Top 100 Primary 4 Vocabulary List | Grade 4 Academic Verbs & Instruction Words for Reading, Writing, Math and Science

Top 100 Primary 4 Vocabulary List becomes much more useful when Grade 4 learners understand the verbs inside questions and instructions. This world-facing guide teaches 4th grade academic verbs, Grade 4 instruction words, command verbs, question words, test vocabulary, classroom directions, reading verbs, writing verbs, Math instruction words and Science instruction words. Words such as identify, compare, contrast, explain, infer, justify, calculate, estimate, observe, investigate, select and verify tell a learner what kind of thinking or action a task requires.

A child can know the subject content and still lose marks or produce a weak response because the instruction verb was misunderstood. Describe is not the same as explain. Compare is broader than contrast. Estimate is not calculate. Support requires evidence. Evaluate requires judgment against reasons or criteria. Current fourth-grade academic-vocabulary resources explicitly teach verbs such as analyze, compare, contrast, describe, explain, organize, reveal, solve, state, suggest and support because these words appear inside questions and determine what students must do.

This page therefore owns a different search intent from the general Primary 4 / Grade 4 vocabulary flagship, the transition-words owner, and the sentence-starters owner. Here the job is question decoding: read the academic verb → understand the demanded operation → produce the right kind of answer across English, Mathematics, Science and general school tasks.

The 50-Second Rule: Find the Verb Before You Answer

• Circle the command verb. It tells you what operation the task expects.
• Translate it into plain language. “Infer” becomes “use clues to work out what is not stated directly.”
• Notice the object. Identify what? Compare which two things? Explain why or how?
• Check the evidence demand. Support, justify, cite and verify require more than an answer alone.
• Check the depth. Name and list are usually shorter than discuss, evaluate or analyze.
• Check the direction. Estimate asks for an approximate value; calculate asks for a worked numerical result.
• Check the format. Label, graph, plot and construct require a representation, not only prose.
• Check the limit. A question asking for one reason does not need five unrelated points.
• Answer the verb you were given. Do not replace the task with the easier one you remember.
• Re-read the whole question. The verb is central, but the rest of the wording sets the topic, evidence and constraints.

Before memory answers the topic, let the instruction verb decide the job.

Why Academic Verbs Matter at Grade 4

Fourth-grade work becomes more language-dense. Questions no longer ask only for facts. They ask learners to compare accounts, explain causes, infer motives, interpret diagrams, justify choices, estimate quantities, investigate patterns and support answers with evidence. A student who knows the content but misreads the verb can produce an answer that is correct in topic but wrong in form.

That is why academic verbs are high-utility vocabulary. They recur across subjects. Compare can appear in English reading, Mathematics data, Science investigations or Social Studies. Identify can ask for a character trait, a shape, a variable or a map feature. Explain can ask why a character acts, how a process works, why a calculation is valid or what caused an observed result.

The useful habit is to treat each verb as an operation. Alicia asks, “What must I do?” Tricia asks, “What evidence or language will show I did it?” Kai Kai asks, “How can I check whether my answer matches the verb?” Those three questions turn vocabulary into task control.

Reading & Text

These twenty verbs belong to the reading & text family. They overlap with other categories because real school language crosses subject boundaries, but each entry below has one main job. Learn the operation, not just the definition.

1. identify

Meaning: find and name the exact item, feature, idea, person or detail requested.

What a question may say: Identify the main reason the character refuses to enter the room.

Model response: Alicia identifies the repeated warning as the detail that matters most.

Precision note: Do not explain everything when the task only asks you to point out the requested item.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is identify, the response must visibly perform that operation rather than merely mention the topic.

2. locate

Meaning: find where specific information appears.

What a question may say: Locate the sentence that gives the date of the event.

Model response: Tricia locates the date in the second paragraph before answering.

Precision note: Locating is about finding; it does not automatically require interpretation.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is locate, the response must visibly perform that operation rather than merely mention the topic.

3. define

Meaning: state the meaning of a word, term or idea clearly.

What a question may say: Define the word habitat as it is used in the passage.

Model response: Kai Kai defines habitat as the natural home of a plant or animal.

Precision note: A definition should explain meaning, not merely repeat the same word in another sentence.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is define, the response must visibly perform that operation rather than merely mention the topic.

4. describe

Meaning: tell what something is like by giving relevant features or details.

What a question may say: Describe how the storm changes the setting.

Model response: Alicia describes the dark clouds, sudden wind and flooded path.

Precision note: Description answers what it is like; explanation answers how or why.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is describe, the response must visibly perform that operation rather than merely mention the topic.

5. explain

Meaning: make a reason, process, relationship or idea understandable.

What a question may say: Explain why the plant in sunlight grew faster.

Model response: Tricia links greater light exposure to the observed growth pattern.

Precision note: A strong explanation connects cause, process or reasoning rather than restating the result.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is explain, the response must visibly perform that operation rather than merely mention the topic.

6. summarize

Meaning: give the most important ideas in a shorter form.

What a question may say: Summarize the passage in three sentences.

Model response: Kai Kai keeps the central problem, response and outcome while removing minor details.

Precision note: A summary is not a list of copied sentences.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is summarize, the response must visibly perform that operation rather than merely mention the topic.

7. paraphrase

Meaning: express the same meaning using different words and structure.

What a question may say: Paraphrase the final sentence in your own words.

Model response: Alicia restates the author’s idea without changing the meaning.

Precision note: Changing one or two words is not enough if the original sentence structure is copied.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is paraphrase, the response must visibly perform that operation rather than merely mention the topic.

8. infer

Meaning: reach a sensible conclusion from clues plus what you already know.

What a question may say: Infer why the bicycle is covered in mud.

Model response: Tricia uses the wet path and muddy wheel to infer that it was ridden after the rain.

Precision note: Inference is evidence-based; it is not a free guess.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is infer, the response must visibly perform that operation rather than merely mention the topic.

9. interpret

Meaning: explain the meaning or significance of information.

What a question may say: Interpret what the graph suggests about temperature and shade.

Model response: Kai Kai explains that shaded containers remained cooler across the observations.

Precision note: Interpretation goes beyond reading a value; it explains what the information means.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is interpret, the response must visibly perform that operation rather than merely mention the topic.

10. analyze

Meaning: examine parts, patterns, reasons or relationships carefully.

What a question may say: Analyze how the author builds tension in the scene.

Model response: Alicia notices the short sentences, repeated sounds and delayed reveal.

Precision note: Analysis breaks a whole into meaningful parts and explains how those parts work.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is analyze, the response must visibly perform that operation rather than merely mention the topic.

11. compare

Meaning: examine two or more things for similarities and differences.

What a question may say: Compare the two characters’ responses to the problem.

Model response: Tricia notes that both are worried, but only one asks for help.

Precision note: Comparison can include both similarity and difference unless the question narrows the task.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is compare, the response must visibly perform that operation rather than merely mention the topic.

12. contrast

Meaning: focus on how two or more things are different.

What a question may say: Contrast the two methods of solving the problem.

Model response: Kai Kai explains that one method uses a diagram while the other uses a number sentence.

Precision note: Contrast is narrower than compare because it foregrounds difference.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is contrast, the response must visibly perform that operation rather than merely mention the topic.

13. determine

Meaning: work out, decide or establish something from information.

What a question may say: Determine which material is the most suitable.

Model response: Alicia considers strength, weight and cost before deciding.

Precision note: Determine usually requires checking or reasoning, not a quick preference.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is determine, the response must visibly perform that operation rather than merely mention the topic.

14. distinguish

Meaning: recognize and explain an important difference.

What a question may say: Distinguish fact from opinion in the article.

Model response: Tricia separates verifiable statements from personal judgments.

Precision note: To distinguish, name the feature that makes the items different.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is distinguish, the response must visibly perform that operation rather than merely mention the topic.

15. recognize

Meaning: identify something because it is already known or familiar.

What a question may say: Recognize the text structure used in the passage.

Model response: Kai Kai notices the repeated cause-and-effect pattern.

Precision note: Recognition shows familiarity; it may be easier than explaining or producing the idea independently.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is recognize, the response must visibly perform that operation rather than merely mention the topic.

16. classify

Meaning: place items into groups using shared features or rules.

What a question may say: Classify the animals according to their diets.

Model response: Alicia groups them as herbivores, carnivores and omnivores.

Precision note: A classification needs a clear rule that applies consistently.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is classify, the response must visibly perform that operation rather than merely mention the topic.

17. categorize

Meaning: sort information into named categories.

What a question may say: Categorize the details as causes, effects or solutions.

Model response: Tricia assigns each sentence according to its role.

Precision note: Categories should be meaningful, not arbitrary piles.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is categorize, the response must visibly perform that operation rather than merely mention the topic.

18. sequence

Meaning: put events, steps or ideas in the correct order.

What a question may say: Sequence the stages of the water cycle.

Model response: Kai Kai orders evaporation, condensation and precipitation logically.

Precision note: Sequence is about order; not every list has a meaningful sequence.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is sequence, the response must visibly perform that operation rather than merely mention the topic.

19. organize

Meaning: arrange information so its structure helps the task.

What a question may say: Organize the notes into three main ideas.

Model response: Alicia groups evidence under the claims it supports.

Precision note: Good organization makes relationships easier to see, not merely the page neater.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is organize, the response must visibly perform that operation rather than merely mention the topic.

20. outline

Meaning: give the main points or structure without full detail.

What a question may say: Outline the steps in the investigation.

Model response: Tricia lists the question, method, observations and conclusion.

Precision note: An outline is a map of the work, not the full finished answer.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is outline, the response must visibly perform that operation rather than merely mention the topic.

