Start with these 200 words for naming, noticing, telling and explaining. Each has a simple meaning and an original sentence. Choose a few that help your child describe something they can see or want to say.
School Year 1 here means an approximate British-style age band of 5–6, not an official universal IB year label. Follow your school’s placement and expectations. These are foundations for later essay writing; there is no standard IB PYP essay examination or required 200-word list.
The 200-word list: meanings and writing examples
Choose a small useful set for today. Each numbered entry gives one target word, a meaning for this context and an original example. These are eduKate teaching selections; recurring words across stages are revisited for a new writing purpose.
1–20: Name the things in a scene · 21–40: Describe shape and texture · 41–60: Choose a clear action · 61–80: Show movement and change · 81–100: Notice with the senses · 101–120: Name feelings and ways of behaving · 121–140: Write about people working together · 141–160: Put things in a clear place · 161–180: Tell events in a useful order · 181–200: Build the beginning of a written idea
Assessment requirements · Fencing Method · Practice and answers
1–20. Name the things in a scene
- basket — A container used for holding or carrying several things. Example: I put three clean apples in the brown basket.
- bottle — A container with a narrow opening for keeping liquids. Example: The water in my bottle stayed cool all morning.
- box — A container with sides and usually a lid. Example: We made a little house from an empty box.
- branch — A woody part of a tree growing from its trunk. Example: A small bird rested on the lowest branch today.
- bridge — A structure that carries a path over a gap. Example: We crossed the bridge above the narrow stream together.
- button — A small fastener that holds parts of clothing together. Example: I pushed the blue button through the shirt's hole.
- chair — A seat with a back for one person. Example: My little sister pulled her chair beside the table.
- cloth — A piece of woven material used for many purposes. Example: We covered the basket with a soft yellow cloth.
- door — A moving panel that opens or closes an entrance. Example: I held the door open for our next visitor.
- feather — One of the light coverings on a bird's body. Example: A grey feather lay beside the empty bird bath.
- flower — The part of a plant that often has colourful petals. Example: The flower beside our gate has five yellow petals.
- garden — A place where people grow plants and care for them. Example: We watered the small garden before going inside today.
- gate — A moving barrier at an opening in a fence. Example: The gardener closed the gate after carrying everything through.
- leaf — A usually flat part of a plant, often green. Example: I found a leaf with tiny holes along its edge.
- path — A way along which people or animals can travel. Example: We followed the path between two rows of flowers.
- pebble — A small stone that is often rounded and smooth. Example: I chose a smooth pebble for my painted picture.
- pocket — A small bag sewn into clothing to hold things. Example: My red pencil was hiding in my jacket pocket.
- seed — A small plant part from which a new plant can grow. Example: We placed one seed in each pot of soil.
- shell — A hard outside covering that protects some animals. Example: The empty shell had a small hole near its edge.
- window — An opening with glass that lets light into a building. Example: Rain made little lines down the classroom window today.
21–40. Describe shape and texture
- bright — Giving much light or having a strong, clear colour. Example: The bright torch helped us find the missing sock.
- dark — Having little light, so things are harder to see. Example: The room was dark until I opened the curtains.
- round — Shaped like a circle or a ball. Example: We placed the round plate under the small bowl.
- square — Having four equal straight sides and four right angles. Example: I drew a square window on my paper house.
- straight — Following one direction without a bend or curve. Example: The ruler helped me draw a straight blue line.
- curved — Bending smoothly instead of following a straight line. Example: The curved path went around the tall old tree.
- wide — Measuring a long distance from one side to the other. Example: The wide doorway had room for our large box.
- narrow — Having only a small distance from side to side. Example: We walked in a line along the narrow path.
- deep — Going a long way down from the top or surface. Example: The deep pot had room for the plant's roots.
- shallow — Not going far down from the top or surface. Example: We put a little water in the shallow tray.
- tall — Measuring a long distance from the bottom to the top. Example: The tall sunflower stood above the other garden plants.
- short — Not measuring a long distance in height or length. Example: I used a short pencil to draw the tiny leaf.
- thick — Measuring a large distance between two opposite surfaces. Example: The thick blanket kept my feet warm while reading.
- thin — Measuring only a small distance between opposite surfaces. Example: Light shone through the thin paper over our drawing.
- rough — Having an uneven surface that does not feel smooth. Example: The rough bark scratched the paper when we rubbed it.
- smooth — Having an even surface without bumps or rough parts. Example: The smooth stone felt cool against my open hand.
- soft — Easy to press or bend, rather than firm. Example: I placed the fragile shell on a soft cloth.
- hard — Firm and difficult to press into or bend. Example: The hard wooden block stayed in shape when pressed.
- wet — Having water or another liquid on its surface. Example: We left our wet boots beside the classroom door.
- dry — Without water or another liquid on its surface. Example: I chose a dry cloth to wipe the table.
41–60. Choose a clear action
- carry — Hold something and move it from place to place. Example: Please carry the little plant with both your hands.
- collect — Bring several things together from different places. Example: We collect fallen leaves for our classroom colour picture.
- cover — Put something over another thing to protect or hide it. Example: I will cover the bowl with a clean cloth.
- drag — Pull something along a surface without lifting it fully. Example: We drag the empty sack across the soft grass.
