The 2,000-word list for Age 2
A caregiver reference for conversation, pictures, play and reading. A child aged 2 is not expected to know or learn all 2,000 words. The bands describe this collection’s language; the advanced band is for optional adult-led reading. Read the age guidance.
Beginner 1–477 · Intermediate 478–1348 · Advanced 1349–2000 · How to use the list
Move through this 24-age collection: All 2,000-word lists by age (1–24) · Previous: Age 1 · Next: Age 3 · How to use this bank. These are reference choices, not age-based word quotas.
Beginner: words 1–477
| Sequence and theme | Words, in sequence |
|---|---|
| 0001–0020 · Kitchen details | worktop, countertop, knob, hinge, stopper, drain, basin, strainer, dishcloth, scourer, ovenware, wok, skillet, stockpot, trivet, coaster, placemat, tablecloth, dessertspoon, chopstick |
| 0021–0040 · Kitchen details | ramekin, saucer, goblet, tumbler, flask, carafe, decanter, teapot, coffeepot, canister, jar, pitcher, cruet, saltcellar, lunchbox, potholder, blender, mixer, juicer, dishwasher |
| 0041–0048 · Kitchen details | extractor, pantry, larder, refrigerator, kitchenette, splashback, workbench, kitchenware |
| 0049–0068 · Eating and cooking | crouton, breadcrumb, topping, filling, garnish, dip, dressing, gravy, custard, muesli, granola, oat, millet, bulgur, quinoa, semolina, tapioca, polenta, vermicelli, macaroni |
| 0069–0088 · Eating and cooking | spaghetti, linguine, tagliatelle, ravioli, tortellini, gnocchi, wonton, baguette, brioche, teacake, flapjack, doughnut, tortilla, pitta, chapatti, naan, focaccia, flatbread, sourdough, cornbread |
| 0089–0108 · Eating and cooking | crispbread, oatcake, shortbread, gingerbread, brownie, cupcake, cheesecake, gateau, tart, flan, strudel, turnover, crumble, cobbler, pudding, parfait, sorbet, gelato, sundae, trifle |
| 0109–0128 · Eating and cooking | mousse, soufflé, meringue, jelly, jam, marmalade, chutney, relish, compote, purée, stew, chowder, bisque, pilaf, paella, curry, omelette, frittata, quiche, hash |
| 0129–0139 · Eating and cooking | fritter, croquette, kebab, satay, falafel, hummus, guacamole, salsa, pesto, mayonnaise, vinaigrette |
| 0140–0159 · Fruit and vegetables | damson, greengage, quince, jackfruit, breadfruit, soursop, kumquat, clementine, pomelo, citron, satsuma, cranberry, blackberry, blackcurrant, redcurrant, mulberry, elderberry, fig, date, raisin |
| 0160–0179 · Fruit and vegetables | olive, kohlrabi, fennel, shallot, scallion, turmeric, kale, chard, watercress, endive, chicory, rocket, gherkin, sweetcorn, mangetout, edamame, truffle, pecan, almond, cashew |
| 0180–0181 · Fruit and vegetables | macadamia, peanut |
| 0182–0201 · Getting dressed | waistband, lapel, neckline, lining, fastening, toggle, drawstring, elastic, shoelace, eyelet, insole, toecap, bootlace, moccasin, flip-flop, trainer, wellington, galosh, plimsoll, loafer |
| 0202–0221 · Getting dressed | clog, brogue, espadrille, muff, shawl, stole, cloak, pullover, sweatshirt, hoodie, jersey, blazer, overalls, romper, playsuit, bodysuit, sleepsuit, nightgown, wetsuit, leotard |
| 0222–0241 · Getting dressed | breeches, jodhpurs, salopettes, tracksuit, windcheater, parka, duffel, mackintosh, balaclava, beanie, beret, bonnet, barrette, scrunchie, brooch, bangle, locket, pendant, wristband, cufflink |
| 0242–0255 · Getting dressed | necktie, bowler, fedora, trilby, sunhat, visor, turban, hairnet, outfit, knitwear, outerwear, footwear, sportswear, beachwear |
| 0256–0275 · Rooms and furnishings | hallway, corridor, passage, landing, stairwell, handrail, balustrade, threshold, veranda, patio, courtyard, conservatory, sunroom, loft, cellar, cloakroom, washroom, lounge, parlour, study |
| 0276–0295 · Rooms and furnishings | guestroom, playroom, storeroom, alcove, recess, windowpane, windowsill, skylight, shutter, blind, curtain, pelmet, valance, drape, runner, underlay, floorboard, tile, parquet, linoleum |
| 0296–0315 · Rooms and furnishings | wallpaper, brickwork, paintwork, skirting, mantelpiece, hearth, thermostat, heater, lampshade, chandelier, bedside, dresser, cabinet, shelving, ottoman, footstool, recliner, settee, armchair, beanbag |
| 0316–0326 · Rooms and furnishings | bassinet, cradle, headboard, comforter, eiderdown, intercom, keyhole, peephole, latch, padlock, chain |
| 0327–0346 · Cleaning and care | pail, scrubber, squeegee, wiper, broomstick, bristle, cleanser, dispenser, refill, disinfectant, wax, scour, arrange, organise, clear, gather, separate, collect, replace, unpack |
| 0347–0366 · Cleaning and care | load, unload, hang, dab, blot, buff, shine, straighten, tuck, bundle, unwrap, seal, screw, unscrew, lower, borrow, lend, keep, save, reuse |
| 0367–0386 · Cleaning and care | recycle, repair, mend, patch, darn, stitch, sew, knit, crochet, weave, iron, starch, launder, clothesline, airer, hamper, wastebasket, dustbin, liner, rubbish |