Reading & Text mini-practice

1. Write a fresh Grade 4 question using identify. Then write a one-sentence marking note that says what a correct response must do.
2. Write a fresh Grade 4 question using locate. Then write a one-sentence marking note that says what a correct response must do.
3. Write a fresh Grade 4 question using define. Then write a one-sentence marking note that says what a correct response must do.
4. Write a fresh Grade 4 question using describe. Then write a one-sentence marking note that says what a correct response must do.
5. Write a fresh Grade 4 question using explain. Then write a one-sentence marking note that says what a correct response must do.
6. Write a fresh Grade 4 question using summarize. Then write a one-sentence marking note that says what a correct response must do.
7. Write a fresh Grade 4 question using paraphrase. Then write a one-sentence marking note that says what a correct response must do.
8. Write a fresh Grade 4 question using infer. Then write a one-sentence marking note that says what a correct response must do.
9. Write a fresh Grade 4 question using interpret. Then write a one-sentence marking note that says what a correct response must do.
10. Write a fresh Grade 4 question using analyze. Then write a one-sentence marking note that says what a correct response must do.
11. Write a fresh Grade 4 question using compare. Then write a one-sentence marking note that says what a correct response must do.
12. Write a fresh Grade 4 question using contrast. Then write a one-sentence marking note that says what a correct response must do.
13. Write a fresh Grade 4 question using determine. Then write a one-sentence marking note that says what a correct response must do.
14. Write a fresh Grade 4 question using distinguish. Then write a one-sentence marking note that says what a correct response must do.
15. Write a fresh Grade 4 question using recognize. Then write a one-sentence marking note that says what a correct response must do.
16. Write a fresh Grade 4 question using classify. Then write a one-sentence marking note that says what a correct response must do.
17. Write a fresh Grade 4 question using categorize. Then write a one-sentence marking note that says what a correct response must do.
18. Write a fresh Grade 4 question using sequence. Then write a one-sentence marking note that says what a correct response must do.
19. Write a fresh Grade 4 question using organize. Then write a one-sentence marking note that says what a correct response must do.
20. Write a fresh Grade 4 question using outline. Then write a one-sentence marking note that says what a correct response must do.

Evidence & Reasoning

These twenty verbs belong to the evidence & reasoning family. They overlap with other categories because real school language crosses subject boundaries, but each entry below has one main job. Learn the operation, not just the definition.

21. support

Meaning: give evidence, reasons or examples that strengthen a claim.

What a question may say: Support your answer with two details from the passage.

Model response: Kai Kai cites the repeated warning and the locked gate as support.

Precision note: Support must connect directly to the claim.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is support, the response must visibly perform that operation rather than merely mention the topic.

22. justify

Meaning: show why an answer, choice or judgment is reasonable.

What a question may say: Justify which route is safer.

Model response: Alicia refers to lighting, crossings and traffic conditions.

Precision note: Justification requires reasons, not merely a repeated choice.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is justify, the response must visibly perform that operation rather than merely mention the topic.

23. prove

Meaning: show that something must be true using sufficient evidence or reasoning.

What a question may say: Prove that the two lengths are equal.

Model response: Tricia uses the given measurements to establish equality.

Precision note: Do not claim proof when the evidence only suggests or supports.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is prove, the response must visibly perform that operation rather than merely mention the topic.

24. verify

Meaning: check and confirm that something is true, accurate or complete.

What a question may say: Verify your measurement using a second method.

Model response: Kai Kai measures again with another ruler.

Precision note: Verification is a checking step after a claim or result exists.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is verify, the response must visibly perform that operation rather than merely mention the topic.

25. evaluate

Meaning: judge quality, value, strength or usefulness using criteria.

What a question may say: Evaluate which design works better.

Model response: Alicia judges both designs using safety, cost and stability.

Precision note: Evaluation needs criteria; preference alone is not evaluation.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is evaluate, the response must visibly perform that operation rather than merely mention the topic.

26. assess

Meaning: judge or measure the condition, quality or extent of something.

What a question may say: Assess how reliable the source is.

Model response: Tricia checks authorship, evidence and date.

Precision note: Assessment should be based on evidence or standards.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is assess, the response must visibly perform that operation rather than merely mention the topic.

27. conclude

Meaning: state what follows after considering evidence.

What a question may say: Conclude which factor most affected the result.

Model response: Kai Kai uses the repeated pattern across trials to reach a final judgment.

Precision note: A conclusion should not be larger than the evidence allows.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is conclude, the response must visibly perform that operation rather than merely mention the topic.

28. predict

Meaning: state what is likely to happen next using patterns or knowledge.

What a question may say: Predict what will happen if the temperature increases.

Model response: Alicia predicts faster melting based on prior observations.

Precision note: A prediction should have a reason, not only a wish.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is predict, the response must visibly perform that operation rather than merely mention the topic.

29. suggest

Meaning: offer an idea or indicate a possible meaning without claiming certainty.

What a question may say: Suggest one reason the character hides the letter.

Model response: Tricia proposes fear of punishment as one plausible reason.

Precision note: Suggest is useful when several answers may remain possible.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is suggest, the response must visibly perform that operation rather than merely mention the topic.

30. demonstrate

Meaning: show clearly how something works, is done or is true.

What a question may say: Demonstrate how the lever changes the force needed.

Model response: Kai Kai performs the setup and explains the movement.

Precision note: Demonstration usually requires visible evidence, performance or an example.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is demonstrate, the response must visibly perform that operation rather than merely mention the topic.

31. cite

Meaning: name or point to a source, detail or evidence used.

What a question may say: Cite one line that supports your interpretation.

Model response: Alicia points to the sentence describing the locked window.

Precision note: Citing identifies the evidence; explaining tells why it matters.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is cite, the response must visibly perform that operation rather than merely mention the topic.

32. quote

Meaning: repeat exact words from a source.

What a question may say: Quote the phrase that shows the setting is dangerous.

Model response: Tricia copies only the short phrase that directly supports the point.

Precision note: Use exact wording and keep quotations brief and relevant.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is quote, the response must visibly perform that operation rather than merely mention the topic.

33. reference

Meaning: direct the reader to information used as support.

What a question may say: Reference the chart when explaining your answer.

Model response: Kai Kai mentions the values in Column B.

Precision note: A reference should help the reader find the supporting information.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is reference, the response must visibly perform that operation rather than merely mention the topic.

34. connect

Meaning: show a meaningful relationship between ideas or information.

What a question may say: Connect the character’s action to the earlier warning.

Model response: Alicia explains that the warning changes how the later decision is understood.

Precision note: Connection needs a stated relationship, not merely two facts placed side by side.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is connect, the response must visibly perform that operation rather than merely mention the topic.

35. relate

Meaning: show how one idea, event or example is linked to another.

What a question may say: Relate the experiment to a real-life situation.

Model response: Tricia connects insulation in the cup to insulation in buildings.

Precision note: A relation should identify the shared principle or link.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is relate, the response must visibly perform that operation rather than merely mention the topic.

36. synthesize

Meaning: combine information from several sources or parts into a new understanding.

What a question may say: Synthesize the chart and passage to explain the trend.

Model response: Kai Kai combines numerical data with the written explanation.

Precision note: Synthesis is more than listing sources; it integrates them.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is synthesize, the response must visibly perform that operation rather than merely mention the topic.

37. reason

Meaning: use facts and logic to reach or defend a conclusion.

What a question may say: Reason from the evidence before choosing an answer.

Model response: Alicia checks which explanation best fits all the clues.

Precision note: Reasoning makes the path from evidence to judgment visible.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is reason, the response must visibly perform that operation rather than merely mention the topic.

38. argue

Meaning: present a position supported by reasons and evidence.

What a question may say: Argue whether the new rule should continue.

Model response: Tricia presents a claim, two reasons and evidence.

Precision note: Academic argument is reasoned support, not a quarrel.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is argue, the response must visibly perform that operation rather than merely mention the topic.

39. claim

Meaning: state a position or conclusion that can be supported.

What a question may say: Claim which method is more reliable.

Model response: Kai Kai states that the second method is more reliable and prepares to support it.

Precision note: A claim is not automatically true because it is stated confidently.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is claim, the response must visibly perform that operation rather than merely mention the topic.

40. show

Meaning: make an idea, pattern or result clear with evidence.

What a question may say: Show how the data changes over time.

Model response: Alicia points out the steady increase across all four measurements.

Precision note: Show often asks for evidence or demonstration, not only a statement.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is show, the response must visibly perform that operation rather than merely mention the topic.

Evidence & Reasoning mini-practice

1. Write a fresh Grade 4 question using support. Then write a one-sentence marking note that says what a correct response must do.
2. Write a fresh Grade 4 question using justify. Then write a one-sentence marking note that says what a correct response must do.
3. Write a fresh Grade 4 question using prove. Then write a one-sentence marking note that says what a correct response must do.
4. Write a fresh Grade 4 question using verify. Then write a one-sentence marking note that says what a correct response must do.
5. Write a fresh Grade 4 question using evaluate. Then write a one-sentence marking note that says what a correct response must do.
6. Write a fresh Grade 4 question using assess. Then write a one-sentence marking note that says what a correct response must do.
7. Write a fresh Grade 4 question using conclude. Then write a one-sentence marking note that says what a correct response must do.
8. Write a fresh Grade 4 question using predict. Then write a one-sentence marking note that says what a correct response must do.
9. Write a fresh Grade 4 question using suggest. Then write a one-sentence marking note that says what a correct response must do.
10. Write a fresh Grade 4 question using demonstrate. Then write a one-sentence marking note that says what a correct response must do.
11. Write a fresh Grade 4 question using cite. Then write a one-sentence marking note that says what a correct response must do.
12. Write a fresh Grade 4 question using quote. Then write a one-sentence marking note that says what a correct response must do.
13. Write a fresh Grade 4 question using reference. Then write a one-sentence marking note that says what a correct response must do.
14. Write a fresh Grade 4 question using connect. Then write a one-sentence marking note that says what a correct response must do.
15. Write a fresh Grade 4 question using relate. Then write a one-sentence marking note that says what a correct response must do.
16. Write a fresh Grade 4 question using synthesize. Then write a one-sentence marking note that says what a correct response must do.
17. Write a fresh Grade 4 question using reason. Then write a one-sentence marking note that says what a correct response must do.
18. Write a fresh Grade 4 question using argue. Then write a one-sentence marking note that says what a correct response must do.
19. Write a fresh Grade 4 question using claim. Then write a one-sentence marking note that says what a correct response must do.
20. Write a fresh Grade 4 question using show. Then write a one-sentence marking note that says what a correct response must do.

