Top 100 PSLE Vocabulary | Author's Purpose, Tone & Attitude

Top 100 PSLE Vocabulary List work for comprehension should include the language readers use to identify author’s purpose, tone, attitude, point of view, writer’s intention and text evidence. This Grade 6 and Primary 6 guide teaches one hundred high-utility words that help students say precisely what a writer is doing and how a passage sounds: to inform, explain, persuade, warn, question, reassure, criticise, celebrate, or adopt a tone that is cautious, optimistic, sceptical, reflective, urgent or compassionate.

High-performing Grade 6 reading resources often ask students to determine and analyse author’s purpose, cite relevant evidence, distinguish point of view and explain how language supports an interpretation. The useful vocabulary is therefore not a decorative list of tone adjectives. Each term needs an evidence test. If a student calls a passage “critical”, which phrases show judgement? If the purpose is “persuade”, what claim, reasons, benefits or call to action reveal that purpose?

This article owns the narrow search job author’s purpose vocabulary / tone words / attitude words for Grade 6 and PSLE reading. It does not replace the generic PSLE vocabulary owners. It connects outward to the Context Clues and Comprehension Cloze list, the Synonyms, Antonyms and Shades of Meaning list and the Vocabulary Learning Hub.

Purpose, Tone and Attitude Are Different Questions

Purpose asks what the writer is trying to do. Tone asks how the writing sounds. Attitude asks what stance or feeling the writer shows towards the subject, audience or claim. One passage can therefore have the purpose to persuade, a formal tone and a sceptical attitude towards a proposal.

Alicia, Tricia and Kai Kai use an evidence chain: label the category, name the candidate word, quote or paraphrase two clues, and explain how those clues support the label. A tone word without evidence is a guess. Evidence without an explanation is only a quotation.

Words 1–40: Author’s Purpose and Writer’s Intention

1. inform

Meaning: give facts or knowledge. Model: The article informs readers about how mangroves protect coastlines. Look for facts, explanations and neutral detail.

Evidence test: Do not choose inform because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Contrast test: Choose a nearby but different label and explain why it is weaker. For example, a passage may be concerned without being anxious, critical without being hostile, or reflective without being nostalgic. Precision comes from rejecting labels that are too strong, too weak or aimed at the wrong feature.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports inform. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as inform because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define inform without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

2. explain

Meaning: make an idea, process or reason clear. Model: The writer explains how the machine changes stored energy into movement. Explanations answer how or why.

Evidence test: Do not choose explain because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports explain. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as explain because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define explain without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

3. describe

Meaning: show what something is like through details. Model: The passage describes the market at dawn. Description builds a picture, condition or quality.

Evidence test: Do not choose describe because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports describe. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as describe because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define describe without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

4. entertain

Meaning: engage or amuse the reader through story, humour or interest. Model: The anecdote entertains while showing what went wrong on the trip. Entertainment can coexist with another purpose.

Evidence test: Do not choose entertain because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports entertain. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as entertain because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define entertain without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

5. persuade

Meaning: convince the reader to accept a view or take action. Model: The poster persuades residents to reduce food waste. Look for reasons, benefits, urgency and calls to action.

Evidence test: Do not choose persuade because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports persuade. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as persuade because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define persuade without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

6. argue

Meaning: present a position supported by reasons and evidence. Model: The essay argues that school gardens can improve science learning. An argument makes a claim and supports it.

Evidence test: Do not choose argue because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports argue. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as argue because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define argue without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

7. advise

Meaning: recommend what someone should do. Model: The guide advises hikers to carry water and check the forecast. Advice is practical guidance, not merely information.

Evidence test: Do not choose advise because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports advise. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as advise because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define advise without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

8. warn

Meaning: alert the reader to danger or risk. Model: The notice warns visitors not to enter the flooded path. Warnings focus attention on possible harm.

