This School Year 1 Essential Word Pack gives children 200 useful words for understanding the classroom, expressing needs and taking part with other people. It begins with objects and actions that can be shown, handled or acted on, then develops language for position, comparison, play and care.
Use the bank as a teaching resource rather than a daily list to recite. Each meaning describes the sense used in its example. Read with an adult, try a small group through a real task, and return to the words in a new situation. The teaching sections include oral starting checks, supported practice, model answers and ways to notice independent progress.
The 200-word list: meanings and learning 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 learning purpose.
1–20: Things we use for learning · 21–40: Saying what I need · 41–60: Finding my place in school · 61–80: Actions I can follow · 81–100: Learning through play · 101–120: Where and how things go · 121–140: Talking and taking part · 141–160: Numbers, shapes, and noticing · 161–180: People and caring · 181–200: Everyday places and discoveries
Assessment requirements · Fencing Method · Practice and answers · Start here: a short check
1–20. Things we use for learning
- desk — A small table where a person can work. Example: My desk has enough room for my book and paper.
- pencil — A writing tool with a thin marking centre. Example: I use a pencil to write my name on this card.
- crayon — A coloured stick used for drawing or colouring. Example: I choose a red crayon to colour the large circle.
- paper — Thin material that we can write or draw on. Example: Please put one sheet of paper on each child's desk.
- page — One side of a sheet in a book. Example: I point to the picture at the bottom of the page.
- book — Pages joined together for reading or looking at. Example: This book has pictures of the places in our school.
- bag — Something used to hold and carry your things. Example: I put my lunch and my jumper in my bag.
- tray — A flat container used to carry or organise things. Example: The blue tray holds the beads for our counting game.
- mat — A piece of material laid on a floor or table. Example: We sit on the mat while our teacher reads aloud.
- shelf — A flat surface where things can be kept. Example: I put the finished puzzle on the low shelf carefully.
- board — A large flat surface used for writing or showing things. Example: Our teacher draws three shapes on the board for us.
- glue — A sticky substance used to join things together. Example: I use a little glue to attach the paper ears.
- paint — A coloured liquid used to make pictures or cover surfaces. Example: The yellow paint is in the pot beside my picture.
- brush — A tool with hairs used here to spread paint. Example: I wash my brush before I use a different paint.
- scissors — A tool with two blades used to cut things. Example: I use the scissors to cut along the marked line.
- ruler — A straight tool used to measure or draw lines. Example: I hold the ruler still while I draw a line.
- eraser — Something used to rub out a pencil mark. Example: My eraser removes the extra line beside the small circle.
- card — A small piece of thick paper used for a purpose. Example: I give my partner a card with a star on it.
- string — A long thin piece of material used for tying. Example: The teacher ties a piece of string around our parcel.
- bead — A small object with a hole for threading. Example: I slide one green bead onto the end of the string.
21–40. Saying what I need
- hungry — Wanting food because your body needs something to eat. Example: I feel hungry, so I ask when we can have lunch.
- thirsty — Wanting a drink because your body needs some water. Example: After our game, I feel thirsty and drink some water.
- sore — Painful or uncomfortable when touched or moved. Example: My finger is sore, so I show it to my teacher.
- sick — Feeling unwell in your body. Example: I tell an adult that I feel sick this morning.
- ready — Prepared to begin or do something. Example: I am ready for painting because I have my apron.
- clean — Free from dirt or unwanted marks. Example: My hands are clean after I wash them with soap.
- dirty — Covered with dirt or unwanted marks. Example: My shoes are dirty after I step in the mud.
- cold — Having a low temperature or feeling a lack of warmth. Example: My hands feel cold, so I put on my gloves.
- hot — Having a high temperature or feeling a lot of warmth. Example: I feel hot after running, so I rest in the shade.
- comfortable — Feeling at ease, without pain or an awkward position. Example: I feel comfortable on this cushion while I read quietly.
- water — The clear liquid we drink and use for washing. Example: I pour some water into my cup at snack time.
- lunch — The meal we usually eat around the middle of the day. Example: We put our books away before we eat our lunch.