| 0387–0405 · Cleaning and care | litter, sweepings, smudge, streak, droplet, grime, grease, soot, crumb, speck, scrap, wrapper, packaging, carton, container, pouch, sachet, packet, parcel |
| 0406–0416 · Everyday objects, experiences and story words | newspaper, nickname, lollipop, nightmare, nod, noise, north, writer, yolk, nutcracker, prize |
| 0417–0427 · Making and fixing | hammer, pin, glue, paste, cord, string, yarn, tape, strap, band, hook |
| 0428–0432 · Craft and colourful materials | cardboard, cotton, wool, silk, leather |
| 0433–0433 · Everyday objects, experiences and story words | pulp |
| 0434–0434 · Sound, music and performance | dancer |
| 0435–0446 · Movement and games | hopscotch, leapfrog, tag, football, rugby, hockey, tennis, badminton, scamper, slither, wriggle, wiggle |
| 0447–0464 · Useful action words | tear, rip, split, break, snap, tip, scatter, smear, top, stuff, heap, set, place, match, pair, copy, pretend, imagine |
| 0465–0467 · Description and sensory detail | honest, polite, fair |
| 0468–0470 · Feelings and everyday relationships | joy, peace, worry |
| 0471–0477 · Everyday objects, experiences and story words | straw, sunshade, wristwatch, punnet, sundown, streetlight, supper |
Intermediate: words 478–1348
| Sequence and theme | Words, in sequence |
|---|---|
| 0478–0497 · Garden and growing | seedling, sapling, shoot, bloom, tendril, vine, creeper, climber, rootlet, tuber, bulb, cutting, graft, transplant, potting, manure, fertiliser, topsoil, subsoil, loam |
| 0498–0517 · Garden and growing | clay, silt, grit, gravel, pebble, shingle, turf, sod, paddock, vineyard, allotment, seedbed, border, hedgerow, shrubbery, thicket, copse, grove, forest, canopy |
| 0518–0537 · Garden and growing | understorey, undergrowth, foliage, frond, leaflet, needle, bough, resin, growth, nectar, seedpod, husk, kernel, pip, catkin, nutmeg, cinnamon, clove, vanilla, cardamom |
| 0538–0557 · Garden and growing | coriander, parsley, basil, mint, rosemary, thyme, sage, oregano, marjoram, tarragon, dill, chive, chamomile, nasturtium, calendula, marigold, daisy, bluebell, snowdrop, crocus |
| 0558–0577 · Garden and growing | daffodil, tulip, hyacinth, lily, iris, pansy, primrose, poppy, rose, peony, chrysanthemum, sunflower, hollyhock, foxglove, delphinium, hydrangea, azalea, rhododendron, camellia, magnolia |
| 0578–0585 · Garden and growing | wisteria, bougainvillea, hibiscus, geranium, begonia, fuchsia, freesia, gladiolus |
| 0586–0605 · Garden tools and wildlife | dibber, secateurs, shears, pruner, rake, hoe, spade, barrow, nozzle, taproot, glasshouse, cloche, trellis, pergola, arbour, gazebo, trough, terracotta, shed, wormery |
| 0606–0625 · Garden tools and wildlife | birdbath, birdhouse, scarecrow, windmill, sundial, sundew, flytrap, cactus, succulent, aloe, agave, fern, moss, lichen, bracken, mistletoe, heather, gorse, bramble, nettle |
| 0626–0645 · Garden tools and wildlife | dock, thistle, plantain, clover, bindweed, yarrow, sorghum, wheat, maize, reed, sedge, bulrush, papyrus, sycamore, poplar, alder, rowan, hawthorn, blackthorn, elder |
| 0646–0663 · Garden tools and wildlife | hazel, cypress, spruce, larch, yew, eucalyptus, acacia, baobab, banyan, mangrove, mahogany, teak, redwood, sequoia, rubber, kapok, cacao, juniper |
| 0664–0683 · Seaside and freshwater | shoreline, coastline, seashore, foreshore, strand, beachfront, cove, creek, estuary, delta, lagoon, quay, pier, promenade, boardwalk, breakwater, seawall, headland, peninsula, islet |
| 0684–0703 · Seaside and freshwater | atoll, reef, sandbank, sandbar, shoal, dune, sandhill, flotsam, jetsam, algae, coral, seahorse, cuttlefish, octopus, clam, scallop, cockle, barnacle, conch, crayfish |
| 0704–0723 · Seaside and freshwater | urchin, dolphin, whale, orca, narwhal, beluga, manatee, dugong, dogfish, hammerhead, sailfish, marlin, trout, cod, haddock, herring, sardine, anchovy, mackerel, plaice |
| 0724–0743 · Seaside and freshwater | flounder, halibut, turbot, stingray, eel, carp, guppy, minnow, stickleback, froglet, spawn, wader, snorkel, flipper, surfboard, bodyboard, lifeboat, lifebuoy, buoy, beacon |
| 0744–0746 · Seaside and freshwater | breaker, swell, surf |
| 0747–0766 · Bigger animal world | impala, oryx, wildebeest, yak, springbok, caribou, tapir, capybara, warthog, aardvark, pangolin, opossum, koala, quokka, bandicoot, echidna, platypus, loris, marmoset, tamarin |
| 0767–0786 · Bigger animal world | capuchin, macaque, mandrill, gibbon, chimpanzee, bonobo, gorilla, meerkat, mongoose, jackal, dingo, coyote, wolverine, marten, weasel, ferret, mink, raccoon, grizzly, cheetah |
| 0787–0799 · Bigger animal world | leopard, bobcat, ocelot, wildcat, marmot, groundhog, chipmunk, dormouse, porcupine, chinchilla, lemming, cottontail, hare |