- drop — Let something fall from a hand or higher place. Example: I drop the soft beanbag into the waiting basket.
- fill — Put something inside until there is enough or no space. Example: We fill the little cup with clean drinking water.
- fold — Bend one part of something over another part. Example: I fold my paper in half to make a card.
- gather — Bring things or people together into one place. Example: We gather our crayons before starting the group picture.
- hold — Keep something in the hands or keep it steady. Example: I hold the paper while my partner draws around it.
- lift — Move something upwards from where it was resting. Example: We lift the light lid to see inside the box.
- open — Move a cover or barrier so that something can be seen or reached. Example: I open the book at the page about gardens.
- pour — Make liquid flow from one container into another place. Example: I pour a little water into the empty cup.
- pull — Move something closer by taking hold and drawing it. Example: We pull the small wagon along the smooth path.
- push — Move something away by pressing against it. Example: I push the empty chair closer to the table.
- reach — Stretch towards something in order to touch or get it. Example: I reach across the table for the blue pencil.
- roll — Move by turning over and over along a surface. Example: We roll the soft ball towards the painted line.
- shake — Move something quickly backwards and forwards or up and down. Example: I shake the sealed jar to hear the beans inside.
- sort — Put things into groups using something they share. Example: We sort the buttons by their shape and colour.
- stack — Put things one above another in a tidy pile. Example: We stack the empty bowls beside the kitchen sink.
- turn — Move around or change the direction something faces. Example: I turn the page to find the next picture.
61–80. Show movement and change
- climb — Move upwards using hands, feet or both. Example: The little beetle began to climb the rough branch.
- creep — Move slowly and quietly, often close to the ground. Example: We watched the tiny snail creep across the leaf.
- crawl — Move with the body close to the ground. Example: The baby can crawl across the soft bedroom rug.
- dash — Move somewhere very quickly for a short distance. Example: The puppy can dash towards its favourite toy.
- float — Stay on the surface of a liquid without sinking. Example: The empty leaf boat can float in our tray.
- flow — Move steadily in a stream, as a liquid does. Example: We watched the water flow into the lower tray.
- grow — Become bigger or develop over a period of time. Example: We watched our little bean plant grow new leaves.
- jump — Push off a surface so the body leaves it. Example: The small frog can jump from stone to stone.
- leap — Make a large jump from one place to another. Example: The rabbit can leap over the little puddle.
- land — Come down onto a surface after moving through the air. Example: We watched the paper plane land beside the chair.
- melt — Change from a solid into a liquid through warming. Example: The ice began to melt in the sunny window.
- rest — Stop working or moving for a while. Example: We rest on the bench after our long walk.
- rise — Move upwards or become higher than before. Example: We watched the kite rise above the green field.
- run — Move on foot faster than walking. Example: I run across the field during our playground game.
- slide — Move smoothly along a surface without rolling. Example: We watched the flat wooden block slide down the smooth board.
- splash — Make liquid scatter by moving or dropping into it. Example: The ducks splash water as they flap their wings.
- spread — Move or arrange something over a larger area. Example: We spread the cloth across the small picnic table.
- stretch — Make the body or something else reach further. Example: I stretch my arms upwards before touching my toes.
- sway — Move slowly from one side to the other. Example: We watched the long grass sway in the breeze.
- walk — Move on foot with steps at an ordinary pace. Example: We walk beside the pond and look for ducks.
81–100. Notice with the senses
- see — Notice something by using the eyes. Example: I can see a tiny bird beside the gate.
- hear — Notice a sound with the ears. Example: We can hear the rain tapping on the roof.
- listen — Pay attention to a sound or to someone's words. Example: I listen carefully while my partner explains the picture.
- look — Turn the eyes towards something to notice it. Example: We look under the table for the missing crayon.
- watch — Look at something carefully for a period of time. Example: We watch the little ant carry a large crumb.
- smell — Notice the scent of something through the nose. Example: I can smell the fresh bread on the table.
- taste — Notice a food's flavour in the mouth. Example: I taste a little lemon in the warm drink.
- touch — Put a part of the body against something. Example: I touch the soft cloth with one clean finger.
- warm — Having some heat, but not being very hot. Example: The warm towel felt pleasant after our cold swim.
- cool — Slightly cold, often in a pleasant or useful way. Example: The cool water felt good after our busy game.
- loud — Making a sound that is strong and easy to hear. Example: The loud bell told us that the game was over.
- quiet — Making little noise or having very little noise. Example: The quiet room helped me hear the falling rain.
- gentle — Using little force and taking care not to hurt. Example: I gave the kitten a gentle stroke along its back.
- heavy — Weighing a lot or feeling difficult to lift. Example: The heavy bag needed two people to carry it.
- light — Not weighing much or being easy to lift. Example: The light paper hat hardly pressed against my head.
- sticky — Able to cling to something that touches it. Example: The sticky tape held our paper windows in place.
- shiny — Having a surface that reflects light clearly. Example: The shiny spoon showed a tiny picture of my face.
- fresh — Recently made, picked or brought, rather than old. Example: We put the fresh flowers into a clean glass jar.
- sweet — Having a taste like sugar or ripe fruit. Example: The sweet mango made a lovely end to lunch.