Evidence test: Do not choose warn because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports warn. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as warn because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define warn without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

9. instruct

Meaning: tell the reader how to do something. Model: The manual instructs users to switch off the power before cleaning. Instructions usually contain ordered actions.

Evidence test: Do not choose instruct because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports instruct. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as instruct because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define instruct without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

10. request

Meaning: ask for something to be done or provided. Model: The letter requests additional time for the project. Requests may be formal or polite rather than forceful.

Evidence test: Do not choose request because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports request. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as request because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define request without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

11. appeal

Meaning: make an earnest request or try to move the reader emotionally. Model: The campaign appeals to families to support the shelter. Appeals often combine emotion with action.

Evidence test: Do not choose appeal because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports appeal. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as appeal because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define appeal without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

12. criticise

Meaning: point out faults or weaknesses. Model: The review criticises the unclear instructions. Criticism should be distinguished from neutral description.

Evidence test: Do not choose criticise because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports criticise. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as criticise because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define criticise without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

13. praise

Meaning: express approval or admiration. Model: The article praises volunteers who stayed through the storm. Praise highlights positive value or achievement.

Evidence test: Do not choose praise because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports praise. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as praise because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define praise without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

14. compare

Meaning: show similarities and differences. Model: The report compares two methods of saving water. Comparison may support a larger argument.

Evidence test: Do not choose compare because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports compare. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as compare because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define compare without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

15. contrast

Meaning: emphasise differences. Model: The writer contrasts the crowded city centre with the quiet village. Contrast sharpens difference.

Evidence test: Do not choose contrast because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports contrast. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as contrast because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define contrast without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

16. evaluate

Meaning: judge quality, value or effectiveness using criteria. Model: The review evaluates whether the new route is safer. Evaluation requires a standard or criterion.

Evidence test: Do not choose evaluate because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports evaluate. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as evaluate because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define evaluate without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

17. analyse

Meaning: break an idea into parts to understand how it works. Model: The essay analyses the causes of the conflict. Analysis examines relationships, not just facts.

Evidence test: Do not choose analyse because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports analyse. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as analyse because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define analyse without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

18. interpret

Meaning: explain meaning or significance. Model: The critic interprets the repeated darkness as a sign of uncertainty. Interpretation connects detail to meaning.

Evidence test: Do not choose interpret because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports interpret. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as interpret because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define interpret without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

19. clarify

Meaning: make something less confusing or more precise. Model: The second paragraph clarifies what the rule actually covers. Clarification removes ambiguity.

Evidence test: Do not choose clarify because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports clarify. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as clarify because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define clarify without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

20. summarise

Meaning: give the main points briefly. Model: The final section summarises the report’s findings. A summary compresses rather than adds new detail.

Evidence test: Do not choose summarise because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports summarise. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as summarise because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define summarise without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

21. question

Meaning: raise doubt or invite reconsideration. Model: The editorial questions whether the policy will solve the problem. Questioning can challenge assumptions without giving a final answer.

Evidence test: Do not choose question because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports question. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as question because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define question without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

22. challenge

Meaning: dispute or test an accepted idea. Model: The writer challenges the belief that faster always means better. A challenge pushes against an assumption.

Evidence test: Do not choose challenge because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports challenge. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as challenge because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define challenge without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

23. reassure

Meaning: reduce fear or worry. Model: The leaflet reassures families that support will remain available. Reassurance often follows concern.

Evidence test: Do not choose reassure because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports reassure. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as reassure because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define reassure without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

24. encourage

Meaning: give confidence or motivation. Model: The speech encourages students to keep practising after mistakes. Encouragement aims to strengthen willingness.

Evidence test: Do not choose encourage because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports encourage. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as encourage because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define encourage without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

25. inspire

Meaning: motivate through admiration, possibility or example. Model: The profile inspires readers through the athlete’s persistence. Inspiration is usually broader than direct instruction.