| 0800–0819 · Birds and reptiles | albatross, gannet, cormorant, frigatebird, pelican, auk, penguin, tern, sandpiper, plover, curlew, stilt, oystercatcher, lapwing, egret, ibis, spoonbill, flamingo, rail, coot |
| 0820–0839 · Birds and reptiles | moorhen, grebe, loon, diver, swan, drake, mallard, shoveler, eider, osprey, harrier, peregrine, goshawk, sparrowhawk, condor, nightjar, martin, roller, hoopoe, hornbill |
| 0840–0859 · Birds and reptiles | cuckoo, cockatoo, cockatiel, budgerigar, parakeet, lorikeet, lovebird, rosella, chaffinch, bullfinch, goldfinch, canary, bunting, wagtail, redstart, oriole, myna, bulbul, tailorbird, sunbird |
| 0860–0879 · Birds and reptiles | hummingbird, honeyeater, nuthatch, chickadee, warbler, fantail, flycatcher, lyrebird, cassowary, ostrich, partridge, pheasant, peafowl, peahen, grouse, skink, monitor, boa, viper, adder |
| 0880–0882 · Birds and reptiles | mamba, rattlesnake, kingsnake |
| 0883–0902 · Tiny creatures and body shapes | termite, earwig, silverfish, springtail, mayfly, stonefly, caddisfly, lacewing, locust, mantis, cockroach, weevil, firefly, glowworm, longhorn, flea, housefly, hoverfly, blowfly, gnat |
| 0903–0922 · Tiny creatures and body shapes | midge, mosquito, sandfly, horsefly, blackfly, skipper, swallowtail, monarch, brimstone, silkworm, bagworm, inchworm, grub, maggot, hatchling, fledgling, nestling, eaglet, owlet, squab |
| 0923–0942 · Tiny creatures and body shapes | colt, filly, fawn, pup, hoglet, leveret, kit, fingerling, tarantula, tick, mite, leech, flatworm, roundworm, feeler, pincer, talon, snout, mane, crest |
| 0943–0950 · Tiny creatures and body shapes | wattle, fur, fleece, plumage, quill, barb, webbing, fluke |
| 0951–0970 · Getting around town | footpath, walkway, crossing, crosswalk, underpass, overpass, flyover, junction, crossroads, intersection, avenue, boulevard, cul-de-sac, alley, alleyway, lane, byway, highway, motorway, expressway |
| 0971–0990 · Getting around town | carriageway, verge, median, reservation, bollard, barrier, guardrail, parapet, railing, turnstile, stile, signpost, milestone, waymark, signal, footbridge, causeway, culvert, embankment, ramp |
| 0991–1010 · Getting around town | staircase, escalator, elevator, platform, concourse, terminus, terminal, siding, railway, tramway, subway, trolleybus, cab, trishaw, tuk-tuk, tandem, roller-skate, longboard, hoverboard, wheelchair |
| 1011–1030 · Getting around town | pushchair, stroller, cart, trolley, handcart, truck, pickup, tipper, dumper, transporter, flatbed, caravan, campervan, motorhome, harvester, combine, plough, grader, winch, hoist |
| 1031–1032 · Getting around town | snowplough, sweeper |
| 1033–1052 · Journey details | engine, motor, battery, ignition, starter, gearbox, accelerator, brake, handbrake, dashboard, speedometer, indicator, headlight, taillight, spotlight, windscreen, bumper, mudguard, axle, hub |
| 1053–1072 · Journey details | wheelbase, tyre, tread, rim, spoke, valve, exhaust, tailpipe, dipstick, coolant, petrol, diesel, fuel, oil, seatbelt, harness, headrest, armrest, backrest, footrest |
| 1073–1092 · Journey details | handlebar, pedal, gear, saddle, reflector, pannier, carrier, kickstand, stabiliser, mudflap, luggage, suitcase, holdall, backpack, rucksack, knapsack, satchel, briefcase, handbag, tote |
| 1093–1112 · Journey details | purse, wallet, ticket, timetable, itinerary, map, compass, guidebook, passport, visa, fare, token, pass, receipt, booking, route, destination, departure, arrival, delay |
| 1113–1132 · Journey details | diversion, detour, shortcut, stopover, layover, transfer, connection, interchange, compartment, aisle, berth, bunk, cabin, cockpit, wingtip, propeller, rotor, biplane, seaplane, airliner |
| 1133–1151 · Journey details | parachute, paraglider, spacecraft, shuttle, satellite, capsule, lander, rover, astronaut, copilot, navigator, passenger, traveller, tourist, commuter, pedestrian, cyclist, motorist, conductor |
| 1152–1171 · Community and helping | neighbourhood, district, precinct, borough, suburb, village, hamlet, township, settlement, community, council, parish, county, province, region, territory, capital, locality, postcode, address |
| 1172–1191 · Community and helping | residence, household, apartment, condominium, maisonette, bedsit, bungalow, cottage, chalet, lodge, villa, mansion, manor, farmhouse, barn, stable, cowshed, pigsty, henhouse, kennel |
| 1192–1211 · Community and helping | cattery, aviary, dovecote, beehive, dormitory, hostel, motel, inn, guesthouse, resort, marketplace, bazaar, arcade, plaza, piazza, mall, hypermarket, greengrocer, fishmonger, newsagent |
