Vocabulary and Word Meaning

Tier 1 Basic Vocabulary means words we hear and use every day.

These are words for things at home, at school, and in our world. They are simple, common words like dog, run, happy, book, and eat.

When we know Tier 1 words, we can understand what people say. We can also share our own ideas clearly.

Why are Tier 1 words important?

• They help us talk with family and friends.
• They help us understand stories.
• They help us follow directions at school.
• They help us say what we need, want, and feel.

Tier 1 words are everyday words.

We use these words all the time. We hear them in conversations, in books for children, and in class.

Many Tier 1 words name people, places, things, actions, and feelings.

• People: mom, dad, teacher, friend
• Places: home, school, park, room
• Things: ball, chair, book, apple
• Actions: run, jump, eat, sit
• Feelings: happy, sad, mad, scared

How can we learn Tier 1 words?

1. Listen to words people say.
2. Look at pictures and objects.
3. Say the word out loud.
4. Use the word in a sentence.
5. Connect the word to something you know.

For example, if you learn the word apple, you can think about a red or green fruit you eat. You can say, “I ate an apple.”

Words can do different jobs.

Some words name things. Some words show an action. Some words tell how someone feels or what something is like.

• Naming word: cat
• Action word: sleep
• Feeling word: glad
• Describing word: big

We can use clues to understand a word.

If you hear a word in a sentence, the other words can help you know what it means.

Listen to this sentence: “I put my book on the desk at school.” Even if you are still learning the word desk, the sentence helps you know it is something at school that can hold a book.

Pictures help too.

If you see a picture of a child sitting by a desk, the picture gives you a clue about the word.

Let’s look at some word groups.

Words can be connected because they belong together.

• School words: teacher, desk, pencil, book
• Home words: bed, cup, door, table
• Food words: milk, bread, apple, rice
• Play words: ball, game, jump, swing

Learning words in groups helps your brain remember them.

Worked Example 1

Word: chair

What is a chair? A chair is something we sit on.

Sentence: “I sit on the chair.”

This is a Tier 1 word because it is a common, everyday word.

Worked Example 2

Word: cry

What does cry mean? Cry means to have tears when you feel very sad or hurt.

Sentence: “The baby will cry.”

Cry is an action word. It is also an everyday word many children know and hear.

Worked Example 3

Word: cold

What does cold mean? Cold means not warm.

Sentence: “The water is cold.”

We can understand cold because we may feel cold air, cold water, or cold rain. It is a word we use in daily life.

Worked Example 4

Sentence: “Sam is hungry. He wants to eat lunch.”

What does hungry mean?

The clue is “He wants to eat lunch.” That helps us know hungry means wanting food.

This is a Tier 1 word because children hear and use it often.

How to practice Tier 1 words

• Name things you see: “door,” “clock,” “shoe.”
• Say what people do: “walk,” “read,” “draw.”
• Say feelings: “happy,” “tired,” “sad.”
• Use new words in short sentences.

Try it in real life.

At home, you can point to things and name them. At school, you can listen for everyday words your teacher says. In books, you can stop and talk about easy, familiar words.

Remember:

• Tier 1 words are common everyday words.
• They help us talk, listen, read, and understand.
• We can learn them by listening, looking, saying, and using them.
• Sentences and pictures give us clues about meaning.

When you know many Tier 1 words, it is easier to speak clearly and understand the world around you.

Tier 2 Academic Vocabulary means important words we use in many kinds of reading, writing, and talking at school.

These words are not only for one subject. We can use them in stories, science, math, and class talks. Words like predict, observe, and describe help us think and explain.

Learning these words helps you understand books better. It also helps you share your ideas in a strong, clear way.

What makes a word a Tier 2 word?

• It is used a lot in school.
• It can be used in many places.
• It helps us think, talk, read, and write.

For example, the word run is a common everyday word. The word sprint is more special. But the word describe is a school word we can use in many subjects. That makes describe a Tier 2 academic word.

Here are some Tier 2 academic words for 1st grade:

• predict — to say what you think will happen next
• observe — to look carefully
• describe — to tell about something
• compare — to tell how things are the same
• contrast — to tell how things are different
• explain — to tell how or why
• identify — to name or point out

How can you learn a Tier 2 word?

1. Say the word.
2. Learn what it means.
3. Hear it in a sentence.
4. Use it when you talk or write.

Let’s learn some words together.

1. Predict

When you predict, you make a smart guess about what will happen next.

Example: “I predict the boy will find his dog at the park.”

You can predict while reading a story. You can also predict in science when you think about what may happen.

2. Observe

When you observe, you look very carefully.

Example: “We observe the plant each day to see if it grows.”

Observing helps you notice details.

3. Describe

When you describe, you tell what something is like.

Example: “Can you describe the puppy?”

You might say, “The puppy is small, brown, and fluffy.”

4. Compare

When you compare, you tell how things are alike.

Example: “Let’s compare the two apples. Both are red.”

5. Explain

When you explain, you tell how or why.

Example: “Please explain how you made your picture.”

You might say, “First I drew the sun. Then I colored the sky blue.”

How do Tier 2 words help in reading?

