208 results for "words"

During third grade, your child will be expected to distinguish between shades of meaning among related words—such as “wondered,” “suspected,” “believed” and “knew”—and sort the words in order from the weakest to the strongest meaning.

When entering second grade, your child should be able to build and spell simple words by blending sounds together. For example, when given the letters “a,” “e,” “c,” “b,” “d,” “g” and “s,” your child should be able to use the letters to build and read at least three words.

When entering fourth grade, your child should be able to distinguish between shades of meaning among related words, such as “wondered,” “suspected,” “believed” and “knew.”

When entering first grade, your child should be able to read common, high-frequency words by sight, such as “the,” “of,” “to” and “you.”

When entering second grade, your child should be able to decode—or read and understand—regularly spelled one- and two-syllable words, such as “wet” or “seven.”

During first grade, your child will learn to spell frequently occurring irregular words, such as “know” and “could,” and learn to recognize and read them on sight.

When entering third grade, your child should be able to use common spelling patterns to decode and spell words easily, such as “cart,” “chart” and “smart.”

When entering second grade, your child should recognize and read common grade-appropriate sight-words and words with irregular spellings, such as “said,” “come” and “does.”

When entering kindergarten, your child should be able to recognize and match words that rhyme.

During first grade, your child will learn to spell frequently occurring irregular words, such as “know” and “could,” and learn to recognize and read them on sight.

During first grade, your child will learn subtleties in words’ meanings and make real-life connections between words and their use, such as understanding that both a bed and sofa could be called cozy.

When entering first grade, your child should be able to spell simple words by sounding them out, such as “c-a-t” and “f-o-x.”

During fourth grade, your child will be asked to figure out the correct meanings of multiple-meaning words that appear in fourth-grade texts, such as knowing when the word “pitcher” refers to a container for pouring liquids or a person throwing a ball.

When entering fifth grade, your child should be able to compare and round multidigit numbers. Your child should also be able to read and write multidigit numbers in number, word and expanded form. For example, 765; seven hundred sixty-five; 700 + 60 + 5.

When entering fourth grade, your child should be able to figure out the correct meanings of multiple-meaning words that appear in third-grade texts, such as knowing when the word “shower” refers to a rainstorm or a place to wash off.

When entering fifth grade, your child should be able to correctly use frequently confused words, such as “to” and “two” or “there” and “their.”

When entering fourth grade, your child should know how to correctly use words in sentences and should know many rules of English grammar, including parts of speech, regular and irregular plural nouns, regular and irregular verbs, verb tenses, subject-verb agreement, sentence structure and more.

When entering fourth grade, your child should be able to figure out the correct meanings of multiple-meaning words that appear in third-grade texts, such as knowing when the word “shower” refers to a rainstorm or a place to wash off.

During second grade, your child will learn to determine the meanings of grade-appropriate words based on the context in which they are used.

During kindergarten, your child will learn to read common, high-frequency words by sight, such as “the,” “of,” “to” and “you.”

When entering first grade, your child should be able to spell simple words by sounding them out, such as “c-a-t” and “f-o-x.”

During kindergarten, your child will learn to identify the ending sounds in simple words and identify the letter that makes them, such as identifying the “n” sound in “pen.”

When entering second grade, your child should be able to decode—or read and understand—regularly spelled one- and two-syllable words, such as “wet” or “seven.”

When entering first grade, your child should be able to read common, high-frequency words by sight, such as “the,” “of,” “to” and “you.”

When entering fifth grade, your child should be able to figure out the meaning of an unfamiliar word or phrase by using clues in the text, such as definitions or examples.

During fifth grade, your child will learn to figure out the meaning of an unfamiliar word or phrase by using clues in the text, such as cause/effect relationships and comparisons. For example, in the following sentence, you can determine that the word “chastened” means “punished” by looking at the cause and effect: “When Judy found out that her son had cheated, she chastened him by taking away his video games.”

When entering fourth grade, your child should be able to figure out the meaning of a word when a prefix or suffix is added to a familiar root word, such as figuring out what the word “unhappy” means based on the knowledge that “un-” means “not.”