- snack — A small amount of food eaten between main meals. Example: I have a banana for my snack after the game.
- toilet — A place used when you need to pee or poo. Example: I ask my teacher if I may go to the toilet.
- tissue — A small piece of soft paper used for wiping. Example: I take a tissue when I need to wipe my nose.
- soap — A substance used with water to help wash things. Example: I use soap and water to wash my hands before eating.
- towel — A piece of cloth used to dry something. Example: I use the towel to dry my hands after washing.
- space — An area that is free for someone or something. Example: Please leave enough space for me to sit beside you.
- break — A short rest from something you have been doing. Example: I ask for a break after working on my puzzle.
- please — A word used to make a request polite. Example: Please help me find the card with my name on it.
41–60. Finding my place in school
- name — The word or words used to identify someone or something. Example: I say my name when the new teacher greets me.
- bell — An object that makes a ringing sound when used. Example: We hear the bell and look towards our classroom door.
- line — People or things arranged one behind another or side by side. Example: We stand in a line while we wait for our turn.
- seat — A place where someone can sit. Example: I find an empty seat beside the table with crayons.
- table — Furniture with a flat top for working or eating. Example: Our group puts the game pieces on the round table.
- carpet — A thick floor covering made from woven or similar material. Example: We sit on the carpet to listen to the story.
- corner — A place where two sides or edges meet. Example: The reading cushions are in the corner of our classroom.
- lesson — A time when someone teaches and learners practise something. Example: During our music lesson, we tap a simple pattern together.
- playtime — A time set aside for children to play. Example: At playtime, I ask whether I can join the game.
- home — The place where you live. Example: Our home has a shelf where I keep my books.
- school — A place where children come to learn together. Example: I can find my classroom when I arrive at school.
- teacher — A person whose job is to help others learn. Example: My teacher shows me how to use the new game.
- child — A young person who is not yet an adult. Example: Each child chooses one picture to talk about with a partner.
- class — A group of learners taught together. Example: Our class sings a song before we start the activity.
- register — A list used here to check who is present. Example: The teacher reads our names from the register each morning.
- apron — A covering worn over clothes to help protect them. Example: I put on my apron before I begin to paint.
- jumper — A warm knitted piece of clothing for your upper body. Example: I take off my jumper when I feel too warm.
- shoe — Something worn on a foot for protection. Example: I check that each shoe is on the correct foot.
- coat — An outer piece of clothing worn for warmth or protection. Example: I hang my coat on the hook near my bag.
- hook — A curved object used to hang something up. Example: I put my apron on the hook after painting.
61–80. Actions I can follow
- sit — To rest your body with your bottom on a surface. Example: I sit on the cushion while my partner tells me something.
- stand — To stay upright on your feet. Example: We stand beside our seats before we begin the song.
- stop — To finish moving or doing something. Example: I stop when the teacher gives the signal during our game.
- start — To begin doing something. Example: We start the puzzle when both partners are ready to play.
- point — To show something by directing your finger towards it. Example: I point to the picture that matches the teacher's word.
- show — To let another person see something. Example: I show my partner where the missing piece should go.
- find — To discover where someone or something is. Example: Can you find the yellow card among the other cards?
- put — To move something into a particular place. Example: I put the clean brush in the tray after washing it.
- take — To get and hold something from a place. Example: I take one sheet of paper from the top of the pile.
- give — To pass something to another person. Example: I give my partner the crayon when I have finished.
- bring — To carry something to the person or place being discussed. Example: Please bring your book to the table near the window.
- close — To move something so it is no longer open. Example: I close the glue pot when I finish making my picture.
- cut — To divide or make a shape using a sharp tool. Example: I cut out the paper circle with help from an adult.
- stick — To attach one thing to another using something sticky. Example: I stick the paper star onto the front of my card.
- draw — To make a picture or marks with a tool. Example: I draw three cups on my paper for the pretend picnic.
- write — To make letters or words on a surface. Example: I write my name at the top of my drawing.
