Vocabulary worksheets for 5th graders: Grade 5 Vocabulary Worksheets | K5 Learning

5th Grade Vocabulary Worksheets

Narrator — There
are a ton of different skills being tested in this one. See if you
can spot them all.

Homonyms — This
is a discovery activity. See if you can make sense of homonyms on
your own.

Navigate — Another
discovery activity. See if you can find your way through this one. The sentence below uses the word «navigate» metaphorically. Explain the metaphor.

Choosing Precise Synonyms
— The sentences in this one are very tough. Read each starter sentence. Then select the sentence that has the
same general meaning, and which uses words that are appropriate for the context
of the sentence.

Harriet’s Debate
— You have to read into the context here. Read the passage. Then answer the questions below. Consult a
dictionary or thesaurus if you need help.

Character Traits
— Another worksheet that you will need a dictionary for. Use a dictionary to look up each of the key words. Then read the
sentences below. Use one of the key words to fill in the blank in each sentence.

Accurately Describing
Actions — How are these people acting? Read each sentence. Then choose the word that describes how the
person is acting.

Using Precise Words
— This is the type of question format that we see on most National
exams these days.

Describing People
— Bring the words to life with one solid sentence. Write its definition on the line. Then find the sentence that
illustrates the word. Write the word on the line next to the sentence.

Illuminated Manuscripts
— Don’t forget to use the passage to help you with this sheet.

Describing
People in Situations — Choose a word from the Word Bank to describe
each situation. Write the correct word on the line.

Understanding
Fine Differences — Look up each word in the dictionary. Answer
the question in the center box.

Logical
Relationships — Some words signal logical relationships between
different parts of a sentence.

Choosing
Appropriate Words — Choose from the two bold words the one that
best fits the situation, and underline that word. If needed, use a
dictionary to help you.

Watch
Your Vocabulary Bloom! — Look up each word in the dictionary.
Write a brief definition inside the petal. Then answer the question.

Helen
Keller — An amazing woman that broke new ground. Learn the 5th grade vocabulary words: achievement, challenge, and solitary.

Understanding
Character — Look up the words in bold. Write a definition for
each word on the line.

The Big
Dig — Choose the words that are the most precise in conveying
what is going on in the story.

What
do these words have in common? — We explore the terms: monarch,
overthrow, and luxurious.

Synonyms
| Antonyms — Each word in the English language has a very specific
shade of meaning that is particular to it.

Don’t Miss
Out! — Use one of the key words to fill in the blank in each
sentence.

Prefix
| Suffix — Look up each word in the dictionary. Then answer
the questions. s the area code of a phone number a prefix or a suffix?

Building
Vocabulary — Read each question below. Circle the correct answer.

Vocabulary
Worksheet — Another dictionary based worksheet. This time you will create your own sentences with these new 5th grade vocab. words.

Understanding
New Words through Context — Read the sentences below, paying
special attention the underlined words. See if you can figure out
what they mean from the context of the sentence.

Understanding
Fine Differences — Answer the question in the center box. Then
use the words to fill in the blanks in the sentences below.

Growing
Your Vocabulary — What do the two words have in common, how
they are similar to one another, or why they go together. Be careful;
just because the two words have something in common doesn’t make them
synonyms!

Choosing
Appropriate Words — Read each situation below. Choose from the
two bold words the one that best fits the situation, and underline
that word.

True
or False? — If what the sentence says is true, write a T on
the line. If what the sentence says is false, write an F on the line.

Describing
Places — Use a dictionary to look up each bold word below. Write
its definition on the line. Then find the sentence that illustrates
the word. Write the word on the line next to the sentence.

Vocabulary Worksheets for 5th Graders Online

Abbreviations and Contractions Worksheets for 5th Graders

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Affixes Worksheets for 5th Graders

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Commonly Confused Words Worksheets for 5th Graders

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Figures of Speech Worksheets for 5th Graders

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Synonyms and Antonyms Worksheets for 5th Graders

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Word Puzzles Worksheets for 5th Graders

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All Vocabulary Worksheets for 5th Graders

Russian language simulator for 4 classes.

| Educational and methodological material in the Russian language (grade 4) on the topic:

Russian language (grade 4)

K — 1 Write by inserting the missing letters.