During first grade, your child will be asked to solve word problems that involve adding and subtracting within 20.

During fourth grade, your child will learn to write fractions with denominators of 10 or 100 as decimals, such as writing 3/10 as 0.3 and writing 34/100 as 0.34. Your child will also learn to add and subtract amounts of money using decimals.

When entering fifth grade, your child should be able to use common, grade-appropriate Greek and Latin prefixes, suffixes and roots to figure out the meaning of a word. For example, “telegraph,” “photograph” and “autograph” all contain the Greek root “graph,” which refers to something that is written or drawn.

During third grade, your child will learn to figure out the meaning of a new word when a prefix or suffix is added to a familiar word, such as figuring out the meaning of “preheat” based on the knowledge that “pre-” means “before.”

When entering second grade, your child should be able to solve word problems that involve adding and subtracting within 20. This includes solving problems with up to three numbers. For example, 5 + 7 + 3 = 15.

When entering third grade, your child should be able to figure out the meaning of a new word when a prefix or suffix is added to a familiar word, such as figuring out the meaning of “unhappy” based on knowledge of the word “happy.”

When entering second grade, your child should be able to read words with inflectional endings and use them correctly in sentences. Inflectional endings are letters that are added to words, such as “-ing,” “-es,” or “-ed.” For example, your child should be able to read the words “wishing,” “wishes” and “wished” and use them correctly in sentences.

When entering kindergarten, your child should be able to listen to a story and ask and answer questions about key details, such as identifying characters and events and retelling the story in their own words. Your child should also understand the basic features of print, such as differentiating letters from words, recognizing that words have spaces between them and distinguishing the roles of authors and illustrators.

When entering kindergarten, your child should be able to listen to a story and ask and answer questions about key details, such as identifying characters and events and retelling the story in their own words. Your child should also understand the basic features of print, such as differentiating letters from words, recognizing that words have spaces between them and distinguishing the roles of authors and illustrators.

When entering second grade, your child should be able to read words with inflectional endings and use them correctly in sentences. Inflectional endings are letters that are added to words, such as “-ing,” “-es,” or “-ed.” For example, your child should be able to read the words “wishing,” “wishes” and “wished” and use them correctly in sentences.

When entering third grade, your child should be able to decode—or read and understand—two-syllable words by applying word analysis skills and by sounding out words.

When entering fourth grade, your child should be able to decode and spell multisyllable words and grade-appropriate irregularly spelled words.

When entering fifth grade, your child should be able to understand words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

When entering fourth grade, your child should be able to decode and spell multisyllable words and grade-appropriate irregularly spelled words.

When entering second grade, your child should be able to correctly use pronouns, singular and plural words, and past-, present- and future-tense words in sentences.

When entering fifth grade, your child should be able to understand words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

When entering first grade, your child should be able to figure out the meanings of unfamiliar words and multiple-meanings words that they encounter in kindergarten-level texts.

During fifth grade, your child will learn to use the relationship between synonyms (words with similar meanings) and antonyms (opposites) to better understand each of the words.

During third grade, your child will be expected to distinguish between shades of meaning among related words—such as “wondered,” “suspected,” “believed” and “knew”—and sort the words in order from the weakest to the strongest meaning.

When entering second grade, your child should be able to correctly use pronouns, singular and plural words, and past-, present- and future-tense words in sentences.

When entering first grade, your child should be able to figure out the meanings of unfamiliar words and multiple-meanings words that they encounter in kindergarten-level texts.

When entering second grade, your child should be able to build and spell simple words by blending sounds together. For example, when given the letters “a,” “e,” “c,” “b,” “d,” “g” and “s,” your child should be able to use the letters to build and read at least three words.

During first grade, your child will learn to figure out the meanings of new words and multiple-meaning words based on the context in which they are used.

When entering third grade, your child should be able to distinguish long and short vowels when reading regularly spelled one-syllable words, such as “mad” and “made,” and know how to spell words using common vowel teams, such as “ai,” “ea,” “ee,” “oa” and “oi.”