- read — To understand words or symbols that are written down. Example: The teacher helps me read the label on our new shelf.
- match — To put together things that belong together in a task. Example: I match each picture to the card with the same picture.
- check — To look again to see whether something is correct. Example: I check my bag to see whether my book is inside.
- try — To make an effort to do something. Example: I try turning the puzzle piece so that it will fit.
81–100. Learning through play
- play — To take part in an activity for enjoyment. Example: We play a matching game together on the classroom carpet.
- game — An activity with a way of playing and sometimes rules. Example: Our game ends when every picture has a matching card.
- toy — An object used for playing. Example: I choose a toy from the tray and return it afterwards.
- block — A solid piece used here for building during play. Example: I put one wooden block on top of the other blocks.
- puzzle — A game or problem in which pieces or ideas must fit. Example: We finish the puzzle by finding the last corner piece.
- piece — One part of something that is or can be separate. Example: This piece of the puzzle has part of a boat on it.
- fit — To be the right size or shape for a space. Example: The round piece will fit in the round hole of the board.
- pretend — To act as though something imagined is really happening. Example: We pretend that the carpet is a boat on the sea.
- make — To create something by using materials or doing an activity. Example: We make a small house using blocks from the tray.
- heap — A pile of things placed together without careful order. Example: There is a heap of soft toys beside the play tent.
- pair — Two things that belong or are used together. Example: I find a pair of socks for the toy doll.
- empty — Having nothing or nobody inside. Example: The cup is empty after I pour out the water.
- full — Containing as much as it can reasonably hold. Example: The tray is full, so I use another tray for beads.
- large — Bigger than many other things of the same kind. Example: I choose a large block for the bottom of our tower.
- small — Not large in size. Example: The small toy car can go through our narrow tunnel.
- round — Having a shape like a circle or a ball. Example: The round button fits inside the circle drawn on my card.
- low — Not far above the ground or another surface. Example: The toy train passes beneath the low bridge we made.
- high — Far above the ground or another surface. Example: We keep the tallest tower on the floor, not a high shelf.
- slow — Moving or happening without much speed. Example: The toy car is slow on the thick classroom carpet.
- fast — Moving or happening with a lot of speed. Example: The toy car is fast when it rolls down this slope.
101–120. Where and how things go
- on — Touching and supported by the top or surface of something. Example: The name card is on the table beside the glue pot.
- in — Within a place or container. Example: I keep the small beads in a tray while I work.
- out — Away from the inside of a place or container. Example: I take the book out of my bag before the lesson.
- off — Away from a surface or from being attached. Example: I take the lid off the pot before using the paint.
- into — Towards and then within a place or container. Example: I drop the paper scraps into the bin beside the table.
- back — Towards a place or position used before. Example: I put the toy back when I finish playing with it.
- forward — In the direction that you are facing. Example: We move one step forward when the teacher shows the green card.
- away — At or towards a distance from a person or place. Example: I move my drink away from the drawing to keep it dry.
- side — One part of the outside or edge of something. Example: I place my bag at the side of my seat.
- top — The highest part of something. Example: The little flag sits at the top of our block tower.
- bottom — The lowest part of something. Example: I draw a line near the bottom of my page.
- front — The side that faces ahead or is first. Example: My name is on the front of my reading book.
- end — The place where something stops or finishes. Example: I put a bead on the end of the string.
- middle — The part between the edges or ends. Example: We leave the middle of the carpet clear for the game.
- next — Immediately beside something in the phrase next to. Example: I sit next to my partner while we look at the pictures.
- far — At a large distance from someone or something. Example: The library is far from this classroom, so we walk together.
- nearby — Not far away from a person or place. Example: I keep my cup nearby while I eat my snack.
- together — With each other or in the same place. Example: We carry the large tray together so it stays level.
- apart — Separated by some distance. Example: I place the two toy houses apart to leave a road.
- upside-down — With the usual top at the bottom. Example: The picture is upside-down, so I turn it before reading.
121–140. Talking and taking part
- say — To speak words so that someone can hear them. Example: I say the word slowly when my partner asks me to repeat.