Sometimes a book or teacher uses a word like predict or describe. If you know the word, you can understand what to do.

For example, if your teacher says, “Describe the character,” you know to tell about the character.

If your teacher says, “Predict the ending,” you know to think about what may happen at the end.

How do Tier 2 words help in writing and speaking?

These words make your talking and writing stronger.

Instead of saying, “I think this happens,” you can say, “I predict this happens.”

Instead of saying, “I looked at it,” you can say, “I observed it.”

These words help your ideas sound clear and smart.

Clues can help you learn new Tier 2 words.

If you hear a word you do not know, listen to the other words in the sentence. Look at the picture. Think about what is happening.

Example: “We will observe the bug with a magnifying glass.”

You can tell that observe means to look carefully because the class is using a magnifying glass.

Worked Examples

Example 1: Predict

Sentence: “The sky is dark. I predict it will rain.”

What does predict mean here?

Answer: It means to say what you think will happen. The person thinks rain will come next.

Example 2: Observe

Sentence: “We observe the ants as they walk in a line.”

What does observe mean here?

Answer: It means to look carefully. The children are watching the ants closely.

Example 3: Describe

Question: “Describe your favorite toy.”

How could you answer?

Answer: “My toy is a red truck. It has big black wheels.”

This is a good answer because it tells what the toy is like.

Example 4: Compare

Question: “Compare a cat and a dog.”

How could you answer?

Answer: “A cat and a dog both have fur. They both have tails.”

This is a good answer because it tells how they are the same.

Tips for using Tier 2 words

• Use the word when you answer a question.
• Try the word in your own sentence.
• Listen for the word when your teacher reads a book.
• Practice with a friend or family member.

Let’s practice thinking about the right word.

• If you tell what may happen next, you predict.
• If you look closely at something, you observe.
• If you tell what something is like, you describe.
• If you tell how things are the same, you compare.
• If you tell how or why, you explain.

Summary

Tier 2 academic vocabulary words are useful school words that we can use in many subjects.

Words like predict, observe, describe, compare, and explain help us understand reading and share our ideas.

When you learn these words, you become a stronger reader, writer, speaker, and thinker.

Tier 3 Domain-Specific Vocabulary means special words we use in one subject.

These words are often used in science, social studies, and math.

They help us talk like readers, writers, and thinkers in that subject.

For example, in science we may say habitat. In math we may say sum. In social studies we may say map.

These are not words we use all day in every place. They are words that belong to a special learning area. That is why they are called domain-specific.

Why do these words matter?

• They help us understand books and lessons.
• They help us talk about what we are learning.
• They help us write clearly in each subject.

How can we learn a Tier 3 word?

1. Look at the subject. Ask, “Is this a science word, a math word, or a social studies word?”
2. Look for clues. Read the other words and look at the picture.
3. Ask what the word means in this lesson. A special word usually has one important job in that subject.
4. Use the word. Say it in a sentence.

Let’s learn some Tier 3 words.

Science words

• habitat — the home of a plant or animal
• weather — what it is like outside, such as sunny or rainy
• observe — to look carefully

Social studies words

• map — a drawing that shows places
• community — a place where people live and work together
• citizen — a person who lives in a community, town, or country

Math words

• sum — the answer when we add numbers
• equal — the same amount
• pattern — something that repeats in the same way

Worked Example 1: Easy

Sentence: “The frog’s habitat is a pond.”

Step 1: What subject is this? Science.

Step 2: What is happening? We are talking about where a frog lives.

Step 3: What does habitat mean? It means the home of an animal or plant.

Now use it: “A bird’s habitat can be a tree.”

Worked Example 2: Easy-Medium

Sentence: “The sum of 2 and 3 is 5.”

Step 1: What subject is this? Math.

Step 2: What clue do we see? We see numbers: 2, 3, and 5.

Step 3: What does sum mean? It means the answer to an addition problem.

Now use it: “The sum of 1 and 4 is 5.”

Worked Example 3: Medium

Sentence: “We used a map to find the park.”

Step 1: What subject is this? Social studies.

Step 2: What clue do we see? We are finding a place.

Step 3: What does map mean? It means a drawing that shows places.

Now use it: “The map shows where the school is.”

Worked Example 4: A Little Harder

Sentence: “The cubes are equal because both groups have 4.”

Step 1: What subject is this? Math.

Step 2: What clue do we see? Both groups have the same number, 4.

Step 3: What does equal mean? It means the same amount.

We can show it like this: \(4 = 4\).

Now use it: “Two rows are equal if each row has 3 blocks.”

How are Tier 3 words different from other words?

Some words are used almost everywhere, like big, run, and happy. Those are everyday words.

Tier 3 words are more special. We hear them mostly when we study one subject.

For example:

• big is an everyday word.
• habitat is a science word.
• sum is a math word.
• community is a social studies word.

Tips for using Tier 3 words

• Say the word out loud.
• Think about the subject.
• Look at pictures.
• Use the word in your own sentence.
• Draw a picture to match the word.

Let’s practice together.

If the word is weather, you can think: “That is a science word. It tells what it is like outside.”

If the word is citizen, you can think: “That is a social studies word. It is a person in a town, community, or country.”