Late autumn has come. With … nce n … going … lower and lower. The forest without l…stva looks…d…t sad….nym. How wonderful… but it was walking…here…here…hey os…n…yu! How pr… red… was then… this… forest! R … guys from our … class with … took an interesting … new co … section sheet … ev. Now the whole month … seems to be …. n … with (and, e) roaring. Heavenly … svo (d, t) obscured … zeros of the clouds. Re … ko can be seen … from … n (i, e) vu or the starry sky. H … one hundred st … it is not our …. nay p … year. This is a holiday … a nickname for slush and for … waiting. Sometimes a furious … wind … r dangerous … but to … cha … t d … roar … I. It’s hard … for the gray … in this white … joyful time. In our month . .. nost (s, e) everyone knows about foxes … her lo … cost (s, e) and courage (s, e).

K — 2 Write down by inserting the missing letters.

The little… calf was… stinging on the big p… lyank… All around m… gleamed red… grey… stumpy women… h… ki. You could hear buzzing …. chanting bee … ly or m … khnat …. shm … la. Among the green … tr …. you … share the colorful … t …. bad (oh, a) lines … ki. To … a calf with … a few red … gray flowers … weaves. He zah…tel n…d…d…trip them with…strunk…. N… demons hushed up with (and, e) drowsy clouds… kami. A few d … drops fell. Pr…fuck…squealed gr…for. K … calf op (o, a) white and p … sp … sewed d … mine. It started … raining … b. B … yes t … kla s n … demon. … on p … fell in the head … behind and m … shala see … a third. But here and to … net d … waiting. By tr…ne t…even in…yes. On a … eyah group …. people (s, h) gr …. gigantic … sky oha … ki p (o, a) f . .. smoldering and p (o, a) cr … sleepy l … stv.

K — 3 Write down by inserting the missing letters.

Le…cue m…ro…. My … cue dream … covered up three … ki and d..ro … ki. Our sa… p…b…lel. D…r…vca…dressed up in white fur coats…ki. I went out to … to walk in the hall … to our (oh, a) vra … . Dream … in (oh, a) the enemy … p..winged frail … cue real. At the bottom (oh, a) of the enemy, cre … cue le …. This is freezing…. hand … yok. Sugro… covered the bush. I dream… p…fell in boots… and in var…ki. I froze … and rub my palms … ki. M … and friends … I b … gut on the road …. Ro… ko enter… t how… cue le… r… beat… ki. Little Masha fell and hurt but…ku. Chu … some friends … I n … m …. gly small … ke get up. At home under the table … scrap on k … vr (e, and) l … lives m … a furry dog ​​Polkan. Here he sh … roko s … wails and l … never rises …. Polkan eats m … sleepy boule … he.

K — 4 Write down by inserting the missing letters.

At … kai tr … kick in … la from l … sleepy down … to (and, e) deep into the thicket (s, e). We turned onto it near the old ate (and, e) and now walked almost without d … horn (and, e). Every now and then it came … it was necessary to evade … from not … some whip … some branch (s, e). Often m … licked the muzzle … ka or the tail of a ro … which bird … k (i, e) or lo … coy we … k (i, e). But here we were … going to the b … big p … lyank (u, e). There is a lot of sweet … s … mlyanyk (i, e) and taste … black … rnik (i, e) here. Here it looked out of the bushes …. zero and again disappeared … red … th nose cunning l … sich … k (i, e). And with more … big a …. etit with … they already ate four circles … ki h … gum yago … k (i, e) s …. blob (i, e). Big … big m … l … doy m … de … b … sting through the forest. He was looking for m…lina. The rotten n…nks and stv…ly d…roar…ev popped up.

K — 5 Write down by inserting the missing letters.