- tell — To give someone information using words. Example: I tell the teacher when I cannot find my bag.
- speak — To use your voice to say words. Example: I speak clearly so my partner can hear my request.
- voice — The sound you make when you speak or sing. Example: I use a gentle voice while we sit in the reading corner.
- word — A unit of language that has a meaning or use. Example: The word on this card tells us where the books belong.
- sound — Something that can be heard. Example: I hear the sound of the bell from our classroom.
- turn — A chance to do something when people take part one after another. Example: It is my turn to choose a card for the game.
- listen — To pay attention to sounds or to someone's words. Example: I listen while my partner explains where the puzzle piece goes.
- repeat — To say or do something again. Example: Please repeat the instruction because I did not hear the last part.
- understand — To know what something means or what you need to do. Example: I understand the instruction when the teacher shows me the first step.
- need — To require something for a purpose or to feel well. Example: I need a tissue, so I ask an adult for one.
- want — To wish to have or do something. Example: I want to use the green paint for my picture.
- can — To be able to do something. Example: I can put my book on the shelf by myself.
- may — A word used here when asking for permission. Example: May I use the scissors after you have finished cutting?
- yes — A word used to agree or give a positive answer. Example: I say yes when my friend asks whether I want to play.
- no — A word used to refuse or give a negative answer. Example: I say no when someone asks whether this is my coat.
- sorry — Feeling regret, or a word used to apologise. Example: I say sorry after I knock over my partner's empty cup.
- welcome — A friendly greeting to someone who arrives or joins. Example: We give the new child a warm welcome to our class.
- kind — Caring about other people and trying to treat them well. Example: It is kind to help a classmate pick up spilled beads.
- patient — Able to wait without becoming cross or rushing someone. Example: I am patient while my partner finds the piece they need.
141–160. Numbers, shapes, and noticing
- one — The number that means a single thing. Example: I put one cup on the tray for each child.
- two — The number that is one more than one. Example: We need two wheels for this small pretend bicycle.
- three — The number that comes after two. Example: I draw three dots on the card for our counting game.
- number — A word or symbol that tells how many or which position. Example: The number on my card tells me how many beads to take.
- count — To find how many by saying numbers in order. Example: I count the cups by touching each cup just once.
- circle — A flat round shape with no corners. Example: I draw a circle around the picture of the cup.
- triangle — A flat shape with three straight sides. Example: Our paper triangle has one red side and two blue sides.
- rectangle — A flat shape with four straight sides and four square corners. Example: The card is a rectangle with two longer and two shorter sides.
- shape — The form made by the outline of something. Example: I feel the shape of the block before choosing a hole.
- size — How big or small something is. Example: I compare the size of the two plates before choosing one.
- length — How far something reaches from one end to the other. Example: We use string to compare the length of our two tables.
- shorter — Having less length than something else. Example: This pencil is shorter than the new pencil beside it.
- wide — Measuring a large distance from side to side. Example: The wide tray has space for both of our books.
- same — Not different in the feature being discussed. Example: These beads are the same colour, but their sizes are different.
- different — Not the same in the feature being discussed. Example: The two cards are different colours, although both have a star.
- more — A greater number or amount. Example: I need more beads to finish the pattern on my string.
- fewer — A smaller number of things that can be counted. Example: This tray has fewer cups than the tray beside it.
- zero — The number that means none. Example: There are zero beads left after I put them all away.
- pattern — An arrangement in which something repeats or follows a rule. Example: Our pattern is red, blue, red, blue, along the string.
- spot — A small round mark or patch. Example: The toy dog has a black spot on its ear.
161–180. People and caring
- family — People connected to you by care, birth, adoption, or other close ties. Example: I draw the people in my family in my picture.
- friend — Someone you know and enjoy spending time with. Example: My friend asks whether I would like to share the puzzle.
- partner — Someone who works or takes part in an activity with you. Example: My partner holds the paper while I draw the outline.
- helper — Someone who assists another person with a job or need. Example: Our classroom helper carries the empty cups to the washing area.