If the word is pattern, you can think: “That is a math word. It repeats.”

Quick check

• Which subject uses the word sum? Math
• Which subject uses the word habitat? Science
• Which subject uses the word map? Social studies

Summary

Tier 3 domain-specific vocabulary is made of special words for a certain subject.

These words help us understand lessons in science, social studies, and math.

When you see a new word, think about the subject, use clues, and try the word in your own sentence.

Context Clues are hints that help us figure out what a word means.

Sometimes we see a word we do not know. We do not have to stop right away. We can look at the other words in the sentence. We can also look at the picture. These are called context clues.

Context clues help us be word detectives. We look for hints, think, and make a smart guess.

How to use context clues

1. Read the whole sentence. Do not look at only one word.
2. Look at the words around it. They may tell what is happening.
3. Look at the picture. The picture can give a big hint.
4. Ask yourself: “What word would make sense here?”
5. Try the meaning. Put your guess in the sentence and see if it fits.

What can help us?

• Words that tell an action
• Words that tell how someone feels
• Words that tell what something looks like
• Pictures that show what is happening

Example 1

Sentence: The sun was hot, so Mia took a sip of water.

What does sip mean?

We read the whole sentence. The sun was hot. Mia had water. When people are hot, they often drink.

So sip means a small drink.

Example 2

Sentence: The puppy was tiny. It could fit in Ben’s arms.

What does tiny mean?

The next sentence says the puppy could fit in Ben’s arms. That tells us the puppy is very small.

So tiny means very small.

Example 3

Sentence: Lila heard a buzz near the flowers. A bee flew by her head.

What does buzz mean?

We see the clue: A bee flew by her head. Bees make a sound.

So buzz means a humming sound.

Example 4

Sentence: Sam felt gloomy because the rain stopped their park trip.

What does gloomy mean?

The clue is that the rain stopped the park trip. Sam could not go. That would make him feel sad.

So gloomy means sad.

Let’s practice thinking

Read the sentence: Ava put on her coat and mittens. The air was chilly.

What does chilly mean?

Coat and mittens are for cold weather. So chilly means cold.

Read the sentence: Dad used a broom to sweep the messy floor.

What does sweep mean?

A broom is used to clean. So sweep means clean with a broom.

Remember these clue questions

• What is happening?
• What words are near the tricky word?
• How does the person or animal feel?
• What does the picture show?
• What meaning makes sense?

Helpful tip: Your guess does not have to be perfect. It should make sense with the sentence and picture.

Summary

Context clues are hints in the words and pictures around a word. They help us figure out what a new word means. Good readers read the whole sentence, look for hints, and make a smart guess.

Word Categorization and Classification means putting words into groups that belong together.

We do this all the time. We can put apple, banana, and grape in one group because they are all fruits. We can put dog, cat, and fish in one group because they are all animals.

When we sort words, we ask: What is the same about these words? The thing that is the same helps us name the group.

Learning how to group words helps us read, think, and talk more clearly.

Main Idea 1: A category is a group.

A category is a group of things that belong together. The words in the group share something important.

• shirt, pants, socks → clothes
• car, bus, bike → things that move people
• red, blue, green → colors

If words fit the same group, they are in the same category.

Main Idea 2: Words in a category have something alike.

We look for the part that is alike. That alike part is called an attribute. An attribute is a feature or something a word has.

For example, lion, tiger, and bear are all animals. They are alike because they are all living creatures.

cup, plate, and bowl are alike because we use them when we eat. They can go in the category things in a kitchen or dishes.

Main Idea 3: Some words do not belong in a group.

Sometimes you will see a list with one word that does not fit. Your job is to find the word that is different.

Look at these words: dog, cat, table.

Dog and cat are animals. Table is furniture. So table does not belong.

Main Idea 4: A word can fit in more than one group.

Some words can belong to different categories.

For example, apple is a fruit. It is also a food. Both groups are correct.

This means we should think carefully about how words are alike.

How to sort words

1. Read all the words.
2. Think: What is the same?
3. Name the group.
4. Check each word to see if it belongs.

Worked Example 1

Words: sun, moon, star

Step 1: Read the words.

Step 2: Ask what is the same. These are all things we see in the sky.

Step 3: Name the category.

Category: sky things

So sun, moon, and star all belong together.

Worked Example 2

Words: blue, red, chair

Step 1: Read the words.

Step 2: Ask what is the same. Blue and red are colors.

Chair is not a color.

Step 3: Find the word that does not belong.

The word that does not belong is chair.

Worked Example 3

Words: milk, juice, water

What is the same? These are all drinks.

Category: drinks

We can also say they are things you can drink.

Worked Example 4

Words: pencil, crayon, paper, marker

Let us think carefully. Pencil, crayon, and marker are tools for writing or drawing.

Paper is something we write or draw on, but it is not a writing tool.

So if the category is writing tools, then paper does not belong.

If the category is school things, then all four words can belong. This shows that some words can be grouped in different ways.

Let us practice thinking about categories

• banana, orange, pear → fruits
• bed, couch, chair → furniture
• teacher, doctor, firefighter → jobs
• hand, foot, nose → body parts
• spring, summer, winter → seasons

Tips to help you

• Look for words that are alike.
• Ask what each word is.
• Think about where you see or use the things.
• If one word seems different, it may not belong.
• More than one good category can sometimes work.

