Top 100 Primary 5 Academic Verbs | Grade 5 Command Words for Reading, Writing, Math and Science

Grade 5 Academic Verbs and Command Words: A Primary 5 Cross-Curricular Vocabulary Guide

A strong Primary 5 academic vocabulary programme should teach students the verbs that tell them what to do with knowledge. This guide brings together Grade 5 academic verbs, 5th grade command words, instruction words, reading vocabulary, writing vocabulary, math vocabulary and science vocabulary so learners can understand tasks before trying to answer them.

For families and teachers searching for 5th grade academic vocabulary worksheets, Grade 5 command verbs, academic words for reading and writing, cross-curricular vocabulary or instruction words for math and science, the core problem is often hidden in the verb. A student may know the topic but still lose marks or produce a weak response because describe, explain, compare, justify and evaluate demand different kinds of thinking.

This Top 100 Primary 5 Academic Verbs list is designed for Primary 5, Grade 5 and fifth-grade learners worldwide. Each word includes a student-friendly meaning, the actual job the verb asks the learner to perform, an original example using Alicia, Tricia or Kai Kai, and a transfer routine for using the word across subjects. The aim is not to memorize one hundred commands mechanically. It is to turn common school verbs into reliable thinking operations.

This article has a distinct job from the older Primary 5 Academic Vocabulary Across English, Mathematics and Science overview. That published article remains unchanged. This new page owns the narrower list-and-practice intent around academic verbs and instruction words, while the Primary 5 / Grade 5 vocabulary practice guide remains the broader mixed-vocabulary owner.

Why Academic Verbs Control the Task

Academic verbs are small words with large consequences. “Describe the pattern” and “Explain the pattern” may use the same data, but they require different responses. Description states what can be observed. Explanation makes the relationship or reason understandable. If a student gives a description when explanation is required, the information may be correct yet incomplete for the task.

The same problem appears across subjects. In English, a learner may need to infer, interpret, summarize or justify. In Mathematics, the learner may need to calculate, estimate, represent or prove. In Science, the instruction may be observe, hypothesize, measure, test or conclude. Projects add verbs such as research, organize, present, critique and reflect. These verbs form a portable language of learning.

Because many academic verbs are cross-curricular, learning them deeply produces unusually high transfer. The word compare can be used for two characters, two fractions, two materials, two climates or two proposed solutions. The surface content changes, but the reasoning operation remains recognizable.

Students therefore need more than definitions. They need task models. For every command word, the learner should know what an acceptable response usually contains. Identify often needs the correct item. Justify needs a choice plus reasons or evidence. Evaluate needs criteria, evidence and a judgement. Synthesize needs information from multiple sources combined into a coherent understanding.

A practical way to teach these verbs is to treat them as control signals. Before solving a question, circle or underline the command word. Say what that verb requires. Only then begin using subject knowledge. This separates “I do not know the topic” from “I misunderstood the job.”

How to Use This Top 100 List

• Read the meaning in plain language.
• Study the task job: what must actually appear in the response?
• Read the example and identify the evidence that proves the verb was performed.
• Use the verb in a second subject. If you learned compare in English, try it in Mathematics or Science.
• Create one deliberately wrong response—for example, a description when an explanation is required—and repair it.
• Return after a delay and retrieve the job of the verb without looking.

Top 100 Primary 5 Academic Verbs and Instruction Words

Reading & Comprehension

1. analyze

Meaning: examine something carefully by breaking it into parts and studying how those parts relate What the command asks you to do: Look for structure, relationships, causes, evidence or patterns rather than simply retelling.

Example: Alicia analyzed the article by separating the claim, evidence and explanation before deciding whether the argument was convincing. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use analyze in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to analyze should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform analyze. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

2. annotate

Meaning: add brief notes, marks or labels to a text or diagram to record thinking What the command asks you to do: Mark important ideas, questions, definitions, evidence and connections while reading.

Example: Tricia annotated the passage with short margin notes so she could find the main idea and supporting evidence quickly. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use annotate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to annotate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform annotate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

3. classify

Meaning: place items into groups according to shared features or rules What the command asks you to do: Use a clear basis for grouping and be able to explain why each item belongs.

Example: Kai Kai classified the examples into fact, opinion and inference before discussing them. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use classify in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to classify should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform classify. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

4. compare

Meaning: examine two or more things to identify meaningful similarities and differences What the command asks you to do: Use the same criteria for each item so the comparison is fair and useful.

Example: Alicia compared the two characters by examining their motives, choices and responses to failure. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use compare in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to compare should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform compare. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

5. conclude

Meaning: reach a final judgement or idea after considering evidence or information What the command asks you to do: A conclusion should follow from the information already examined rather than appear as a guess.

Example: Tricia concluded that the narrator was unreliable because several details contradicted the narrator’s claims. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use conclude in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to conclude should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform conclude. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

6. contrast

Meaning: focus on important differences between two or more things What the command asks you to do: Choose differences that matter to the task instead of listing every possible difference.

Example: Kai Kai contrasted the two solutions by examining cost, safety and time required. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use contrast in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to contrast should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform contrast. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

7. define

Meaning: state the meaning of a word, concept or term clearly What the command asks you to do: A useful definition gives the essential meaning without becoming circular or unnecessarily complicated.

Example: Alicia defined "evaporation" in her own words before using it in the explanation. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use define in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to define should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform define. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

8. determine

Meaning: find out or decide something by using evidence, rules or calculation What the command asks you to do: Show the route from information to decision rather than jumping straight to an answer.

Example: Tricia determined the author’s purpose by studying tone, examples and the final call to action. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use determine in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to determine should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform determine. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

9. distinguish

Meaning: recognize or explain an important difference between things that may seem similar What the command asks you to do: Name the exact feature that separates the ideas instead of saying only that they are different.

Example: Kai Kai distinguished evidence from opinion by asking whether each statement could be checked. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use distinguish in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to distinguish should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform distinguish. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

10. evaluate

Meaning: judge quality, value or effectiveness using relevant criteria and evidence What the command asks you to do: State the criteria, examine the evidence and make a supported judgement.

Example: Alicia evaluated two websites by checking authorship, evidence, transparency and date. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use evaluate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to evaluate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform evaluate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

11. examine

Meaning: look at something closely in order to understand its features, condition or meaning What the command asks you to do: Slow down enough to notice details that a quick glance would miss.

Example: Tricia examined the graph carefully before describing the trend. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use examine in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to examine should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform examine. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

12. explain

Meaning: make an idea, reason, process or relationship understandable What the command asks you to do: Move beyond what happened and show how or why it happened.