Pr (o, a) n … a rain cloud has fallen. We’re going to l…juice. We have with us n … zhi and k … rye. After a big … big d … waiting in l … su a lot of gr … bov. P (o, a) … are l … sich … ki, red … ki, raw … ki, d … jackets, m … slat. Sometimes we replace … tea n (o, a) db … cutters and mushrooms. (Oh, a) no r … stand on the p … lands and under the d … roars … yami. Sometimes they are guarded … by … keys … ki. Often guarded by nettles. (Oh, a) they don’t hide … in the op … tr … ve and under the f … hackneyed Christmas trees. The l…snaya m…scale also m…shakes gr…bniki. We walked along the tr…pink(s,e) through the thicket and (o,a)to…stuck on b…reg r…chu…ki. The current of the r … ki is slow. We crossed it by m … st. Already started … lo t … wrinkle. It’s time to sh … d … mine.

K — 6 Write down by inserting the missing letters.

Dep…ro…started. Drank … in a dream …. My friend . .. Seryo … ka came to me with a request … to help … him to chop a draw … We put on warm shirts … ki, jackets and sha … ki went to the forest … . Here is the fir tree. Little birds… chirped in… you d… roar….ev. Around stv … catching r … sla me … no … no … tra … ka. Under the n … gami there are a lot of needles … and sh … nis. Seryozha knocked … l t … then. In my sapo… I got a piece… of a tree. I wiped….snacked him. Here the trunk began to fall. Seryo … ka lo … ko (oh, a) jumped. We p(o,a) put oha…ki dro… in a bag…, p(o,a) loaded it on lard…ki and brought it….filled it with faith…coy. P (o, a) in … evil gr … d … mine. D…ro….ka is going through the pond… It’s already easy on the pond…. Le… now still fragile… cue.

K — 7 Write down by inserting the missing letters.

Late in the morning, the beautiful princess was walking along the b..regula…ki and admiring the sails….boats. The weather was h…destiny…. noy. Light … kie (o, a) blach … ka b … stinged on n … devilish … azure (u, e). A group of …. and … forest … maids of honor gathered in the forest …. Suddenly, there was a terrible … splash, and from the cable … nick howled … an evil h … a monster. It had a gigantic….green…sleen body and big…big cats. The ears of the h … dovischas were like cabbage …. l … sts. Here n (o, a) … curled m … l … doy bump …. nickname. It was the valiant commander of the guard. He dangled … zero and threw k (o, a) p … e. Vra… was serious… but wounded. Bere … resounded with … joyful cries In the kingdoms (and, e) about … (e, I) wed a b … big holiday … nickname.

K — 8 Write down by inserting the missing letters.

We are going to bathe…to the dam… along the….coy tr….pink….On the m…ku(w,g)to… m…hentay ate… s…dit gigan….skay s…va. We pr (and, e) flirt … huddle to eat …. With … va st … is melting. We find ourselves in the pr (e, i) forest . .. noy p … lyank (e, i). (Oh, a) it’s full of s … bluff. On the br (e, and) outside, the traces of … yesterday’s day … are visible. From tra (v, f) to … sticks out g … l … va lie … ki. Here (oh, a) on jumps to the big puddles… We go to the bridge… to the surface…. in … they jump into … small houses. There are already several bathers on the small square … scha … k (e, and) already. With such hot weather, everyone dreams of a vacation….

K — 9 Write down by inserting the missing letters.

New Year … — a wonderful … holiday … nickname. Even if for (o, a) knom not us …. nay n … years. Let the furious … ny wind be hairy … but gon (and, e) t grue …. you of gigantic … clouds across the firmament …. P … years are outrageous in vain … but. We are filled with joyful….feelings. We are happy … livi. H..t — h … sad … but pr (a, o) in … reap the old th …. But in the new year … du, so many pr (e, and) red … waiting for us For a delicious . .. dinner, we … smoke until pos … him in the evening. Tes … but we have at the table … scrap. How many (s, s) are good, honest people here! At the st … le l … press the telegram …. s from friends. Yellow … green, red, (o, a) g … nki decorate the Christmas tree. Hello … hello, New Year …!

