Top 200 Vocabulary for Primary 5 English | Comprehension Cloze, Collocations and Synthesis

Primary 5 English comprehension and vocabulary cloze: This guide contains 200 useful words for Singapore Primary 5 pupils who find reading questions, word choice, collocations and sentence synthesis difficult. Each word comes with a plain-English meaning and example sentence. The key skill is to choose words that fit both grammar and the surrounding context, not to guess from the word’s length.

Parents searching for Primary 5 English comprehension cloze, vocabulary cloze, synthesis and transformation or grammar vocabulary should first identify where the pupil is stuck. Can the child understand the question verb? Follow the passage? Identify the cause or contrast between sentences? Select the correct grammatical form? Use small teaching sets from this 200-word resource rather than memorising them all. It is independently curated by eduKate and is not an official MOE examination vocabulary list.

200 vocabulary words: ten groups of twenty, each with meaning and example
Comprehension: literal facts, sensible inference, evaluative reasoning and evidence
Vocabulary cloze: meaning, word families, grammar and natural collocations
Synthesis and transformation: keeping cause, contrast, condition and time intact when rewriting
Cross-subject reading: scientific ideas, notices and reports
Parent plan: four weeks of focused practice with feedback and revision

Quick navigation: 200-word list · reading questions · cloze · synthesis · worked comprehension · four-week plan · FAQ. For composition-focused vocabulary, see Primary 5 story-writing vocabulary.

Top 200 vocabulary words for Primary 5 comprehension, cloze and synthesis

Many words take their meaning from neighbouring words. The word since may mean ‘because’ or introduce a time span, while objective may describe a fact-based opinion or name a goal. The examples below introduce one clear use; encourage the child to notice additional senses in authentic reading.

Words 1–20: Comprehension question and evidence language

attribute — say something belongs or is caused by someone. Example: Attribute the delay to the heavy rain.
classify — sort into groups. Example: Classify the statements as facts or opinions.
compare — identify similarities and differences. Example: Compare the two speakers’ choices.
deduce — reach a conclusion using clues. Example: Deduce why the gate was locked.
define — state the meaning of a word. Example: Define the word using its context.
demonstrate — show clearly with evidence. Example: Demonstrate how the answer follows the text.
describe — say what something is like. Example: Describe the child’s reaction.
differentiate — recognise how things are not the same. Example: Differentiate a reason from an excuse.
discuss — consider an idea from more than one angle. Example: Discuss why the plan failed.
emphasise — give special importance. Example: The writer emphasises the warning.
examine — look at something closely. Example: Examine the notice before answering.
exemplify — give an example of something. Example: Exemplify the theme of cooperation.
explain — make an idea understandable. Example: Explain why the friend returned.
extract — take out a particular detail. Example: Extract the relevant phrase from the passage.
identify — find or name something. Example: Identify the main problem.
illustrate — clarify an idea with an example. Example: Illustrate your answer with a story detail.
infer — work out meaning from evidence. Example: Infer how the narrator feels.
interpret — explain the meaning of information. Example: Interpret the speaker’s final line.
justify — support a claim with a reason. Example: Justify the answer using the text.
summarise — state only the main ideas. Example: Summarise the paragraph in one sentence.

Question check: ‘Infer’ asks for an idea supported by clues, while ‘extract’ directs the pupil back to the words of the passage. Answer the exact instruction verb.

Words 21–40: Precise abstract nouns in informational texts

accuracy — being correct. Example: Check the accuracy of the report.
benefit — something helpful or advantageous. Example: One benefit is cleaner water.
capacity — the amount something can hold or do. Example: The hall has a limited capacity.
category — a group with shared features. Example: Put each item in the correct category.
condition — something that affects an outcome. Example: One condition is that the form is signed.
context — the situation around a word or event. Example: Use context to choose the meaning.
criteria — standards used to judge or choose. Example: Read the selection criteria carefully.
deficiency — a shortage of something needed. Example: The report described a water deficiency.
duration — how long something lasts. Example: The duration of the lesson was an hour.
effectiveness — how well something works. Example: They measured the plan’s effectiveness.
efficiency — doing something with little waste. Example: Better planning improved efficiency.
factor — something contributing to a result. Example: Weather was one factor in the delay.
impact — a strong effect or influence. Example: Litter has an impact on wildlife.
indication — a sign that suggests something. Example: Dark clouds were an indication of rain.
influence — the power to affect someone or something. Example: Friends can have a good influence.
limitation — something that restricts a choice. Example: Time was the main limitation.
aim — a goal or purpose. Example: Our aim was to reduce waste.
priority — something that must come first. Example: Safety remains the priority.
significance — the importance of something. Example: Explain the significance of the decision.
variation — a difference or change. Example: The chart showed a variation in temperature.