Example: Kai Kai explained why the ice melted faster on metal by connecting the observation to heat transfer. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use explain in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to explain should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform explain. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

13. identify

Meaning: recognize and name the correct person, feature, idea, step or example What the command asks you to do: Give the exact item requested, then add evidence if the question requires it.

Example: Alicia identified the main idea and then underlined the sentence that supported it most directly. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use identify in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to identify should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform identify. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

14. infer

Meaning: reach a reasonable conclusion from clues and evidence that are not stated directly What the command asks you to do: Base the inference on specific evidence and avoid importing unsupported assumptions.

Example: Tricia inferred that the character was worried because of the repeated glances at the clock and the short replies. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use infer in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to infer should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform infer. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

15. interpret

Meaning: explain the meaning or significance of information, language, behaviour or results What the command asks you to do: Connect evidence to meaning and show why that interpretation is reasonable.

Example: Kai Kai interpreted the sudden silence in the story as a warning that something had changed. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use interpret in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to interpret should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform interpret. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

16. locate

Meaning: find the position of specific information, a detail, a feature or a place What the command asks you to do: Use headings, keywords, diagrams, indexes or scanning to find the target efficiently.

Example: Alicia located the sentence that contained the date before answering the factual question. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use locate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to locate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform locate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

17. paraphrase

Meaning: express the same meaning using different wording and structure What the command asks you to do: Keep the original meaning while changing the language enough to show understanding.

Example: Tricia paraphrased the difficult paragraph in simpler language without changing the central idea. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use paraphrase in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to paraphrase should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform paraphrase. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

18. predict

Meaning: state what is likely to happen based on evidence, pattern or prior knowledge What the command asks you to do: A prediction should have a reason; it is not simply a random guess about the future.

Example: Kai Kai predicted that the character would return because the story kept emphasizing the unfinished promise. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use predict in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to predict should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform predict. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

19. question

Meaning: ask about information, assumptions or reasoning in order to understand or test it What the command asks you to do: Good questions can clarify meaning, expose gaps or push thinking deeper.

Example: Alicia questioned why the article treated one example as proof of a general rule. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use question in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to question should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform question. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

20. recall

Meaning: bring previously learned information back to mind What the command asks you to do: Retrieve the idea without immediately looking it up so memory becomes stronger.

Example: Tricia recalled the definition of "variable" before checking her notes. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use recall in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to recall should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform recall. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

21. restate

Meaning: say the same idea again in a clearer or simpler form What the command asks you to do: Preserve the meaning while making the wording easier to follow.

Example: Kai Kai restated the teacher’s instruction so his group could check that everyone understood it. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use restate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to restate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform restate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

22. sequence

Meaning: place events, steps or ideas in the correct order What the command asks you to do: Use time, cause, procedure or logical order depending on the task.

Example: Alicia sequenced the experiment steps before carrying them out. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use sequence in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to sequence should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform sequence. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

23. summarize

Meaning: state the main ideas briefly while leaving out unnecessary detail What the command asks you to do: Keep the central message and essential support, not every example.

Example: Tricia summarized the chapter in five sentences that captured the problem, turning point and outcome. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use summarize in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to summarize should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform summarize. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

24. trace

Meaning: follow the development, movement or sequence of something over time or through a text What the command asks you to do: Show where the idea begins, how it changes and where it ends.

Example: Kai Kai traced the character’s attitude from confidence at the start to doubt near the end. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use trace in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to trace should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform trace. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

25. verify

Meaning: check that information, a result or a claim is accurate or true What the command asks you to do: Use another source, calculation, method or observation rather than relying on confidence alone.

Example: Alicia verified the surprising fact by checking a second reliable source. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use verify in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to verify should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform verify. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

Writing & Discussion

26. argue

Meaning: present a position and support it with reasons and evidence What the command asks you to do: An argument needs a clear claim, relevant support and reasoning that connects the support to the claim.

Example: Tricia argued that the school should reduce single-use plastics and supported the claim with waste data and practical alternatives. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use argue in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to argue should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform argue. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

27. clarify

Meaning: make an idea, statement or instruction easier to understand What the command asks you to do: Identify what is confusing, then add precision, explanation or an example.

Example: Kai Kai clarified the sentence by replacing the vague pronoun with the exact noun. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use clarify in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to clarify should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform clarify. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

28. compose

Meaning: create and organize a piece of writing or another structured work What the command asks you to do: Plan the purpose, audience, structure and language before polishing individual sentences.

Example: Alicia composed a short report with an introduction, evidence section and conclusion. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use compose in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to compose should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform compose. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

29. construct

Meaning: build an answer, explanation, model or argument from relevant parts What the command asks you to do: Choose the necessary components and arrange them so the whole works coherently.

Example: Tricia constructed a response using a claim, two pieces of evidence and a concluding sentence. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use construct in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to construct should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform construct. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

30. describe

Meaning: give relevant details about what something is like, what happened or what can be observed What the command asks you to do: Select details that serve the purpose instead of listing everything visible.

Example: Kai Kai described the setting using light, sound and movement to create a tense atmosphere. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use describe in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to describe should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform describe. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

31. develop

Meaning: make an idea fuller, stronger or more complete What the command asks you to do: Add reasoning, evidence, explanation, examples or implications rather than repeating the same point.

Example: Alicia developed her paragraph by explaining why the evidence mattered. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use develop in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to develop should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform develop. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

32. edit

Meaning: improve writing by correcting or refining language, grammar, punctuation and clarity What the command asks you to do: Editing usually happens after the ideas and organization are reasonably stable.

Example: Tricia edited the draft for subject-verb agreement, punctuation and repeated words. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use edit in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to edit should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform edit. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

33. elaborate

Meaning: add useful detail, explanation or examples so an idea becomes clearer and fuller What the command asks you to do: Expand the idea in a purposeful way rather than padding it with repetition.

Example: Kai Kai elaborated on the solution by explaining how it would work in two different situations. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use elaborate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to elaborate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform elaborate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

34. express

Meaning: communicate an idea, feeling, position or meaning through words or another form What the command asks you to do: Choose language that matches the intended meaning, audience and tone.

Example: Alicia expressed disagreement respectfully by focusing on the idea rather than the person. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use express in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to express should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform express. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

35. formulate

Meaning: create or develop a clear idea, question, rule, plan or statement What the command asks you to do: Bring several pieces of thinking together into a usable form.