Writing & Communication

These twenty verbs belong to the writing & communication family. They overlap with other categories because real school language crosses subject boundaries, but each entry below has one main job. Learn the operation, not just the definition.

41. state

Meaning: express an answer or idea clearly and directly.

What a question may say: State the main purpose of the notice.

Model response: Tricia writes that the notice informs families about a schedule change.

Precision note: State usually calls for a concise answer before extra explanation.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is state, the response must visibly perform that operation rather than merely mention the topic.

42. express

Meaning: communicate an idea, feeling or viewpoint.

What a question may say: Express your opinion about the proposed change.

Model response: Kai Kai states his view and gives a reason.

Precision note: Expression should remain clear enough for another person to understand.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is express, the response must visibly perform that operation rather than merely mention the topic.

43. discuss

Meaning: develop an idea by considering important aspects, reasons or viewpoints.

What a question may say: Discuss the advantages and disadvantages of the plan.

Model response: Alicia explains benefits, limitations and relevant evidence.

Precision note: Discuss usually requires development, not a one-line answer.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is discuss, the response must visibly perform that operation rather than merely mention the topic.

44. respond

Meaning: answer or react appropriately to a question, idea or situation.

What a question may say: Respond to the author’s claim using evidence.

Model response: Tricia addresses the claim directly rather than changing topic.

Precision note: A response should match what was asked.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is respond, the response must visibly perform that operation rather than merely mention the topic.

45. persuade

Meaning: try to influence belief or action using reasons and evidence.

What a question may say: Persuade readers that the safer route should be chosen.

Model response: Kai Kai combines reasons, evidence and audience-aware language.

Precision note: Persuasion is stronger when reasons do the work instead of pressure.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is persuade, the response must visibly perform that operation rather than merely mention the topic.

46. recommend

Meaning: suggest a suitable choice and give a basis for it.

What a question may say: Recommend one material for the model.

Model response: Alicia chooses cardboard because it balances weight, cost and strength.

Precision note: A recommendation should explain why the option fits the purpose.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is recommend, the response must visibly perform that operation rather than merely mention the topic.

47. clarify

Meaning: make something easier to understand by removing confusion.

What a question may say: Clarify what you mean by reliable.

Model response: Tricia explains that she means a result that can be repeated consistently.

Precision note: Clarifying may require simpler wording, an example or a definition.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is clarify, the response must visibly perform that operation rather than merely mention the topic.

48. elaborate

Meaning: add relevant detail, explanation or example.

What a question may say: Elaborate on why the evidence is important.

Model response: Kai Kai explains how the repeated pattern strengthens the conclusion.

Precision note: Elaboration adds useful depth, not unrelated length.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is elaborate, the response must visibly perform that operation rather than merely mention the topic.

49. revise

Meaning: improve ideas, organization or language in a draft.

What a question may say: Revise the paragraph so the cause appears before the result.

Model response: Alicia moves a sentence and strengthens the evidence.

Precision note: Revision is larger than fixing spelling; it can change meaning and structure.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is revise, the response must visibly perform that operation rather than merely mention the topic.

50. edit

Meaning: correct or improve language, grammar, punctuation and accuracy.

What a question may say: Edit the paragraph for verb tense and punctuation.

Model response: Tricia corrects inconsistent tense and missing commas.

Precision note: Editing usually comes after the ideas are in place.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is edit, the response must visibly perform that operation rather than merely mention the topic.

51. proofread

Meaning: check the near-final text for surface errors.

What a question may say: Proofread your answer before submitting it.

Model response: Kai Kai checks spelling, punctuation and copied numbers.

Precision note: Proofreading is a final accuracy pass, not a full rewrite.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is proofread, the response must visibly perform that operation rather than merely mention the topic.

52. compose

Meaning: create a piece of writing by arranging ideas into language.

What a question may say: Compose a short explanation of the process.

Model response: Alicia plans and writes a coherent paragraph.

Precision note: Composing includes generating and shaping language, not simply copying.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is compose, the response must visibly perform that operation rather than merely mention the topic.

53. draft

Meaning: write an initial version that can be improved later.

What a question may say: Draft the opening paragraph before revising it.

Model response: Tricia writes a workable first version without trying to make every sentence perfect.

Precision note: A draft is expected to change.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is draft, the response must visibly perform that operation rather than merely mention the topic.

54. plan

Meaning: decide the purpose, content and structure before starting.

What a question may say: Plan your response using three main points.

Model response: Kai Kai lists the claim, evidence and conclusion first.

Precision note: Planning should reduce later confusion, not become a separate task that never leads to writing.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is plan, the response must visibly perform that operation rather than merely mention the topic.

55. present

Meaning: communicate information to an audience in an organized way.

What a question may say: Present your findings to the class.

Model response: Alicia explains the method, result and conclusion clearly.

Precision note: Presentation requires audience awareness as well as correct content.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is present, the response must visibly perform that operation rather than merely mention the topic.

56. report

Meaning: give an organized account of information, events or findings.

What a question may say: Report the results of the investigation.

Model response: Tricia records the procedure, observations and outcome.

Precision note: Reporting should distinguish observation from interpretation.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is report, the response must visibly perform that operation rather than merely mention the topic.

57. retell

Meaning: tell a story or event again while keeping the important sequence.

What a question may say: Retell the event from the beginning to the resolution.

Model response: Kai Kai keeps the central events in order.

Precision note: Retelling may use new words, but it should preserve the important meaning.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is retell, the response must visibly perform that operation rather than merely mention the topic.

58. recount

Meaning: give an account of events, usually in order.

What a question may say: Recount what happened during the field trip.

Model response: Alicia tells the events from arrival through departure.

Precision note: A recount focuses on what happened, often chronologically.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is recount, the response must visibly perform that operation rather than merely mention the topic.

59. narrate

Meaning: tell events as a story with sequence, detail and perspective.

What a question may say: Narrate the incident from Tricia’s point of view.

Model response: Tricia chooses details that fit her perspective and timing.

Precision note: Narration is shaped storytelling, not a bare list of events.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is narrate, the response must visibly perform that operation rather than merely mention the topic.

60. illustrate

Meaning: make an idea clearer with an example, diagram or description.

What a question may say: Illustrate your explanation with one example.

Model response: Kai Kai adds a simple real-life case that makes the principle visible.

Precision note: Illustrate means clarify through an example or representation, not only draw a picture.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is illustrate, the response must visibly perform that operation rather than merely mention the topic.

Writing & Communication mini-practice

1. Write a fresh Grade 4 question using state. Then write a one-sentence marking note that says what a correct response must do.
2. Write a fresh Grade 4 question using express. Then write a one-sentence marking note that says what a correct response must do.
3. Write a fresh Grade 4 question using discuss. Then write a one-sentence marking note that says what a correct response must do.
4. Write a fresh Grade 4 question using respond. Then write a one-sentence marking note that says what a correct response must do.
5. Write a fresh Grade 4 question using persuade. Then write a one-sentence marking note that says what a correct response must do.
6. Write a fresh Grade 4 question using recommend. Then write a one-sentence marking note that says what a correct response must do.
7. Write a fresh Grade 4 question using clarify. Then write a one-sentence marking note that says what a correct response must do.
8. Write a fresh Grade 4 question using elaborate. Then write a one-sentence marking note that says what a correct response must do.
9. Write a fresh Grade 4 question using revise. Then write a one-sentence marking note that says what a correct response must do.
10. Write a fresh Grade 4 question using edit. Then write a one-sentence marking note that says what a correct response must do.
11. Write a fresh Grade 4 question using proofread. Then write a one-sentence marking note that says what a correct response must do.
12. Write a fresh Grade 4 question using compose. Then write a one-sentence marking note that says what a correct response must do.
13. Write a fresh Grade 4 question using draft. Then write a one-sentence marking note that says what a correct response must do.
14. Write a fresh Grade 4 question using plan. Then write a one-sentence marking note that says what a correct response must do.
15. Write a fresh Grade 4 question using present. Then write a one-sentence marking note that says what a correct response must do.
16. Write a fresh Grade 4 question using report. Then write a one-sentence marking note that says what a correct response must do.
17. Write a fresh Grade 4 question using retell. Then write a one-sentence marking note that says what a correct response must do.
18. Write a fresh Grade 4 question using recount. Then write a one-sentence marking note that says what a correct response must do.
19. Write a fresh Grade 4 question using narrate. Then write a one-sentence marking note that says what a correct response must do.
20. Write a fresh Grade 4 question using illustrate. Then write a one-sentence marking note that says what a correct response must do.

Mathematics & Science

These twenty verbs belong to the mathematics & science family. They overlap with other categories because real school language crosses subject boundaries, but each entry below has one main job. Learn the operation, not just the definition.

61. calculate

Meaning: work out a numerical answer using mathematics.

What a question may say: Calculate the total distance travelled.

Model response: Alicia adds the three distances with correct units.

Precision note: Calculation aims for a numerical result based on operations.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is calculate, the response must visibly perform that operation rather than merely mention the topic.

62. compute

Meaning: find a numerical result, often by calculation.

What a question may say: Compute the difference between the two values.

Model response: Tricia subtracts the smaller value from the larger one.

Precision note: Compute is close to calculate and often sounds more formal.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is compute, the response must visibly perform that operation rather than merely mention the topic.

63. estimate

Meaning: give a sensible approximate value.

What a question may say: Estimate the number of beads in the jar.

Model response: Kai Kai uses the visible groups to make a reasonable approximation.

Precision note: An estimate is intentionally approximate, not an incorrect exact answer.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is estimate, the response must visibly perform that operation rather than merely mention the topic.

64. measure

Meaning: find size, amount, length, mass, time or another quantity using a tool or unit.

What a question may say: Measure the length of the table in centimetres.

Model response: Alicia aligns the ruler correctly and records the unit.