| 1212–1231 · Community and helping | pharmacist, optician, bookseller, stationer, haberdasher, ironmonger, jeweller, tailor, locksmith, carpenter, plumber, electrician, builder, bricklayer, plasterer, tiler, roofer, glazier, decorator, painter |
| 1232–1251 · Community and helping | landscaper, caretaker, custodian, janitor, concierge, receptionist, secretary, clerk, seller, vendor, trader, merchant, supplier, wholesaler, retailer, manufacturer, producer, farmer, grower, breeder |
| 1252–1271 · Community and helping | herder, shepherd, goatherd, cowherd, beekeeper, fisher, fishery, forester, ranger, warden, lifeguard, firefighter, paramedic, dentist, midwife, therapist, surgeon, vet, veterinarian, groom |
| 1272–1291 · Community and helping | instructor, tutor, librarian, curator, archivist, scientist, researcher, engineer, technician, mechanic, fitter, welder, blacksmith, metalworker, potter, sculptor, illustrator, designer, architect, surveyor |
| 1292–1296 · Community and helping | craftsperson, woodworker, cabinetmaker, upholsterer, weaver |
| 1297–1302 · Craft and colourful materials | sketchbook, scrapbook, notebook, embroidery, pottery, ceramics |
| 1303–1322 · Sound, music and performance | melody, harmony, rhythm, tempo, chorus, verse, tune, ballad, duet, trio, quartet, choir, solo, rehearsal, performance, concert, festival, carnival, parade, ballet |
| 1323–1334 · Sound, music and performance | drama, comedy, scene, interval, finale, encore, applause, stage, gallery, stagehand, mime, juggler |
| 1335–1348 · Movement and games | gymnastics, yoga, jazz, samba, tango, waltz, handstand, headstand, relay, marathon, hike, trek, ramble, roam |
Advanced — adult-led reading extension: words 1349–2000
| Sequence and theme | Words, in sequence |
|---|---|
| 1349–1353 · Garden and growing | sepal, rootstock, germination, pollination, stamen |
| 1354–1354 · Garden tools and wildlife | propagator |
| 1355–1358 · Seaside and freshwater | isthmus, archipelago, plankton, anemone |
| 1359–1363 · Tiny creatures and body shapes | tortoiseshell, pupa, larva, nymph, harvestman |
| 1364–1364 · Getting around town | monorail |
| 1365–1367 · Journey details | suspension, piston, vestibule |
| 1368–1368 · Community and helping | metropolis |
| 1369–1388 · Making and fixing | mallet, sledgehammer, tack, rivet, washer, dowel, wedge, chisel, gouge, rasp, file, sandpaper, abrasive, scraper, screwdriver, spanner, wrench, pliers, pincers, snips |
| 1389–1408 · Making and fixing | hacksaw, handsaw, fretsaw, bandsaw, drill, auger, brace, awl, punch, staple, adhesive, sealant, putty, filler, grout, mortar, cement, concrete, ballast, mesh |
| 1409–1419 · Making and fixing | twine, braid, thread, fibre, filament, hitch, splice, coil, curl, link, clamp |
| 1420–1439 · Craft and colourful materials | acrylic, pigment, dye, charcoal, graphite, highlighter, canvas, sketchpad, felt, velour, corduroy, tweed, tartan, gingham, muslin, linen, satin, chiffon, lace, suede |
| 1440–1459 · Craft and colourful materials | nylon, polyester, beadwork, appliqué, quilting, tapestry, macramé, knotwork, tassel, fringe, motif, pattern, stencil, template, silhouette, rubbing, etching, earthenware, stoneware, porcelain |
| 1460–1465 · Craft and colourful materials | playdough, papier-mâché, montage, mosaic, inlay, origami |
| 1466–1485 · Sound, music and performance | metre, pulse, phrase, refrain, lyric, anthem, hymn, chant, carol, ensemble, orchestra, accompaniment, improvisation, composition, arrangement, recital, gig, procession, pageant, pantomime |
| 1486–1501 · Sound, music and performance | musical, opera, farce, act, ovation, backstage, auditorium, foyer, pit, scenery, backdrop, prop, marionette, puppeteer, conjurer, illusionist |
| 1502–1521 · Movement and games | tig, rounders, baseball, softball, basketball, netball, volleyball, handball, racquetball, bowling, skittles, ninepins, tenpins, croquet, quoits, horseshoes, boules, pétanque, bocce, curling |
| 1522–1541 · Movement and games | shuffleboard, billiards, snooker, darts, archery, fencing, wrestling, boxing, judo, karate, aikido, taekwondo, aerobics, callisthenics, pilates, rumba, foxtrot, quickstep, polka, mazurka |
| 1542–1554 · Movement and games | jig, reel, hornpipe, flamenco, capoeira, breakdance, backflip, balance, springboard, hurdle, skitter, waggle, wrangle |
| 1555–1574 · Useful action words | assemble, dismantle, construct, demolish, erect, install, mount, attach, detach, connect, disconnect, unlink, loosen, tighten, secure, unlatch, unlock, unfold, crease, crumple |
| 1575–1594 · Useful action words | crinkle, wrinkle, pleat, shrink, expand, contract, widen, lengthen, shorten, deepen, shallow, thicken, flatten, untwist, unwind, unroll, plait, restore, renovate, renew |
| 1595–1614 · Useful action words | exchange, swap, substitute, change, alter, adapt, adjust, modify, improve, enhance, embellish, adorn, tint, shade, blend, whip, knead, crush, grind, pound |