Example: Tricia formulated a research question that was specific enough to investigate. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use formulate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to formulate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform formulate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

36. illustrate

Meaning: make an idea clearer by giving an example, image, comparison or demonstration What the command asks you to do: Use the illustration to reveal the concept, not merely decorate the response.

Example: Kai Kai illustrated the difference between speed and velocity with two simple examples. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use illustrate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to illustrate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform illustrate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

37. justify

Meaning: support a choice, judgement or conclusion with reasons or evidence What the command asks you to do: Explain why the decision is warranted, especially when alternatives are possible.

Example: Alicia justified her design choice by showing that it was safer and used fewer materials. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use justify in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to justify should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform justify. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

38. organize

Meaning: arrange ideas, information or materials into a clear and useful order What the command asks you to do: Choose an organizing principle such as sequence, cause and effect, categories or importance.

Example: Tricia organized her notes by theme before writing the report. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use organize in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to organize should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform organize. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

39. outline

Meaning: create a brief plan showing the main points and structure of a piece of work What the command asks you to do: Use headings or short points to map the logic before drafting full sentences.

Example: Kai Kai outlined the essay before writing so each paragraph had a clear job. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use outline in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to outline should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform outline. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

40. persuade

Meaning: convince an audience using reasons, evidence and effective language What the command asks you to do: Understand the audience and address likely questions or objections.

Example: Alicia tried to persuade the class to adopt a recycling routine by showing the amount of waste collected each week. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use persuade in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to persuade should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform persuade. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

41. present

Meaning: communicate information or an argument to an audience in a clear, organized form What the command asks you to do: Control structure, evidence, visuals, voice and timing so the audience can follow.

Example: Tricia presented the findings in three stages and used one graph to support each stage. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use present in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to present should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform present. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

42. propose

Meaning: put forward an idea, plan or solution for consideration What the command asks you to do: State the proposal clearly and explain why it is worth considering.

Example: Kai Kai proposed a quieter study zone and explained how it could be managed fairly. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use propose in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to propose should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform propose. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

43. respond

Meaning: answer or react thoughtfully to a question, idea, text or situation What the command asks you to do: Address the actual prompt and show that the message has been understood.

Example: Alicia responded to the feedback by revising the weak explanation instead of simply defending it. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use respond in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to respond should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform respond. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

44. revise

Meaning: improve a draft by changing ideas, organization, wording or detail What the command asks you to do: Revision can involve major changes; it is more than correcting spelling.

Example: Tricia revised the opening so the reader understood the problem earlier. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use revise in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to revise should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform revise. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

45. state

Meaning: express an idea, fact or position clearly and directly What the command asks you to do: Give the requested information without unnecessary explanation unless the task asks for it.

Example: Kai Kai stated the hypothesis in one clear sentence before starting the test. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use state in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to state should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform state. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

46. support

Meaning: strengthen a claim or idea with evidence, reasons, examples or data What the command asks you to do: The support must be relevant and connected to the point being made.

Example: Alicia supported her interpretation with two details from the passage. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use support in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to support should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform support. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

47. synthesize

Meaning: combine information or ideas from multiple sources into a new, coherent understanding What the command asks you to do: Go beyond listing sources separately and show how they connect, agree or differ.

Example: Tricia synthesized information from the article, graph and interview into one explanation. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use synthesize in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to synthesize should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform synthesize. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

48. connect

Meaning: show or create a meaningful relationship between ideas, examples or experiences What the command asks you to do: Name the relationship instead of assuming the reader will see it automatically.

Example: Kai Kai connected the character’s earlier promise to the final decision in the story. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use connect in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to connect should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform connect. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

49. cite

Meaning: identify the source of information, evidence or words used in a response What the command asks you to do: Make the source traceable enough for the reader to check where the information came from.

Example: Alicia cited the article title and author when using its data in her presentation. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use cite in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to cite should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform cite. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

50. reflect

Meaning: think carefully about an experience, decision or result in order to learn from it What the command asks you to do: Identify what happened, why it happened and what should change next time.

Example: Tricia reflected on the failed experiment and wrote down two improvements for the next trial. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use reflect in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to reflect should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform reflect. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

Math & Science

51. apply

Meaning: use a rule, method, idea or skill in a specific situation What the command asks you to do: Recognize when the concept fits and use it correctly rather than merely recalling the rule.

Example: Kai Kai applied the area formula to calculate the size of the rectangular garden. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use apply in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to apply should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform apply. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

52. calculate

Meaning: find a numerical answer using mathematical operations or a formula What the command asks you to do: Choose the correct operation, show the working and check whether the result is reasonable.

Example: Alicia calculated the total distance by adding the lengths of all four sections. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use calculate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to calculate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform calculate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

53. categorize

Meaning: sort information or objects into named groups based on shared characteristics What the command asks you to do: Use consistent criteria so each category has a clear basis.

Example: Tricia categorized the materials as conductors or insulators after testing them. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use categorize in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to categorize should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform categorize. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

54. convert

Meaning: change a quantity, form or representation into another equivalent form What the command asks you to do: Keep the underlying value or meaning equivalent while changing units or representation.

Example: Kai Kai converted 2.5 metres into 250 centimetres before comparing the lengths. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use convert in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to convert should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform convert. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

55. demonstrate

Meaning: show clearly how something works, is done or can be proven What the command asks you to do: Use steps, examples, evidence or a physical model so the process is visible.

Example: Alicia demonstrated how the lever changed the amount of effort needed. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use demonstrate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to demonstrate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform demonstrate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

56. estimate

Meaning: make a sensible approximate calculation or judgement What the command asks you to do: Use known quantities, rounding or benchmarks rather than guessing wildly.

Example: Tricia estimated the number of tiles needed before performing the exact calculation. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use estimate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to estimate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform estimate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

57. graph

Meaning: represent numerical information visually using a graph What the command asks you to do: Choose a graph type that matches the data and label axes and units clearly.

Example: Kai Kai graphed the temperature readings so the trend became easier to see. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use graph in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to graph should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform graph. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

58. hypothesize

Meaning: propose a testable explanation or prediction based on what is already known What the command asks you to do: State a relationship that can be investigated rather than a vague opinion.

Example: Alicia hypothesized that the darker surface would absorb more heat under the lamp. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use hypothesize in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to hypothesize should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform hypothesize. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

59. investigate

Meaning: examine a question systematically by gathering evidence What the command asks you to do: Plan what to observe, measure or compare and control variables where appropriate.