- sour — Having a sharp taste like a lemon. Example: The sour lemon made me squeeze my eyes shut.
101–120. Name feelings and ways of behaving
- calm — Feeling peaceful and able to act without rushing. Example: I felt calm while listening to the soft rain.
- cross — Feeling annoyed or a little angry about something. Example: Sam felt cross when the blocks fell over again.
- glad — Feeling pleased that something good has happened. Example: I was glad that my friend could join our game.
- lonely — Feeling unhappy because you want company or connection. Example: The story's lonely bear wanted someone to play with.
- proud — Pleased about something that you or another person has done. Example: I felt proud when I finished my own picture.
- sad — Feeling unhappy about something that has happened. Example: Lina felt sad when her paper boat broke apart.
- scared — Feeling afraid of something that may happen. Example: The scared puppy hid behind the large blue chair.
- surprised — Feeling that something happened differently from what you expected. Example: I was surprised to find a flower in the pot.
- tired — Needing rest after activity or a long time awake. Example: The tired child rested after walking around the park.
- worried — Thinking that something unwanted or difficult might happen. Example: Mei felt worried when she could not find her bag.
- brave — Trying something important even when you feel afraid. Example: The brave character asked for help in the dark.
- careful — Taking time and attention to avoid mistakes or harm. Example: We were careful when carrying the jar of water.
- curious — Wanting to find out more about something. Example: The curious child wondered what was inside the seed.
- eager — Very interested and ready to do something. Example: We were eager to begin our new painting activity.
- friendly — Showing that you are kind and happy to meet someone. Example: The friendly visitor smiled and asked about our garden.
- helpful — Doing something that makes a task easier for someone. Example: My helpful partner brought the missing crayons to me.
- kind — Showing care for another person's feelings or needs. Example: It was kind of Arun to share his umbrella.
- patient — Able to wait or keep trying without becoming upset. Example: The patient child waited while her friend finished speaking.
- polite — Showing respect through the way you speak and act. Example: The polite visitor thanked us for showing the garden.
- shy — Feeling uneasy about speaking or joining unfamiliar people. Example: The shy child waved before joining our circle game.
121–140. Write about people working together
- ask — Say or write something because you want information or help. Example: I ask my teacher where to put the finished model.
- answer — Give a reply to a question or request. Example: I answer my partner's question about the little drawing.
- agree — Think the same thing or accept a shared choice. Example: We agree to put the tallest tower in the middle.
- choose — Pick one thing from two or more possibilities. Example: I choose the strong box to carry our books.
- explain — Tell someone how or why something happens. Example: I explain how I made the little paper boat.
- help — Do something that makes another person's task easier. Example: We help our friend collect the crayons from the floor.
- invite — Ask someone to come somewhere or join an activity. Example: We invite the new child to build a tower.
- join — Become part of a group, activity or connection. Example: I join my friends at the large drawing table.
- greet — Show someone that you have noticed and welcome them. Example: We greet our visitor with a smile and hello.
- offer — Say that you are willing to give or do something. Example: I offer my friend a place beside my picture.
- share — Let someone use something with you or have a part. Example: We share the coloured pencils while making our cards.
- thank — Tell someone that you appreciate what they have done. Example: I thank my partner for finding the missing piece.
- wait — Stay until something happens or your turn arrives. Example: We wait until the wet paint is completely dry.
- welcome — Show that you are pleased someone has arrived. Example: We welcome our new classmate into the reading group.
- friend — Someone you know, like and enjoy spending time with. Example: My friend helped me find a book about birds.
- group — Several people or things considered or working together. Example: Our group made one large picture of the garden.
- partner — A person who works or takes part with you. Example: My partner held the card while I added glue.
- team — A group of people working towards a shared goal. Example: Our team carried the light blocks to the corner.
- visitor — Someone who comes to a place for a short time. Example: The visitor asked us about our colourful paper houses.
- neighbour — A person who lives near another person. Example: Our neighbour watered the plants while we were away.
141–160. Put things in a clear place
- above — At a higher place than something else. Example: The picture hangs above the little table near us.
- across — From one side of something to the other. Example: We walked across the field to meet our friends.
- around — On several sides of something or following its edge. Example: We sat around the table to share our ideas.
- behind — At the back of someone or something. Example: The missing ball was behind the big green chair.
- below — At a lower position than something else. Example: The small shelf is below the bright classroom picture.
- beside — At the side of or next to something. Example: I placed my clean boots beside the classroom door.
- between — In the space separating two people or things. Example: The red flower grew between two tall green plants.
- inside — In the inner part of a place or thing. Example: The little toy was inside the empty wooden box.
- near — Not far away from a person, place or thing. Example: We found a quiet bench near the garden gate.
- outside — Beyond the inner part or boundary of a place. Example: We left the muddy boots outside the classroom door.
- over — Across something from one side to the other, above it. Example: The bird flew over the wall and into the garden.
- through — From one side of an opening or space to another. Example: We walked through the gate into the small garden.
- towards — In the direction of a person, place or thing. Example: The puppy ran towards the child holding its toy.
- under — At a lower position and often covered by something. Example: The kitten slept under the table beside our feet.
- up — Towards a higher place or position. Example: The squirrel climbed up the trunk of the tree.