Meaning check: A limitation is a restriction in the story, not a generic definition. Name the actual limitation before answering.

Words 41–60: Connectors for cause, contrast and result

accordingly — in a way that follows from a situation. Example: The road was closed; accordingly, we took a bus.
although — even though. Example: Although it was late, we finished.
alternatively — as another possible choice. Example: Alternatively, we could take the train.
because — for the reason that. Example: We stayed indoors because it rained.
consequently — as a result. Example: The lift stopped; consequently, we used the stairs.
despite — even with or in spite of. Example: Despite the rain, they continued.
furthermore — also, adding another point. Example: Furthermore, the path was well lit.
hence — for this reason. Example: The water was unsafe; hence, we waited.
however — in contrast to that. Example: I was tired; however, I kept trying.
instead — in place of something else. Example: We read a book instead.
likewise — in a similar way. Example: She assisted the visitor; likewise, I offered help.
moreover — in addition. Example: Moreover, the solution was affordable.
nevertheless — in spite of that. Example: The task was difficult; nevertheless, she tried.
otherwise — if not. Example: Leave now; otherwise, you may be late.
rather — more accurately or instead. Example: The path was narrow rather than wide.
since — because or from a certain time. Example: Since it was late, we went home.
therefore — as a result of this. Example: The floor was wet; therefore, we walked slowly.
though — although. Example: Though the route was long, it was safe.
unless — except if. Example: We will go unless the weather worsens.
whereas — while showing a contrast. Example: This bag is light, whereas that one is heavy.

Connector check: Choose only after identifying whether the clauses express reason, result, contrast or an alternative. Read the joined sentence aloud.

Words 61–80: Time, place and logical relationships

adjacent — next to something. Example: The washroom is adjacent to the hall.
amid — in the middle of. Example: The flag stood amid the crowd.
beneath — under something. Example: The keys lay beneath the newspaper.
beyond — further than. Example: The clinic is beyond the bridge.
concurrent — happening at the same time. Example: The two events were concurrent.
during — within the period of an event. Example: We listened during assembly.
eventual — happening at the end of a process. Example: The eventual outcome was positive.
following — after something. Example: Following the meeting, they sent a notice.
former — the first of two mentioned. Example: Of the two plans, the former was cheaper.
frequently — often. Example: We frequently use the library.
latter — the second of two mentioned. Example: The latter route was safer.
nearby — not far away. Example: There is a playground nearby.
previous — coming before. Example: Look at the previous paragraph.
prior — earlier than something. Example: The prior meeting was on Tuesday.
rarely — not often. Example: He rarely forgot his keys.
regardless — without being affected by something. Example: Attend the briefing regardless of the weather.
subsequent — coming afterward. Example: Subsequent tests confirmed the result.
temporarily — for a limited time. Example: The park was temporarily closed.
throughout — from start to finish. Example: She stayed focused throughout the talk.
within — inside a limit of space or time. Example: Return the form within three days.

Reference check: Draw a timeline for ‘previous’ and ‘subsequent’, and point to the items described as ‘former’ and ‘latter’.

Words 81–100: Verbs for reasoning and making choices

acknowledge — accept that something is true. Example: She acknowledged the error.
anticipate — expect or prepare for something. Example: We anticipated heavy traffic.
assess — judge using information. Example: Assess the risk before proceeding.
assume — believe without fully checking. Example: Do not assume the door is open.
consider — think carefully about something. Example: Consider the writer’s purpose.
conclude — decide after reviewing facts. Example: We concluded that the bus had left.
confirm — check that something is correct. Example: Confirm the meeting time.
contemplate — think about something for a while. Example: She contemplated a second attempt.
determine — find out or decide. Example: Determine the correct answer.
eliminate — remove from consideration. Example: Eliminate choices that contradict the passage.
estimate — make a sensible approximate guess. Example: Estimate the number of visitors.
evaluate — judge using reasons and standards. Example: Evaluate the proposed plan.
hesitate — pause because of uncertainty. Example: He hesitated before replying.
investigate — examine to find out facts. Example: Investigate why the machine stopped.
prioritise — decide what matters most. Example: Prioritise the urgent tasks.
reconsider — think again about a decision. Example: She reconsidered after hearing the evidence.
reflect — think carefully about an experience. Example: Reflect on what went wrong.
rely — depend on someone or something. Example: Do not rely on one clue alone.
revise — change something to improve it. Example: Revise the answer for clarity.
verify — check whether something is true. Example: Verify the date on the notice.