K — 10 Write down by inserting the missing letters.

In … a circle p … lyank (and, e) st … yali m … l … spruce. About one Christmas tree (I.Yue) there was a mouse … n … ra. From the mink (s, e) h … a hundred chosen … galli ro … which we … ki. The mouse (and, e) has a thin, how (s, h) cue tail and an eye …. kaya sh … rstka. The color of the sh … rstk (i, e) is usually … but with … rough. I h… a hundred sat down near the mink(s, e) in t… a little from the branch(s, e) and watched. Well … we … k (i, e) depends on the speed (i, e) of its samples … (g, w) k (i, e). A small sound (e, and) sounded n … set … as if str … la. If a tree trunk (and, e) stands in the way . .. a mouse … swoops … shoots at it at m … three heights. Then she falls down … and without stopping (and, e) b … lives on.

K — 11 Write down by inserting the missing letters.

Clap … snow covered the earth with a white tablecloth … y. The night … raged once … (e, I) roaring in … the south. At the entrance … the ride was blizzard … us … lo b … big snow …. On the sn … gu in … the bottoms of the birds … and the next …. What is left with … (and, f) good for … in … r … b … other flocks? Tousled birds….ki pr(i,e)l…tele to the lives…of people. Their chirp… can’t be heard everywhere. (Oh, a) no looking … t cro … ki and other leftovers … ki food. The dog (B, c) … the youngster s … shivered from the cold … yes. His smooth hair does not warm well. he moved from bu … ki to those (r, rr) asu. On the sky (e, and) n (o, a) … not … clouds curled. Soon it will be rainy again … e.

K — 12 Write down by inserting the missing letters.

Ru….the cue forest is very beautiful… in (o, a) these… days. Into the green dress … roar … ev …. (oh, a) all … colors entered. (Oh, a) p … give with b … ryo … s … l … tye le …. some leaves … i. But m … gooing du … for a long time will be cre … ko d … neighing its r (and, f) zny sheet … I. Very beautiful autumn … yu r … bina. (Oh, a) her bunches are burning with fire … I am through the foliage. Pr (o, a) t … whether … some threads of the web have vanished. In the… giving tr… you can see a blushing hat… ka grie… ka. (Oh, a) hay … in … yes, in l … dreamy streams …. transparent … on. So … nce s … l … tit in … rhu … k (i, e) d … roar … ev. On the s … ml … amazing … multi-colored to … ver. Oh such beauty (a, o) t … we will wake up … pass all winter.

K — 13 Write down by inserting the missing letters.

High… s… lyon…. h… lma st… yala b… big b… cut. Under … you powerful . .. st … summer …. tree, we h … a hundred hid from the heat …. summer…. from … ntsa or from to … rotk …., but strong …. d …. waiting. From this miracle … n …. t (e, i) nist … places opened pr (i, e) red … landscape …. Along sh…rock…. wheat…n…. fields t … a row rushed to … a key …. in….twist…. shrub. From near…. from … la to dr (i, e) much …. spruce…. forests in … la road. Next to the forest in … days the slopes are deep …. and wide… ravine. From it d (o, a) n … there was a murmur of fast …. cool…. brook. not x … the body uh …. to die from this magical …. x … lma.

Russian language teacher: “Dictionary words should even hang on the toilet door!”

Komsomolskaya Pravda

Search results

of her lessons, students of an ordinary Minsk school score 90 points on the CT and enter universities without tutors [tell us about the lessons of which teacher we should write about!]

The students themselves signal to the teacher whether they know the rule.

Komsomolskaya Pravda continues to talk about teachers who are able to infect both students and colleagues with their enthusiasm. Lidiya Vashchilina, a teacher of Russian language and literature at Minsk School No. 209, is exactly like that.