- down — Towards a lower place or position. Example: The little ball rolled down the smooth wooden board.
- here — In the place where the speaker is. Example: Please put the small blue box here beside me.
- there — In a place away from where the speaker is. Example: The red bag is there beside the classroom window.
- left — The direction opposite right when you face forwards. Example: We turned left after passing the tall garden tree.
- right — The direction opposite left when you face forwards. Example: The library door is on the right of the hall.
161–180. Tell events in a useful order
- first — Before the other things in a sequence. Example: First, we put a little soil in the pot.
- next — Immediately after the thing just mentioned. Example: Next, we placed a small seed in the soil.
- last — After all the others in a group or sequence. Example: I put my name on the picture last today.
- before — Earlier than a particular time or event. Example: We washed our hands before eating the fresh fruit.
- after — Later than a particular time or event. Example: We put away the paints after finishing our picture.
- now — At the time when someone is speaking. Example: We can open the box now and see our model.
- later — At a time after the one being discussed. Example: We will check the little plant again later today.
- soon — After only a short time from now or then. Example: The rain will stop soon, the story's gardener hopes.
- today — On the day when someone is speaking. Example: Today, we made a small bridge from wooden blocks.
- yesterday — The day before today. Example: Yesterday, we saw a duck beside the garden pond.
- tomorrow — The day after today. Example: Tomorrow, we will bring our drawings back to school.
- morning — The early part of the day before midday. Example: We looked at the new leaves in the morning.
- afternoon — The part of the day after midday and before evening. Example: We played a quiet game during the warm afternoon.
- evening — The later part of the day before night. Example: We read our favourite story together in the evening.
- night — The time from evening to morning, usually when it is dark. Example: The story's little owl searched for food at night.
- early — Before the usual or expected time. Example: We arrived early and helped arrange the empty chairs.
- late — After the usual or expected time. Example: The story's visitor was late because the bridge closed.
- again — One more time after something has already happened. Example: I read my sentence again to check its meaning.
- finally — After all the earlier steps or events. Example: Finally, we put our finished model on the shelf.
- once — On one occasion or at one time. Example: I knocked once and waited for someone to answer.
181–200. Build the beginning of a written idea
- sentence — A group of words that expresses a complete idea. Example: My sentence tells the reader where the bird landed.
- story — An account of events, real or made up. Example: My story begins with a rabbit finding a box.
- character — A person, animal or other being in a story. Example: The main character in my story is a curious fox.
- setting — The place and time in which a story happens. Example: The setting of our story is a rainy garden.
- beginning — The first part of something that happens or is made. Example: The beginning of my story tells us who arrived.
- middle — The part between the beginning and the end. Example: In the middle of the story, the boat breaks.
- ending — The final part of a story or other piece. Example: The ending shows the friends making a stronger boat.
- idea — A thought about something or a possible way to act. Example: My idea is to use a larger box underneath.
- detail — A small piece of information about something. Example: I added a detail about the bird's yellow beak.
- question — Words used to ask for information or an explanation. Example: My question is about the tiny holes in the leaf.
- reason — Something that explains why a choice or event happens. Example: My reason for choosing the box is its strong sides.
- example — One thing that helps show what you mean. Example: The red leaf is an example of an autumn colour.
- same — Not different in the way that is being considered. Example: The two buttons are the same colour but different sizes.
- different — Not the same in one or more ways. Example: Our boats are different because one has a sail.
- both — The two people or things being discussed together. Example: Both children helped carry the empty box to the table.
- all — Every person or thing in the group being discussed. Example: All the crayons are back inside the small basket.
- some — An amount or number without saying exactly how many. Example: Some leaves were yellow and others were still green.
- more — A greater amount or number than before or another amount. Example: We need more paper to finish the large class picture.
- less — A smaller amount than before or than another amount. Example: This little pot needs less water than the large one.
- because — A word that introduces a reason for something. Example: I chose the basket because its handle is easy to hold.
List check: 200 entries in 10 groups of 20, with no repeated headword within this article. The list is a reference bank, not a target to insert into one essay.
Choose your next useful step
Use the word bank immediately, then choose the help you need.
Guide contents
Sections 1–5: Understand the stage and build clear sentences
Sections 6–8: Worked examples and practice
Sections 9–13: Review, revise and continue
This page uses School Year 1, approximately ages 5–6, as a British-style reading band. It does not mean that every IB school has a class officially called PYP Year 1. The IB’s Primary Years Programme covers ages 3–12; schools organise their classes within their own settings. Ask your school which class and language expectations apply to your child.
There is no standard externally marked IB PYP English examination for this age group. The IB describes PYP assessment as supporting learning through feedback and reflection. A school can still set classroom tasks, keep portfolios, check reading or use its own assessments. Those local arrangements are different from a single international essay paper.
The title says essay writing because these are the foundations of later writing. At this stage, a useful result might be a spoken explanation, a labelled drawing, a caption or one independently composed sentence. The 200 words are an editorial teaching bank, not an official IB list, a minimum vocabulary total or a birthday deadline. A child can understand a word in speech before being ready to read or spell it alone.