Evidence check: Do not claim a writer proved something that was only suggested. Explain the level of certainty in your answer.

Words 101–120: Word families: exact meaning and word form

accessible — easy to reach or use. Example: The new ramp made the entrance accessible.
adaptable — able to change when circumstances change. Example: An adaptable team adjusted its plans.
avoidable — possible to prevent. Example: The delay was avoidable.
considerate — thinking about other people’s needs. Example: It was considerate to wait.
dependable — reliable and trustworthy. Example: She is a dependable friend.
effective — producing the intended result. Example: The new approach was effective.
efficient — working well with little waste. Example: The efficient route saved time.
enjoyable — pleasant and satisfying. Example: We had an enjoyable afternoon.
flexible — able to bend or change. Example: The schedule was flexible.
impractical — not sensible or workable in real conditions. Example: The plan was impractical in the rain.
inaccurate — not correct. Example: The first count was inaccurate.
independent — able to work without constant help. Example: He became an independent reader.
informative — giving useful facts. Example: The poster was informative.
misleading — giving a wrong impression. Example: The headline was misleading.
observable — able to be seen or noticed. Example: The change was observable.
predictable — easy to expect. Example: The result was predictable.
reasonable — fair or sensible. Example: Her request sounded reasonable.
relevant — connected to the question. Example: Keep only relevant information.
reliable — able to be trusted. Example: The source was reliable.
suitable — right for a purpose. Example: Choose a suitable title.

Word-form check: ‘Effective’ means achieving a desired result; ‘efficient’ means doing so with little waste. The distinction matters even when both fit grammatically.

Words 121–140: Word partnerships in cloze passages

achieve — succeed in doing something. Example: She worked hard to achieve her goal.
allocate — set aside for a purpose. Example: Allocate enough time for revision.
appreciate — recognise the value of something. Example: We appreciate the volunteers’ effort.
arrange — put things in an organised order. Example: Arrange the chairs in rows.
attain — reach a goal or level. Example: He hoped to attain greater fluency.
capture — catch or record something. Example: The photo captured the moment.
comply — act according to a rule or request. Example: Please comply with the instructions.
conduct — carry out an activity. Example: The class conducted an experiment.
contribute — give or add something helpful. Example: Everyone can contribute an idea.
encounter — meet or experience unexpectedly. Example: We encountered a difficult question.
establish — set up or prove something. Example: They established a reading club.
fulfil — complete or satisfy a requirement. Example: She fulfilled her promise.
maintain — keep something in good condition. Example: Maintain a tidy workspace.
obtain — get something, sometimes through effort. Example: Obtain permission before leaving.
overcome — successfully deal with a difficulty. Example: We overcame the obstacle.
participate — take part in something. Example: All pupils can participate.
preserve — keep something safe or unchanged. Example: We preserve the old photographs.
provide — give something needed. Example: Please provide a clear reason.
retain — keep or remember something. Example: He retained the main idea.
undertake — agree to do a task. Example: She undertook the project willingly.

Collocation check: We obtain permission, fulfil a promise and comply with a rule. Test the whole phrase, not just the isolated word.