VOCABULAR WORDS SHOULD BE HANGED EVEN ON THE TOILET DOOR

— When I first come to class, I immediately hand the children three sheets of A4 with two columns of words: “Write correctly” and “Pronounce correctly”, — Lydia shares the method of self-tutoring admission Afanasyevna. — And I say that they hang them at home: over the desk, over the kitchen and even on the door in the toilet! And the fourth copy is in your pocket. You go somewhere (whether on a date, to a workout) — pull it out and teach.

— And how do they feel such pressure?

— At first they are wary, they go to find out about me in other classes. Then they come back and sit quietly. Of course, sometimes they get angry with me. I somehow took a parallel of the 5th grade, and they came with their parents to complain about my requirements. I tell them: “Don’t you understand? In 11th grade, none of you will be looking for a tutor!” So it is: none of my students do extra work, everyone comes with a bang! Many take first places in regional and city Olympiads, in 2008, for example, 14 people in parallel wrote the CT for 90 points and above, seven of them were from my class.

The guys prepare in different ways: they play associations and write dictations.

— My students have separate notebooks for vocabulary words. Made a mistake? You write it 50 times. Did he make a mistake again? 100 times! Nobody wants to write the same thing 150 times, so it usually ends here, — the teacher laughs. — I compose dictations myself, I try to collect as many words with a certain spelling in them. There is, for example, one per rule “After the sizzling” , called “Devil”: “The prim devil sat on a hard burlap sofa and drank cheap acorn coffee…” From such texts one can immediately see who knows the rule and who does not.

And another set hangs on the board so that the correct accents or spelling flash before your eyes.

REMEMBER THE WORDS BY ASSOCIATIONS: ALLA ON THE ALLEY, GALYA IN THE GALLERY

— It happens that guys complain: we can’t remember anything, they say! Then you have to come up with associations. For example, «alley / gallery» — where how many L? In the name of Alla there are two L, which means that in the alley — too. And in Gala — one, so the same number in the gallery. Or the word «stop» — O or A? Some check through “stand”, others — through “stop” … But it can be easier: we come to the bus stop, and there is a bus schedule on the pole — with the letter “A”! Well, or when to write campaign , and when company ? If you meet with friends, sit in a circle. And the circle is O, which means the company.

There is a problem with the roots «poppy» and «mok» («dunk» and «wet»). I explain it like this: when you put something into the water, you do it down (draws an arrow — Ed. ). What letter does the inverted arrow look like? On A! And if something is already in the water and gets wet (it gets wet from all sides, in a circle!) — this is Oh, the root is “wet”. I understand that it is impossible for a normal person to remember everything, so I have to somehow get out. For example, we write all the words from “pre / at” on a sheet of A4 divided into two columns: in one “pre”, in the other — “at”. Even if you can’t figure out why you need to write that way, you will visually remember in which column the word is. Same system with one and two H . And there are no errors!

Literally today I was explaining to the class when in the endings of adverbs formed from non-prefixed adjectives, you need to write O, and when A. To make it easier to remember, I use the “window” principle: I take the prefix of the adverb, make a preposition out of it and add the word “window”. What is the ending at the window, the same will be with the adverb. Here are examples: in the adverb «first» (we use the method — «from the window»), the ending is A. B «to the left» («to the window») — O, «to the left» («on the window») — also O, «to the left» («from the window») — A. I checked each of these words against a large spelling dictionary. Only “early” and “verbatim” did not fit, so I gave them as exceptions.

— Is everything? It’s a lot!

— I remember when I worked in the camp, during quiet hours I read Ozhegov’s dictionary and conjugated verbs for «-it». Everyone knows that all of them, except for “shave” and “lay”, refer to the second conjugation — beat, drink, pour … If you check the third person plural (beat, drink, pour), it turns out that they are I conjugations! Conclusion: if in the verb on “-it” one syllable is the I conjugation, if two or more — the II-th, not counting the prefix and postfix. And all the verbs on “-at”, “-et” and “-yat”, where it is not clearly heard (either cackle, or cackle?), belong to the first conjugation.