Example: Tricia investigated which material reduced heat transfer most effectively. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use investigate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to investigate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform investigate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

60. label

Meaning: attach the correct name or information to a part of a diagram, graph, model or object What the command asks you to do: Use accurate terms and place each label where the reader can identify the part clearly.

Example: Kai Kai labeled the plant diagram before explaining the function of each part. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use label in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to label should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform label. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

61. measure

Meaning: find the size, amount, length, mass, time or other quantity using a tool or standard unit What the command asks you to do: Choose the correct instrument, unit and level of precision.

Example: Alicia measured the water volume with a measuring cylinder. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use measure in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to measure should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform measure. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

62. model

Meaning: create or use a simplified representation of a system, idea or process What the command asks you to do: Remember that a model highlights useful features but may leave out other details.

Example: Tricia modeled the water cycle with arrows showing evaporation, condensation and precipitation. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use model in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to model should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform model. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

63. observe

Meaning: watch, notice or examine carefully in order to gather information What the command asks you to do: Record what can actually be seen, heard, measured or detected before explaining why it happened.

Example: Kai Kai observed that the metal spoon became warm faster than the wooden one. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use observe in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to observe should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform observe. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

64. prove

Meaning: show that a statement must be true using accepted facts, rules or logical reasoning What the command asks you to do: A proof needs a valid chain of reasoning, not just several examples that happen to work.

Example: Alicia proved that the two angles were equal by using the given properties. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use prove in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to prove should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform prove. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

65. record

Meaning: write down, store or capture information so it can be used later What the command asks you to do: Record data consistently, with units and enough detail for later checking.

Example: Tricia recorded each measurement immediately instead of relying on memory. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use record in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to record should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform record. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

66. represent

Meaning: show information, quantity or relationships using symbols, diagrams, models or another form What the command asks you to do: Make sure the representation preserves the important meaning.

Example: Kai Kai represented the fraction three quarters with a shaded diagram and the symbol 3/4. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use represent in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to represent should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform represent. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

67. solve

Meaning: find an answer or workable method for a problem What the command asks you to do: Understand the problem, choose a strategy, carry it out and check the result.

Example: Alicia solved the multi-step problem by writing what each intermediate answer represented. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use solve in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to solve should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform solve. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

68. test

Meaning: check an idea, material, method or prediction under chosen conditions What the command asks you to do: Decide what evidence would count and keep the test fair enough to interpret.

Example: Tricia tested the paper bridge by adding weights one at a time. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use test in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to test should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform test. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

69. compute

Meaning: calculate a numerical result, often by following a defined operation or procedure What the command asks you to do: Use accurate arithmetic and keep track of units or place value.

Example: Kai Kai computed the average after adding the scores and dividing by the number of tests. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use compute in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to compute should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform compute. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

70. derive

Meaning: obtain a result or rule from known information through reasoning or calculation What the command asks you to do: Show how the new result follows from what is already known.

Example: Alicia derived the missing length from the perimeter and the three known sides. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use derive in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to derive should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform derive. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

71. approximate

Meaning: give or find a value that is close to the exact one What the command asks you to do: State that the result is approximate and use suitable rounding or estimation.

Example: Tricia approximated the distance as 4 kilometres because an exact measurement was unnecessary. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use approximate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to approximate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform approximate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

72. quantify

Meaning: express an amount or change using numbers or measurable quantities What the command asks you to do: Replace vague claims such as "a lot" with measurable information where possible.

Example: Kai Kai quantified the improvement by showing that the time fell from 20 minutes to 12. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use quantify in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to quantify should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform quantify. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

73. manipulate

Meaning: change, move or rearrange numbers, symbols, variables or materials in a controlled way What the command asks you to do: Follow rules carefully so the meaning or conditions are not accidentally changed.

Example: Alicia manipulated the equation step by step to isolate the unknown value. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use manipulate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to manipulate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform manipulate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

74. simulate

Meaning: imitate a real process or situation with a model, program or controlled activity What the command asks you to do: Use the simulation to explore patterns while remembering that it is not the real system itself.

Example: Tricia simulated population growth with counters and repeated rounds. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use simulate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to simulate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform simulate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

75. tabulate

Meaning: arrange data systematically in a table What the command asks you to do: Use clear headings, units and consistent rows or columns so comparisons are easy.

Example: Kai Kai tabulated the results before calculating the average. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use tabulate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to tabulate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform tabulate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

76. validate

Meaning: check whether a result, model or method is sound enough for its intended use What the command asks you to do: Compare with evidence, known results or another method to see whether it holds up.

Example: Alicia validated the answer by solving the problem a second way. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use validate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to validate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform validate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

Research & Learning

77. assess

Meaning: judge the quality, level or condition of something using evidence or criteria What the command asks you to do: Decide what standards matter before making the judgement.

Example: Tricia assessed her draft with a checklist before asking for feedback. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use assess in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to assess should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform assess. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

78. brainstorm

Meaning: generate many possible ideas before choosing among them What the command asks you to do: Delay judgement briefly so the idea pool can widen, then evaluate later.

Example: Kai Kai brainstormed possible project topics before selecting the one with the clearest research question. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use brainstorm in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to brainstorm should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform brainstorm. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

79. check

Meaning: look again to find errors, confirm accuracy or make sure a condition has been met What the command asks you to do: Use a specific checking method rather than rereading passively.

Example: Alicia checked each answer against the question before submitting the paper. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use check in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to check should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform check. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

80. choose

Meaning: select one option from two or more possibilities What the command asks you to do: Use the task requirements or criteria rather than choosing only by preference.

Example: Tricia chose the most relevant source because it directly addressed the research question. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use choose in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to choose should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform choose. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

81. collect

Meaning: gather information, data, examples or materials for a purpose What the command asks you to do: Decide what is needed and gather it systematically enough to be useful.

Example: Kai Kai collected five days of temperature data before looking for a pattern. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use collect in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to collect should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform collect. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

82. correlate

Meaning: identify or measure whether two variables change together in a patterned way What the command asks you to do: Remember that correlation alone does not prove that one variable causes the other.

Example: Alicia correlated study time with quiz scores but did not claim that time alone caused the difference. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use correlate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to correlate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform correlate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

83. critique

Meaning: analyze strengths and weaknesses using reasons and criteria What the command asks you to do: A critique is not simply negative; it should identify what works as well as what could improve.

Example: Tricia critiqued the poster by discussing clarity, evidence and layout. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use critique in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to critique should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform critique. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

84. decide

Meaning: make a choice after considering information or alternatives What the command asks you to do: Name the basis for the decision when the choice matters.

