You will learn
- Say a new word in a sentence.
- Write a new word in a sentence.
- Choose the best word for a sentence.
- Say the word’s meaning when using it.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- We use new words to make them ours.
- A good sentence shows what the word means.
- We can say it and write it.
- The more we use words, the better we know them.
Words to know
a word you have just learned
words that tell a whole idea
put into speech or writing
what a word tells us
1. Discover: My new word
Ama learned the word enormous. Her teacher says, “Now use it!” Ama says, “The elephant is enormous.” Kofi says, “My dad’s shoes are enormous!” The more they use the word, the better they know it.
Think: What sentence can you make with enormous?
2. Understand: Using words
Idea 1: Say it
Say the new word in a sentence. This helps you remember it.
Idea 2: Write it
Write a sentence with the word. Start with a capital and end with a full stop.
Idea 3: Make it mean something
A good sentence shows the meaning: “The elephant is enormous, much bigger than a dog.”
3. Worked examples
Example 1 (I show you): Say it
Use enormous in a sentence.
- Think of something very big.
- Say the sentence.
Answer: The elephant is enormous.
Example 2 (We do it together): Write it
Write a sentence with tiny.
- Think of something small.
- Write with a capital and a full stop.
Answer: The ant is tiny.
Example 3 (You try): Pick the best word
The mouse is ___. (tiny/enormous)
Show the steps and answer
- Think of a mouse.
- Pick the word that fits.
Answer: tiny
Did you know?
People remember new words best after they have used them about ten times.
Why this matters
Using words in sentences turns them into words you can really use.
4. Explore: Word of the day
Use the word of the day.
- Choose a new word.
- Say it in a sentence.
- Write it in a sentence.
- Use it again during the day.
Think about it: what did you notice?
You can use new words in your speaking and writing.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The ___ is ___.
- I use the word ___ when ___.
- My sentence is ___.
- ___ means ___.
Guided practice
Question 1. Use enormous in a sentence.
The elephant is enormous.
Question 2. Write a sentence with tiny.
The ant is tiny.
Question 3. The mouse is ___. (tiny/enormous)
tiny
Independent practice
Level 1: Start
- The ant is ___. (tiny/enormous)
- The whale is ___. (tiny/enormous)
- Write a sentence with the word happy.
- A good sentence starts with a ___ letter.
- A sentence ends with a full ___.
Level 2: Grow
- Use whisper in a sentence.
- Use enormous in a sentence.
- Which word fits: The soup is ___. (boiling/tiny)
Level 3: Stretch
- Write three sentences with three new words.
- Why do we use new words in sentences?
- Kofi writes The ant is enormous. Is that a good sentence?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Use a new word three times today.
Show a sample answer
I used enormous when I saw a big tree.
Another one. Tell a family member a story using five new words.
Show a sample answer
A story with enormous, tiny, whisper, boiling and gigantic.
7. Common mistakes
Fix: Check that it fits.
Fix: Check your sentence.
8. Lesson summary and revision card
- I can say a new word in a sentence.
- I can write a new word in a sentence.
- I can pick the best word.
- I can say its meaning.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Use new words in sentences.
- Say it and write it.
- Pick the best word.
- Practice helps memory.
11. Next lesson
Next lesson: Words and sentences. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Use the word enormous in a sentence. [2 marks]
- Write a sentence with the word tiny. [2 marks]
- What does enormous mean? [1 mark]
- Why do we use new words in sentences? [1 mark]
- Explain how to check that a sentence uses a word well. [3 marks]
Total: 9 marks.
Marking guide and model answers
- uses enormous correctly [1]; full sentence [1]
- uses tiny correctly [1]; full sentence [1]
- very big [1]
- to remember them [1]
- the word fits [1]; the sentence makes sense [1]; the sentence is correctly written [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- The ant is ___.
- The whale is ___.
- The soup is ___.
- Write a sentence with happy.
- Write a sentence with enormous.
- A sentence starts with a ___ letter.
- A sentence ends with a full ___.
- True or false: using words helps us remember them.
- Use three new words in a story.
- Tell a family member your sentence.
Homework
Use three new words in sentences at home and tell them to a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. The ant is ___. | tiny | 1 |
| 2. The whale is ___. | enormous | 1 |
| 3. The soup is ___. | boiling | 1 |
| 4. Write a sentence with happy. | a valid sentence | 1 |
| 5. Write a sentence with enormous. | a valid sentence | 1 |
| 6. A sentence starts with a ___ letter. | capital | 1 |
| 7. A sentence ends with a full ___. | stop | 1 |
| 8. True or false: using words helps us remember them. | true | 1 |
| 9. Use three new words in a story. | a story with three words | 1 |
| 10. Tell a family member your sentence. | spoken sentence | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 tiny; 2 enormous; 3 a valid sentence; 4 capital; 5 stop. Level 2: 1 a valid sentence; 2 a valid sentence; 3 boiling. Level 3: 1 three valid sentences; 2 so we remember them; 3 no, ants are tiny.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say a new word in a sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Write a new word in a sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Choose the best word for a sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say the word’s meaning when using it | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Using a word in the wrong way. Check that it fits.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use sentence frames with the word given.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to use new words in their own sentences. You do not need to be an expert to help.
- Choose a word of the day.
- Use it at mealtimes.
- Praise good sentences.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say a new word in a sentence; write a new word in a sentence; choose the best word for a sentence; say the word’s meaning when using it.
Prerequisite knowledge. Vocabulary from stories.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Say enormous in a sentence and invite learners to try.
Explanation (10 min). Teach saying and writing new words.
Guided activity (10 min). Practise word of the day.
Independent activity (10 min). Learners share their sentences.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Does the word fit? Does the sentence make sense?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use sentence frames. Extension. Write a paragraph using five new words.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Using a word in the wrong way. Check that it fits.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use sentence frames with the word given. Enrichment. Write a short paragraph using five new words. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.1.6 (use words and phrases acquired through conversations, reading and being read to, and responding to texts); Education Endowment Foundation Improving Literacy in Key Stage 1 guidance (vocabulary); Cambridge Primary English Stage 1 (vocabulary and writing). These sources informed the lesson.