Brief Summary

Word categorization and classification means sorting words into groups that belong together.

Words in the same group share an attribute, or something that is alike.

We can name the category, sort words into it, and find a word that does not belong.

When we practice grouping words, we become stronger readers and thinkers.

Synonyms are words that mean the same or almost the same thing.

When two words are synonyms, they can help us say the same idea in a new way. Learning synonyms helps us become better readers and writers.

For example, big and large are synonyms. They both tell about something that is not small.

Here are some easy synonym pairs:

• happy and glad
• sad and unhappy
• fast and quick
• small and little
• begin and start

Synonyms do not always look the same, but they have very close meanings.

Knowing synonyms is helpful because:

• They help us understand what we read.
• They help us choose different words when we speak or write.
• They help us learn new words.

Let’s look at how synonyms work.

If a sentence says, “The dog is big,” we could also say, “The dog is large.” The sentence still means almost the same thing.

If a sentence says, “I am glad,” we could also say, “I am happy.” Both words tell a good feeling.

Worked Example 1

Word: little

Ask: Which word means the same as little?

Choices: small, tall

Answer: small

Why? Little and small both mean not big.

Worked Example 2

Word: quick

Ask: Which word is a synonym for quick?

Choices: fast, slow

Answer: fast

Why? Quick and fast both mean moving in a speedy way.

Worked Example 3

Sentence: “Mia was glad to see her friend.”

Ask: Which word could replace glad?

Choices: happy, mad

Answer: happy

Why? Glad and happy have almost the same meaning.

Worked Example 4

Sentence: “We will start the game now.”

Ask: Which word could replace start?

Choices: begin, finish

Answer: begin

Why? Start and begin both mean to do something for the first time.

Here are some more synonym pairs to learn:

• pretty and nice
• jump and hop
• quiet and silent
• smart and clever

When you look for synonyms, ask yourself:

1. Do these words mean the same thing?
2. Can I switch one word with the other in the sentence?
3. Does the sentence still make sense?

Let’s try switching words in sentences:

• “The rabbit is small.” → “The rabbit is little.”
• “Sam is happy.” → “Sam is glad.”
• “The car is fast.” → “The car is quick.”

Sometimes one word fits better than another, but the meanings are still very close. For 1st grade, it is enough to know that synonyms are words with the same or almost the same meaning.

Watch out! Some words are not synonyms.

• hot and cold are not synonyms.
• up and down are not synonyms.
• happy and sad are not synonyms.

These words mean different things.

Quick Practice

Can you find the synonym in each pair?

• big and large
• start and begin
• little and small
• glad and happy

In each pair, the two words are synonyms because they mean the same thing or almost the same thing.

Summary

Synonyms are words that mean the same thing or almost the same thing.

Examples are big/large, happy/glad, and start/begin.

When you know synonyms, you can understand more words and make your writing more interesting.

Antonyms are words that mean the opposite of each other.

If one word means one thing, its antonym means the very different thing.

For example, hot and cold are antonyms. They are opposites.

Learning antonyms helps us understand words better. It also helps us choose the best word when we talk, read, and write.

Here are some antonym pairs:

• big — small
• up — down
• happy — sad
• fast — slow
• day — night
• open — closed
• in — out
• full — empty

When you look for an antonym, ask yourself:

1. What does the word mean?
2. What is the opposite of that meaning?

Let’s learn with examples.

Example 1: The word is big.

What does big mean? It means large.

What is the opposite of big? Small.

So, big and small are antonyms.

Example 2: The word is up.

What does up mean? It means higher.

What is the opposite of up? Down.

So, up and down are antonyms.

Example 3: Read this sentence: The soup is hot.

The word hot tells how the soup feels.

The antonym of hot is cold.

If we change the sentence, we can say: The soup is cold.

Hot and cold are antonyms.

Example 4: Read this sentence: I feel happy today.

The word happy tells a feeling.

The antonym of happy is sad.

A new sentence could be: I feel sad today.

Happy and sad are antonyms.

Tips for finding antonyms:

• Think about what the word means.
• Think about the opposite idea.
• Use the word in a sentence.
• Ask, “What word means the reverse?”

Be careful: not every word has just one opposite that we use all the time, but in 1st grade we use easy opposite pairs.

For example, we often say full and empty. A glass that is full has something in it. A glass that is empty has nothing in it.

We also use antonyms to compare things.

A rabbit may be fast. A turtle may be slow.

A box may be open. Later, it may be closed.

Try thinking of the opposite when you hear a word.

If you hear day, you can think night.

If you hear in, you can think out.

Let’s review some antonym pairs one more time:

• hot — cold
• big — small
• up — down
• happy — sad
• fast — slow
• open — closed
• in — out
• full — empty

Summary: Antonyms are words with opposite meanings. When you want to find an antonym, think about what the word means and then think of its opposite. Knowing antonyms helps you understand and use words better.

Multiple-Meaning Words are words that can mean more than one thing.

The word stays the same, but its meaning can change. We use the rest of the sentence to help us know which meaning is right.