Example: Kai Kai decided to repeat the test because the first result looked inconsistent. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use decide in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to decide should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform decide. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

85. discover

Meaning: find or learn something that was not known before What the command asks you to do: Describe what evidence or observation led to the new understanding.

Example: Alicia discovered that the error began in the second step of the calculation. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use discover in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to discover should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform discover. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

86. explore

Meaning: investigate an idea, question or possibility from several angles What the command asks you to do: Use exploration to widen understanding before narrowing to a final answer.

Example: Tricia explored several explanations before choosing the one best supported by evidence. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use explore in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to explore should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform explore. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

87. generalize

Meaning: form a broader statement or rule from several examples or pieces of evidence What the command asks you to do: Use enough evidence and state limits so the generalization does not become too broad.

Example: Kai Kai generalized that the pattern held for all the tested cases but noted that more data would be useful. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use generalize in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to generalize should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform generalize. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

88. group

Meaning: place items together because they share a feature, purpose or relationship What the command asks you to do: State the grouping rule clearly.

Example: Alicia grouped her notes into causes, effects and possible responses. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use group in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to group should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform group. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

89. monitor

Meaning: keep checking progress, change or performance over time What the command asks you to do: Use regular evidence so you can notice when adjustment is needed.

Example: Tricia monitored her reading speed each week while also checking comprehension. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use monitor in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to monitor should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform monitor. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

90. plan

Meaning: decide in advance what actions, resources or sequence will be used What the command asks you to do: A useful plan includes a goal, steps, timing and a way to check progress.

Example: Kai Kai planned the investigation before collecting any materials. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use plan in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to plan should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform plan. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

91. prioritize

Meaning: decide which tasks, ideas or needs should receive attention first What the command asks you to do: Use importance, urgency and dependency rather than doing only the easiest task.

Example: Alicia prioritized the unanswered comprehension questions before polishing already-complete work. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use prioritize in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to prioritize should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform prioritize. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

92. research

Meaning: investigate a question by gathering and evaluating information from sources What the command asks you to do: Use reliable sources, keep track of evidence and distinguish source information from your own ideas.

Example: Tricia researched renewable energy using books, government data and an expert interview. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use research in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to research should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform research. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

93. review

Meaning: look back over material or work in order to check, reinforce or improve it What the command asks you to do: Use active retrieval, error checking and targeted repair rather than passive rereading alone.

Example: Kai Kai reviewed the words he had missed instead of starting the whole list again. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use review in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to review should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform review. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

94. select

Meaning: choose carefully from a larger set according to criteria What the command asks you to do: Be able to explain why the selected option fits the purpose best.

Example: Alicia selected three pieces of evidence that directly supported her claim. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use select in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to select should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform select. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

95. sort

Meaning: arrange items into an order or groups according to a rule What the command asks you to do: Make the rule visible so another person could repeat the sorting.

Example: Tricia sorted the cards by category and then alphabetically within each category. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use sort in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to sort should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform sort. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

96. study

Meaning: learn about something through focused reading, practice, observation or investigation What the command asks you to do: Use a method that matches the type of knowledge being learned.

Example: Kai Kai studied the diagram by covering the labels and retrieving each term from memory. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use study in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to study should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform study. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

97. transfer

Meaning: use learning successfully in a new situation, task or context What the command asks you to do: The new context should be different enough that copying the original solution is impossible.

Example: Alicia transferred the idea of evidence from comprehension into a science explanation. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use transfer in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to transfer should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform transfer. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

98. integrate

Meaning: combine parts, information or skills so they work together as a whole What the command asks you to do: Show the relationship among the parts instead of merely placing them side by side.

Example: Tricia integrated the graph, interview and article evidence into one coherent conclusion. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use integrate in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to integrate should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform integrate. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

99. retrieve

Meaning: bring information back from memory without being shown the answer first What the command asks you to do: Retrieval practice strengthens access and reveals what is not yet secure.

Example: Kai Kai retrieved the vocabulary definition before checking the glossary. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use retrieve in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to retrieve should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform retrieve. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

100. rehearse

Meaning: practice a performance, explanation or sequence before using it for real What the command asks you to do: Focus on weak points during rehearsal instead of repeating the entire performance mechanically.

Example: Alicia rehearsed the presentation and adjusted the timing of the final section. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use rehearse in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to rehearse should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform rehearse. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

101. adapt

Meaning: change a method, plan or product so it suits new conditions or needs What the command asks you to do: Keep the goal while changing the method when circumstances demand it.

Example: Tricia adapted her study plan after discovering that rereading was not helping her recall. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use adapt in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to adapt should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform adapt. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

102. reference

Meaning: use or point to a source, fact, diagram or earlier information to support understanding What the command asks you to do: Make the reference clear enough that the reader knows what information is being used.

Example: Kai Kai referenced the graph when explaining why the trend was significant. Notice that the verb controls the shape of the response. A learner who knows the topic but performs a different operation may still produce a weak answer. Before answering, say the command aloud in simpler language: “What exactly must I do here?”

Cross-curricular transfer: Use reference in three short prompts: one for English or reading, one for Mathematics or Science, and one for a project or real-life problem. Then write a one-sentence rule explaining what every strong response to reference should contain. This turns the vocabulary word into a reusable reasoning routine rather than an isolated definition.

Error-repair check: Write a response that looks plausible but fails to perform reference. Diagnose the failure. Did the answer merely list information, give an opinion without evidence, skip a calculation, ignore criteria, or leave out the relationship the command required? Repair only that weak link, then try a fresh prompt after a delay.