Evidence test: Do not choose inspire because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports inspire. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as inspire because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define inspire without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

26. remind

Meaning: bring an important fact or duty back to attention. Model: The notice reminds visitors to return passes before leaving. A reminder assumes the information may already be known.

Evidence test: Do not choose remind because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports remind. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as remind because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define remind without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

27. announce

Meaning: make information publicly known. Model: The school announces the new timetable in the circular. Announcements prioritise clear new information.

Evidence test: Do not choose announce because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports announce. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as announce because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define announce without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

28. report

Meaning: present information about events, findings or results. Model: The article reports the results of the community survey. Reporting may be neutral even when the topic is serious.

Evidence test: Do not choose report because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports report. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as report because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define report without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

29. narrate

Meaning: tell events in sequence. Model: The memoir narrates what happened during the evacuation. Narration organises experience through time.

Evidence test: Do not choose narrate because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports narrate. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as narrate because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define narrate without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

30. reflect

Meaning: think carefully about experience and meaning. Model: The writer reflects on what the mistake taught her. Reflection connects event to learning or insight.

Evidence test: Do not choose reflect because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports reflect. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as reflect because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define reflect without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

31. justify

Meaning: give reasons that show a choice or claim is reasonable. Model: The author justifies the decision with safety evidence. Justification answers why the choice should be accepted.

Evidence test: Do not choose justify because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports justify. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as justify because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define justify without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

Meaning: suggest a preferred action or option. Model: The report recommends repairing the bridge before reopening it. Recommendations should be linked to reasons.

Evidence test: Do not choose recommend because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports recommend. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as recommend because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define recommend without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

33. expose

Meaning: reveal something hidden, wrong or overlooked. Model: The investigation exposes weaknesses in the old system. Expose has a stronger uncovering function than describe.

Evidence test: Do not choose expose because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports expose. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as expose because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define expose without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

34. celebrate

Meaning: honour or express joy about achievement or value. Model: The article celebrates the community’s recovery after the flood. Celebration focuses on positive significance.

Evidence test: Do not choose celebrate because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports celebrate. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as celebrate because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define celebrate without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

35. provoke

Meaning: cause thought, debate or reaction. Model: The final question provokes readers to reconsider their assumptions. Provocation may be intellectual rather than hostile.

Evidence test: Do not choose provoke because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports provoke. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as provoke because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define provoke without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

36. educate

Meaning: develop knowledge or understanding. Model: The exhibition educates visitors about local biodiversity. Educate is broad and may combine inform and explain.

Evidence test: Do not choose educate because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports educate. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as educate because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define educate without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

37. promote

Meaning: support or encourage adoption of an idea, event or product. Model: The campaign promotes safer cycling habits. Promotion aims to increase support or participation.

Evidence test: Do not choose promote because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports promote. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as promote because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define promote without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

38. discourage

Meaning: make an action seem less desirable or wise. Model: The poster discourages littering by showing its consequences. Discouragement often uses warning or negative outcomes.

Evidence test: Do not choose discourage because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports discourage. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as discourage because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define discourage without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

39. document

Meaning: record facts or events for evidence or history. Model: The photographs document changes along the coastline. Documentation preserves a record.

Evidence test: Do not choose document because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports document. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as document because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define document without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

40. investigate

Meaning: examine systematically to discover facts. Model: The report investigates why attendance declined. Investigation signals a question plus evidence gathering.

Evidence test: Do not choose investigate because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports investigate. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s purpose can be described as investigate because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define investigate without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

Words 41–70: Tone Words for Grade 6 Reading

41. objective

Meaning: neutral, factual and not strongly influenced by personal feeling. Model: The report uses an objective tone when presenting the measurements. Objective tone often separates evidence from opinion.

Evidence test: Do not choose objective because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports objective. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as objective because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define objective without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

42. neutral

Meaning: showing no strong preference or side. Model: The introduction remains neutral while describing both proposals. Neutral does not mean empty of information.