This is called using context clues. Context clues are the words around the word that help us understand it.

Let’s learn how to spot multiple-meaning words and figure out what they mean.

Main Idea: One word can have two different meanings.

• bat can mean an animal that flies at night.
• bat can also mean something used to hit a ball.

We ask, “What is happening in the sentence?” That helps us choose the right meaning.

How to figure out a multiple-meaning word:

1. Read the whole sentence.
2. Find the word with more than one meaning.
3. Look at the other words in the sentence.
4. Ask, “Which meaning makes sense here?”

Here are some common multiple-meaning words:

• bat — a flying animal / a tool for hitting a ball
• duck — a bird / to bend down fast
• park — a place to play / to stop a car
• can — able to do something / a metal container
• bark — the sound a dog makes / the outside of a tree
• jam — a fruit spread / cars stuck close together

Worked Example 1

Sentence: I saw a bat fly out of the cave.

The word bat has more than one meaning.

Do we mean a thing for baseball? Or an animal?

The words fly and cave help us. A baseball bat cannot fly out of a cave.

So here, bat means the animal.

Worked Example 2

Sentence: Mia held the bat and hit the ball.

The word bat is the same word as before, but now the sentence is different.

The words held and hit the ball help us.

So here, bat means the tool used in a game.

Worked Example 3

Sentence: Please duck when the ball comes near you.

The word duck can mean a bird, or it can mean to bend down fast.

In this sentence, the words please and when the ball comes near you tell us someone should move.

So here, duck means bend down fast.

Worked Example 4

Sentence: We fed the duck at the pond.

The word duck appears again.

The words fed and pond help us. We feed an animal at a pond.

So here, duck means the bird.

Let’s look at more examples:

• The dog will bark. → bark means the sound a dog makes.
• The tree bark feels rough. → bark means the outside of a tree.
• We play at the park. → park means a place to play.
• Dad will park the car. → park means to stop a car.
• I can draw a star. → can means able to do something.
• The soup is in a can. → can means a metal container.

Try this thinking:

• Does the sentence talk about an animal, an action, a place, or an object?
• Which meaning fits best?
• Does your answer make sense in the whole sentence?

Helpful tip: If one meaning sounds silly in the sentence, try the other meaning.

Example: The tree bark is dark brown.

A dog sound cannot be dark brown, so bark must mean the outside of a tree.

Why this matters:

Knowing multiple-meaning words helps you become a better reader and writer.

When you read, you can understand tricky sentences.

When you write, you can choose the right word meaning so your ideas are clear.

Summary:

Some words have more than one meaning. These are called multiple-meaning words.

To figure out the right meaning, read the whole sentence and use the words around it for help.

Ask yourself, “Which meaning makes sense here?” That will help you choose the correct meaning every time.

Shades of Meaning means that some words are close in meaning, but they are not exactly the same.

These words can show how much or how strong a feeling or action is.

For example, if you walk, you move at a normal speed. If you jog, you move faster. If you sprint, you move very, very fast.

All three words are about moving on your feet, but they have different shades of meaning.

Think of shades of meaning like colors. Light blue and dark blue are both blue, but they are not the same. Words can be like that too.

Why do shades of meaning matter?

They help us understand stories better.

They help us choose the best word when we speak or write.

They help us know exactly what someone means.

Let’s learn how to find shades of meaning.

1. Look for words that are alike.
   Ask: Do these words talk about the same kind of action or feeling?
2. Ask how strong the word is.
   Is it a little, medium, or a lot?
3. Put the words in order.
   Go from least strong to most strong.

Example word groups

• walk → jog → sprint
  These words tell about moving on your feet.
  Walk is slow.
  Jog is faster.
  Sprint is fastest.
• sad → upset → furious
  These are feeling words, but this group is not quite right because sad and furious are different kinds of feelings. When we study shades of meaning, the words should be close in meaning.
• mad → angry → furious
  These words are all about feeling angry.
  Mad is strong.
  Angry is stronger.
  Furious is the strongest.
• like → love → adore
  These words are about how much you care for something.
  Like is a little.
  Love is more.
  Adore is the most.
• peek → look → stare
  These words are about using your eyes.
  Peek is a quick little look.
  Look is normal.
  Stare is a long, strong look.

Worked Example 1

Words: walk, sprint, jog

Step 1: These are all movement words.

Step 2: Ask which is slowest and which is fastest.

Walk is slowest.

Jog is in the middle.

Sprint is fastest.

Answer: walk → jog → sprint

Worked Example 2

Words: mad, furious, angry

Step 1: These are all words for anger.

Step 2: Put them in order from less strong to more strong.

Mad is strong.

Angry is stronger.

Furious is strongest.

Answer: mad → angry → furious

Worked Example 3

Words: like, adore, love

Step 1: These words all tell how much you care for something.

Step 2: Put them in order.

Like means you think something is nice.

Love is stronger than like.

Adore means you love it very, very much.

Answer: like → love → adore

Worked Example 4

Read the sentence: The dog was hungry, so it ate one bite of food.

Now think about these words: nibble, eat, gobble

Nibble means to take small bites.

Eat is the normal word.