- care — To look after someone or something thoughtfully. Example: We care for our books by keeping food away from them.
- help — To make a job easier or support someone who needs it. Example: I help my partner find the missing card under the table.
- share — To let others use or have some of something. Example: We share the crayons so that everyone can finish their picture.
- wait — To stay until something happens or it is your turn. Example: I wait beside the table until there is space to sit.
- join — To become part of a group or activity. Example: I ask whether I can join the game with the blocks.
- include — To let someone or something be part of an activity or group. Example: We include the new child by offering a place in our game.
- allow — To give permission for someone to do something. Example: The teacher will allow us to use the large paper today.
- choose — To decide which thing or action you would like. Example: I choose the picture card that shows what I need.
- return — To bring or put something back where it belongs. Example: I return the book to the shelf when I finish reading.
- borrow — To use something for a time and then give it back. Example: May I borrow your ruler to draw this one straight line?
- belong — To be owned by someone or have a proper place. Example: These shoes belong to Sam, so I leave them by his bag.
- safe — Protected from danger in the situation being discussed. Example: We keep the walkway safe by putting our bags on hooks.
- careful — Giving attention so that you avoid mistakes or harm. Example: I am careful when I carry a tray with full cups.
- fair — Treating people in a reasonable way for the situation. Example: We make the game fair by giving each child a turn.
- alone — Without another person beside you or helping at that moment. Example: I can put on my coat alone, but I need help fastening it.
- team — A group of people working or playing towards a shared goal. Example: Our team makes a pretend shop using the classroom tables.
181–200. Everyday places and discoveries
- room — A separate space inside a building. Example: Our room has a reading corner and a table for making things.
- road — A prepared route used by vehicles. Example: The toy bus travels along the road we draw on paper.
- park — An outdoor place where people can play or spend time. Example: We draw a park with a bench and a place to play.
- shop — A place where people can buy things. Example: In our pretend shop, I ask for one apple and a cup.
- bus — A large road vehicle that carries several passengers. Example: The toy bus stops beside the small shelter in our model.
- map — A drawing that shows where places or things are. Example: Our simple map shows the door, tables, and reading corner.
- sign — Words or pictures that give information or an instruction. Example: The sign shows us where to put the used paper.
- label — A word or short message attached to identify something. Example: I look at the label to find the correct tray.
- picture — An image made by drawing, painting, or taking a photograph. Example: I choose a picture of a cup to show what I need.
- photo — An image made using a camera. Example: Our teacher shows a photo of the classroom before we tidy it.
- plant — A living thing such as a tree, grass, or flower. Example: We look closely at the small plant beside our classroom window.
- pet — An animal kept and cared for by a person or family. Example: The child in our story has a pet with soft fur.
- rain — Drops of water that fall from clouds. Example: We can hear the rain tapping against our classroom window.
- wind — Air that moves from one place to another. Example: The wind moves the ribbon that hangs beside the open window.
- cloud — A visible mass of tiny water droplets or ice in the sky. Example: I see a large cloud above the playground from our window.
- sky — The space above the ground that we see outdoors. Example: We look at the sky before drawing the view from our window.
- mud — Soft wet earth. Example: There is mud on my shoe after I walk through the puddle.
- sand — Very small loose grains of rock or similar material. Example: I use a cup to pour sand into the play tray.
- stone — A small hard piece of rock. Example: I choose a flat stone to place beside our model road.
- grass — A plant with narrow leaves that often covers the ground. Example: The toy sheep stands on the green grass in our picture.
List check: 200 entries in 10 groups of 20, with no repeated headword within this article. The list is a reference bank, not a quota to insert into one response.
Choose your next useful step
Use the word bank immediately, then choose the help you need.
Guide contents
Sections 1–4: Understand the stage and use words accurately
Sections 5–6: Worked examples and practice
Sections 7–11: Review, revise and continue
This pack is for children working at an early school stage, approximately ages five to six in a British-style year sequence. Schools use different entry dates and year labels, so your child’s class expectations and current language development are more useful guides than the number on this page. A child may understand a word in conversation before being able to read or write it independently.