Words 141–160: Informational reading across science and society

adaptation — a feature or change that helps an organism survive. Example: Thick fur is an adaptation.
biodiversity — the variety of living things. Example: The forest supports biodiversity.
conservation — protecting resources or living things. Example: Conservation helps protect habitats.
consumption — using up food, energy or resources. Example: Water consumption rose in summer.
contamination — unwanted harmful material entering something. Example: Contamination made the river unsafe.
distribution — how things are spread. Example: The chart showed the distribution of rainfall.
ecosystem — living things interacting with their environment. Example: A pond is an ecosystem.
environment — the surroundings in which things exist. Example: Keep our environment clean.
erosion — land wearing away gradually. Example: Running water can cause erosion.
evidence — information supporting a claim. Example: The photographs were evidence.
habitat — a natural home of a plant or animal. Example: The pond is a frog’s habitat.
hypothesis — a testable explanation. Example: We tested the hypothesis with care.
innovation — a new useful idea or method. Example: The new filter was an innovation.
measurement — a value found by measuring. Example: Record each measurement accurately.
observation — something noticed during careful study. Example: Write down the observation.
pollution — harmful material entering the environment. Example: Plastic waste contributes to pollution.
renewable — able to be replaced naturally. Example: Sunlight is a renewable resource.
sustainability — using resources without harming future needs. Example: Sustainability requires careful choices.
temperature — how hot or cold something is. Example: The temperature dropped overnight.
variable — something that can change in a test. Example: Only one variable was changed.

Information check: A hypothesis must be tested. An observation tells what was noticed. Neither alone always establishes causation.

Words 161–180: Synthesis and transformation meaning signals

additional — extra or added. Example: An additional rule was introduced.
alternative — another possible choice. Example: The alternative route was shorter.
barely — only just. Example: He barely caught the bus.
both — the two together. Example: Both children enjoyed the activity.
certain — sure or definite. Example: We are certain about the date.
either — one of two possibilities. Example: Either route is suitable.
enough — as much as needed. Example: She was tall enough to reach the shelf.
except — not including. Example: Everyone arrived except Ben.
hardly — almost not. Example: I could hardly hear the whisper.
neither — not one and not the other. Example: Neither child wanted to leave.
only — no more than. Example: Only five books remained.
prefer — like one thing more than another. Example: I prefer reading to watching television.
preventable — able to be stopped before happening. Example: The error was preventable.
provided — on the condition that. Example: You may enter provided you have a pass.
scarcely — almost not at all. Example: We had scarcely begun when the bell rang.
sufficient — enough for a purpose. Example: We had sufficient time to finish.
too — more than suitable or possible. Example: The box was too heavy to lift.
whether — introducing a choice or uncertainty. Example: I wonder whether she will come.
without — not having or using. Example: He left without his umbrella.
would — used to express a possible or preferred action. Example: I would help if I could.

Rewrite check: Keep the original claim, condition and negative meaning. A grammatical sentence can still be a wrong transformation.

Words 181–200: Author’s purpose, tone and text evaluation

assertive — confident and direct. Example: Her assertive reply stated a clear view.
biased — unfairly favouring one side. Example: The article was biased.
candid — honest and straightforward. Example: He gave a candid explanation.
cautious — careful to avoid risks. Example: The notice used cautious language.
critical — pointing out faults or judging carefully. Example: The review was critical of the plan.
doubtful — uncertain about something. Example: The narrator sounded doubtful.
encouraging — giving confidence or hope. Example: The teacher’s tone was encouraging.
enthusiastic — showing great interest. Example: The writer sounded enthusiastic.
factual — based on facts. Example: The report used factual language.
formal — following serious or official conventions. Example: The letter used a formal greeting.
humorous — intended to be funny. Example: The speech had a humorous tone.
impartial — not favouring either side unfairly. Example: An impartial report gives both views.
informal — relaxed and conversational. Example: Her message was informal.
ironic — showing a contrast between words and meaning or expectation. Example: The remark sounded ironic.
neutral — not taking sides. Example: The notice used neutral language.
objective — based on facts rather than feelings. Example: The summary tried to be objective.
optimistic — expecting a positive outcome. Example: The speaker sounded optimistic.
persuasive — intended to convince. Example: The advertisement used persuasive language.
sceptical — not easily convinced. Example: The reader remained sceptical.
sympathetic — showing understanding of difficulty. Example: Her letter was sympathetic.

Tone check: Identify which words show the author’s attitude. A formal notice need not be biased, and a humorous remark need not be disrespectful.

Read the question before reading only for answers

Some children understand a passage but answer the wrong question. Before writing, underline the command word and a key noun. ‘Describe the event’ asks for what happened; ‘explain why’ asks for a reason; ‘infer how she felt’ requires a supported conclusion; ‘quote’ asks for the exact words used in the passage. Then locate the relevant evidence and answer only what is requested.