Ask for the actual classroom purpose
Find out whether the current activity asks children to name, describe, recount, explain or imagine. Naming a leaf and explaining why a leaf boat floats are different tasks. Choose words for the task the child is doing now. If the teacher has provided a prompt or success criteria, keep those beside this list and let them guide the selection.
For a short observation, useful questions are: Can another person understand what happened? Does the sentence match the picture or object? Can the child explain the important word? These are suggested home checks, not an IB marking scheme. A child’s teacher can clarify how classroom evidence is judged.
Start here: show and say one clear idea
This original eduKate check is a teaching suggestion, not an IB benchmark. Offer five bank words: box, cloth, soft, inside, carry. Put a soft cloth inside a small empty box, then carry the box a few steps. Ask the child to point to the soft material, show where it is and tell what you did. An answer can be an action, a familiar-language explanation or a short English sentence. Use only the words that help; no essay or whole-bank reading is required.
Listen for a match between the words and the scene. If the meaning is unclear, demonstrate inside and beside or compare soft and hard objects. If the idea is clear but the English is missing, model one phrase and try a new position. If speaking is clear but handwriting gets in the way, let the child dictate while an adult records, or write one label. Note that support before choosing the next step.
Begin with something the child can see or experience: a box, a plant, a toy animal or a picture they enjoy. Choose a small group such as box, carry, heavy, inside, because. You do not need to begin at word one or finish the whole bank in a fixed number of days. Keep the list available and select what makes today’s idea easier to express.
Move from object to meaning
Show two boxes. Ask which would be easier to carry and why. Let the child lift an empty, manageable box if suitable, point or explain in a familiar language. Then offer the English word in a useful sentence: “The box is light.” The experience gives the word something to refer to. Avoid turning every object into a rapid naming test.
Ask the child to say what the word means in their own way. “Light means I can lift it easily” is useful in this context. It does not cover every meaning of light, and that is acceptable. Later, distinguish a light box from a bright light. One clear meaning is enough for the first encounter.
Say, choose, write, check
Invite an oral sentence before writing. Offer two choices if starting is difficult: “Is the box heavy or light?” The child chooses, says the sentence and then writes an appropriate amount. An adult can write the child’s longer spoken idea while the child writes a word or caption. Mark the adult’s contribution honestly so later comparisons remain useful.
Read the result back. Does it still say what the child intended? A copied sentence may look polished while hiding uncertainty. Ask a small transfer question: “What could we say about this different box?” A fresh response shows more than copying the first example again. Allow pointing or speaking when handwriting would obscure the vocabulary task.
Words can return across several ordinary situations. Carry a book, carry a bag, and describe a story character carrying a basket. The object changes while the action remains recognisable. Then contrast carry with drag. The aim is to notice the difference in movement, not to declare one word more impressive.
The IB’s early-years explanation gives play an important role in inquiry for children aged 3–6 and recognises that children develop at different rates. The activity below is an eduKate teaching suggestion for turning that exploratory talk into meaningful writing. Its stopping point can be a spoken idea, a drawing, a label or a sentence.
Set up a small scene with a real choice
Put a toy animal, a small empty box, a soft cloth and a flat piece of card on a table. Invite the child to make a resting place for the toy. Let them decide where the objects go. The adult’s useful job is to notice a choice and invite an explanation: “You put the cloth inside the box. What will it do there?”
The child might answer, “Soft for the cat.” Accept the idea, then offer a sentence that keeps it: “The soft cloth is inside the box.” Ask whether that says what the child meant. If they intended to explain comfort, offer “I put a soft cloth in the box for the cat.” These are different sentences with different jobs; the child can choose the one that matches the message.
Keep the child’s idea during adult support
Use a short exchange rather than a string of questions. An adult might say, “Tell me one thing about your resting place.” The child says, “The cat is under it.” The adult asks, “Under the cloth or under the box?” After the child points, the adult repeats, “The cat is under the cloth.” This repairs the unclear reference while preserving the child’s idea.
Invite the child to draw the scene and choose a useful label. Cloth identifies an object; “The cat is under the cloth” tells a reader where the animal is. If an adult writes the sentence, read it back and ask the child to check the message against the model. Keep the child’s spoken contribution separate from the adult’s writing contribution when recording the work.
Give the message an audience
A partner who has not seen the model can listen to the description and try arranging the objects. If the partner places the cat beside the box, the writer has a reason to clarify under or inside. The activity makes a place word useful: it helps another person recreate the intended scene. It need not become a competition or a test of speed.
Change one part for independent transfer
Move the toy while the child watches. Cover the earlier sentence and ask for a new message. A fresh “The cat is behind the box” provides information that repeating the first sentence cannot. If the child needs a choice, offer “behind or inside?” and record that support. Stop after a useful exchange; the next encounter can begin with a different toy and the same place words.
A word becomes easier to use when the learner knows what can go beside it. Work with a few spoken combinations before asking for a written sentence. These examples extend the bank where necessary; the 200 targets do not restrict the ordinary words a child may use.
Try the word in two sentence positions
Show a smooth stone and say “a smooth stone”. Then say “The stone is smooth.” Both arrangements express the same relevant feature. Let the child change stone to a suitable object. If they produce “The smooth stone”, explain that this names the object but does not yet tell what it does or what happens to it. It can work as a label; a sentence could be “The smooth stone fell.”