The IB Primary Years Programme is for learners aged three to twelve. Its published overview describes inquiry, connections across subjects, learner ownership and ongoing assessment with constructive feedback. There is no formal IB assessment in the PYP; schools still assess learning through their own practices. The 200 words here are an original eduKate selection for everyday participation in that kind of classroom. They are not an official IB list, a spelling syllabus or a test of whether a child is ready for the next year.
Start with language that helps the child do something: ask for water, find a tray, follow an instruction, join a game or explain where a piece belongs. A successful first response may be a gesture with one accurate word. Build towards a short spoken sentence when the child is ready. Adult reading and adult transcription are appropriate ways to make the learning accessible.
Start here: the tray and the card
Focus words: card, tray, pencil, in, on, please. Place a card on a tray and a pencil beside the tray. Say, “Point to the card. Put the pencil in the tray. Show me something that is now in the tray.” Then ask, “If you need the pencil, what could you say?” Finish by asking the child to tell you where the card is. Let the child respond through action, pointing or speech; an adult can write down the child’s own words. If the instruction is too long, give one part at a time and note that support. Do not show a model answer before the child tries. After discussing the response, repeat the activity with a book and a ruler so you can see whether the language works with different objects.
Check the response and choose the next step
Possible responses: Point to the card; move the pencil into the tray; show the pencil or the card; say “May I take the pencil, please?”; and “The card is on the tray.” A flat tray can support both “on” and “in”; accept either when the child’s description fits the actual tray.
If the child moves the wrong object, check the object names separately. If the objects are right but the position is wrong, demonstrate “in” and “beside” before trying again. If the child says “Pencil, please,” accept the clear request and model the longer sentence without demanding a performance. Repeat the task later with different objects to see what the child can do without copying.
Choose three to five words from a useful group rather than reading all twenty definitions aloud. Say each word, show its meaning and let the child use it. For “empty” and “full,” show two containers with a clear difference. For “patient,” describe waiting for a turn without snatching. Avoid asking a child to act out feeling sick or needing the toilet; discuss those words respectfully and keep real requests easy to make.
Record the task and support: “Found the tray independently; needed a demonstration for in.” A copied sentence is rehearsal; a new request shows independent use.
Teach a word with a short phrase that the child can use immediately. Say “borrow a ruler,” “return the book,” “join the game” and “wait for a turn.”
| Word or pair | Working pattern | What to notice |
|---|---|---|
| need | I need a tissue. | Name the thing needed. |
| hungry / thirsty | I am hungry. I am thirsty. | Use am before these describing words. |
| scissors | The scissors are on the table. | Use are for scissors; a pair of scissors is one pair. |
| borrow / return | May I borrow the ruler? I will return it. | Borrowing includes an intention to give the item back. |
| fewer / more | This tray has fewer beads. | Compare the number of separate things. |
Some familiar words do more than one job. In this bank, a “turn” is a chance to take part, whereas “turn the card” asks for an action. “Name” labels a person or thing here, but an adult may also say “Name one shape.” Explain the new use when it appears. Knowing one meaning does not mean every meaning has been learned.
Use endings inside real sentences: “I play” becomes “She plays,” and “one bead” becomes “two beads.” Recast “She play with me” as “Yes, she plays with you,” then offer another chance to speak.
The eduKate Fencing Method for vocabulary can be used here as a small sentence-building routine. Begin with a correct core, add one helpful detail, and check that the new sentence still says what the child means. This is a teaching routine, not an IB assessment formula.
Start with “I need water.” Add a reason: “I need water because I am thirsty.” The longer sentence is useful when the child wants to explain the request. It is not a reason to delay giving water or to insist that every request must be long. Communication comes first.
The scene is a red card resting on the classroom table. Core: “The card is on the table.” Useful detail: “The red card is on the table.” Check the actual scene. If the card is blue, the extra word makes the sentence less accurate. Remove or repair it before adding anything else.
