in one exercise.

40. Prepare Vocabulary for Kindergarten and School

Emphasise listening, directions, story retelling, categories, comparison, time words, social language and asking for clarification. This can be embedded in ordinary routines so vocabulary growth does not depend on formal worksheets. Select a few useful words, repeat them naturally and leave space for the child to respond.

Include academic-looking words only when they are genuinely useful in the child’s experiences. School readiness is language flexibility, not a race toward obscure vocabulary. If the word remains fragile, return to it after a delay with a different cue instead of drilling the same sentence repeatedly.

41. Know When to Seek Professional Guidance

Development varies, and milestone information is not a diagnosis. At five, this matters because vocabulary is increasingly supporting stories, questions, explanations and readiness for more formal learning. The word should be attached to a clear experience before the adult asks for independent use.

Concerns about hearing, loss of skills or several communication areas should be discussed with an appropriate healthcare professional or qualified speech-language professional. Professional assessment is more reliable than comparing a child with online vocabulary counts. A strong follow-up is to revisit the same word later in a different book, game or conversation so the child has to recognise the idea beyond the original example.

42. What Current Milestones Suggest at Age Five

The CDC’s May 2026 five-year milestone guidance lists language and communication behaviours including telling a story with at least two events, answering simple questions about a book or story, keeping a conversation going for more than three back-and-forth exchanges, and using or recognising simple rhymes. It also lists time words such as yesterday, tomorrow, morning and night among cognitive milestones. CDC notes that milestone checklists describe things most children—75% or more—can do by a certain age and are not substitutes for standardised developmental screening.

ASHA’s 4-to-5-year communication guidance describes longer, more complex grammatical sentences, storytelling with characters and settings, location and time words, category knowledge, definitions, comparisons and early literacy behaviours. ASHA also emphasises that children develop uniquely. See CDC: Milestones by 5 Years and ASHA: Communication Milestones—4 to 5 Years.

43. A 25-Minute Vocabulary Session for a 5-Year-Old

Minutes 0–5: begin with a short picture, object or question and introduce three useful words. Minutes 5–10: compare examples and non-examples. Minutes 10–15: read or tell a short story using the same vocabulary. Minutes 15–20: retell, act out or change one part of the story. Minutes 20–25: ask the child to use the words in a new context and finish with one playful retrieval.

44. Frequently Asked Questions

How many vocabulary words should a 5-year-old know?

Avoid treating one vocabulary count as a pass-fail score. Developmental guidance looks at broader communication, including conversation, stories, questions, rhymes and comprehension. Rich language use and growth over time are more informative than a competitive total.

Should I teach a 5-year-old advanced words?

Use real, precise words when the concept is relevant and explain them simply. Advanced should mean useful and meaningful, not merely long or rare. A child can learn enormous, predict or fragile when the context makes the idea clear.

Are worksheets necessary?

No. Books, play, conversation, sorting, cooking, building, art and real routines provide excellent vocabulary contexts. Worksheets can reinforce selected concepts but should not replace oral language and shared activity.

How should I correct mistakes?

Model the conventional word or sentence naturally and continue the conversation. Use direct correction when misunderstanding persists, but avoid turning every interaction into performance practice.

45. The Five-Year-Old Vocabulary Operating System

Build meaning in real experiences. Compare and explain. Use words in stories and conversation. Revisit after delay.

At five, vocabulary teaching can become increasingly explicit while remaining playful and social. Children can use words to connect events, describe differences, discuss stories, explain reasons and participate in longer conversations. That makes the year especially important for building habits that later support reading comprehension and writing.

Continue from How to Teach Vocabulary to a 4-Year-Old and connect the next stage to the wider Vocabulary Mastery system.