| 1615–1634 · Useful action words | shred, rend, crack, shatter, smash, mince, dice, carve, lop, shear, shave, pare, zest, core, deseed, debone, fillet, strain, sift, decant |
| 1635–1654 · Useful action words | spurt, baste, layer, position, locate, align, centre, level, weigh, estimate, compare, group, classify, categorise, label, name, identify, describe, demonstrate, illustrate |
| 1655–1662 · Useful action words | represent, symbolise, portray, depict, imitate, mimic, impersonate, invent |
| 1663–1682 · Description and sensory detail | spacious, cramped, snug, uncomfortable, homely, tranquil, serene, noisy, rowdy, boisterous, lively, energetic, spirited, playful, mischievous, cheeky, impish, whimsical, fanciful, imaginative |
| 1683–1702 · Description and sensory detail | inventive, creative, inquisitive, observant, attentive, alert, aware, watchful, vigilant, cautious, careful, reckless, daring, bold, courageous, timid, hesitant, reluctant, eager, keen |
| 1703–1722 · Description and sensory detail | willing, prepared, impatient, tender, kindly, caring, thoughtful, considerate, helpful, generous, charitable, hospitable, friendly, sociable, outgoing, amiable, merry, jolly, jovial, satisfied |
| 1723–1742 · Description and sensory detail | grateful, thankful, modest, humble, truthful, sincere, genuine, frank, candid, secretive, reserved, courteous, respectful, civil, gracious, tactful, tolerant, sympathetic, empathetic, compassionate |
| 1743–1762 · Description and sensory detail | forgiving, just, reasonable, sensible, practical, logical, rational, obvious, evident, apparent, visible, noticeable, distinct, similar, alike, equal, equivalent, identical, symmetrical, asymmetrical |
| 1763–1782 · Description and sensory detail | balanced, uneven, regular, irregular, varied, diverse, assorted, mixed, miscellaneous, random, orderly, neat, cluttered, untidy, chaotic, jumbled, tangled, sloping, steep, sheer |
| 1783–1792 · Description and sensory detail | vertical, horizontal, diagonal, parallel, perpendicular, upright, tilted, slanted, inclined, rounded |
| 1793–1812 · Feelings and everyday relationships | affection, fondness, kindness, gentleness, tenderness, warmth, reassurance, encouragement, approval, admiration, appreciation, gratitude, thanks, courtesy, politeness, fairness, honesty, sincerity, confidence, courage |
| 1813–1832 · Feelings and everyday relationships | bravery, patience, perseverance, persistence, determination, effort, endeavour, initiative, independence, dependence, cooperation, collaboration, teamwork, partnership, friendship, companionship, belonging, inclusion, acceptance, hospitality |
| 1833–1852 · Feelings and everyday relationships | generosity, charity, compassion, empathy, sympathy, forgiveness, mercy, tolerance, goodwill, thoughtfulness, consideration, awareness, mindfulness, curiosity, amazement, astonishment, pleasure, enjoyment, amusement, entertainment |
| 1853–1872 · Feelings and everyday relationships | excitement, enthusiasm, eagerness, anticipation, optimism, satisfaction, contentment, happiness, cheerfulness, merriment, glee, gladness, pride, accomplishment, achievement, success, progress, improvement, recovery, relief |
| 1873–1892 · Feelings and everyday relationships | serenity, relaxation, repose, leisure, recreation, playfulness, humour, mischief, silliness, foolishness, embarrassment, shyness, bashfulness, timidity, nervousness, anxiety, concern, unease, uncertainty, confusion |
| 1893–1912 · Feelings and everyday relationships | puzzlement, bewilderment, frustration, annoyance, irritation, impatience, anger, fury, rage, resentment, jealousy, envy, sadness, sorrow, grief, disappointment, discouragement, dismay, despair, loneliness |
| 1913–1932 · Stories and wider discovery | palace, fortress, citadel, stronghold, battlement, turret, tower, spire, steeple, pinnacle, rampart, moat, drawbridge, gateway, archway, gatehouse, dungeon, crypt, passageway, stairway |
| 1933–1952 · Stories and wider discovery | chamber, hall, ballroom, banquet, throne, sceptre, orb, robe, mantle, herald, banner, pennant, standard, chariot, sled, sleigh, snowshoe, ski, raft, canoe |
| 1953–1972 · Stories and wider discovery | kayak, gondola, barge, narrowboat, ferry, catamaran, trimaran, sloop, junk, dhow, longboat, rowboat, whaleboat, trawler, drifter, freighter, cargo, steamship, paddleboat, anchor |
| 1973–1992 · Stories and wider discovery | mooring, mast, boom, yard, spar, rudder, tiller, helm, keel, hull, stern, prow, port, starboard, deck, gangway, gangplank, hatch, porthole, lighthouse |
| 1993–2000 · Stories and wider discovery | lightship, foghorn, chart, navigation, league, latitude, longitude, equator |
Using this bank
Expanding everyday talk through actions, choices and pretend play.