For an independent attempt, put a pencil on a shelf and ask the child to tell a partner where to find it. Accept “The pencil is on the shelf.” Ask for another detail only if it would help the partner find the correct pencil. The aim is an accurate message that works for someone else.
Scene: A tray contains two crayons and a card. A book is on a shelf. A ruler is on the table. The teacher asks Mina to help Arun find the book, then ask politely to borrow the ruler.
First attempt: “It is there. Give me that.” “It” does not identify the book, and “there” does not name the shelf. The second message gives neither the object nor a courteous request.
Working model: “The book is on the shelf. May I borrow the ruler, please?” Both sentences use information supplied in the scene. The model does not invent a colour, a shelf number or a reason for borrowing. “Please may I borrow the ruler?” is another acceptable form.
Partner check: Arun points to the shelf and identifies the ruler. Mina can now check whether her words helped. If Arun points to the tray, Mina repeats the object and location slowly: “The book. On the shelf.” That is a repair of the message, not a failure of the whole task.
New attempt: Move the book to the table and place the ruler in the tray. Ask the child to give the two messages again without showing the model. The correct locations have changed. Repeating “on the shelf” from memory would no longer be accurate. This checks attention to the scene as well as recall of the words.
1. Choose the useful request
You have finished washing your hands. Your hands are wet, and a towel is hanging nearby. Which request fits: “I need a towel, please” or “I need a crayon, please”? Explain or point to what helps.
Answer: “I need a towel, please.” The wet hands make the towel relevant. The child can point to the towel instead of explaining in a full sentence. A crayon is an object in the word bank, but it does not meet this need.
2. Follow and then give an instruction
Put a book, a card and a pencil on a table. Tell your partner, “Put the card on the book.” After they move it, swap roles. Your partner now asks you to put the pencil beside the book.
Answer guide: In the first step the card rests on the book. In the second, the pencil rests next to the book rather than on top of it. There is no single spoken answer to memorise. Check the objects and their positions. Let the speaker repair an unclear instruction.
3. Compare two bead trays
Tray A contains three beads. Tray B contains one bead. Ask, “Which tray has fewer beads? Which has more? Is either tray empty?”
Answers: Tray B has fewer beads. Tray A has more beads. Neither is empty because each contains at least one bead. A child may count and point before speaking. Do not describe Tray B as empty merely because it has less in it.
4. Join the game
Two children are building with blocks. You would like to help. Give one sentence that asks to join and one action that shows you can wait for a reply.
Possible model: “May I join your game, please?” Then wait without taking their blocks. “Can I help?” is also suitable. The task asks for a request and an action; it does not tell us that the children have already agreed.
5. Find the wrong detail
A picture shows a small stone on a mat. An adult says, “The large stone is on the mat.” Which word needs changing?
Answer: Change “large” to “small.” The object and position already match the picture. Read the repaired sentence: “The small stone is on the mat.” Add no colour because the task gives none.
Correct the part that blocks the message. If a child says “I am water,” respond, “You need water. Say, ‘I need water.’” If the child says “I thirsty,” model “I am thirsty.” These repairs concern different patterns: needing a thing and describing a feeling.
For “The scissors is here,” model “The scissors are here.” For “Two bead,” model “Two beads.” Say the repaired phrase once and return to the real task. Choose the target that matters in this activity.
Check meaning before praising a longer answer. “The pencil is in the shelf” needs attention to position; a pencil resting on a shelf is normally “on the shelf.” “I borrow you my ruler” reverses the roles: the owner lends the ruler, and the other child borrows it. At this stage, “You may borrow my ruler” gives a usable model without adding another word to memorise.
Do not treat all alternatives as errors. “Can I have a turn?” and “May I have a turn?” both make understandable requests. “That is unfair” needs a conversation about what happened, since fair does not always mean everyone receives exactly the same thing. Ask the child to describe the action before supplying a judgement.
Use one small set in several situations during a week. Stop while the child can take part comfortably. This is a suggested routine, not an IB timetable.
Day 1: Show a tray, a card and a pencil. Name them, handle them and ask the child to find each one. Add “on” using a visible arrangement. Keep a note of which names needed help.