Evidence test: Do not choose neutral because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports neutral. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as neutral because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define neutral without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

43. formal

Meaning: serious, structured and appropriate for official contexts. Model: The letter uses a formal tone when requesting approval. Formal tone uses controlled vocabulary and complete structures.

Evidence test: Do not choose formal because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports formal. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as formal because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define formal without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

44. informal

Meaning: relaxed and conversational. Model: The blog post uses an informal tone to address young readers. Informal does not mean careless.

Evidence test: Do not choose informal because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports informal. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as informal because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define informal without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

45. serious

Meaning: treating the subject as important and not humorous. Model: The writer adopts a serious tone when discussing road safety. Serious tone fits significant consequences.

Evidence test: Do not choose serious because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports serious. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as serious because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define serious without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

46. urgent

Meaning: pressing for immediate attention or action. Model: The notice sounds urgent because the river level is rising. Urgency is created by time pressure and risk.

Evidence test: Do not choose urgent because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports urgent. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as urgent because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define urgent without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

47. cautious

Meaning: careful not to claim too much or take unnecessary risk. Model: The scientist uses a cautious tone when the evidence is incomplete. Words such as may and suggests often support caution.

Evidence test: Do not choose cautious because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports cautious. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as cautious because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define cautious without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

48. confident

Meaning: showing strong belief in a claim or ability. Model: The speaker sounds confident that the plan can work. Confidence is not the same as certainty.

Evidence test: Do not choose confident because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports confident. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as confident because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define confident without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

49. optimistic

Meaning: expecting a positive outcome. Model: The final paragraph is optimistic about the town’s recovery. Optimism looks forward positively.

Evidence test: Do not choose optimistic because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports optimistic. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as optimistic because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define optimistic without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

50. pessimistic

Meaning: expecting difficulty or a negative outcome. Model: The commentary takes a pessimistic view of the short-term outlook. Pessimism predicts unfavourable results.

Evidence test: Do not choose pessimistic because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports pessimistic. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as pessimistic because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define pessimistic without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

51. hopeful

Meaning: showing desire and reasonable expectation for improvement. Model: The family remains hopeful that the missing dog will return. Hopeful is often gentler than optimistic.

Evidence test: Do not choose hopeful because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports hopeful. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as hopeful because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define hopeful without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

52. concerned

Meaning: showing worry about a problem. Model: The writer sounds concerned about the decline in reading time. Concern can remain calm and evidence-based.

Evidence test: Do not choose concerned because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports concerned. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as concerned because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define concerned without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

53. anxious

Meaning: showing stronger worry or unease. Model: The diary becomes anxious as the storm approaches. Anxious tone often appears through uncertain questions and tense detail.

Evidence test: Do not choose anxious because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports anxious. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as anxious because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define anxious without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

54. critical

Meaning: analysing faults or weaknesses. Model: The review is critical of the confusing layout. Critical need not mean insulting.

Evidence test: Do not choose critical because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports critical. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as critical because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define critical without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

55. approving

Meaning: showing favourable judgement. Model: The writer is approving of the volunteers’ careful planning. Approving tone signals positive evaluation.

Evidence test: Do not choose approving because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports approving. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as approving because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define approving without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

56. disapproving

Meaning: showing unfavourable judgement. Model: The article is disapproving of drivers who ignore the warning signs. Disapproval may be explicit or implied.

Evidence test: Do not choose disapproving because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports disapproving. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as disapproving because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define disapproving without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

57. admiring

Meaning: showing respect and warm approval. Model: The profile is admiring of the nurse’s persistence. Admiration often highlights admirable qualities.

Evidence test: Do not choose admiring because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports admiring. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as admiring because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define admiring without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

58. respectful

Meaning: showing consideration and esteem. Model: The response remains respectful even while disagreeing. Respectful tone can coexist with criticism.

Evidence test: Do not choose respectful because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports respectful. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as respectful because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define respectful without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

59. sympathetic

Meaning: showing understanding of another person’s difficulty. Model: The narrator is sympathetic towards the child who made the mistake. Sympathy recognises hardship.