The complete 2,000-word list appears above. Continue with age guidance, a simple method, real examples, common problems or the series and audit.
A two-year-old’s conversation often begins with something that matters immediately: a toy, a snack, a person, an action or a wish. Use the bank above to find a useful addition to that moment. You do not need to turn a conversation into a lesson before it can contain rich language.
This volume adds different listed words to the Age 1 bank. That editorial choice explains why some very ordinary first words are absent here. It does not mean a child has outgrown them. Familiar words remain the base of real conversation, and there is no requirement to finish the previous volume before using this one.
The extension vocabulary belongs in adult-led talk and books when it is relevant. A word for a particular vehicle, fabric or animal can be interesting in the right picture and completely unnecessary elsewhere. Select for meaning and interest, not for the impressiveness of the word.
What Age 2 means here
CDC’s two-year guidance includes putting at least two words together, pointing to requested things in a book and using a wider range of gestures. It does not establish a 2,000-word requirement. The words a child understands, the words they say and the ways they communicate without words are related but different observations. Source: CDC, milestones by 2 years.
The age label organises the accompanying caregiver guidance. The allocation of 2,000 words and the beginner, intermediate and advanced bands are eduKate editorial choices, not a validated assessment or a research-derived annual word target. Use the part that fits the child’s present interests and communication.
| Band | Purpose | How an adult can use it |
|---|---|---|
| Beginner | A starting route within this collection | Choose a visible object, action or familiar situation; older volumes remain available. |
| Intermediate | More detail and a wider range of situations | Add a useful description, relationship or more specific name when it belongs to the moment. |
| Advanced | Optional adult-led reading extension | Explain an unfamiliar word through a relevant story or experience. Skip it when it has no useful context. |
Back to the word list · Using this bank
Add one useful piece to the child’s idea
1. Listen for the intention
A child might say a word, gesture at an object or lead you towards something. Work out what they are trying to share before choosing your response.
2. Keep the original idea
If the child is interested in a vehicle, stay with that vehicle. An adult can add what it is doing, where it is going or one visible feature.
3. Offer a small expansion
A response such as “The tractor is pulling” keeps the main idea and adds an action. It does not require the child to repeat the whole sentence.
4. Give the words a job
Use the new language in a choice, a pretend scene or an ordinary routine. A word becomes easier to demonstrate when something happens because of it.
ASHA encourages responsive everyday conversation, shared stories and language that builds on a child’s communication. The activities here are original examples for trying that approach; they are not a prescribed intervention. Read ASHA’s guidance for this age range.
Back to the word list · Using this bank
Examples you can use in ordinary life
The examples freely reuse familiar words from earlier volumes. Only the numbered word-bank entries follow the series’ non-repetition rule.
| Situation | Language focus | An adult might say | What makes it useful |
|---|---|---|---|
| A toy kitchen | An object and its purpose | “This is a strainer. Water goes through the little holes.” | Let the child see the feature you are describing. Demonstrate with suitable play materials. |
| Getting ready to leave | An action and a result | “The buckle is fastened. It holds the strap.” | Use the actual routine rather than asking for a definition. |
| Looking at vehicles | A more specific name | “That is a tractor. It can pull a trailer.” | Connect the name to something visible in the scene. |
| Pretend café | A choice and a request | “A saucer or a tray? Where shall we put the cup?” | Accept a gesture or a spoken choice, then continue the play. |
| A picture-book problem | A helpful action | “The path is blocked. What could the character do?” | Offer a possible answer yourself if the question does not invite a response. |
Move from a label to a little relationship
A label tells us what something is called. A relationship tells us what it does, where it belongs or how it connects to something else. “Jar” is a label. “The lid fits the jar” adds a relationship that can be seen and tested in ordinary play.
Keep one part familiar when you add another. You might keep the same toy and introduce a new action, or keep the same action and try it with a different toy. Changing everything at once makes it harder to see what the new word contributes.
Precise language need not be elaborate language. “Rough” can be shown by a texture. “Empty” can be shown by a container. A particular animal name can be attached to a clear picture. If the explanation becomes longer than the child’s interest, return to something simpler.
Back to the word list · Using this bank
A gentle five-occasion plan
These are five possible occasions, not five compulsory days. Repeat, change or stop an activity according to the child’s interest. There is no completion deadline and no daily word quota.
| Occasion | What to try |
|---|---|
| Choose a shared theme | Pick a theme already present in the child’s play, such as vehicles, cooking or animals. Select only a few relevant entries. |
| Name and show | Connect one name to a visible object, picture or action. Keep familiar words around it. |
| Add a relationship | Describe what it does or where it goes. Use a short natural sentence. |
| Make a pretend scene | Let the child’s play lead the sequence. Add a word when it helps the scene continue. |
| Return without testing | Revisit the same theme in a book or routine. Notice what the child chooses to communicate. |
Reading and languages at home
Choose stories you can enjoy together. Pause where the child is interested, explain a word in that scene and allow familiar books to return. A shared reading conversation does not need to cover every possible word in a book. Source: ASHA’s communication guidance.
Use the languages your family is comfortable using. ASHA encourages opportunities to hear and use those languages. An English-only bank cannot describe everything a multilingual child understands or communicates. Source: ASHA.