Gobble means to eat very fast and a lot.

If the dog ate only one bite, the best word is nibble.

Answer: nibble

Tips to help you

• If words are shades of meaning, they should be about the same kind of action or feeling.
• Ask yourself: Which word means a little? Which means more? Which means the most?
• Think about what you see in your mind. A person who stares looks very differently from a person who peeks.
• Try the word in a sentence to see if it fits.

Let’s practice thinking

If a girl is a little scared, she may feel afraid.

If she is much more scared, she may feel terrified.

Both words are about fear, but terrified is much stronger.

If a boy is talking in a low voice, he may whisper.

If he is talking in a regular voice, he may talk.

If he is using a very loud voice, he may shout.

These words can be ordered by strength too: whisper → talk → shout.

Watch out!

Sometimes two words are related, but they are not good shades of meaning.

For example, happy and tired are both feeling words, but they are different kinds of feelings. They do not show more or less of the same feeling.

Good shades of meaning stay close in meaning, like glad → happy → joyful.

Summary

Shades of meaning are small differences between words that are close in meaning.

They help us tell how strong a feeling or action is.

To find shades of meaning, look for words that are alike, think about their strength, and put them in order.

When you know shades of meaning, you can understand words better and choose the best word to say exactly what you mean.

Prefix Fundamentals

Words can have small parts added to them. A prefix is a word part we put at the beginning of a word.

A prefix can change what a word means. In this lesson, we will learn two common prefixes: un- and re-.

un- can mean not.

re- can mean again.

When we know what a prefix means, we can figure out the meaning of a new word.

1. The prefix un-

The prefix un- means not. It changes a word to mean the opposite.

• happy = feeling good
• unhappy = not happy

Here are more un- words:

• kind → unkind = not kind
• safe → unsafe = not safe
• tie → untie = not tied

When you see un-, ask yourself, “Does this mean not?” Many times, the answer is yes.

2. The prefix re-

The prefix re- means again.

• read = look at words in a book
• reread = read again

Here are more re- words:

• do → redo = do again
• paint → repaint = paint again
• play → replay = play again

When you see re-, ask yourself, “Does this mean again?” Many times, the answer is yes.

3. How prefixes help us read

Prefixes are clues. They help us understand words we may not know yet.

Try this easy plan:

1. Look at the beginning of the word.
2. See if there is a prefix like un- or re-.
3. Think about the base word.
4. Put the meanings together.

For example:

• unsafe = un- + safe
• un- means not
• safe means not likely to get hurt
• unsafe means not safe

Worked Example 1

Word: unkind

Step 1: Find the prefix. The prefix is un-.

Step 2: Say what the prefix means. un- means not.

Step 3: Find the base word. The base word is kind.

Step 4: Put it together. unkind means not kind.

Worked Example 2

Word: redo

Step 1: Find the prefix. The prefix is re-.

Step 2: Say what the prefix means. re- means again.

Step 3: Find the base word. The base word is do.

Step 4: Put it together. redo means do again.

Worked Example 3

Sentence: I will reread the story.

Look at the word reread.

• re- means again
• read means to look at words

So reread means read again.

The sentence means: I will read the story one more time.

Worked Example 4

Sentence: The wet floor is unsafe.

Look at the word unsafe.

• un- means not
• safe means okay and protected

So unsafe means not safe.

The sentence means: The wet floor could cause someone to fall.

4. Let’s compare

• happy = feeling good
• unhappy = not happy

• pack = put things together
• repack = pack again

Do you see how the prefix changes the word? The base word stays, but the meaning changes.

5. Tips to remember

• un- = not
• re- = again
• A prefix goes at the front of a word.
• The prefix changes the meaning of the base word.

6. Quick practice ideas

Try saying the meaning of each word:

• untied = not tied
• repaint = paint again
• unfair = not fair
• retell = tell again

If you know the prefix, you can unlock the word’s meaning.

Summary

A prefix is a word part added to the beginning of a word. The prefix un- means not, and the prefix re- means again. When you see these prefixes, look at the base word and put the meanings together. This helps you understand new words when you read and write.

Spatial and Temporal Prepositions

Today we will learn about prepositions. Prepositions are little words that help us tell where something is or when something happens.

Some prepositions tell about place. These are called spatial prepositions. They help us know where something is.

Some prepositions tell about time. These are called temporal prepositions. They help us know when something happens.

Let’s learn both kinds.

1. Spatial Prepositions: words for place

Spatial prepositions tell where a person, animal, or thing is.

• in — inside something
• on — touching the top of something
• under — below something
• above — higher than something
• beside — next to something
• between — in the middle of two things
• behind — at the back of something
• in front of — before something in place

Here are some examples:

• The ball is in the box.
• The book is on the table.
• The cat is under the chair.
• The sun is above the tree.
• The dog sits beside the girl.
• The toy is between the shoes.

2. Temporal Prepositions: words for time

Temporal prepositions tell when something happens.

• before — earlier than
• after — later than
• next — the one that comes after
• during — while something is happening
• at — tells an exact time
• on — tells a day

Here are some examples:

• We wash our hands before lunch.
• We play after school.
• Next, we read a story.
• We are quiet during the movie.
• School starts at 8 o’clock.
• We go to music class on Monday.