Evidence test: Do not choose sympathetic because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports sympathetic. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as sympathetic because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define sympathetic without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

60. compassionate

Meaning: showing deep concern for suffering and a wish to help. Model: The article uses a compassionate tone when discussing displaced families. Compassion is stronger and more action-oriented than sympathy.

Evidence test: Do not choose compassionate because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports compassionate. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as compassionate because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define compassionate without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

61. humorous

Meaning: intended to amuse. Model: The writer uses a humorous tone to describe the cooking disaster. Humour changes how a problem is framed.

Evidence test: Do not choose humorous because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports humorous. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as humorous because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define humorous without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

62. playful

Meaning: light, lively and gently amusing. Model: The advertisement uses playful language and wordplay. Playful is lighter than sarcastic.

Evidence test: Do not choose playful because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports playful. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as playful because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define playful without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

63. sarcastic

Meaning: using words that often mean the opposite in order to mock or criticise. Model: The narrator’s sarcastic remark suggests frustration. Sarcasm can be difficult; rely on context and mismatch.

Evidence test: Do not choose sarcastic because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports sarcastic. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as sarcastic because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define sarcastic without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

64. ironic

Meaning: showing a contrast between expectation and reality. Model: The ending is ironic because the thief loses his own wallet. Irony is a relationship, not simply a funny tone.

Evidence test: Do not choose ironic because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports ironic. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as ironic because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define ironic without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

65. bitter

Meaning: showing lasting anger, hurt or resentment. Model: The memoir becomes bitter when the writer recalls the betrayal. Bitter usually reflects unresolved hurt.

Evidence test: Do not choose bitter because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports bitter. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as bitter because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define bitter without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

66. nostalgic

Meaning: showing warm longing for the past. Model: The essay is nostalgic when describing childhood games. Nostalgia looks backward with emotion.

Evidence test: Do not choose nostalgic because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports nostalgic. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as nostalgic because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define nostalgic without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

67. solemn

Meaning: serious, dignified and often connected to loss or ceremony. Model: The speech adopts a solemn tone during the memorial. Solemn is more dignified than merely sad.

Evidence test: Do not choose solemn because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports solemn. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as solemn because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define solemn without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

68. reflective

Meaning: thoughtful about experience and meaning. Model: The conclusion is reflective rather than celebratory. Reflective tone slows down to consider significance.

Evidence test: Do not choose reflective because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports reflective. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as reflective because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define reflective without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

69. enthusiastic

Meaning: showing energetic interest and excitement. Model: The reviewer sounds enthusiastic about the new science exhibit. Enthusiasm is positive and energetic.

Evidence test: Do not choose enthusiastic because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports enthusiastic. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as enthusiastic because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define enthusiastic without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

70. matter-of-fact

Meaning: plain and unemotional. Model: The witness gives a matter-of-fact account of what happened. This tone can make serious events sound controlled.

Evidence test: Do not choose matter-of-fact because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports matter-of-fact. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s tone can be described as matter-of-fact because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define matter-of-fact without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

Words 71–100: Writer’s Attitude and Stance

71. supportive

Meaning: showing approval and willingness to help. Model: The writer is supportive of the school’s reading programme. Support may appear through praise, reasons or recommendations.

Evidence test: Do not choose supportive because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports supportive. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as supportive because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define supportive without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

72. sceptical

Meaning: doubting whether a claim is true or convincing. Model: The columnist is sceptical of promises that lack evidence. Scepticism asks for stronger proof.

Evidence test: Do not choose sceptical because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports sceptical. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as sceptical because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define sceptical without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

73. doubtful

Meaning: uncertain that something is true or likely. Model: The narrator is doubtful that the shortcut will save time. Doubtful is less analytical than sceptical.