Quick Reference Table: 100 Grade 5 Academic Verbs

No.	Academic Verb	Meaning	Core Job
1	analyze	examine something carefully by breaking it into parts and studying how those parts relate	Look for structure, relationships, causes, evidence or patterns rather than simply retelling.
2	annotate	add brief notes, marks or labels to a text or diagram to record thinking	Mark important ideas, questions, definitions, evidence and connections while reading.
3	classify	place items into groups according to shared features or rules	Use a clear basis for grouping and be able to explain why each item belongs.
4	compare	examine two or more things to identify meaningful similarities and differences	Use the same criteria for each item so the comparison is fair and useful.
5	conclude	reach a final judgement or idea after considering evidence or information	A conclusion should follow from the information already examined rather than appear as a guess.
6	contrast	focus on important differences between two or more things	Choose differences that matter to the task instead of listing every possible difference.
7	define	state the meaning of a word, concept or term clearly	A useful definition gives the essential meaning without becoming circular or unnecessarily complicated.
8	determine	find out or decide something by using evidence, rules or calculation	Show the route from information to decision rather than jumping straight to an answer.
9	distinguish	recognize or explain an important difference between things that may seem similar	Name the exact feature that separates the ideas instead of saying only that they are different.
10	evaluate	judge quality, value or effectiveness using relevant criteria and evidence	State the criteria, examine the evidence and make a supported judgement.
11	examine	look at something closely in order to understand its features, condition or meaning	Slow down enough to notice details that a quick glance would miss.
12	explain	make an idea, reason, process or relationship understandable	Move beyond what happened and show how or why it happened.
13	identify	recognize and name the correct person, feature, idea, step or example	Give the exact item requested, then add evidence if the question requires it.
14	infer	reach a reasonable conclusion from clues and evidence that are not stated directly	Base the inference on specific evidence and avoid importing unsupported assumptions.
15	interpret	explain the meaning or significance of information, language, behaviour or results	Connect evidence to meaning and show why that interpretation is reasonable.
16	locate	find the position of specific information, a detail, a feature or a place	Use headings, keywords, diagrams, indexes or scanning to find the target efficiently.
17	paraphrase	express the same meaning using different wording and structure	Keep the original meaning while changing the language enough to show understanding.
18	predict	state what is likely to happen based on evidence, pattern or prior knowledge	A prediction should have a reason; it is not simply a random guess about the future.
19	question	ask about information, assumptions or reasoning in order to understand or test it	Good questions can clarify meaning, expose gaps or push thinking deeper.
20	recall	bring previously learned information back to mind	Retrieve the idea without immediately looking it up so memory becomes stronger.
21	restate	say the same idea again in a clearer or simpler form	Preserve the meaning while making the wording easier to follow.
22	sequence	place events, steps or ideas in the correct order	Use time, cause, procedure or logical order depending on the task.
23	summarize	state the main ideas briefly while leaving out unnecessary detail	Keep the central message and essential support, not every example.
24	trace	follow the development, movement or sequence of something over time or through a text	Show where the idea begins, how it changes and where it ends.
25	verify	check that information, a result or a claim is accurate or true	Use another source, calculation, method or observation rather than relying on confidence alone.
26	argue	present a position and support it with reasons and evidence	An argument needs a clear claim, relevant support and reasoning that connects the support to the claim.
27	clarify	make an idea, statement or instruction easier to understand	Identify what is confusing, then add precision, explanation or an example.
28	compose	create and organize a piece of writing or another structured work	Plan the purpose, audience, structure and language before polishing individual sentences.
29	construct	build an answer, explanation, model or argument from relevant parts	Choose the necessary components and arrange them so the whole works coherently.
30	describe	give relevant details about what something is like, what happened or what can be observed	Select details that serve the purpose instead of listing everything visible.
31	develop	make an idea fuller, stronger or more complete	Add reasoning, evidence, explanation, examples or implications rather than repeating the same point.
32	edit	improve writing by correcting or refining language, grammar, punctuation and clarity	Editing usually happens after the ideas and organization are reasonably stable.
33	elaborate	add useful detail, explanation or examples so an idea becomes clearer and fuller	Expand the idea in a purposeful way rather than padding it with repetition.
34	express	communicate an idea, feeling, position or meaning through words or another form	Choose language that matches the intended meaning, audience and tone.
35	formulate	create or develop a clear idea, question, rule, plan or statement	Bring several pieces of thinking together into a usable form.
36	illustrate	make an idea clearer by giving an example, image, comparison or demonstration	Use the illustration to reveal the concept, not merely decorate the response.
37	justify	support a choice, judgement or conclusion with reasons or evidence	Explain why the decision is warranted, especially when alternatives are possible.
38	organize	arrange ideas, information or materials into a clear and useful order	Choose an organizing principle such as sequence, cause and effect, categories or importance.
39	outline	create a brief plan showing the main points and structure of a piece of work	Use headings or short points to map the logic before drafting full sentences.
40	persuade	convince an audience using reasons, evidence and effective language	Understand the audience and address likely questions or objections.
41	present	communicate information or an argument to an audience in a clear, organized form	Control structure, evidence, visuals, voice and timing so the audience can follow.
42	propose	put forward an idea, plan or solution for consideration	State the proposal clearly and explain why it is worth considering.
43	respond	answer or react thoughtfully to a question, idea, text or situation	Address the actual prompt and show that the message has been understood.
44	revise	improve a draft by changing ideas, organization, wording or detail	Revision can involve major changes; it is more than correcting spelling.
45	state	express an idea, fact or position clearly and directly	Give the requested information without unnecessary explanation unless the task asks for it.
46	support	strengthen a claim or idea with evidence, reasons, examples or data	The support must be relevant and connected to the point being made.
47	synthesize	combine information or ideas from multiple sources into a new, coherent understanding	Go beyond listing sources separately and show how they connect, agree or differ.
48	connect	show or create a meaningful relationship between ideas, examples or experiences	Name the relationship instead of assuming the reader will see it automatically.
49	cite	identify the source of information, evidence or words used in a response	Make the source traceable enough for the reader to check where the information came from.
50	reflect	think carefully about an experience, decision or result in order to learn from it	Identify what happened, why it happened and what should change next time.
51	apply	use a rule, method, idea or skill in a specific situation	Recognize when the concept fits and use it correctly rather than merely recalling the rule.
52	calculate	find a numerical answer using mathematical operations or a formula	Choose the correct operation, show the working and check whether the result is reasonable.
53	categorize	sort information or objects into named groups based on shared characteristics	Use consistent criteria so each category has a clear basis.
54	convert	change a quantity, form or representation into another equivalent form	Keep the underlying value or meaning equivalent while changing units or representation.
55	demonstrate	show clearly how something works, is done or can be proven	Use steps, examples, evidence or a physical model so the process is visible.
56	estimate	make a sensible approximate calculation or judgement	Use known quantities, rounding or benchmarks rather than guessing wildly.
57	graph	represent numerical information visually using a graph	Choose a graph type that matches the data and label axes and units clearly.
58	hypothesize	propose a testable explanation or prediction based on what is already known	State a relationship that can be investigated rather than a vague opinion.
59	investigate	examine a question systematically by gathering evidence	Plan what to observe, measure or compare and control variables where appropriate.
60	label	attach the correct name or information to a part of a diagram, graph, model or object	Use accurate terms and place each label where the reader can identify the part clearly.
61	measure	find the size, amount, length, mass, time or other quantity using a tool or standard unit	Choose the correct instrument, unit and level of precision.
62	model	create or use a simplified representation of a system, idea or process	Remember that a model highlights useful features but may leave out other details.
63	observe	watch, notice or examine carefully in order to gather information	Record what can actually be seen, heard, measured or detected before explaining why it happened.
64	prove	show that a statement must be true using accepted facts, rules or logical reasoning	A proof needs a valid chain of reasoning, not just several examples that happen to work.
65	record	write down, store or capture information so it can be used later	Record data consistently, with units and enough detail for later checking.
66	represent	show information, quantity or relationships using symbols, diagrams, models or another form	Make sure the representation preserves the important meaning.
67	solve	find an answer or workable method for a problem	Understand the problem, choose a strategy, carry it out and check the result.
68	test	check an idea, material, method or prediction under chosen conditions	Decide what evidence would count and keep the test fair enough to interpret.
69	compute	calculate a numerical result, often by following a defined operation or procedure	Use accurate arithmetic and keep track of units or place value.
70	derive	obtain a result or rule from known information through reasoning or calculation	Show how the new result follows from what is already known.
71	approximate	give or find a value that is close to the exact one	State that the result is approximate and use suitable rounding or estimation.
72	quantify	express an amount or change using numbers or measurable quantities	Replace vague claims such as "a lot" with measurable information where possible.
73	manipulate	change, move or rearrange numbers, symbols, variables or materials in a controlled way	Follow rules carefully so the meaning or conditions are not accidentally changed.
74	simulate	imitate a real process or situation with a model, program or controlled activity	Use the simulation to explore patterns while remembering that it is not the real system itself.
75	tabulate	arrange data systematically in a table	Use clear headings, units and consistent rows or columns so comparisons are easy.
76	validate	check whether a result, model or method is sound enough for its intended use	Compare with evidence, known results or another method to see whether it holds up.
77	assess	judge the quality, level or condition of something using evidence or criteria	Decide what standards matter before making the judgement.
78	brainstorm	generate many possible ideas before choosing among them	Delay judgement briefly so the idea pool can widen, then evaluate later.
79	check	look again to find errors, confirm accuracy or make sure a condition has been met	Use a specific checking method rather than rereading passively.
80	choose	select one option from two or more possibilities	Use the task requirements or criteria rather than choosing only by preference.
81	collect	gather information, data, examples or materials for a purpose	Decide what is needed and gather it systematically enough to be useful.
82	correlate	identify or measure whether two variables change together in a patterned way	Remember that correlation alone does not prove that one variable causes the other.
83	critique	analyze strengths and weaknesses using reasons and criteria	A critique is not simply negative; it should identify what works as well as what could improve.
84	decide	make a choice after considering information or alternatives	Name the basis for the decision when the choice matters.
85	discover	find or learn something that was not known before	Describe what evidence or observation led to the new understanding.
86	explore	investigate an idea, question or possibility from several angles	Use exploration to widen understanding before narrowing to a final answer.
87	generalize	form a broader statement or rule from several examples or pieces of evidence	Use enough evidence and state limits so the generalization does not become too broad.
88	group	place items together because they share a feature, purpose or relationship	State the grouping rule clearly.
89	monitor	keep checking progress, change or performance over time	Use regular evidence so you can notice when adjustment is needed.
90	plan	decide in advance what actions, resources or sequence will be used	A useful plan includes a goal, steps, timing and a way to check progress.
91	prioritize	decide which tasks, ideas or needs should receive attention first	Use importance, urgency and dependency rather than doing only the easiest task.
92	research	investigate a question by gathering and evaluating information from sources	Use reliable sources, keep track of evidence and distinguish source information from your own ideas.
93	review	look back over material or work in order to check, reinforce or improve it	Use active retrieval, error checking and targeted repair rather than passive rereading alone.
94	select	choose carefully from a larger set according to criteria	Be able to explain why the selected option fits the purpose best.
95	sort	arrange items into an order or groups according to a rule	Make the rule visible so another person could repeat the sorting.
96	study	learn about something through focused reading, practice, observation or investigation	Use a method that matches the type of knowledge being learned.
97	transfer	use learning successfully in a new situation, task or context	The new context should be different enough that copying the original solution is impossible.
98	integrate	combine parts, information or skills so they work together as a whole	Show the relationship among the parts instead of merely placing them side by side.
99	retrieve	bring information back from memory without being shown the answer first	Retrieval practice strengthens access and reveals what is not yet secure.
100	rehearse	practice a performance, explanation or sequence before using it for real	Focus on weak points during rehearsal instead of repeating the entire performance mechanically.
101	adapt	change a method, plan or product so it suits new conditions or needs	Keep the goal while changing the method when circumstances demand it.
102	reference	use or point to a source, fact, diagram or earlier information to support understanding	Make the reference clear enough that the reader knows what information is being used.

