How to Prepare for 11 Plus Vocabulary and Spelling
If I could fix one thing in 11+ preparation across the country, it would not be reasoning. It would not be maths technique. It would be vocabulary.
A child with a thin vocabulary is capped on every other element of the paper. Comprehension is harder because they cannot work out what passages mean. Writing is harder because they cannot reach for the right word. Verbal reasoning is harder because half the question types depend on word knowledge. And later, in interview, they sound thinner than they actually are.
Yet vocabulary is the part of preparation parents most often delegate to chance. Here is how I would approach it.
Why vocabulary is built, not crammed
Vocabulary lists exist. Some are useful. None of them, by themselves, build the deep, contextual word knowledge that wins marks in selective school papers.
There is a difference between a child who has memorised that “reluctant” means “unwilling” and a child who has met “reluctant” in three different books, has been gently asked what it means in context, has noticed how it differs from “hesitant,” and has used it in their own writing.
The first child can answer a synonyms question. The second child can write, infer, and converse. Selective schools are interviewing for the second.
The single most powerful strategy: reading widely
If you do nothing else, do this. Twenty to thirty minutes of reading per day, from Year 2 onwards, with conversation about what is being read. Vary the material. Include some books slightly above your child’s natural level.
Children who read widely meet thousands of words in context across a year. They absorb meaning, register, and rhythm together. No app, no card pack, no list, can match it.
How to actively build vocabulary
Reading does the heavy lifting. But there are also active strategies that work.
1. Word of the day at home
Pick one new word each morning. Stick it on the fridge. Use it during the day. Encourage your child to use it back. Five minutes total. Over a year that is 365 words your child has met repeatedly, in real conversation.
2. Vocabulary in context, not in isolation
When your child meets a new word in their reading, do not just look up the definition. Read the surrounding sentences with them. Ask: what does the word mean here? What clue did the writer give? What word would you use instead? This builds inference simultaneously.
3. Use new words in writing
After meeting a word, give your child the chance to use it in a sentence within a few days. A word used once is meaningfully more retained than a word read once. A word used three times is theirs for life.
4. Categories and collections
Children remember words in groups better than in isolation. Collect ten words for “walking” (strode, ambled, sauntered, plodded, trudged), then ten for “said” (whispered, declared, muttered, exclaimed, retorted), then ten for “looked” (glanced, peered, glared, scrutinised, gazed). Children love this once it becomes a game.
Targeted 11+ vocabulary lists
From late Year 4 onwards, structured vocabulary work alongside reading is sensible. Look for resources that:
- Group words by family or by type
- Provide example sentences alongside definitions
- Include synonyms and antonyms (which is what verbal reasoning often tests)
- Cover the kinds of words that appear in literary fiction, not just everyday speech
Specific 11+ vocabulary books are available. Use one. But pair it with reading; never replace reading with it.
Spelling: a sensible approach
Spelling matters in 11+ in two ways: directly tested in some GL papers, and as part of writing accuracy in everything else.
What to focus on
Three categories of word account for most lost marks.
- Statutory Year 5 to Year 6 spellings. These are the words the national curriculum expects all children to know by end of Year 6 (achieve, accommodate, conscience, embarrass, queue, etc.). Get the list, work through it systematically.
- Common homophones. Their, there, they’re. Your, you’re. To, too, two. Where, were, we’re. These are the spellings most often missed by otherwise strong children.
- Spelling patterns rather than memorised lists. ‘ie’ vs ‘ei’. Doubling letters before ‘ed’ or ‘ing’. Silent letters. Children who understand the pattern outperform children who memorise word by word.
How to teach spelling
Five short sessions a week, 10 minutes each, beats one long session of an hour. The spaced repetition matters. Test after a week, then after a month. Use words in context, not just in isolation. Encourage your child to spot words in their reading they think they could not spell.
Common parent questions about vocabulary
How many words should we learn per week? Aim for 5 to 10 new words per week, used in context. Quality matters more than quantity.
Should we use flashcards? Yes, if your child likes them. No, if they do not. Children remember words used in conversation and writing far better than words flipped in isolation. Flashcards are a tool, not a strategy.
Are vocabulary apps useful? Some, in moderation. Atom and similar platforms include vocabulary work. Use them as a supplement, not a replacement for reading and conversation.
What this looks like at Academic Success
Vocabulary is woven into our weekly English work, not taught in isolation. Each comprehension passage we cover includes targeted vocabulary discussion. Each piece of writing we mark includes a word-level focus. Over a year, this layering builds a thicker vocabulary than any standalone list could.
Our weekly workshops include structured vocabulary work alongside comprehension and writing. Want a tailored plan for your child? Book a free 15-minute call.
Frequently asked questions
What is the most important thing for 11+ vocabulary?
Daily reading, with conversation about what is being read. Nothing else builds vocabulary as effectively in the same amount of time.
How many vocabulary words does my child need to know?
Estimates vary, but a Year 6 child sitting selective school exams typically needs an active vocabulary of around 5,000 words. Many of those come from reading, some from active learning. Active learning of 200 to 300 specifically academic words across Years 5 and 6 makes a measurable difference.
My child is a strong reader but struggles with synonym questions. Why?
Reading builds receptive vocabulary (recognising words) faster than productive vocabulary (using words). Synonym questions test productive knowledge. The fix is using new words in writing and conversation, not just reading them.
What about spelling for children with dyslexia?
A different approach is needed. See the dyslexia article in this collection for a full discussion. The standard memorise and test approach often fails for these children, and access arrangements (extra time, scribes) may apply.
Should we teach Latin and Greek roots?
For older Year 5 and Year 6 children, yes, lightly. Words like 'telephone' (far sound) or 'biology' (life study) become memorable when their roots are known. It also helps with the harder verbal reasoning question types. Do not overdo it; a few sessions across the year is plenty.