When something is not working
| What you notice | A useful adjustment |
|---|---|
| The child repeats a word without using it | Show the meaning in a real situation. Repetition can be part of an interaction, but it does not by itself show flexible understanding. |
| The adult asks too many questions | Replace some questions with observations. “The wheel is stuck” gives the child something to join without demanding an answer. |
| A long word seems interesting | Use it naturally if it belongs to the moment. Give a short explanation and let interest, rather than word length, guide the conversation. |
| A word is missing from this age’s list | Check an earlier volume or simply use it. The lists divide a reference collection; they do not divide the language a child is allowed to hear. |
If you are concerned about your child’s communication, or they lose skills they previously used, speak with their healthcare professional. A word bank cannot assess development; CDC’s milestone materials also do not replace validated developmental screening. Read CDC’s guidance.
Back to the word list · Using this bank
Frequently asked questions
Is this a list of 2,000 words every two-year-old should say?
No. It is a large caregiver reference bank with everyday and optional extension language. It should not be used to score a child.
Should I stop repeating Age 1 words?
No. Familiar vocabulary is essential to normal communication. Non-repetition applies only to the listed entries in this publishing series.
How many new words should I choose each day?
This page sets no daily quota. Choose a small number that fit a genuine interaction, and revisit them when the situation returns.
Can I use the beginner band with an older child?
Yes. Choose according to the child’s experience and interests. The bands organise the reference material; they are not an assessment of a person.
The sequence and word audit
Age 2: 2,000 distinct listed entries. This volume occupies series positions 2,001–4,000. The published collection currently contains Ages 1–24, with 48,000 distinct listed entries across twenty-four banks.
The audit checks the numbered list entries, rather than every word in the article. Case, spacing, hyphens, apostrophes, accents and recorded spelling variants are normalised to catch duplicates. Established single words and conventional hyphenated headwords count as entries. Different meanings of the same spelling do not receive extra entries. Some useful derived forms are separate entries; the total is not a count of unrelated word families.
“Top” means an editorial selection for this reference project. It does not mean the most frequent words in a measured language corpus or the best 2,000 words for every reader. Sequence numbers locate entries in the collection; they are not importance scores or developmental measures.
Keep repeating useful words in real life. The non-repeating lists offer additional choices. They do not recommend withholding familiar language or learning 2,000 new words at each birthday.
Age 1: 2,000-word bank · Age 2: 2,000-word bank · Age 3: 2,000-word bank · Age 4: 2,000-word bank · Age 5: 2,000-word bank · Age 6: 2,000-word bank · Age 7: 2,000-word bank · Age 8: 2,000-word bank · Age 9: 2,000-word bank · Age 10: 2,000-word bank · Age 11: 2,000-word bank · Age 12: 2,000-word bank · Age 13: 2,000-word bank · Age 14: 2,000-word bank · Age 15: 2,000-word bank · Age 16: 2,000-word bank · Age 17: 2,000-word bank · Age 18: 2,000-word bank · Age 19: 2,000-word bank · Age 20: 2,000-word bank · Age 21: 2,000-word bank · Age 22: 2,000-word bank · Age 23: 2,000-word bank · Age 24: 2,000-word bank
| Published volume | Series positions |
|---|---|
| Age 1 | 1–2,000 |
| Age 2 | 2,001–4,000 |
| Age 3 | 4,001–6,000 |
| Age 4 | 6,001–8,000 |
| Age 5 | 8,001–10,000 |
| Age 6 | 10,001–12,000 |
| Age 7 | 12,001–14,000 |
| Age 8 | 14,001–16,000 |
| Age 9 | 16,001–18,000 |
| Age 10 | 18,001–20,000 |
| Age 11 | 20,001–22,000 |
| Age 12 | 22,001–24,000 |
| Age 13 | 24,001–26,000 |
| Age 14 | 26,001–28,000 |
| Age 15 | 28,001–30,000 |
| Age 16 | 30,001–32,000 |
| Age 17 | 32,001–34,000 |
| Age 18 | 34,001–36,000 |
| Age 19 | 36,001–38,000 |
| Age 20 | 38,001–40,000 |
| Age 21 | 40,001–42,000 |
| Age 22 | 42,001–44,000 |
| Age 23 | 44,001–46,000 |
| Age 24 | 46,001–48,000 |
Entry counts and cross-age allocation checked on 3 November 2026 (Asia/Singapore). The selection is an original editorial resource. The sources below support the attributed communication, observation and reading guidance; they do not endorse or validate this particular word bank.
A useful next step
Look at what your child is already playing with. Add one useful name, action or description, then let the conversation or play continue.
Sources and editorial note
Developmental context was checked on 2 November 2026. The vocabulary selections, thematic sequence, examples and activities are original edu|Kate Singapore editorial work. The sources below support the developmental and communication guidance; they do not supply or endorse the 2,000-word lists.
CDC — Milestones by 2 Years
American Speech-Language-Hearing Association — communication milestones
Published by edu|Kate Singapore. Return to the complete word list.
Vocabulary Growth Guide for Age 2: Why, What and How
At two, a useful vocabulary is not simply a collection of names. Words can help a child express a relationship: which object they want, what happened to it, where it should go, or whether they want an action to continue. Build the guide around that purpose, not around racing through a list.
Keep familiar language, add one useful distinction and give the child a reason to use it. The non-repeating banks organise a reference collection; they do not describe how children should learn. Repeated encounters with earlier words remain welcome, and no child is expected to acquire these 2,000 entries in a year.