Worksheet 1: Identify the Command Job

Describe the changes shown in the graph. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Explain why the temperature changed. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Compare the two characters’ responses to the problem. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Justify which design should be chosen. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Evaluate whether the source is reliable. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Infer how the character probably feels. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Summarize the main argument of the article. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Classify the materials according to their properties. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Estimate the total before calculating it exactly. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Synthesize the information from the graph and interview. Before answering, write one sentence stating what the command requires. Then list the minimum pieces a strong answer should contain.

Worksheet 2: Describe, Explain, Justify or Evaluate?

Scenario: A graph shows that a plant grows from 4 cm to 12 cm across four weeks. Write four different questions about the same scenario using describe, explain, justify and evaluate. Then write one sentence explaining how the required answer changes each time.

Scenario: Two bridge designs both work, but one uses less material and holds more weight. Write four different questions about the same scenario using describe, explain, justify and evaluate. Then write one sentence explaining how the required answer changes each time.

Scenario: A character refuses to enter a room after hearing a noise inside. Write four different questions about the same scenario using describe, explain, justify and evaluate. Then write one sentence explaining how the required answer changes each time.

Scenario: An online article gives statistics but does not name the source of the data. Write four different questions about the same scenario using describe, explain, justify and evaluate. Then write one sentence explaining how the required answer changes each time.

Scenario: A school wants to reduce lunchtime waste and has three possible plans. Write four different questions about the same scenario using describe, explain, justify and evaluate. Then write one sentence explaining how the required answer changes each time.

Worksheet 3: Cross-Curricular Verb Transfer

compare: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

infer: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

represent: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

classify: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

model: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

support: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

interpret: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

verify: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

sequence: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

reflect: Write one English/reading prompt, one Mathematics or Science prompt and one real-world project prompt using this verb. Under each prompt, state the evidence that would prove the learner actually performed the command rather than merely mentioned the topic.