Precision note: A measurement needs a quantity and an appropriate unit.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is measure, the response must visibly perform that operation rather than merely mention the topic.

65. convert

Meaning: change a value or form into another equivalent unit or representation.

What a question may say: Convert 2 metres to centimetres.

Model response: Tricia writes 200 centimetres.

Precision note: Conversion changes form while preserving the underlying quantity.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is convert, the response must visibly perform that operation rather than merely mention the topic.

66. solve

Meaning: find an answer to a problem using an appropriate method.

What a question may say: Solve the word problem and show your working.

Model response: Kai Kai identifies the operation, calculates and checks.

Precision note: Solving includes choosing a method, not only producing a number.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is solve, the response must visibly perform that operation rather than merely mention the topic.

67. model

Meaning: represent a situation using objects, diagrams, equations or another simplified form.

What a question may say: Model the fraction using a bar diagram.

Model response: Alicia draws equal parts to represent the fraction.

Precision note: A model is a useful representation, not the real situation itself.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is model, the response must visibly perform that operation rather than merely mention the topic.

68. represent

Meaning: show information in another form.

What a question may say: Represent the data in a bar graph.

Model response: Tricia converts the table values into bars.

Precision note: The representation must preserve the important information accurately.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is represent, the response must visibly perform that operation rather than merely mention the topic.

69. graph

Meaning: display numerical information visually using a graph.

What a question may say: Graph the temperature readings over time.

Model response: Kai Kai places time on one axis and temperature on the other.

Precision note: Graphing requires correct axes, scale, labels and plotted values.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is graph, the response must visibly perform that operation rather than merely mention the topic.

70. plot

Meaning: mark a point or value in the correct position on a graph or diagram.

What a question may say: Plot the point at 4, 6.

Model response: Alicia locates the coordinates accurately.

Precision note: Plotting is placement; interpreting comes afterward.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is plot, the response must visibly perform that operation rather than merely mention the topic.

71. label

Meaning: add names or information to parts of a diagram, graph or object.

What a question may say: Label the parts of the flower.

Model response: Tricia adds names beside the correct structures.

Precision note: Labels should be placed unambiguously.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is label, the response must visibly perform that operation rather than merely mention the topic.

72. order

Meaning: arrange values or items according to a rule.

What a question may say: Order the fractions from least to greatest.

Model response: Kai Kai compares their sizes before arranging them.

Precision note: Ordering requires a stated direction or rule.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is order, the response must visibly perform that operation rather than merely mention the topic.

73. round

Meaning: replace a number with a nearby value at a chosen place value.

What a question may say: Round 3,746 to the nearest hundred.

Model response: Alicia writes 3,700 after checking the tens digit.

Precision note: Rounding follows place-value rules; it is not random approximation.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is round, the response must visibly perform that operation rather than merely mention the topic.

74. check

Meaning: inspect work to see whether it is correct or reasonable.

What a question may say: Check your answer using estimation.

Model response: Tricia compares the exact result with an approximate value.

Precision note: Checking uses a method that can reveal error.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is check, the response must visibly perform that operation rather than merely mention the topic.

75. simplify

Meaning: make an expression, fraction or explanation less complex while preserving meaning.

What a question may say: Simplify the fraction 8/12.

Model response: Kai Kai reduces it to 2/3.

Precision note: Simplifying should not change the value.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is simplify, the response must visibly perform that operation rather than merely mention the topic.

76. observe

Meaning: notice and record what happens using senses or tools.

What a question may say: Observe what happens when the water is heated.

Model response: Alicia records bubbles and temperature changes.

Precision note: Observation should come before explanation.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is observe, the response must visibly perform that operation rather than merely mention the topic.

77. investigate

Meaning: study a question systematically to discover evidence.

What a question may say: Investigate how surface type affects friction.

Model response: Tricia changes the surface while keeping other conditions as steady as possible.

Precision note: Investigation requires a question, method and evidence.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is investigate, the response must visibly perform that operation rather than merely mention the topic.

78. test

Meaning: try a method, prediction or object under stated conditions.

What a question may say: Test which material holds the most weight.

Model response: Kai Kai uses the same setup for each material.

Precision note: A fair test controls unnecessary differences where possible.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is test, the response must visibly perform that operation rather than merely mention the topic.

79. record

Meaning: write down or store observations, measurements or results.

What a question may say: Record the temperature every two minutes.

Model response: Alicia writes each value immediately in the table.

Precision note: Recording protects evidence from being forgotten or altered.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is record, the response must visibly perform that operation rather than merely mention the topic.

80. experiment

Meaning: carry out a planned test to investigate a question.

What a question may say: Experiment with different paper folds to test bridge strength.

Model response: Tricia changes the fold pattern and compares results.

Precision note: An experiment is a structured test, not random trial and error.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is experiment, the response must visibly perform that operation rather than merely mention the topic.

Mathematics & Science mini-practice

1. Write a fresh Grade 4 question using calculate. Then write a one-sentence marking note that says what a correct response must do.
2. Write a fresh Grade 4 question using compute. Then write a one-sentence marking note that says what a correct response must do.
3. Write a fresh Grade 4 question using estimate. Then write a one-sentence marking note that says what a correct response must do.
4. Write a fresh Grade 4 question using measure. Then write a one-sentence marking note that says what a correct response must do.
5. Write a fresh Grade 4 question using convert. Then write a one-sentence marking note that says what a correct response must do.
6. Write a fresh Grade 4 question using solve. Then write a one-sentence marking note that says what a correct response must do.
7. Write a fresh Grade 4 question using model. Then write a one-sentence marking note that says what a correct response must do.
8. Write a fresh Grade 4 question using represent. Then write a one-sentence marking note that says what a correct response must do.
9. Write a fresh Grade 4 question using graph. Then write a one-sentence marking note that says what a correct response must do.
10. Write a fresh Grade 4 question using plot. Then write a one-sentence marking note that says what a correct response must do.
11. Write a fresh Grade 4 question using label. Then write a one-sentence marking note that says what a correct response must do.
12. Write a fresh Grade 4 question using order. Then write a one-sentence marking note that says what a correct response must do.
13. Write a fresh Grade 4 question using round. Then write a one-sentence marking note that says what a correct response must do.
14. Write a fresh Grade 4 question using check. Then write a one-sentence marking note that says what a correct response must do.
15. Write a fresh Grade 4 question using simplify. Then write a one-sentence marking note that says what a correct response must do.
16. Write a fresh Grade 4 question using observe. Then write a one-sentence marking note that says what a correct response must do.
17. Write a fresh Grade 4 question using investigate. Then write a one-sentence marking note that says what a correct response must do.
18. Write a fresh Grade 4 question using test. Then write a one-sentence marking note that says what a correct response must do.
19. Write a fresh Grade 4 question using record. Then write a one-sentence marking note that says what a correct response must do.
20. Write a fresh Grade 4 question using experiment. Then write a one-sentence marking note that says what a correct response must do.

Task Actions

These twenty verbs belong to the task actions family. They overlap with other categories because real school language crosses subject boundaries, but each entry below has one main job. Learn the operation, not just the definition.

81. select

Meaning: choose carefully from available options.

What a question may say: Select the best evidence for the claim.

Model response: Kai Kai chooses the detail that directly supports the answer.

Precision note: Selection should follow a reason or criterion.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is select, the response must visibly perform that operation rather than merely mention the topic.

82. choose

Meaning: pick one or more options.

What a question may say: Choose the correct unit for measuring the desk.

Model response: Alicia selects centimetres.

Precision note: Choosing becomes academic when the learner can explain why the option fits.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is choose, the response must visibly perform that operation rather than merely mention the topic.

83. match

Meaning: pair items that belong together according to a relationship.

What a question may say: Match each word to its definition.

Model response: Tricia pairs the terms using meaning.

Precision note: Matching depends on the correct relationship, not visual position.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is match, the response must visibly perform that operation rather than merely mention the topic.

84. complete

Meaning: finish a task or supply missing information.

What a question may say: Complete the table using the passage.

Model response: Kai Kai fills every required cell with relevant information.

Precision note: Complete means no required part is missing.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is complete, the response must visibly perform that operation rather than merely mention the topic.

85. fill

Meaning: put the required information into a blank, space or container.

What a question may say: Fill in the missing word.

Model response: Alicia uses context to supply the correct term.

Precision note: Read the whole sentence before filling a blank.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is fill, the response must visibly perform that operation rather than merely mention the topic.

86. circle

Meaning: mark an answer or item by drawing a circle around it.

What a question may say: Circle the two details that support the claim.

Model response: Tricia marks exactly two details.

Precision note: The physical action is simple, but the intellectual work is choosing correctly.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is circle, the response must visibly perform that operation rather than merely mention the topic.

87. underline

Meaning: draw a line beneath requested words or information.

What a question may say: Underline the phrase that shows the character is afraid.

Model response: Kai Kai marks only the relevant phrase.

Precision note: Underline the smallest sufficient evidence unless the task says otherwise.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is underline, the response must visibly perform that operation rather than merely mention the topic.

88. list

Meaning: write several items, usually without full explanation unless requested.

What a question may say: List three renewable resources.

Model response: Alicia writes sunlight, wind and moving water.

Precision note: A list is usually concise; do not write a long paragraph unless asked.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is list, the response must visibly perform that operation rather than merely mention the topic.

89. name

Meaning: give the correct term or label.

What a question may say: Name the process shown in the diagram.

Model response: Tricia writes evaporation.

Precision note: Naming identifies; explanation is a separate task.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is name, the response must visibly perform that operation rather than merely mention the topic.

90. give

Meaning: provide the requested answer, example, reason or detail.

What a question may say: Give one reason the method is reliable.

Model response: Kai Kai provides repeated results across trials.

Precision note: Read what kind of thing you must give: reason, example, value, detail or explanation.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is give, the response must visibly perform that operation rather than merely mention the topic.

91. include

Meaning: make sure a required element appears in the response.

What a question may say: Include one example in your explanation.