Give action words their missing objects. “I carry” may leave the listener wondering what is being carried. “I carry the basket” supplies the useful detail. Expand with a fitting partner: carry a basket, pour water, fold paper, open a door. Ask the child to act out one combination and choose another that would be possible in the pretend scene.
Explore a small word family
| Words to notice | How they work in a sentence |
|---|---|
| help / helped / helpful | “I help my friend.” “I helped yesterday.” “That was a helpful idea.” |
| care / careful / carefully | “I take care of the model.” “I am careful.” “I carry it carefully.” |
| carry / carries / carried | “I carry the box.” “She carries the box.” “Yesterday, she carried it.” |
Choose one row, not the whole table, for a first conversation. The child does not need to name every grammatical category. Ask what changed: who is doing the action, when it happened, or how it was done? Model the whole sentence so the change is attached to meaning. Related words are not always formed by adding the same ending; check each actual form.
Keep quantity and time clear
Place one leaf beside two leaves. Say “The leaf is wet” and “The leaves are wet.” The description stays the same while the noun and verb change with the number. Then compare “I see the leaf” with “Yesterday, I saw the leaf.” Offer the correct sentence naturally and let the child try it in a new scene. Keep detailed spelling practice aligned with classroom teaching.
Test the meaning with a near miss
Ask whether an empty box must be light. It might be made of heavy material, so empty tells us about its contents and light tells us about weight. Likewise, a small object need not be soft. These distinctions can be explored with familiar objects without expecting technical explanations.
Finish with a choice the child can explain: “Would carry or drag show this movement?” A useful answer names the action and points to what happened. This checks the meaning boundary. It also shows why replacing an ordinary word with a different one can change the event rather than simply improve the sentence.
eduKate’s Fencing Method starts from an output the learner can control and adds one useful layer at a time. In this page’s original practice examples, the fence is the boundary around meaning and sentence control. If a new detail makes the sentence confusing, repair that detail before expanding again. This is an eduKate teaching approach, not an IB assessment requirement.
A ladder about carrying a basket
- Core: “I carried a basket.” The reader knows who acted and what was carried.
- Place: “I carried a basket into the garden.” Add where it went.
- Useful detail: “I carried a light basket into the garden.” The adjective now tells us about weight.
- Purpose in another sentence: “I wanted to collect fallen leaves.” This explains the action without forcing everything into one long sentence.
- Check: Was the basket light? Was collecting leaves really the reason for carrying it? Keep only details that fit the real event or the invented story.
The final version can remain two short sentences. Sentence length is not the goal. If the child can confidently write only the core, that is the working starting point. They can say the place aloud, choose a picture showing it or return to the layer another day.
A ladder about noticing a difference
Start with “The stone is smooth.” Add a comparison only after the child has touched or seen suitable objects: “The stone is smooth, but the bark is rough.” Explain what but is doing. It connects two contrasting descriptions; it does not automatically make every pair of statements a good contrast.
If the child says “The smooth is stone”, model the sentence slot: “The stone is smooth” or “a smooth stone”. Let the child choose a new object and try the slot again. For further practice, use the Fencing Method for vocabulary as a guide to moving words into usable language.
The following scene and writing are invented for teaching. Imagine a drawing of two children beside a planter. One child carries a small pot. The other points towards a low shelf. The picture also shows a fallen leaf and a cloth on the ground.
Choose what the account will tell
A first attempt might be: “Garden. Pot. Nice.” These words name parts of the scene, but the reader cannot yet tell what happened. Ask one question: “What did the child do?” A possible oral answer is “The child carried a pot.” That gives the account an action and a subject.
Next ask where the pot went. The child can point to the shelf and say “The child carried a pot to the shelf.” If the direction is uncertain in the picture, use a description instead: “The child holds a pot beside the shelf.” Do not train the child to present a guess as a visible fact.
A possible imagined account
Now switch openly from describing the drawing to inventing a short story. The names, box and later actions below are added story details; they are not all visible in the scene.
Two friends worked in the garden. Mei carried a small pot to the shelf. Arun pointed to a space beside the other plants. Finally, they put the cloth inside the box.
This is a teaching model, not an expected length for every five-year-old. It shows how familiar nouns, action words and place words can work together. An adult may read the full version while the child contributes one sentence or a matching picture.
Notice that the account has not used every interesting word on the page. It includes only words that help the reader follow the scene. Replacing carried with dragged would change the action. Adding scared would need a reason in the story or the picture. Precision begins when the child notices that words change what the reader imagines.
Give the child a genuine choice
Ask which detail they would like to include next. A child might describe the smooth pot, explain that the shelf was low or invent a new event. Name the change of task when they invent: “Now we are making up what happens next.” That distinction lets imagination grow without confusing an observation with a story.
Use this original eduKate story for shared reading. An adult may read it aloud; the vocabulary activity does not depend on the child decoding every word independently. Read once for the event before pausing to discuss selected language.
Room for a visitor
Lina put three paper flowers in a box. The box stood beside her chair. A visitor stopped at the doorway. Lina looked at the box, then pulled a second chair towards the table. “You can make one too,” she said.