3. A word can be used in different ways

Some prepositions can be used for place and time. For example, on can tell place or time.

• Place: The cup is on the desk.
• Time: We have art on Friday.

We use clues in the sentence to know what the word means.

4. How to figure out the right preposition

Ask yourself these questions:

1. Is the sentence telling where? Then use a spatial preposition.
2. Is the sentence telling when? Then use a temporal preposition.
3. What makes the most sense in the sentence?

If you hear, “The cat is ___ the bed,” you need a word for place. A good answer could be under or on.

If you hear, “We line up ___ recess,” you need a word for time. A good answer could be before or after, depending on the meaning.

Worked Example 1

Sentence: The apple is ___ the bowl.

We ask: Is this telling where or when?

It tells where the apple is. So we need a spatial preposition.

A good answer is: The apple is in the bowl.

Worked Example 2

Sentence: We brush our teeth ___ bed.

We ask: Is this telling where or when?

It tells when we brush our teeth. So we need a temporal preposition.

A good answer is: We brush our teeth before bed.

Worked Example 3

Sentence: The puppy sat ___ the boy.

This tells where the puppy sat.

A good answer is: The puppy sat beside the boy.

Worked Example 4

Sentence: First we color. ___, we clean up.

This tells when things happen in order.

A good answer is: First we color. Next, we clean up.

5. Let’s compare place words and time words

• above tells where: The bird is above the roof.
• beside tells where: My lunchbox is beside my backpack.
• before tells when: We read before math.
• next tells when: Next, we go outside.

6. Tips to help you remember

• If you can point to it, it may be a place word.
• If it tells the order of your day, it may be a time word.
• Look for clues in the sentence.
• Read the whole sentence and ask, “Does this sound right?”

Summary

Prepositions are words that help tell where or when.

Spatial prepositions tell where, like in, on, under, above, and beside.

Temporal prepositions tell when, like before, after, and next.

When you read a sentence, ask: “Is this about place or time?” That will help you choose the right preposition.

Action Verbs and Descriptive Adjectives

Words help us make pictures in our minds. Some words tell what someone or something does. Other words tell what someone or something is like.

In this lesson, we will learn about action verbs and descriptive adjectives. These words make speaking and writing more clear, more interesting, and more fun.

An action verb is a word that shows an action. It tells what a person, animal, or thing does.

• run
• jump
• swim
• clap
• skip

Look at this sentence:

The dog runs.

The word runs is an action verb. It tells what the dog does.

A descriptive adjective is a word that tells more about a noun. A noun can be a person, place, animal, or thing. An adjective helps us know what it looks like, feels like, sounds like, or is like.

• big
• small
• soft
• happy
• red

Look at this sentence:

The dog is fluffy.

The word fluffy is a descriptive adjective. It tells what the dog is like.

Sometimes writers use plain words like go or nice. These words are okay, but we can often choose better words to make our sentences stronger.

For example, instead of saying:

The boy goes to the park.

We can say:

The boy runs to the park.

The word runs gives us a better picture than goes.

Instead of saying:

The girl has a nice hat.

We can say:

The girl has a bright, pretty hat.

The words bright and pretty tell more about the hat.

Why do we use action verbs and descriptive adjectives?

• They make sentences more exciting.
• They help the reader make a picture in the mind.
• They tell more exactly what is happening.
• They make writing stronger.

Action verbs can be more specific.

Sometimes one action word is stronger than another. Look at these words:

• go
• walk
• march
• tiptoe
• race

These words are all actions, but they do not mean exactly the same thing. Walk is different from tiptoe. Race is different from march.

When we pick the best action verb, our sentence becomes clearer.

Look at these examples:

• The girl goes across the room.
• The girl tiptoes across the room.

The second sentence helps us see how she moves.

Descriptive adjectives can be more specific too.

Sometimes words like good or nice do not tell enough. We can choose adjectives that paint a better picture.

• nice flower → pink flower
• good cake → sweet cake
• nice blanket → soft blanket
• good day → sunny day

These adjectives help us know more.

How can you find an action verb?

1. Ask, What is the person, animal, or thing doing?
2. The answer is often the action verb.

Example: The frog jumps.

What is the frog doing? jumps

How can you find a descriptive adjective?

1. Look for the noun.
2. Ask, What is it like?
3. The describing word is often the adjective.

Example: The frog is green.

What is the frog like? green

Worked Example 1

Sentence: The cat ran.

We ask: What is the cat doing?

The cat is ran. That is the action in the sentence. So ran is the action verb.

Worked Example 2

Sentence: The cat has soft fur.

We look for the noun. One noun is fur.

What is the fur like? It is soft.

So soft is the descriptive adjective.

Worked Example 3

Plain sentence: The bird went in the sky.

The action word went is not very strong.

We can choose a better action verb: flew.

New sentence: The bird flew in the sky.

Flew helps us understand exactly what the bird did.

Worked Example 4

Plain sentence: I see a flower.

This sentence is fine, but we can add a descriptive adjective.

Ask: What is the flower like?

Maybe it is yellow or tiny.