When entering second grade, your child should understand that final -e and common vowel teams can be used to make long vowel sounds. For example, your child can recognize that the “oa” and “o_e” teams in the words “coat” and “rope” contain long “o” sounds. Your child should also be able to spell words using these vowel teams.

When entering second grade, your child should understand that final -e and common vowel teams can be used to make long vowel sounds. For example, your child can recognize that the “oa” and “o_e” teams in the words “coat” and “rope” contain long “o” sounds. Your child should also be able to spell words using these vowel teams.

During fifth grade, your child will learn to use the relationship between synonyms (words with similar meanings) and antonyms (opposites) to better understand each of the words.

When entering second grade, your child should be able to correctly use pronouns, singular and plural words, and past-, present- and future-tense words in sentences.

When entering second grade, your child should be able to correctly use pronouns, singular and plural words, and past-, present- and future-tense words in sentences.

When entering third grade, your child should be able to distinguish long and short vowels when reading regularly spelled one-syllable words, such as “mad” and “made,” and know how to spell words using common vowel teams, such as “ai,” “ea,” “ee,” “oa” and “oi.”

When entering third grade, your child should be able to decode—or read and understand—two-syllable words by applying word analysis skills and by sounding out words.

During first grade, your child will learn to figure out the meanings of new words and multiple-meaning words based on the context in which they are used.

During first grade, your child will learn subtleties in words’ meanings and make real-life connections between words and their use, such as understanding that both a bed and sofa could be called cozy.

When entering fifth grade, your child should know how to correctly use words in sentences and should know many rules of English grammar and usage, including rules about relative pronouns (which, that), relative adverbs (where, when, why), the correct order of adjectives and more. Your child should also know how to use correct punctuation and capitalization when forming sentences and paragraphs.

When entering fourth grade, your child should know how to correctly use words in sentences and should know many rules of English grammar, including parts of speech, regular and irregular plural nouns, regular and irregular verbs, verb tenses, subject-verb agreement, sentence structure and more.

When entering second grade, your child should be able to figure out the correct meanings of multiple-meaning words, such as knowing when the word “bat” refers to a baseball bat or a flying animal.

When entering third grade, your child should be able to figure out the meanings of unknown words using a variety of strategies, such as looking at the context in which the word is used or consulting a dictionary.

When entering kindergarten, your child should be able to compare objects and describe their similarities and differences, including distinguishing by color, size, weight or shape. Your child should also be able to describe objects using the correct words, such as “big,” “small,” “short” and “tall.”

When entering kindergarten, your child should be able to recognize and match words that rhyme.

During kindergarten, your child will learn to count and say the syllables in spoken words. For example, your child should understand that “kitten” has two syllables: kit•ten.

When entering first grade, your child should be able to count and say the syllables in spoken words. For example, your child should understand that “kitten” has two syllables: kit•ten.

When entering kindergarten, your child should be able to identify the initial sounds in words.

When entering third grade, your child should be able to figure out the meanings of unknown words using a variety of strategies, such as looking at the context in which the word is used or consulting a dictionary.

When entering fifth grade, your child should be able to read, analyze and understand level-appropriate nonfiction reading passages, finding the main idea and important details, comprehending key words and phrases, comparing different accounts of the same event or topic and making inferences.

During kindergarten, your child will learn to spell simple words by sounding them out, such as “c-a-t” and “f-o-x.”

When entering second grade, your child should be able to figure out the correct meanings of grade-appropriate homophones—words that sound the same but have different meaningss. For example, “to” and “two” or “eye” and “I.”

When entering kindergarten, your child should be able to compare objects and describe their similarities and differences, including distinguishing by color, size, weight or shape. Your child should also be able to describe objects using the correct words, such as “big,” “small,” “short” and “tall.”

When entering second grade, your child should be able to divide circles and rectangles into halves and fourths and describe the parts of each using words like “halves,” “fourths” and “quarters.”

When entering second grade, your child should be able to read and spell words with consonant blends, such as “st,” “sp” and “bl,” as well as common consonant digraphs, such as “th,” “ch” and “sh.”

When entering first grade, your child should be able to identify the beginning and ending sounds in simple words, such as identifying the “b” sound in “bat” or the “n” sound in “pen.”