Model response: Alicia adds a concrete case after the general point.

Precision note: Inclusion is a checklist demand; missing it can make an otherwise good answer incomplete.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is include, the response must visibly perform that operation rather than merely mention the topic.

92. use

Meaning: apply a given method, source, word or tool.

What a question may say: Use the graph to answer the question.

Model response: Tricia reads the graph rather than relying on memory.

Precision note: Use tells you where the answer method or evidence should come from.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is use, the response must visibly perform that operation rather than merely mention the topic.

93. apply

Meaning: put knowledge, a rule or method to work in a situation.

What a question may say: Apply the formula to find the area.

Model response: Kai Kai substitutes the correct measurements.

Precision note: Application transfers known knowledge into the current task.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is apply, the response must visibly perform that operation rather than merely mention the topic.

94. construct

Meaning: build or create something from parts, information or rules.

What a question may say: Construct a bar graph from the data.

Model response: Alicia creates axes, scale, labels and bars.

Precision note: Construction requires assembling all necessary components.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is construct, the response must visibly perform that operation rather than merely mention the topic.

95. create

Meaning: make something new that meets the task requirements.

What a question may say: Create a title that matches the article’s main idea.

Model response: Tricia writes a concise title based on the central topic.

Precision note: Creation is constrained by purpose; new does not mean unrelated.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is create, the response must visibly perform that operation rather than merely mention the topic.

96. design

Meaning: plan and create something to meet a need or goal.

What a question may say: Design a container that keeps the object dry.

Model response: Kai Kai chooses materials and structure based on the requirement.

Precision note: Design connects purpose, constraints, choices and testing.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is design, the response must visibly perform that operation rather than merely mention the topic.

97. arrange

Meaning: place items in a particular order or pattern.

What a question may say: Arrange the events from earliest to latest.

Model response: Alicia reorders the cards chronologically.

Precision note: The arrangement rule must be clear.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is arrange, the response must visibly perform that operation rather than merely mention the topic.

98. sort

Meaning: separate items into groups using a rule.

What a question may say: Sort the words into nouns and verbs.

Model response: Tricia checks how each word functions in context.

Precision note: Sorting is classification through a practical action.

Kai Kai’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is sort, the response must visibly perform that operation rather than merely mention the topic.

99. group

Meaning: put related items together.

What a question may say: Group the details by cause and effect.

Model response: Kai Kai gathers details according to their relationship.

Precision note: Good grouping reveals structure.

Alicia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is group, the response must visibly perform that operation rather than merely mention the topic.

100. mark

Meaning: indicate, score or label something clearly.

What a question may say: Mark the point where the graph reaches its highest value.

Model response: Alicia places a clear symbol beside the correct point.

Precision note: Marking is useful only when the requested location or feature is correct.

Tricia’s question-decoding check: Rewrite the instruction in simpler words without weakening it. Then name what kind of answer would prove that you followed the verb correctly. If the verb is mark, the response must visibly perform that operation rather than merely mention the topic.

Task Actions mini-practice

1. Write a fresh Grade 4 question using select. Then write a one-sentence marking note that says what a correct response must do.
2. Write a fresh Grade 4 question using choose. Then write a one-sentence marking note that says what a correct response must do.
3. Write a fresh Grade 4 question using match. Then write a one-sentence marking note that says what a correct response must do.
4. Write a fresh Grade 4 question using complete. Then write a one-sentence marking note that says what a correct response must do.
5. Write a fresh Grade 4 question using fill. Then write a one-sentence marking note that says what a correct response must do.
6. Write a fresh Grade 4 question using circle. Then write a one-sentence marking note that says what a correct response must do.
7. Write a fresh Grade 4 question using underline. Then write a one-sentence marking note that says what a correct response must do.
8. Write a fresh Grade 4 question using list. Then write a one-sentence marking note that says what a correct response must do.
9. Write a fresh Grade 4 question using name. Then write a one-sentence marking note that says what a correct response must do.
10. Write a fresh Grade 4 question using give. Then write a one-sentence marking note that says what a correct response must do.
11. Write a fresh Grade 4 question using include. Then write a one-sentence marking note that says what a correct response must do.
12. Write a fresh Grade 4 question using use. Then write a one-sentence marking note that says what a correct response must do.
13. Write a fresh Grade 4 question using apply. Then write a one-sentence marking note that says what a correct response must do.
14. Write a fresh Grade 4 question using construct. Then write a one-sentence marking note that says what a correct response must do.
15. Write a fresh Grade 4 question using create. Then write a one-sentence marking note that says what a correct response must do.
16. Write a fresh Grade 4 question using design. Then write a one-sentence marking note that says what a correct response must do.
17. Write a fresh Grade 4 question using arrange. Then write a one-sentence marking note that says what a correct response must do.
18. Write a fresh Grade 4 question using sort. Then write a one-sentence marking note that says what a correct response must do.
19. Write a fresh Grade 4 question using group. Then write a one-sentence marking note that says what a correct response must do.
20. Write a fresh Grade 4 question using mark. Then write a one-sentence marking note that says what a correct response must do.

Worksheet 1 — Name, Describe or Explain?

These three verbs often create avoidable errors because they can appear beside the same topic. Compare the depth.

1. Name one part of a flowering plant. A short label may be enough.
2. Describe the part. Give relevant features such as position, appearance or structure.
3. Explain how the part helps the plant. Connect function, process or reason.
4. Write three questions about the same object using name, describe and explain. Answer all three and compare their lengths and structures.

The content topic can stay identical while the verb changes the demanded operation. That is the core lesson of academic command words.

Worksheet 2 — Compare or Contrast?

Two routes lead from school to the library. Route A is shorter but crosses a busy road. Route B is longer and uses two pedestrian crossings.

1. Compare the routes. Include at least one similarity and one difference.
2. Contrast the routes. Focus on differences.
3. Evaluate which route is safer. State criteria and judgment.
4. Justify your final choice using evidence from the description.

Four questions can use the same information while demanding different thinking. A strong learner decodes the verb before writing.

Worksheet 3 — Identify, Infer, Support

The classroom window is open. Papers are scattered near it. A chair has fallen sideways, but the door remains locked.

1. Identify two details that matter.
2. Infer one possible explanation.
3. Support the inference with the details.
4. Evaluate whether the evidence proves the explanation.
5. Suggest another possible explanation.

This sequence builds a reasoning ladder: notice → infer → support → evaluate → keep alternatives open.

Worksheet 4 — Estimate, Calculate, Check

A box contains 198 red beads, 203 blue beads and 97 green beads.

1. Estimate the total by rounding.
2. Calculate the exact total.
3. Check whether the exact answer is reasonable compared with the estimate.
4. Explain why the estimate and exact result should be close but not necessarily identical.

These verbs create a complete Mathematics workflow. Confusing estimate with calculate removes an important reasoning step.

Worksheet 5 — Observe, Predict, Investigate, Conclude

Three identical ice cubes are placed on metal, wood and cloth at the same time.

1. Predict which ice cube may melt fastest and give a reason.
2. Observe what actually happens without jumping immediately to explanation.
3. Record the time or condition for each cube.
4. Investigate the relationship between surface material and melting.
5. Conclude what this test supports.
6. Evaluate one limitation of the setup.

Science verbs are especially useful because they separate stages of inquiry. Prediction comes before evidence; observation comes before conclusion; evaluation checks limits.

Worksheet 6 — Cite, Quote, Explain

“Mina paused at the gate and read the warning twice before stepping back.”

1. Quote the words that show hesitation.
2. Cite the sentence as evidence for the idea that Mina is cautious.
3. Explain why reading the warning twice matters.
4. Infer what Mina may believe about the place beyond the gate.
5. Support the inference without claiming certainty.

Citing, quoting and explaining are connected but not identical. The quote is the exact language; citation points to the evidence; explanation tells why it matters.

Worksheet 7 — List, Outline, Summarize, Discuss

A four-paragraph article explains a recycling problem, describes two attempted solutions, presents results and ends with recommendations.

1. List the four main sections.
2. Outline the article’s structure.
3. Summarize the article in four sentences.
4. Discuss which solution appears more practical and why.

Each verb changes both depth and expected length. This is why command vocabulary can determine how long an answer should be.

Worksheet 8 — Select, Choose, Justify

You need a material for a lightweight bridge model. Cardboard is light and cheap. Thin wood is stronger but heavier. Plastic is water-resistant but difficult to cut.

1. Select one material.
2. Choose the criterion that matters most for the task.
3. Justify the selection using at least two properties.
4. Recommend the material to another group.
5. Evaluate one disadvantage of your recommendation.

Worksheet 9 — Build the Answer Length from the Verb

Worksheet 10 — One Topic, Ten Verbs

Topic: a school garden that uses collected rainwater.

1. Name one resource used.
2. Describe the storage system.
3. Explain why collected rainwater may reduce tap-water use.
4. Compare collected rainwater with tap water as sources for garden watering.
5. Infer one problem that may occur during a long dry period.
6. Suggest one improvement.
7. Justify the improvement.
8. Evaluate one limitation.
9. Summarize the system.
10. Recommend whether another class should adopt it.

This activity demonstrates why learning academic verbs is not the same as memorizing one hundred unrelated definitions. The verbs are a control panel for changing what the learner does with the same knowledge.

100 Plain-English Translation Prompts

A learner who truly understands an academic verb should be able to translate it into simpler language without weakening the demand.