Evidence test: Do not choose doubtful because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports doubtful. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as doubtful because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define doubtful without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

74. curious

Meaning: eager to know or understand. Model: The writer is curious about why the birds returned earlier this year. Curiosity often drives questions and investigation.

Evidence test: Do not choose curious because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports curious. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as curious because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define curious without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

75. open-minded

Meaning: willing to consider different ideas fairly. Model: The discussion remains open-minded about both proposals. Open-minded does not mean accepting every claim.

Evidence test: Do not choose open-minded because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports open-minded. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as open-minded because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define open-minded without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

76. dismissive

Meaning: showing that an idea is not worth serious attention. Model: The response is dismissive of the students’ concerns. Dismissive tone can be revealed through minimising language.

Evidence test: Do not choose dismissive because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports dismissive. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as dismissive because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define dismissive without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

77. hostile

Meaning: openly unfriendly or opposed. Model: The letter becomes hostile when it attacks the other group personally. Hostility is stronger than disagreement.

Evidence test: Do not choose hostile because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports hostile. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as hostile because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define hostile without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

78. friendly

Meaning: warm and pleasant towards the reader or subject. Model: The guide uses a friendly voice to welcome first-time visitors. Friendly tone builds accessibility.

Evidence test: Do not choose friendly because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports friendly. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as friendly because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define friendly without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

79. welcoming

Meaning: making others feel invited and accepted. Model: The introduction is welcoming and explains what new members can expect. Welcoming is outward-facing and inclusive.

Evidence test: Do not choose welcoming because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports welcoming. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as welcoming because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define welcoming without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

80. protective

Meaning: showing a desire to keep someone or something safe. Model: The narrator is protective of her younger brother. Protective attitude affects choices and description.

Evidence test: Do not choose protective because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports protective. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as protective because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define protective without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

81. proud

Meaning: showing satisfaction in achievement or identity. Model: The writer is proud of the community’s recovery. Pride can be personal or collective.

Evidence test: Do not choose proud because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports proud. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as proud because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define proud without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

82. ashamed

Meaning: showing painful awareness of wrongdoing or failure. Model: The narrator feels ashamed after blaming an innocent friend. Shame points inward at self-evaluation.

Evidence test: Do not choose ashamed because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports ashamed. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as ashamed because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define ashamed without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

83. regretful

Meaning: showing sadness about a past action or outcome. Model: The speaker is regretful about ignoring the warning. Regret looks backward and imagines a better alternative.

Evidence test: Do not choose regretful because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports regretful. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as regretful because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define regretful without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

84. grateful

Meaning: showing thankfulness. Model: The letter is grateful to the volunteers who provided help. Gratitude normally has a clear source.

Evidence test: Do not choose grateful because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports grateful. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as grateful because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define grateful without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

85. resentful

Meaning: showing anger because of unfair treatment. Model: The character becomes resentful after repeatedly being excluded. Resentment is sustained, not momentary irritation.

Evidence test: Do not choose resentful because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports resentful. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as resentful because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define resentful without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

86. defensive

Meaning: protecting oneself from criticism or blame. Model: The interviewee becomes defensive when asked about the missing records. Defensiveness often appears through denial or counterattack.

Evidence test: Do not choose defensive because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports defensive. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as defensive because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define defensive without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

87. uncertain

Meaning: not fully sure. Model: The narrator is uncertain which path to take. Uncertainty may be factual, emotional or strategic.

Evidence test: Do not choose uncertain because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports uncertain. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as uncertain because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define uncertain without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

88. determined

Meaning: firmly decided to continue or achieve something. Model: The final paragraph shows a determined attitude towards rebuilding. Determination is about persistence.

Evidence test: Do not choose determined because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports determined. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as determined because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define determined without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

89. resigned

Meaning: accepting an unwanted situation because resistance seems useless. Model: The character sounds resigned after the final appeal fails. Resignation is acceptance without enthusiasm.