INSERT LETTERS INTO WORDS WITH SIGNAL CARDS

— There is another technique called «signal cards». It is very convenient to check children this way, because not one person answers, but the whole class at once! The bottom line is this: each student has two cards of the same size but different colors (for example, green and red). Checking theme «O/Yo after sizzling» . I write a word on the board, and the guys raise a green card if you need to insert O into it, or a red one if Y. They are the same at the back, and only I see the front. Everyone who makes a mistake puts sticks on a separate leaf — I’m watching! It happens that bosom friends begin to prompt each other, then it is the prompter who gets the penal stick. How is it to deceive a teacher in front of witnesses?! Lydia Afanasievna laughs. — And at the end they are handed over to me — and after 5 minutes everyone already knows the results.

— It turns out that classes are constantly training you!

— Exactly! Children often say: “Oh, Lidia Afanasievna, you probably know Russian so well!” And I answer: “I don’t know him by 10 points. Probably only my favorite author, Rosenthal, the smartest man in the world, knows.” I never lie to children: if I don’t know the answer, then I write down the question, look it up in dictionaries, and only then do I answer. After all, if you answer at random and make a mistake, how will they look at me later? Recently they asked which is correct: graffiti or graffiti? I honestly admitted: I don’t know. I looked in Solovyov’s dictionary — he writes, «graffiti», but there are different dictionaries. But what I especially like about working on the culture of speech is that the guys correct each other during breaks. «Will you call me? — You will call! Or “Come, we will sit in the kitchen. “In the kitchen, not in the kitchen!”

— How do you manage the required lesson plans?

— I don’t know how, but I myself decide what to do in class. I know that each class needs to be approached differently: one exercise is enough for this, and with this you need to work out the rule, give your own, not book examples — and only then fix it.

What Lidia Afanasievna hasn’t come up with in her 40 years of work: signal cards, her own rules, dictations, and stencils…

LITERATURE: STUDENTS DO Tricky TESTS AND STAGE «ROMEO AND JULIET»

— Literature also has a system. There is a hint for those who cannot remember the meter. There are five of them: two two-foot (iambic, trochee) and three three-foot ones (dactyl, amphibrach and anapaest). Remember: the letter “x” in the alphabet comes earlier than “I”, which means that in the chorea the stress is on the first syllable, and in iambic — on the second. For trimeters it is like this: dAktil — stress on the first syllable, aMfibrachiy — on the second, and Napest — on the third (because «m» in the alphabet is earlier than «n»).

— How do you work with works?

— When the guys were smaller, they liked to stage fables, they got older — they took up Romeo and Juliet. At first, during the scene on the balcony, we were dying of laughter (the boy Andrei played Juliet). When the boys fought with swords, it was scary. And when Juliet died in the crypt, everyone really cried. Of course, we don’t stage everything. So that the guys do not read the text diagonally, I make up quizzes with very tricky questions. For example, you need to know how many steps Raskolnikov took from his house to the house of an old pawnbroker in order to kill her. 730! Or on which finger did Gray put Assol’s ring on? On the left little finger! — the insidious Lydia Afanasyevna laughs. — I work for children. I don’t even sit in class! Sometimes I go out — and a trickle flows down my back, because I plowed it. But I love working with children so much, this is mine! I believe that the goal of the work of a teacher of the Russian language and literature is to help the children become more beautiful in soul, more noble, learn to see the beautiful. There is a powerful weapon for this — the word. Remember, yes? “With a word you can kill, with a word you can save, with a word you can lead regiments behind you…”

REFERENCE «KP»

Lidiya Afanasievna Vashchilina — teacher of Russian language and literature of the highest category. Teaching experience — 39 years. Awarded with diplomas of district and city departments of education, a diploma of the Ministry of Education of the USSR, a diploma of the Ministry of Education of the Republic of Belarus. He has the titles of «Senior Teacher» and «Excellence in Education of the Republic of Belarus».

WAS IT INTERESTING FOR YOU TO STUDY AT SCHOOL?

If you know teachers who use unusual and effective methods of work, help KP find them, tell us about the lessons of which teacher is worth writing about!

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