New sentence: I see a tiny yellow flower.

Now the sentence gives us a clearer picture.

Let's compare plain words and stronger words.

• The boy went home. → The boy raced home.
• The baby moved. → The baby crawled.
• The dog is nice. → The dog is playful.
• The apple is good. → The apple is juicy.

See how the second sentence in each pair tells more? That is the power of strong action verbs and vivid descriptive adjectives.

You can use both in one sentence.

Example: The small rabbit hopped under the green bush.

In this sentence:

• small tells about the rabbit, so it is a descriptive adjective.
• green tells about the bush, so it is a descriptive adjective.
• hopped tells the action, so it is an action verb.

Here is another one:

The happy girl skipped down the long hall.

• happy describes the girl.
• long describes the hall.
• skipped is the action verb.

Tips for choosing better words

• Use an action word that shows exactly how someone moves.
• Use an adjective that tells color, size, shape, or feeling.
• Ask yourself, Can I make a better picture with this word?

Try thinking about these nouns. What adjective could describe them?

• ball → red, round, bouncy
• cake → sweet, yummy, chocolate
• kitten → tiny, soft, sleepy

Try thinking about these people or animals. What action verb could show what they do?

• frog → jump
• horse → gallop
• child → laugh, run, clap

Remember:

• An action verb tells what someone or something does.
• A descriptive adjective tells what someone or something is like.
• Strong words make sentences more interesting.

Summary

Action verbs are doing words like run, hop, and clap. Descriptive adjectives are words that describe, like soft, blue, and happy. When we replace plain words with better action verbs and vivid adjectives, our writing becomes clearer and more fun to read.

Figurative Language Fundamentals

Sometimes writers use words in a special way. They do not always mean exactly what the words say. This is called figurative language.

Figurative language helps us make pictures in our minds. It can make a story sound fun, silly, or exciting.

In 1st grade, we can learn two simple kinds of figurative language:

• Similes — comparing two things using the words like or as
• Exaggeration — saying something in a very big way that is not really true

1. Similes

A simile compares two things to help us understand them better. Similes often use the words like or as.

Here are some examples:

• The baby is as quiet as a mouse.
• The cloud is like a fluffy pillow.
• Her smile is as bright as the sun.

These sentences do not mean the baby is really a mouse or the cloud is really a pillow. They help us imagine what something is like.

When you see like or as, ask yourself: Is the writer comparing two things? If yes, it may be a simile.

2. Exaggeration

An exaggeration means saying something is bigger, better, louder, faster, or more than it really is. Writers use exaggeration to be funny or to show a strong feeling.

Here are some examples:

• I am so hungry I could eat a mountain of sandwiches.
• My backpack weighs a ton.
• I waited for a hundred years.

These are not really true. A child cannot eat a mountain. A backpack does not weigh a ton. A person does not wait a hundred years. The writer is using big words to show a feeling.

How to tell if words are figurative

Sometimes it helps to stop and think: Can this really happen?

• If the sentence compares two things with like or as, it may be a simile.
• If the sentence sounds too big or too silly to be true, it may be an exaggeration.
• If the words do not mean exactly what they say, the sentence may be figurative.

Literal or figurative?

Literal means the words mean exactly what they say.

• Literal: The dog is brown.
• Figurative: The dog is as fast as the wind.

In the literal sentence, we learn a real fact. In the figurative sentence, we get a picture in our minds.

Worked Example 1

Sentence: The kitten is as soft as a blanket.

Step 1: Do we see as or like? Yes, we see as.

Step 2: Is the sentence comparing two things? Yes. It compares the kitten to a blanket.

Step 3: What does it mean? It means the kitten feels very soft.

Answer: This is a simile.

Worked Example 2

Sentence: I have told you a million times.

Step 1: Can someone really say something a million times in this moment? Probably not.

Step 2: Is the writer making the idea very big? Yes.

Step 3: What does it mean? It means the person said it many times.

Answer: This is an exaggeration.

Worked Example 3

Sentence: The moon was like a night-light in the sky.

Step 1: Do we see like or as? Yes, we see like.

Step 2: Is the writer comparing two things? Yes. The moon is compared to a night-light.

Step 3: What picture does it make? The moon glows gently in the dark sky.

Answer: This is a simile.

Worked Example 4

Sentence: My shoes are glued to the floor.

Step 1: Are the shoes really glued? Usually no.

Step 2: Is the writer saying something in a big or silly way? Yes.

Step 3: What does it mean? It means the person does not want to move or feels very tired.

Answer: This is an exaggeration.

Let’s practice thinking

• As busy as a bee → simile
• I laughed so hard my belly burst → exaggeration
• The tree is tall → literal
• The stars were like diamonds → simile

Tips for readers

• Look for the clue words like and as.
• Ask, Is this a comparison?
• Ask, Can this really happen?
• Think about the feeling or picture the writer wants you to have.

Why writers use figurative language

• To make stories more fun
• To help readers imagine
• To show strong feelings
• To make writing sound lively and interesting

Summary

Figurative language uses words in a special, not-exact way. A simile compares two things using like or as. An exaggeration makes something sound bigger or more than it really is. Good readers listen for clue words and think about what the writer really means.