Day 2: Before showing the printed bank, ask the child to name the objects again. Demonstrate any forgotten word, then let the child place one object on another. Ask a partner to follow the child’s instruction.
Day 3: Add a useful request such as “May I borrow the pencil, please?” Practise with roles swapped. The adult should sometimes be the person who asks and waits, so the routine has a clear purpose.
Day 4: Use the same language with a book and a ruler. This tests whether the sentence pattern travels beyond the original objects. Give feedback about the specific word or position that needs repair.
Day 5: Offer a fresh arrangement and ask for one independent message. Record the date, task and amount of help. Keep useful words in circulation in later weeks.
For the child: Use one new word when it helps someone understand you. Ask for a break, tell someone where a book is, or invite a partner to play. You do not have to fit many new words into one sentence.
For parents: Read the definitions yourself first, then use objects and ordinary talk. A home language explanation can help establish meaning before the child tries the English phrase. If you write down the child’s answer, record their words accurately and mark any adult prompt.
For teachers: Give a word a purpose in more than one setting: “pair” with socks and with matching cards, or “label” on a tray and beside a drawing. Keep the required task small enough that memory for a long instruction does not hide knowledge of the target word.
The companion essay-writing vocabulary guide has a different emphasis. This Essential Word Pack starts with understanding instructions, everyday expression and practical classroom participation. Children can revisit these words while they later learn to describe, narrate and explain in writing.
Must my child read every word independently?
No. Use spoken language, pictures, objects and adult reading as needed. Independent reading and understanding a spoken word are separate achievements.
Should we learn the words in the printed order?
Choose the group that solves a current need. A child beginning school may need toilet, tissue, help and break before shape names. Return to earlier groups whenever the words are useful.
Is a short answer enough?
Often it is. “Water, please” can communicate a need clearly. Model a fuller sentence as an invitation to develop language, not as a condition for meeting the need.
What if the child knows a different meaning?
Acknowledge it, then show the meaning used here. A turn in a game differs from turning a page. Use two short examples so the contrast is concrete.
How do we check progress?
Keep dated examples of what the child understood or said in a new situation, with the help given. One correct copied answer is useful practice but does not establish independent use.
International Baccalaureate, Primary Years Programme overview: source for the programme age range and the brief description of inquiry, learner ownership, connections across subjects and ongoing assessment. Consulted 8 November 2026. Your school determines its own class tasks and expectations.
eduKate, The Fencing Method for Vocabulary: reference for the named eduKate sentence-building routine. The word selection, child-friendly explanations, classroom scenes, practice questions and model responses on this page are original teaching material. This pack is not issued or endorsed by the IB, and completing it does not certify a particular programme level.
Where this guide sits in the IB pathway
| Reader band | Approximate ages | Programme route |
|---|---|---|
| School Years 1–6 | About ages 5–11 | PYP learning 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 to the same-year vocabulary guide for essay writing when the next task calls for a sustained written response.
Essential Word Packs for all school years
Choose the pack that matches the learner’s current tasks and language experience. These school-year labels are approximate reader bands; actual IB programme placement varies by school.
- PYP · School Year 1 — Essential Word Pack
- PYP · School Year 2 — Essential Word Pack
- PYP · School Year 3 — Essential Word Pack
- PYP · School Year 4 — Essential Word Pack
- PYP · School Year 5 — Essential Word Pack
- PYP · School Year 6 — Essential Word Pack
- MYP Year 1 · School Year 7 — Essential Word Pack
- MYP Year 2 · School Year 8 — Essential Word Pack
- MYP Year 3 · School Year 9 — Essential Word Pack
- MYP Year 4 · School Year 10 — Essential Word Pack
- MYP Year 5 · School Year 11 — Essential Word Pack
- DP Year 1 · School Year 12 — Essential Word Pack
- DP Year 2 · School Year 13 — Essential Word Pack
For sustained writing at this stage, continue to the School Year 1 vocabulary guide for essay writing. Return to the Vocabulary Learning Hub to choose another learning route.