Three levels of reading

Literal: Facts explicitly stated. ‘The library closes at five’ is direct information if the text says so.
Inferential: Meaning worked out from clues. A trembling hand and a pause may suggest anxiety, but the passage’s context determines the best inference.
Evaluative: A judgement using evidence. Is the character’s plan sensible? A useful answer considers the stated risks and the available alternatives.

Short practice passage: ‘Although Maya had checked the bus timetable the night before, she arrived to find the service temporarily suspended. She read the notice, called her teacher and took another route. She reached school before assembly.’

Literal: What happened to the bus service? It was temporarily suspended.
Inference: Why might Maya be surprised? She had checked the timetable and did not expect the service interruption.
Vocabulary: ‘Temporarily’ means for a limited time, rather than permanently.
Evidence: Did she arrive before assembly? Yes. The passage states that she reached school before assembly.

Notice what the passage does not tell us: why the service was suspended, the fare of the alternative route or whether the timetable was wrong. Supplying these facts would be guessing, not reading. Helping a child recognise unsupported assumptions is as important as giving a correct response.

How vocabulary cloze decisions really work

In vocabulary cloze, two choices may seem similar when read alone. The entire paragraph decides. Read the sentences surrounding the blank, identify the part of speech and check the logical relationship. Then test collocation and grammar. Finally, reread the whole completed sentence as natural English.

Five separate checks

Meaning: Which answer says what the passage needs?
Grammar: Does the blank require a noun, verb, adjective, preposition or connective?
Collocation: Does the word naturally join its neighbour? We participate in an activity, comply with instructions and rely on evidence.
Reference: Do pronouns and time words match the person or event already discussed?
Logical consistency: Does the completed idea agree with the earlier and later sentences?

Eight cloze models with answers

1. ‘She ___ the error and corrected it.’ Answer: acknowledged, not denied.
2. ‘The solution was affordable; ___, it was easy to use.’ Answer: furthermore, because another advantage is added.
3. ‘___ the heavy rain, the pupils finished the walk.’ Answer: despite, expressing contrast.
4. ‘He ___ permission before entering the restricted room.’ Answer: obtained; the common expression is obtain permission.
5. ‘The figures created a false impression.’ The report was ___. Answer: misleading.
6. ‘The information is directly connected to the question.’ It is ___. Answer: relevant.
7. ‘We must ___ the building clean.’ Answer: maintain; compare ‘keep’ and ‘maintain’ in context.
8. ‘We had ___ time to finish.’ Answer: sufficient, meaning enough.

When two answers might both be grammatically valid, the wider passage must resolve the choice. Without enough context, an exercise may be ambiguous. Encourage pupils to explain why the answer is better than a plausible alternative rather than blindly trusting a memorised answer key.

Synthesis and transformation: preserve the facts

Synthesis and transformation builds sentence control. It asks pupils to join or rewrite ideas while preserving who did what, when events happened, how causes and contrasts relate, and what conditions apply. The task is not simply to replace a common word with a grand word.

Key meaning traps

Because versus although: ‘We left because it rained’ gives a reason. ‘We left although it rained’ contrasts two facts and means something different.
Although versus despite: ‘Although the road was wet, we walked’ can become ‘Despite the wet road, we walked’. ‘Despite’ is not followed by the same full clause in ordinary use.
Unless: ‘We will leave unless it rains’ means rain prevents the departure. Adding another ‘not’ may reverse the meaning.
Either/neither: If neither of two people attended, it is incorrect to suggest either one attended.
Too/enough: ‘The shelf was too high for May to reach’ is not equivalent to ‘May was tall enough to reach the shelf’.
Reported speech: Pronouns, tense and time reference must be handled according to the whole reporting context.

Four original transformations

Original: It was raining. The walk continued. Rewritten: Although it was raining, the walk continued.
Original: The box was very heavy. Leo could not lift it. Rewritten: The box was too heavy for Leo to lift.
Original: Alice likes science. Ben likes science. Rewritten: Both Alice and Ben like science.
Original: You must bring a pass. Otherwise, you cannot enter. Rewritten: You cannot enter unless you bring a pass.

A child who writes an elegant sentence but changes the condition has not completed the meaning task. Ask the child to explain the original relationship in plain words before rewriting. Then compare the two versions. If the child cannot explain the original, teach its meaning before drilling more transformations.