Why words matter · What growth means · The research · A worked example · Practice that fits · Noticing progress
Why vocabulary is about agency, not performance
Imagine a child reaching towards a shelf. “Jar” can name the object; “open jar” can explain the action; “my jar” can communicate a relationship. Adults can model these possibilities without treating each conversation as a demand for a longer sentence.
Vocabulary also gives everyday distinctions somewhere to live. “Match” means more than handling two things; “scatter” describes spreading things around rather than putting them together. In a real game, those differences can change what happens next. That is why useful verbs and relationship words deserve attention alongside names of animals and vehicles.
The goal is not to prevent every misunderstanding or difficult feeling. Words are one resource for communicating, and adults still need to notice gestures, emotion and context. A child who cannot find the word immediately still deserves a response. The toddler vocabulary activities guide offers more situations in which to begin.
What it means to know more than a label
For a practical teaching example, take “jar”, an entry in this volume. A child might first recognise one familiar jar. Later, the word may apply to other jars with different colours or contents. An adult can show the relevant similarities without demanding a formal definition. Choose safe, unbreakable objects where handling is involved.
Next, connect the name to an action or purpose: open the jar, close the jar, put the jar away. The surrounding words can come from the Age 1 bank. They do not become unsuitable simply because a new age label appears on the page.
Separate recognising, imitating and independently using language. Repeating “jar” immediately after an adult is not the same task as requesting the jar later. Both can be noticed without turning them into a pass-or-fail judgement. CDC’s two-year communication examples provide developmental context; this bank does not provide a validated assessment.
What the research adds to everyday conversation
Whitehurst and colleagues’ picture-book-reading experiment tested a home programme that changed how parents shared books with young children, rather than merely increasing the number of pages read. Its results support making room for children to participate. The study does not establish that every page needs a question or that a child should answer before the story continues.
Rowe’s longitudinal study of child-directed speech examined talk at 18, 30 and 42 months and vocabulary a year later. Different qualities of adult language mattered at different ages. Because this was observational research, it cannot prove that a particular parent’s word choices determine a child’s outcome. The practical implication is to consider the meaning and variety of conversation, not just its volume.
For this guide, that means treating a child’s contribution as the next turn in a conversation. Sometimes the useful response is an expansion; sometimes it is a comment, an action or simply waiting. The word bank is a source of options, not a script that overrides the child’s interest.
A worked example: a pretend picnic
Choose a purpose. Put out a toy lunchbox and a few large, safe pretend-food items. “Lunchbox” is an entry in this volume. The adult’s task is not to teach every possible kitchen word; it is to help organise a picnic the child wants to play.
Begin with the child’s message. A child says “in” while putting an item away. You can respond, “In the lunchbox.” If the child says “box”, “Yes, your lunchbox” keeps their idea and offers a more specific name. Neither response requires the child to repeat the full phrase.
Introduce a useful problem. The lid will not close because something is sticking out. Describe it simply and help: “It won’t close. Let’s move this.” Avoid engineering frustration or withholding help to force a word. The naturally occurring problem already provides enough reason to communicate.
Carry the meaning beyond the game. During a later real outing, the adult can name the lunchbox again. A new setting lets the word keep its purpose without requiring the original toy or question. That is a useful kind of transfer to notice, not something to demand on a timetable.
How to practise without asking “What is this?” all day
Try a comment before a question. “The toys scattered across the mat” offers language for something visible. You can then gather them together. “Scatter” and “gather” make a meaningful contrast because the child can see a difference in the arrangement.
Offer choices when a real choice exists. “Shall we match the socks or put the cups away?” is more purposeful than pointing at random objects for naming. Keep the language manageable, demonstrate when needed, and avoid turning every household task into an exercise.
During a book, return to a favourite page. Comment on one action, allow the child to point or speak, and respond to that contribution. A story can remain enjoyable without a succession of questions. The original activity is an illustration of responsive reading, not a requirement to follow a named programme.
Do not choose ten unfamiliar synonyms for one familiar idea merely because they sit together in a table. Start with a contrast the child has a reason to notice. The Age 1 reference bank remains useful for the ordinary words that hold a sentence together.
What to do when a word does not seem to stick
First check the opportunity. Has the child met the word in a situation where its meaning was clear? Has the adult used it again? Is it a useful word for the child’s interests? A forgotten unfamiliar label may call for a better example rather than a larger practice sheet.
Then check the task. Choosing the correct object, saying its name and making a sentence place different demands on a child. Do not interpret difficulty with the last task as proof that the meaning is entirely absent. Offer a model, simplify the activity or return another day.
Keep brief observations such as “Used the word during the pretend picnic” or “Recognised it in the real bag”. These are more informative than a tick labelled “mastered”. For persistent concerns, the guide to first words and two-word phrases provides related reading, but concerns about development should also be discussed with a qualified professional rather than diagnosed from a list.
Keep the whole child’s languages in view
An English-only sample cannot represent everything a multilingual child knows. The American Academy of Pediatrics’ multilingual parent guidance explains why using more than one language is not itself a cause of language delay. Keep meaningful family conversation instead of dropping a home language to chase an English tally.
When the child is ready for longer descriptions and small accounts of events, the Age 3 bank and guide can offer new choices. Move because a new communication task is useful, not because the previous numbered list is finished.
Research-informed guide added on 3 November 2026 by edu|Kate Singapore. The practical examples are original editorial suggestions, not a validated intervention. Return to the 2,000-word list · Return to this growth guide.