1. Translate identify into plain Grade 4 language. The meaning to preserve is: find and name the exact item, feature, idea, person or detail requested. Then write one short question that uses the verb correctly.
2. Translate locate into plain Grade 4 language. The meaning to preserve is: find where specific information appears. Then write one short question that uses the verb correctly.
3. Translate define into plain Grade 4 language. The meaning to preserve is: state the meaning of a word, term or idea clearly. Then write one short question that uses the verb correctly.
4. Translate describe into plain Grade 4 language. The meaning to preserve is: tell what something is like by giving relevant features or details. Then write one short question that uses the verb correctly.
5. Translate explain into plain Grade 4 language. The meaning to preserve is: make a reason, process, relationship or idea understandable. Then write one short question that uses the verb correctly.
6. Translate summarize into plain Grade 4 language. The meaning to preserve is: give the most important ideas in a shorter form. Then write one short question that uses the verb correctly.
7. Translate paraphrase into plain Grade 4 language. The meaning to preserve is: express the same meaning using different words and structure. Then write one short question that uses the verb correctly.
8. Translate infer into plain Grade 4 language. The meaning to preserve is: reach a sensible conclusion from clues plus what you already know. Then write one short question that uses the verb correctly.
9. Translate interpret into plain Grade 4 language. The meaning to preserve is: explain the meaning or significance of information. Then write one short question that uses the verb correctly.
10. Translate analyze into plain Grade 4 language. The meaning to preserve is: examine parts, patterns, reasons or relationships carefully. Then write one short question that uses the verb correctly.
11. Translate compare into plain Grade 4 language. The meaning to preserve is: examine two or more things for similarities and differences. Then write one short question that uses the verb correctly.
12. Translate contrast into plain Grade 4 language. The meaning to preserve is: focus on how two or more things are different. Then write one short question that uses the verb correctly.
13. Translate determine into plain Grade 4 language. The meaning to preserve is: work out, decide or establish something from information. Then write one short question that uses the verb correctly.
14. Translate distinguish into plain Grade 4 language. The meaning to preserve is: recognize and explain an important difference. Then write one short question that uses the verb correctly.
15. Translate recognize into plain Grade 4 language. The meaning to preserve is: identify something because it is already known or familiar. Then write one short question that uses the verb correctly.
16. Translate classify into plain Grade 4 language. The meaning to preserve is: place items into groups using shared features or rules. Then write one short question that uses the verb correctly.
17. Translate categorize into plain Grade 4 language. The meaning to preserve is: sort information into named categories. Then write one short question that uses the verb correctly.
18. Translate sequence into plain Grade 4 language. The meaning to preserve is: put events, steps or ideas in the correct order. Then write one short question that uses the verb correctly.
19. Translate organize into plain Grade 4 language. The meaning to preserve is: arrange information so its structure helps the task. Then write one short question that uses the verb correctly.
20. Translate outline into plain Grade 4 language. The meaning to preserve is: give the main points or structure without full detail. Then write one short question that uses the verb correctly.
21. Translate support into plain Grade 4 language. The meaning to preserve is: give evidence, reasons or examples that strengthen a claim. Then write one short question that uses the verb correctly.
22. Translate justify into plain Grade 4 language. The meaning to preserve is: show why an answer, choice or judgment is reasonable. Then write one short question that uses the verb correctly.
23. Translate prove into plain Grade 4 language. The meaning to preserve is: show that something must be true using sufficient evidence or reasoning. Then write one short question that uses the verb correctly.
24. Translate verify into plain Grade 4 language. The meaning to preserve is: check and confirm that something is true, accurate or complete. Then write one short question that uses the verb correctly.
25. Translate evaluate into plain Grade 4 language. The meaning to preserve is: judge quality, value, strength or usefulness using criteria. Then write one short question that uses the verb correctly.
26. Translate assess into plain Grade 4 language. The meaning to preserve is: judge or measure the condition, quality or extent of something. Then write one short question that uses the verb correctly.
27. Translate conclude into plain Grade 4 language. The meaning to preserve is: state what follows after considering evidence. Then write one short question that uses the verb correctly.
28. Translate predict into plain Grade 4 language. The meaning to preserve is: state what is likely to happen next using patterns or knowledge. Then write one short question that uses the verb correctly.
29. Translate suggest into plain Grade 4 language. The meaning to preserve is: offer an idea or indicate a possible meaning without claiming certainty. Then write one short question that uses the verb correctly.
30. Translate demonstrate into plain Grade 4 language. The meaning to preserve is: show clearly how something works, is done or is true. Then write one short question that uses the verb correctly.
31. Translate cite into plain Grade 4 language. The meaning to preserve is: name or point to a source, detail or evidence used. Then write one short question that uses the verb correctly.
32. Translate quote into plain Grade 4 language. The meaning to preserve is: repeat exact words from a source. Then write one short question that uses the verb correctly.
33. Translate reference into plain Grade 4 language. The meaning to preserve is: direct the reader to information used as support. Then write one short question that uses the verb correctly.
34. Translate connect into plain Grade 4 language. The meaning to preserve is: show a meaningful relationship between ideas or information. Then write one short question that uses the verb correctly.
35. Translate relate into plain Grade 4 language. The meaning to preserve is: show how one idea, event or example is linked to another. Then write one short question that uses the verb correctly.
36. Translate synthesize into plain Grade 4 language. The meaning to preserve is: combine information from several sources or parts into a new understanding. Then write one short question that uses the verb correctly.
37. Translate reason into plain Grade 4 language. The meaning to preserve is: use facts and logic to reach or defend a conclusion. Then write one short question that uses the verb correctly.
38. Translate argue into plain Grade 4 language. The meaning to preserve is: present a position supported by reasons and evidence. Then write one short question that uses the verb correctly.
39. Translate claim into plain Grade 4 language. The meaning to preserve is: state a position or conclusion that can be supported. Then write one short question that uses the verb correctly.
40. Translate show into plain Grade 4 language. The meaning to preserve is: make an idea, pattern or result clear with evidence. Then write one short question that uses the verb correctly.
41. Translate state into plain Grade 4 language. The meaning to preserve is: express an answer or idea clearly and directly. Then write one short question that uses the verb correctly.
42. Translate express into plain Grade 4 language. The meaning to preserve is: communicate an idea, feeling or viewpoint. Then write one short question that uses the verb correctly.
43. Translate discuss into plain Grade 4 language. The meaning to preserve is: develop an idea by considering important aspects, reasons or viewpoints. Then write one short question that uses the verb correctly.
44. Translate respond into plain Grade 4 language. The meaning to preserve is: answer or react appropriately to a question, idea or situation. Then write one short question that uses the verb correctly.
45. Translate persuade into plain Grade 4 language. The meaning to preserve is: try to influence belief or action using reasons and evidence. Then write one short question that uses the verb correctly.
46. Translate recommend into plain Grade 4 language. The meaning to preserve is: suggest a suitable choice and give a basis for it. Then write one short question that uses the verb correctly.
47. Translate clarify into plain Grade 4 language. The meaning to preserve is: make something easier to understand by removing confusion. Then write one short question that uses the verb correctly.
48. Translate elaborate into plain Grade 4 language. The meaning to preserve is: add relevant detail, explanation or example. Then write one short question that uses the verb correctly.
49. Translate revise into plain Grade 4 language. The meaning to preserve is: improve ideas, organization or language in a draft. Then write one short question that uses the verb correctly.
50. Translate edit into plain Grade 4 language. The meaning to preserve is: correct or improve language, grammar, punctuation and accuracy. Then write one short question that uses the verb correctly.
51. Translate proofread into plain Grade 4 language. The meaning to preserve is: check the near-final text for surface errors. Then write one short question that uses the verb correctly.
52. Translate compose into plain Grade 4 language. The meaning to preserve is: create a piece of writing by arranging ideas into language. Then write one short question that uses the verb correctly.
53. Translate draft into plain Grade 4 language. The meaning to preserve is: write an initial version that can be improved later. Then write one short question that uses the verb correctly.
54. Translate plan into plain Grade 4 language. The meaning to preserve is: decide the purpose, content and structure before starting. Then write one short question that uses the verb correctly.
55. Translate present into plain Grade 4 language. The meaning to preserve is: communicate information to an audience in an organized way. Then write one short question that uses the verb correctly.
56. Translate report into plain Grade 4 language. The meaning to preserve is: give an organized account of information, events or findings. Then write one short question that uses the verb correctly.
57. Translate retell into plain Grade 4 language. The meaning to preserve is: tell a story or event again while keeping the important sequence. Then write one short question that uses the verb correctly.
58. Translate recount into plain Grade 4 language. The meaning to preserve is: give an account of events, usually in order. Then write one short question that uses the verb correctly.
59. Translate narrate into plain Grade 4 language. The meaning to preserve is: tell events as a story with sequence, detail and perspective. Then write one short question that uses the verb correctly.
60. Translate illustrate into plain Grade 4 language. The meaning to preserve is: make an idea clearer with an example, diagram or description. Then write one short question that uses the verb correctly.
61. Translate calculate into plain Grade 4 language. The meaning to preserve is: work out a numerical answer using mathematics. Then write one short question that uses the verb correctly.
62. Translate compute into plain Grade 4 language. The meaning to preserve is: find a numerical result, often by calculation. Then write one short question that uses the verb correctly.
63. Translate estimate into plain Grade 4 language. The meaning to preserve is: give a sensible approximate value. Then write one short question that uses the verb correctly.
64. Translate measure into plain Grade 4 language. The meaning to preserve is: find size, amount, length, mass, time or another quantity using a tool or unit. Then write one short question that uses the verb correctly.
65. Translate convert into plain Grade 4 language. The meaning to preserve is: change a value or form into another equivalent unit or representation. Then write one short question that uses the verb correctly.
66. Translate solve into plain Grade 4 language. The meaning to preserve is: find an answer to a problem using an appropriate method. Then write one short question that uses the verb correctly.
67. Translate model into plain Grade 4 language. The meaning to preserve is: represent a situation using objects, diagrams, equations or another simplified form. Then write one short question that uses the verb correctly.
68. Translate represent into plain Grade 4 language. The meaning to preserve is: show information in another form. Then write one short question that uses the verb correctly.
69. Translate graph into plain Grade 4 language. The meaning to preserve is: display numerical information visually using a graph. Then write one short question that uses the verb correctly.
70. Translate plot into plain Grade 4 language. The meaning to preserve is: mark a point or value in the correct position on a graph or diagram. Then write one short question that uses the verb correctly.
71. Translate label into plain Grade 4 language. The meaning to preserve is: add names or information to parts of a diagram, graph or object. Then write one short question that uses the verb correctly.
72. Translate order into plain Grade 4 language. The meaning to preserve is: arrange values or items according to a rule. Then write one short question that uses the verb correctly.
73. Translate round into plain Grade 4 language. The meaning to preserve is: replace a number with a nearby value at a chosen place value. Then write one short question that uses the verb correctly.
74. Translate check into plain Grade 4 language. The meaning to preserve is: inspect work to see whether it is correct or reasonable. Then write one short question that uses the verb correctly.
75. Translate simplify into plain Grade 4 language. The meaning to preserve is: make an expression, fraction or explanation less complex while preserving meaning. Then write one short question that uses the verb correctly.
76. Translate observe into plain Grade 4 language. The meaning to preserve is: notice and record what happens using senses or tools. Then write one short question that uses the verb correctly.
77. Translate investigate into plain Grade 4 language. The meaning to preserve is: study a question systematically to discover evidence. Then write one short question that uses the verb correctly.
78. Translate test into plain Grade 4 language. The meaning to preserve is: try a method, prediction or object under stated conditions. Then write one short question that uses the verb correctly.
79. Translate record into plain Grade 4 language. The meaning to preserve is: write down or store observations, measurements or results. Then write one short question that uses the verb correctly.
80. Translate experiment into plain Grade 4 language. The meaning to preserve is: carry out a planned test to investigate a question. Then write one short question that uses the verb correctly.
81. Translate select into plain Grade 4 language. The meaning to preserve is: choose carefully from available options. Then write one short question that uses the verb correctly.
82. Translate choose into plain Grade 4 language. The meaning to preserve is: pick one or more options. Then write one short question that uses the verb correctly.
83. Translate match into plain Grade 4 language. The meaning to preserve is: pair items that belong together according to a relationship. Then write one short question that uses the verb correctly.
84. Translate complete into plain Grade 4 language. The meaning to preserve is: finish a task or supply missing information. Then write one short question that uses the verb correctly.
85. Translate fill into plain Grade 4 language. The meaning to preserve is: put the required information into a blank, space or container. Then write one short question that uses the verb correctly.
86. Translate circle into plain Grade 4 language. The meaning to preserve is: mark an answer or item by drawing a circle around it. Then write one short question that uses the verb correctly.
87. Translate underline into plain Grade 4 language. The meaning to preserve is: draw a line beneath requested words or information. Then write one short question that uses the verb correctly.
88. Translate list into plain Grade 4 language. The meaning to preserve is: write several items, usually without full explanation unless requested. Then write one short question that uses the verb correctly.
89. Translate name into plain Grade 4 language. The meaning to preserve is: give the correct term or label. Then write one short question that uses the verb correctly.
90. Translate give into plain Grade 4 language. The meaning to preserve is: provide the requested answer, example, reason or detail. Then write one short question that uses the verb correctly.
91. Translate include into plain Grade 4 language. The meaning to preserve is: make sure a required element appears in the response. Then write one short question that uses the verb correctly.
92. Translate use into plain Grade 4 language. The meaning to preserve is: apply a given method, source, word or tool. Then write one short question that uses the verb correctly.
93. Translate apply into plain Grade 4 language. The meaning to preserve is: put knowledge, a rule or method to work in a situation. Then write one short question that uses the verb correctly.
94. Translate construct into plain Grade 4 language. The meaning to preserve is: build or create something from parts, information or rules. Then write one short question that uses the verb correctly.
95. Translate create into plain Grade 4 language. The meaning to preserve is: make something new that meets the task requirements. Then write one short question that uses the verb correctly.
96. Translate design into plain Grade 4 language. The meaning to preserve is: plan and create something to meet a need or goal. Then write one short question that uses the verb correctly.
97. Translate arrange into plain Grade 4 language. The meaning to preserve is: place items in a particular order or pattern. Then write one short question that uses the verb correctly.
98. Translate sort into plain Grade 4 language. The meaning to preserve is: separate items into groups using a rule. Then write one short question that uses the verb correctly.
99. Translate group into plain Grade 4 language. The meaning to preserve is: put related items together. Then write one short question that uses the verb correctly.
100. Translate mark into plain Grade 4 language. The meaning to preserve is: indicate, score or label something clearly. Then write one short question that uses the verb correctly.