Practice with an informational passage

Passage: ‘A school committee wanted to add more recycling bins near the canteen. A survey found that several pupils were unsure which bin should receive used paper cups. Teachers proposed clearer labels. The committee agreed to test the labels for two weeks before deciding whether to purchase new bins.’

Question 1: What did the survey reveal? Some pupils did not know which bin was appropriate for used paper cups.
Question 2: What did the teachers propose? Clearer labels.
Question 3: Why might testing labels first be sensible? It could reveal whether clearer guidance solves the problem without immediately buying more bins.
Question 4: Did the committee definitely buy new bins? No. It had not made that decision.
Question 5: Which words show the duration of the test? ‘For two weeks.’

This passage shows why pupils must separate a plan from an outcome. A proposal is not a completed purchase. An idea under discussion is not a confirmed decision. That distinction is useful when reading news, school announcements and ordinary community information as well as comprehension passages.

What the Singapore English syllabus and PSLE actually say

The MOE Primary English Language Syllabus 2020 describes rich vocabulary knowledge, how words are formed and related, and how they are used for purpose and context. It does not certify this independent 200-word selection as compulsory.

For longer-term planning, SEAB’s published 2026 PSLE English format includes vocabulary, vocabulary cloze, comprehension cloze, synthesis/transformation and open-ended comprehension in Paper 2. That is an examination at Primary 6, not a national Primary 5 examination. Check the official format for your child’s own future examination year.

Four weeks of focused Primary 5 practice

Use the 200 words as a library for months of learning, not a four-week cram. Start with eight to twelve useful new words a week, reduce if the learner needs more time, and revisit earlier words in new reading situations. Measure whether the word is understood, retrieved and applied correctly.

Week 1 — question verbs and evidence

Work with infer, identify, deduce, compare and justify. Give a short passage and three questions of different kinds. Ask for one exact text detail and one supported inference. Have the child explain why an unsupported guess is not acceptable.

Week 2 — meanings and collocations

Practise word families and useful partnerships such as obtain permission, contribute an idea and comply with instructions. Write simple original sentences. Check the natural preposition and the meaning of each expression.

Week 3 — connectors and synthesis

Practise because, although, despite, nevertheless and unless. For each, name whether it creates a reason, contrast, result or condition. Rewrite sentences and read the pair aloud to ensure meaning survives.

Week 4 — transfer and repair

Choose an unfamiliar short article, a fictional school notice and a cloze exercise. Explain two answers, rewrite two sentences and correct one misused word. Test several previously learned words in new contexts rather than repeating the same worksheets.

A simple progress table

For each chosen word, note M for meaning, R for retrieval and C for correct use in context. If a child scores well on definitions but fails cloze questions, diagnose grammar, collocation or text logic. More word-copying may not address the problem.

Primary 5 parent FAQs

Is this the official MOE Primary 5 cloze word list?

No. It is independently curated. School materials and teachers’ guidance take priority for particular assignments.

Does vocabulary cloze reward difficult words?

No. The correct answer is the one that fits grammar, meaning and context. A short common word may be correct where a rare word is not.

Does the PSLE include synthesis and transformation?

The official 2026 English paper includes it. Check the published syllabus for the actual year your child sits the PSLE.

Why does my child understand words but miss cloze questions?

Word meaning is only one part. Test prepositions, grammar, word form, cause and contrast, and whether the child reads the surrounding paragraph.

How should parents teach inferential comprehension?

Ask for a claim plus a supporting clue. Then ask what the passage does not prove. This separates careful inference from invention.

Should Primary 5 pupils do a full PSLE practice paper every day?

Not automatically. Short tasks with clear feedback and appropriate reading may be more useful, especially when the real gap is one specific skill.

Can science vocabulary improve English comprehension?

Yes, when children learn to read informational texts accurately. The goal is to understand terms in their correct scientific contexts, not to memorise advanced words unrelated to the text.

When is small-group English tuition useful?

When a clear and persistent difficulty in meaning, comprehension, grammar, writing or sentence transformation needs targeted instruction. Assess the child’s starting position before adding more work.

Sources and connected learning

Editorial review: 7 November 2026. Original practice examples, not replicated examination questions. No official MOE/SEAB endorsement or grade prediction is implied.