Evidence test: Do not choose resigned because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports resigned. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as resigned because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define resigned without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

90. defiant

Meaning: openly resisting authority or pressure. Model: The student’s defiant reply shows that he refuses to back down. Defiance is active resistance.

Evidence test: Do not choose defiant because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports defiant. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as defiant because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define defiant without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

91. reverent

Meaning: showing deep respect, often towards something sacred or greatly valued. Model: The description of the old monument is reverent. Reverence is stronger than ordinary respect.

Evidence test: Do not choose reverent because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports reverent. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as reverent because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define reverent without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

92. appreciative

Meaning: recognising value or help positively. Model: The writer is appreciative of the staff’s patience. Appreciation notices and values contribution.

Evidence test: Do not choose appreciative because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports appreciative. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as appreciative because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define appreciative without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

93. indifferent

Meaning: showing little interest or concern. Model: The character appears indifferent to the result. Indifference is absence of strong concern.

Evidence test: Do not choose indifferent because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports indifferent. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as indifferent because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define indifferent without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

94. biased

Meaning: unfairly favouring one side. Model: The article seems biased because it presents only one group’s claims. Bias should be shown through evidence, not assumed from disagreement.

Evidence test: Do not choose biased because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports biased. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as biased because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define biased without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

95. balanced

Meaning: giving fair consideration to more than one side. Model: The report is balanced because it discusses benefits and limitations. Balance is about fair treatment, not equal truth value.

Evidence test: Do not choose balanced because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports balanced. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as balanced because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define balanced without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

96. persuasive

Meaning: designed or able to convince. Model: The argument is persuasive because its evidence is relevant and specific. Persuasive describes effect or quality, not just purpose.

Evidence test: Do not choose persuasive because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports persuasive. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as persuasive because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define persuasive without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

97. authoritative

Meaning: confident and knowledgeable in a way that commands trust. Model: The guide sounds authoritative because it explains the procedure precisely. Authority should come from expertise and evidence.

Evidence test: Do not choose authoritative because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports authoritative. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as authoritative because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define authoritative without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

98. tentative

Meaning: careful and not fully committed. Model: The conclusion is tentative because the sample is small. Tentative language avoids overclaiming.

Evidence test: Do not choose tentative because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports tentative. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as tentative because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define tentative without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

99. assertive

Meaning: clear and confident without necessarily being aggressive. Model: The speaker is assertive when stating her boundaries. Assertive is not the same as hostile.

Evidence test: Do not choose assertive because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports assertive. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as assertive because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define assertive without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

100. contemptuous

Meaning: showing strong disrespect or scorn. Model: The narrator becomes contemptuous when describing the dishonest scheme. Contempt is a strong negative judgement.

Evidence test: Do not choose contemptuous because the word feels familiar. Ask what textual evidence would have to exist. Look at verbs, adjectives, examples, selection of facts, sentence type, level of certainty, calls to action and what the writer chooses to praise, criticise, include or omit. Then identify at least two clues that point in the same direction.

Primary 6 transfer: Alicia writes a two-sentence mini-passage that clearly supports contemptuous. Tricia underlines the language that creates the effect. Kai Kai rewrites one sentence so a different purpose, tone or attitude becomes more accurate. Then they swap roles. This turns vocabulary into interpretive control.

Question-answer frame: “The writer’s attitude can be described as contemptuous because _____. This is shown when the passage _____.” Complete both blanks with evidence and explanation. Avoid merely repeating the label. A strong answer links language to effect and effect to the chosen term.

Delayed retrieval: After two days, define contemptuous without looking, name one clue that could signal it, name one nearby label that differs from it, and invent a new example. If the learner can only recognise the word from a list, the vocabulary is not yet ready for unseen comprehension.

How to Avoid the PIE Trap

Young learners are sometimes taught a simple set such as persuade, inform and entertain. That can be a useful entry point, but upper-primary reading requires more precision. A text may explain, warn, advise, evaluate, challenge, document, reassure or reflect. These are not random extra labels; they describe real differences in what the writer is doing.