100 Answer-Shape Challenges

For each verb, describe what a marker or teacher should be able to see in a successful response.

1. For identify, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
2. For locate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
3. For define, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
4. For describe, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
5. For explain, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
6. For summarize, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
7. For paraphrase, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
8. For infer, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
9. For interpret, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
10. For analyze, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
11. For compare, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
12. For contrast, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
13. For determine, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
14. For distinguish, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
15. For recognize, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
16. For classify, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
17. For categorize, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
18. For sequence, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
19. For organize, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
20. For outline, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
21. For support, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
22. For justify, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
23. For prove, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
24. For verify, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
25. For evaluate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
26. For assess, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
27. For conclude, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
28. For predict, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
29. For suggest, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
30. For demonstrate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
31. For cite, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
32. For quote, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
33. For reference, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
34. For connect, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
35. For relate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
36. For synthesize, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
37. For reason, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
38. For argue, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
39. For claim, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
40. For show, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
41. For state, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
42. For express, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
43. For discuss, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
44. For respond, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
45. For persuade, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
46. For recommend, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
47. For clarify, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
48. For elaborate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
49. For revise, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
50. For edit, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
51. For proofread, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
52. For compose, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
53. For draft, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
54. For plan, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
55. For present, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
56. For report, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
57. For retell, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
58. For recount, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
59. For narrate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
60. For illustrate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
61. For calculate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
62. For compute, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
63. For estimate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
64. For measure, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
65. For convert, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
66. For solve, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
67. For model, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
68. For represent, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
69. For graph, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
70. For plot, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
71. For label, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
72. For order, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
73. For round, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
74. For check, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
75. For simplify, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
76. For observe, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
77. For investigate, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
78. For test, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
79. For record, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
80. For experiment, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
81. For select, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
82. For choose, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
83. For match, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
84. For complete, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
85. For fill, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
86. For circle, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
87. For underline, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
88. For list, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
89. For name, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
90. For give, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
91. For include, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
92. For use, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
93. For apply, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
94. For construct, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
95. For create, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
96. For design, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
97. For arrange, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
98. For sort, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
99. For group, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.
100. For mark, write a one-sentence success criterion. Then give one example of a response that talks about the topic but fails to perform the verb.

100 Cross-Curricular Transfer Challenges

1. Use identify naturally in English reading. Write the question first, then a model answer that visibly performs the command.
2. Use locate naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
3. Use define naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
4. Use describe naturally in Science. Write the question first, then a model answer that visibly performs the command.
5. Use explain naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
6. Use summarize naturally in a project. Write the question first, then a model answer that visibly performs the command.
7. Use paraphrase naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
8. Use infer naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
9. Use interpret naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
10. Use analyze naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.
11. Use compare naturally in English reading. Write the question first, then a model answer that visibly performs the command.
12. Use contrast naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
13. Use determine naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
14. Use distinguish naturally in Science. Write the question first, then a model answer that visibly performs the command.
15. Use recognize naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
16. Use classify naturally in a project. Write the question first, then a model answer that visibly performs the command.
17. Use categorize naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
18. Use sequence naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
19. Use organize naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
20. Use outline naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.
21. Use support naturally in English reading. Write the question first, then a model answer that visibly performs the command.
22. Use justify naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
23. Use prove naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
24. Use verify naturally in Science. Write the question first, then a model answer that visibly performs the command.
25. Use evaluate naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
26. Use assess naturally in a project. Write the question first, then a model answer that visibly performs the command.
27. Use conclude naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
28. Use predict naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
29. Use suggest naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
30. Use demonstrate naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.
31. Use cite naturally in English reading. Write the question first, then a model answer that visibly performs the command.
32. Use quote naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
33. Use reference naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
34. Use connect naturally in Science. Write the question first, then a model answer that visibly performs the command.
35. Use relate naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
36. Use synthesize naturally in a project. Write the question first, then a model answer that visibly performs the command.
37. Use reason naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
38. Use argue naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
39. Use claim naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
40. Use show naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.
41. Use state naturally in English reading. Write the question first, then a model answer that visibly performs the command.
42. Use express naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
43. Use discuss naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
44. Use respond naturally in Science. Write the question first, then a model answer that visibly performs the command.
45. Use persuade naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
46. Use recommend naturally in a project. Write the question first, then a model answer that visibly performs the command.
47. Use clarify naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
48. Use elaborate naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
49. Use revise naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
50. Use edit naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.
51. Use proofread naturally in English reading. Write the question first, then a model answer that visibly performs the command.
52. Use compose naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
53. Use draft naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
54. Use plan naturally in Science. Write the question first, then a model answer that visibly performs the command.
55. Use present naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
56. Use report naturally in a project. Write the question first, then a model answer that visibly performs the command.
57. Use retell naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
58. Use recount naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
59. Use narrate naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
60. Use illustrate naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.
61. Use calculate naturally in English reading. Write the question first, then a model answer that visibly performs the command.
62. Use compute naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
63. Use estimate naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
64. Use measure naturally in Science. Write the question first, then a model answer that visibly performs the command.
65. Use convert naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
66. Use solve naturally in a project. Write the question first, then a model answer that visibly performs the command.
67. Use model naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
68. Use represent naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
69. Use graph naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
70. Use plot naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.
71. Use label naturally in English reading. Write the question first, then a model answer that visibly performs the command.
72. Use order naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
73. Use round naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
74. Use check naturally in Science. Write the question first, then a model answer that visibly performs the command.
75. Use simplify naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
76. Use observe naturally in a project. Write the question first, then a model answer that visibly performs the command.
77. Use investigate naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
78. Use test naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
79. Use record naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
80. Use experiment naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.
81. Use select naturally in English reading. Write the question first, then a model answer that visibly performs the command.
82. Use choose naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
83. Use match naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
84. Use complete naturally in Science. Write the question first, then a model answer that visibly performs the command.
85. Use fill naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
86. Use circle naturally in a project. Write the question first, then a model answer that visibly performs the command.
87. Use underline naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
88. Use list naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
89. Use name naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
90. Use give naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.
91. Use include naturally in English reading. Write the question first, then a model answer that visibly performs the command.
92. Use use naturally in composition writing. Write the question first, then a model answer that visibly performs the command.
93. Use apply naturally in Mathematics. Write the question first, then a model answer that visibly performs the command.
94. Use construct naturally in Science. Write the question first, then a model answer that visibly performs the command.
95. Use create naturally in Social Studies. Write the question first, then a model answer that visibly performs the command.
96. Use design naturally in a project. Write the question first, then a model answer that visibly performs the command.
97. Use arrange naturally in a graph or chart. Write the question first, then a model answer that visibly performs the command.
98. Use sort naturally in an oral presentation. Write the question first, then a model answer that visibly performs the command.
99. Use group naturally in a classroom instruction. Write the question first, then a model answer that visibly performs the command.
100. Use mark naturally in a practical investigation. Write the question first, then a model answer that visibly performs the command.