Find what the story actually tells us
Ask the child to point to or draw three things named in the story. Suitable choices include flowers, a box, a chair, a doorway and a table. Next ask, “Where was the box?” Beside her chair is supported directly. “Under the table” would change the scene. If the child prefers to use small objects to demonstrate, let that response come before the written version.
Ask what Lina moved. She pulled a second chair towards the table. Pulled gives the movement a particular direction and action. The story does not say that she carried the chair or pushed it away. An adult can demonstrate the actions with an empty, manageable chair or a toy model and let the child choose the matching verb.
Separate a story clue from an invented detail
“Was Lina inviting the visitor to join?” is a question about the meaning of her actions and words. Her extra chair and invitation support that reading. “Was the visitor wearing a red coat?” cannot be answered from this text. The child may imagine a red coat in a drawing, but should recognise that they have added it.
A possible spoken answer is “Lina was friendly because she asked the visitor to make a flower.” The word friendly now has a reason. Another sensible response is “She was helpful because she brought a chair closer.” Discuss whether the chosen detail supports the word, rather than demanding one feeling or character label.
Choose the right amount of writing
- Label: draw the box and add the word flowers.
- Caption: write “The box is beside Lina’s chair.”
- Action sentence: write “Lina pulled a chair towards the table.”
- Connected account: write “A visitor arrived. Lina invited the visitor to make a paper flower.”
These are choices for different tasks and levels of support, not a ladder every child must finish in one sitting. Read the selected response back and ask whether someone who missed the story could understand it. When an adult provides a word, name that help without making it feel like a penalty.
Invent a continuation openly
Say, “The story stops here. What could happen next?” The visitor might choose paper, fold a petal or ask for help. A continuation such as “Next, the visitor chose a bright piece of paper” is now an imagined event. It does not need evidence from the earlier passage, but it should fit the story the child wants to tell.
For a later return, change the activity from making flowers to building a model. Ask which words still help and which details must change. Invite, share, beside and careful can travel to the new scene, while a copied sentence about paper flowers may no longer fit. The new choice is the evidence of useful transfer.
Activity 1: choose the action
Put a toy in a small box, lift the box and move it to the other end of the table. Ask: “Did I carry, roll or pour the box?” Carry fits because you held it while moving it. Then roll a soft ball. Let the child show the difference with an action before asking for a sentence.
A possible answer is “You carried the box across the table.” Another is “You moved the box.” The second is understandable but less precise about how it moved. Offer the more precise word as a useful choice, not as a reason to reject the child’s whole answer.
Activity 2: put the object in the right place
Place a toy beside a box, then inside it, then behind it. Ask for one sentence at a time. Suggested answers are “The toy is beside the box”, “The toy is inside the box” and “The toy is behind the box.” Change your own position and check whether the intended reference point remains clear.
If the child keeps using there, accept the message, then ask which place word would help someone who cannot see the scene. This gives the new word a purpose. Avoid making the activity depend on a single unfamiliar toy name.
Activity 3: complete a supported reason
Offer two empty containers, one with a handle and one without. Ask which the child would choose to carry several light objects. A possible sentence is “I chose the basket because it has a handle.” A different choice can be sensible if the child explains it. The reason must fit the chosen object, not an adult’s preferred answer.
End by asking the child to create one new situation using a word from the activity. They might draw a toy under a chair or tell a story about carrying a shell. This fresh use is the useful check. The adult should not silently supply every important word and then record the sentence as independent.
When writing is difficult, identify the part that needs help. A child may know exactly what happened but be unsure how to spell carry. Another may copy carry neatly without knowing its meaning. Those situations need different responses. Ask for an oral explanation or an action before deciding that the vocabulary itself is missing.
The word is understood but hard to write
Let the child say the sentence, choose the target word from two written options or use a word card. Keep spelling instruction connected to the school’s approach. This preserves the thinking task while making the writing manageable. Later, remove one support and see what the child can do.
The word has been guessed
Return to a clear example and a contrasting example. Show a rough surface and a smooth one. Ask the child to explain the difference without expecting a dictionary definition. Then return to the sentence. More copying will not settle a meaning that has not yet become clear.
The sentence contains too many details
Read it aloud and find the central action. In “The bright soft tall box run garden”, several useful words have lost their jobs. Rebuild “I carried the box.” Add one fitting description, then one place. Leave the rest aside. The repair protects the child’s idea rather than simply crossing out a whole line.
For multilingual children, invite discussion in a language they know well, then help express the same idea in English. An unfamiliar English word does not by itself show that the underlying idea is unfamiliar. If a classroom difficulty persists, share concrete samples and the support used with the teacher.
Use this suggested route flexibly. It is not an IB timetable. Begin with one interesting object and a few related words. A short, successful exchange is enough; stop when attention or comfort is fading. The next useful step may be another conversation rather than another written page.
- First encounter: notice, handle or look at something appropriate. Introduce two or three words in meaningful sentences.
- Next encounter: ask the child to choose between examples and explain a choice.
- Writing encounter: compose a caption or sentence together, clearly noting adult help.
- Later return: cover the earlier example and invite a fresh use in a new scene.
- Review: keep one piece that shows what the child can explain independently and choose the next small step.
Track useful evidence, such as “used beside accurately with a new object” or “explained why the basket was easier to carry”. This is more informative than a bare total of words ticked off. A word may be familiar in one context and still need help in another.