The solution is not to abandon broad categories but to nest precise purposes inside them. An article that warns may also inform. A memoir may entertain while reflecting. A campaign may inform in order to persuade. Ask which purpose is primary in the specific section being analysed.

Tone Evidence: What to Notice

Tone is created by choices. Certainty words such as clearly, undoubtedly can sound confident or authoritative. Modals such as may, might, could can create caution. Loaded negative words may create disapproval. Warm personal detail can create sympathy or nostalgia. Short imperative sentences can create urgency. Humorous comparisons can create playfulness.

No single word proves tone by itself. Read patterns. A cautious writer may use several hedges and acknowledge limitations. A persuasive writer may combine benefits, evidence and calls to action. A hostile tone requires stronger evidence than a simple disagreement.

20 Mini Analysis Prompts

Prompt 1: Write a four-sentence passage whose main purpose is inform, whose tone is neutral, and whose attitude is doubtful. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 2: Write a four-sentence passage whose main purpose is argue, whose tone is cautious, and whose attitude is friendly. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 3: Write a four-sentence passage whose main purpose is appeal, whose tone is concerned, and whose attitude is regretful. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 4: Write a four-sentence passage whose main purpose is evaluate, whose tone is admiring, and whose attitude is determined. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 5: Write a four-sentence passage whose main purpose is question, whose tone is playful, and whose attitude is indifferent. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 6: Write a four-sentence passage whose main purpose is remind, whose tone is solemn, and whose attitude is tentative. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 7: Write a four-sentence passage whose main purpose is justify, whose tone is sceptical, and whose attitude is describe. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 8: Write a four-sentence passage whose main purpose is educate, whose tone is hostile, and whose attitude is warn. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 9: Write a four-sentence passage whose main purpose is objective, whose tone is ashamed, and whose attitude is praise. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 10: Write a four-sentence passage whose main purpose is urgent, whose tone is uncertain, and whose attitude is interpret. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 11: Write a four-sentence passage whose main purpose is hopeful, whose tone is appreciative, and whose attitude is reassure. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 12: Write a four-sentence passage whose main purpose is disapproving, whose tone is authoritative, and whose attitude is report. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 13: Write a four-sentence passage whose main purpose is humorous, whose tone is explain, and whose attitude is expose. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 14: Write a four-sentence passage whose main purpose is nostalgic, whose tone is advise, and whose attitude is discourage. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 15: Write a four-sentence passage whose main purpose is supportive, whose tone is criticise, and whose attitude is formal. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 16: Write a four-sentence passage whose main purpose is dismissive, whose tone is analyse, and whose attitude is confident. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 17: Write a four-sentence passage whose main purpose is proud, whose tone is challenge, and whose attitude is anxious. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 18: Write a four-sentence passage whose main purpose is defensive, whose tone is announce, and whose attitude is respectful. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 19: Write a four-sentence passage whose main purpose is reverent, whose tone is recommend, and whose attitude is sarcastic. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Prompt 20: Write a four-sentence passage whose main purpose is persuasive, whose tone is promote, and whose attitude is reflective. Then underline two words or phrases for each label. Rewrite one sentence so the tone changes while the purpose stays the same. Finally, explain which evidence changed and why the new label is more accurate.

Four-Week Reading Plan

Week 1: purposes 1–20. Week 2: purposes 21–40 and mixed evidence questions. Week 3: tone words 41–70 with intensity comparisons. Week 4: attitude words 71–100 plus full passages where students must separate purpose, tone and stance. Keep earlier vocabulary in every later week so retrieval remains cumulative.

Continue the PSLE Vocabulary Network

Return to the Vocabulary Learning Hub or the PSLE Vocabulary route. Deepen interpretation through shades of meaning, multiple-meaning words, and commonly confused words.

Top 100 PSLE Vocabulary List | Author’s Purpose, Tone & Attitude Words for Grade 6 Reading