100 Error-Repair Challenges

These tasks train discrimination between nearby verbs.

1. Write one question where identify would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
2. Write one question where locate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
3. Write one question where define would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
4. Write one question where describe would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
5. Write one question where explain would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
6. Write one question where summarize would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
7. Write one question where paraphrase would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
8. Write one question where infer would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
9. Write one question where interpret would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
10. Write one question where analyze would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
11. Write one question where compare would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
12. Write one question where contrast would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
13. Write one question where determine would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
14. Write one question where distinguish would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
15. Write one question where recognize would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
16. Write one question where classify would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
17. Write one question where categorize would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
18. Write one question where sequence would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
19. Write one question where organize would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
20. Write one question where outline would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
21. Write one question where support would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
22. Write one question where justify would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
23. Write one question where prove would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
24. Write one question where verify would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
25. Write one question where evaluate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
26. Write one question where assess would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
27. Write one question where conclude would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
28. Write one question where predict would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
29. Write one question where suggest would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
30. Write one question where demonstrate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
31. Write one question where cite would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
32. Write one question where quote would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
33. Write one question where reference would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
34. Write one question where connect would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
35. Write one question where relate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
36. Write one question where synthesize would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
37. Write one question where reason would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
38. Write one question where argue would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
39. Write one question where claim would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
40. Write one question where show would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
41. Write one question where state would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
42. Write one question where express would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
43. Write one question where discuss would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
44. Write one question where respond would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
45. Write one question where persuade would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
46. Write one question where recommend would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
47. Write one question where clarify would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
48. Write one question where elaborate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
49. Write one question where revise would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
50. Write one question where edit would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
51. Write one question where proofread would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
52. Write one question where compose would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
53. Write one question where draft would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
54. Write one question where plan would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
55. Write one question where present would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
56. Write one question where report would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
57. Write one question where retell would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
58. Write one question where recount would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
59. Write one question where narrate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
60. Write one question where illustrate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
61. Write one question where calculate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
62. Write one question where compute would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
63. Write one question where estimate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
64. Write one question where measure would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
65. Write one question where convert would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
66. Write one question where solve would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
67. Write one question where model would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
68. Write one question where represent would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
69. Write one question where graph would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
70. Write one question where plot would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
71. Write one question where label would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
72. Write one question where order would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
73. Write one question where round would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
74. Write one question where check would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
75. Write one question where simplify would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
76. Write one question where observe would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
77. Write one question where investigate would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
78. Write one question where test would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
79. Write one question where record would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
80. Write one question where experiment would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
81. Write one question where select would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
82. Write one question where choose would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
83. Write one question where match would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
84. Write one question where complete would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
85. Write one question where fill would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
86. Write one question where circle would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
87. Write one question where underline would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
88. Write one question where list would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
89. Write one question where name would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
90. Write one question where give would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
91. Write one question where include would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
92. Write one question where use would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
93. Write one question where apply would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
94. Write one question where construct would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
95. Write one question where create would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
96. Write one question where design would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
97. Write one question where arrange would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
98. Write one question where sort would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
99. Write one question where group would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.
100. Write one question where mark would be the wrong instruction verb. Replace it with a better verb and explain what changed in the required thinking.

Twenty High-Value Verb Distinctions

1. identify vs explain: Identify points to the item; explain gives how or why.
2. describe vs explain: Describe gives features; explain connects reasons, processes or causes.
3. compare vs contrast: Compare may include similarities and differences; contrast focuses on difference.
4. infer vs predict: Infer uses clues to work out hidden or unstated meaning; predict points toward what may happen.
5. estimate vs calculate: Estimate is approximate; calculate aims for a worked numerical result.
6. support vs justify: Both use reasons or evidence, but justify emphasizes showing why a choice or judgment is reasonable.
7. cite vs quote: Cite points to evidence; quote reproduces exact words.
8. summarize vs paraphrase: Summarize shortens to main ideas; paraphrase restates roughly the same amount of meaning in new words.
9. evaluate vs assess: Both judge; evaluate often emphasizes value or quality against criteria, while assess can also measure condition or extent.
10. observe vs infer: Observe records what is noticed; infer interprets what the observation may mean.
11. record vs report: Record stores data or observations; report organizes and communicates them.
12. select vs justify: Select chooses; justify explains why the selection is defensible.
13. model vs represent: Model is a simplified representation used to understand a system; represent is the broader act of showing information in another form.
14. revise vs edit: Revise improves ideas and structure; edit focuses more on language correctness and polish.
15. proofread vs edit: Proofreading is a final surface check; editing can be broader.
16. retell vs summarize: Retell preserves the event sequence with more detail; summarize compresses heavily to main ideas.
17. classify vs sort: Classify is the conceptual grouping by shared features; sort is the practical act of putting items into those groups.
18. determine vs choose: Determine implies working something out or establishing it; choose can be a simpler selection.
19. show vs prove: Show can make evidence visible; prove requires evidence strong enough to establish truth.
20. suggest vs conclude: Suggest stays tentative; conclude states what follows after weighing the evidence.

A 20-Day Academic Verb Training Plan

Day 1 — identify, locate, define, describe, explain

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 2 — summarize, paraphrase, infer, interpret, analyze

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 3 — compare, contrast, determine, distinguish, recognize

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 4 — classify, categorize, sequence, organize, outline

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 5 — support, justify, prove, verify, evaluate

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 6 — assess, conclude, predict, suggest, demonstrate

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 7 — cite, quote, reference, connect, relate

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 8 — synthesize, reason, argue, claim, show

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 9 — state, express, discuss, respond, persuade

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 10 — recommend, clarify, elaborate, revise, edit

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 11 — proofread, compose, draft, plan, present

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 12 — report, retell, recount, narrate, illustrate

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 13 — calculate, compute, estimate, measure, convert

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 14 — solve, model, represent, graph, plot

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 15 — label, order, round, check, simplify

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 16 — observe, investigate, test, record, experiment

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 17 — select, choose, match, complete, fill

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 18 — circle, underline, list, name, give

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 19 — include, use, apply, construct, create

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

Day 20 — design, arrange, sort, group, mark

Learn these five verbs as operations. Translate each into plain language. Write one Grade 4 question per verb. Answer two of the questions. Finish by comparing the two most similar verbs and stating one boundary between them. On the following day, retrieve yesterday’s set before adding new verbs.

After Day 20, stop expanding the list. Mix verbs across subjects and require the learner to identify the operation before solving the content. That is the point at which academic vocabulary becomes task control.

How to Decode a Question in Five Steps

1. Read the whole question once without answering.
2. Circle the main academic verb.
3. Underline the object or content: what must be identified, compared, explained or calculated?
4. Box any constraints: number of reasons, source of evidence, unit, diagram, paragraph limit or required method.
5. Say the task in plain language before beginning.

This small routine protects against a common failure: memory recognizes the topic and starts answering before the learner has processed the exact demand.

Parent Guide — Ask “What Is the Verb Asking You to Do?”

When helping at home, avoid solving the content immediately. Ask the child to circle the command word and translate it. If the verb is explain, ask, “What how-or-why relationship must your answer show?” If it is compare, ask, “What common basis will you use?” If it is support, ask, “Where is your evidence?”

This keeps support at the level of task decoding instead of replacing the child’s thinking.

Teacher Guide — Academic Verbs as a Diagnostic Layer

A wrong answer may reflect missing content, but it may also reflect a verb mismatch. A child who gives a list when asked to explain may know the facts but not the response operation. A child who calculates when asked to estimate may understand the numbers but miss the purpose of approximation. Marking the verb error separately helps the next lesson target the first weak link.

This is especially important across subjects because the same verbs recur. Teaching compare, explain, identify, justify, predict and evaluate as cross-curricular language can improve access to many different tasks.

Where This Page Sits in the Primary 4 Vocabulary World Lane

• Global Primary 4 / Grade 4 flagship — general high-utility vocabulary.
• Primary 4 Vocabulary Practice — worksheets, exercises and quizzes.
• Transition Words & Linking Words — relationships between ideas.
• Grade 4 Sentence Starters — sentence-level scaffolding.
• Vocabulary apex — wider eduKateSG vocabulary system.

This is a new world-facing Primary 4 / Grade 4 owner for academic verbs and instruction words. It does not replace or rewrite the existing general Primary English question-decoding page, the older Primary 3 question-word specialist, or the Primary 5–6 instruction-verb practice page.

Final Mastery Test

1. Can the learner circle the academic verb before answering?
2. Can the learner translate the verb into plain language?
3. Can the learner distinguish identify from explain?
4. Can the learner distinguish compare from contrast?
5. Can the learner distinguish estimate from calculate?
6. Can the learner recognize when evidence is required?
7. Can the learner predict the expected answer shape from the verb?
8. Can the learner use the same academic verb across different subjects?
9. Can the learner spot a mismatch between a question verb and a sample answer?
10. Can the learner decode the task independently under time pressure?

Academic verbs are not small words around the question. They are the instructions for what the mind must do next.