Let the child help choose the next topic. A fascination with insects, vehicles or cooking can supply real reasons to ask questions and describe things. Keep the adult’s role calm: provide a model, listen to the child’s meaning and help with one clear improvement.
This short conference is an eduKate home or classroom suggestion. Its purpose is to identify the next helpful action. A total such as “five words correct” cannot show whether a learner understood the scene, selected the language, remembered a model or received help with writing.
Begin by listening to the intended message
Suppose the child writes “The cat inside the box” beneath a drawing. Ask them to read or tell the message. If they say “The cat is inside the box”, they have supplied a clear spoken sentence. You can focus the writing feedback on the missing is. If they point to a cat beside the box, the first task is to choose the correct place word. The visible draft is similar, but the useful teaching response differs.
Use a specific comment: “Inside tells me where the cat is. Let’s add is so your written sentence says the same thing as your spoken sentence.” Then let the child make the change. Rewriting the whole sentence for them would conceal whether they understood that repair.
Choose one next step
- Meaning needs support: show inside and beside with objects, then ask for a new example.
- The sentence needs support: rehearse “The cat is inside the box” and change the animal together.
- Writing needs support: provide a word card or help with the part the child cannot yet record.
- The current task is secure: move the toy and ask for an independently chosen description.
These observations guide a teaching decision; they are not diagnostic labels or fixed ability groups. A learner can need help with one word while confidently explaining another. The amount of support may also change with the familiarity of the topic.
Keep a small, honest learning note
Try a record with four short entries: task, child’s words, help given and next attempt. For example: “Describe toy scene; said ‘behind the chair’; adult wrote the sentence; next time choose between beside and behind before writing.” That note gives a teacher or another adult something concrete to build on.
Keep spoken composition and independent writing visible as separate achievements. A long sentence dictated to an adult can reveal rich ideas; it does not show that the child can yet write the same sentence alone. Conversely, a short independently written caption can be a useful step even when it contains fewer words.
End with the child’s explanation
Ask, “What did you change?” or “Which word helped your reader?” Accept pointing, showing or a short reply. A child who moves the toy and says “Now it is behind” is demonstrating meaning. Return to the idea later in a different scene instead of immediately demanding a longer answer. The useful next step comes from what this attempt reveals.
Should a Year 1 child memorise all 200 words?
No. Use the bank selectively. Some words will already be familiar, others will be useful when a new topic appears. Understanding and using a few words in a meaningful situation is a better immediate goal than reciting the whole page.
Are these official IB vocabulary requirements?
No. This is eduKate’s teaching selection. The school determines its learning tasks within the PYP framework. Ask the teacher about current classroom expectations and any school-specific assessment.
Should my child write a formal essay now?
This guide builds foundations for later essays. Depending on readiness and the task, speaking, drawing, labelling and writing short sentences can all be appropriate ways to practise. Do not treat the article title as a demand for an early formal essay.
Can an adult write the child’s spoken sentence?
Yes, as a clearly identified support in a learning activity. Keep a note of what the child supplied and what the adult wrote. That makes it easier to see whether the next step concerns ideas, vocabulary, sentence construction or transcription.
What if a simpler word is more accurate?
Choose it. Run and walk mean different things, and scared adds information that a picture may not support. A useful vocabulary choice communicates the intended meaning; it does not merely sound older.
How can we tell whether a word is becoming usable?
Ask for a new example after a gap, without displaying the earlier sentence. Let the child act, speak, draw or write according to the purpose. Look for an accurate choice and an explanation that makes sense, not perfect recall of this page’s wording.
Programme and assessment context was checked against the official IB pages on 8 November 2026. Read the PYP overview, IB assessment explanation and how the PYP works. These sources explain the framework; the activities, word selection and examples here are original teaching material.
For the teaching approach, continue to What Is the Fencing Method? and The Fencing Method for Vocabulary. Return to the word bank with one real task: choose a useful word, say what it means in that situation and make one clear sentence with it.
Where this guide sits in the IB pathway
| Reader band | Approximate ages | Programme route |
|---|---|---|
| School Years 1–6 | About ages 5–11 | PYP writing foundations; school-year bands selected for this series |
| School Years 7–11 | About ages 11–16 | MYP Years 1–5 |
| School Years 12–13 | About ages 16–18 | DP Years 1–2 |
The IB programme overview gives broader age ranges: PYP 3–12, MYP 11–16 and DP 16–19. This school-age series begins around age five; it does not cover every PYP early-years age or the separate Career-related Programme.
Explore the Age 12 vocabulary reference · Use the Fencing Method for vocabulary · Choose another vocabulary guide
Continue through the IB vocabulary series
Choose your programme stage. The school-year labels are approximate reader bands; start where the writing tasks fit your current needs.
Primary Years Programme: school-age writing foundations
- PYP · School Year 1 · this guide
- PYP · School Year 2
- PYP · School Year 3
- PYP · School Year 4
- PYP · School Year 5
- PYP · School Year 6
Middle Years Programme: Years 1–5
- MYP Year 1 · School Year 7
- MYP Year 2 · School Year 8
- MYP Year 3 · School Year 9
- MYP Year 4 · School Year 10
- MYP Year 5 · School Year 11