Worksheet 4: Command Word Error Clinic

Repair: The question says compare, but the answer describes only the first item. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Repair: The question says justify, but the answer gives a choice with no reasons. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Repair: The question says evaluate, but the answer lists facts without criteria or judgement. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Repair: The question says summarize, but the answer retells nearly every detail. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Repair: The question says infer, but the answer makes a guess with no textual evidence. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Repair: The question says calculate, but the answer gives an estimate only. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Repair: The question says measure, but the student records a vague description instead of a quantity and unit. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Repair: The question says research, but the student copies the first website found. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Repair: The question says synthesize, but the response writes three separate mini-summaries with no connection. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Repair: The question says revise, but the learner corrects spelling only and leaves the weak argument unchanged. Name the missing operation, then rewrite the response plan so it would satisfy the command.

Worksheet 5: Alicia, Tricia and Kai Kai Task Lab

Scenario: Alicia has three sources about plastic waste. One is a government report, one is a newspaper article and one is an anonymous social post. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Scenario: Tricia has a graph showing rainfall and a paragraph describing plant growth during the same months. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Scenario: Kai Kai must choose between two methods for solving a problem: one is faster, but the other is easier to check. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Scenario: Alicia reads a story in which the main character says she is fine but avoids eye contact and leaves early. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Scenario: Tricia’s experiment produces one result that is very different from the other four trials. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Scenario: Kai Kai is preparing a presentation that combines a model, a graph and an interview quote. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Scenario: Alicia receives feedback that her paragraph contains evidence but no explanation of how the evidence supports the claim. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Scenario: Tricia needs to reduce a two-page article to five sentences without losing the main argument. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Scenario: Kai Kai has learned a method in Mathematics and now needs to use the same reasoning idea in a science investigation. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Scenario: Alicia’s group has twenty possible project ideas but only one week to complete the task. Choose five academic verbs from the Top 100 that describe the thinking needed next. Put them in a sensible order and explain why that sequence would help solve the task.

Academic Verbs Across Reading and Writing

Reading questions become easier to manage when learners separate information retrieval from interpretation. Locate and identify usually point toward information that can be found. Infer and interpret require meaning to be constructed from evidence. Evaluate goes further by asking for a judgement according to criteria.

Writing verbs also mark different stages of production. Outline maps the structure before drafting. Compose creates the piece. Develop strengthens ideas. Revise changes ideas or organization. Edit improves language accuracy and clarity. Students who treat all five as “write” lose useful control over the process.

A particularly important distinction is state versus explain. “State one reason” may require the reason itself. “Explain one reason” normally requires the learner to make the relationship understandable. More words are not automatically better; the amount of writing should be controlled by the operation required.

Another high-value distinction is support versus justify. Supporting a claim means adding evidence or reasons that strengthen it. Justifying a choice often means explaining why that option should be accepted, especially in comparison with alternatives. The two overlap, but their emphasis differs.

Synthesis is one of the more advanced verbs on this list. A learner who summarizes three sources separately has not necessarily synthesized them. Synthesis creates a new organized understanding by combining relationships across the sources. Grade 5 learners can begin with simple forms: “Source A shows the pattern, while Source B explains a possible reason for it.”

Academic Verbs Across Mathematics and Science

Mathematics command words often reveal whether the task is asking for an exact answer, an approximate answer, a representation or a proof. Calculate and compute normally call for numerical work. Estimate and approximate allow closeness rather than exactness. Represent asks the learner to show the same mathematical meaning in another form.

Science verbs often map onto an inquiry cycle. Learners may observe, hypothesize, measure, record, test, analyze and conclude. Confusing these stages creates weak explanations. Observation tells what happened; conclusion says what the evidence supports after the investigation.

The word model deserves special attention. A model is not a perfect copy of reality. It is a representation built to make selected features easier to study. Students should learn to ask what a model shows well and what it leaves out.

Similarly, validate is stronger than simply checking whether an answer “looks right.” Validation asks whether the result or method is sound enough for the intended purpose, often by comparison with evidence, known cases or another method.

Cross-curricular transfer is especially powerful here. The reasoning behind classify, compare, represent, verify and evaluate can travel between subjects even when the content changes completely.

Academic Verbs for Research and Independent Learning

Research begins before the search box. Learners need to plan, prioritize and choose a useful question. They then collect, research, check, reference and integrate information. Each verb prevents a different failure mode, such as gathering too much irrelevant material or copying without evaluation.

Independent learning depends heavily on retrieve, review, monitor and adapt. A learner who only rereads may feel familiar with the material while retrieval remains weak. A learner who monitors performance can identify the first weak link and change the method.

Reflection is not simply writing “I enjoyed the activity.” Strong reflection identifies what happened, why it happened, what evidence supports that judgement and what should change next. That makes reflect an academic verb rather than a diary instruction.

Transfer is the test of whether learning can survive a new context. If Kai Kai can use the concept of evidence only in one comprehension passage, the knowledge is narrow. If he can transfer the same standard to a science claim or an online source, the learning is becoming flexible.

Generalization requires caution. Several examples may suggest a broader pattern, but the learner should ask whether the evidence is sufficient. A good generalization states the pattern while respecting limits. This habit protects students from turning a few observations into an unsupported universal claim.

A Four-Week Primary 5 Academic Verb Routine

Week 1: Learn the task families. Group the verbs into reading, writing, Mathematics/Science and research/learning. For each word, say the job in plain language and create one sample question.

Week 2: Contrast neighbours. Practise pairs such as describe/explain, compare/contrast, identify/infer, estimate/calculate, revise/edit, and support/justify. Write deliberately wrong responses and repair them.

Week 3: Transfer across subjects. Take ten verbs and write prompts in at least two subjects. Keep the verb constant while changing the content. This teaches the learner to recognize the thinking operation beneath the topic.

Week 4: Delayed command-word retrieval. Present fresh questions with the verbs highlighted. Before solving, the learner must state what the command requires. Track errors by verb. Relearn only the commands that are still unstable.

What Mastery Looks Like

Mastery means that a student can read an academic verb and immediately predict the structure of a strong response. Identify triggers selection. Explain triggers relationship and reason. Justify triggers evidence for a choice. Evaluate triggers criteria, evidence and judgement. Synthesize triggers integration across sources.

The learner should also recognize that subject conventions can differ. A verb such as prove has a special standard in Mathematics. Observe in Science has a stricter evidential meaning than casual everyday noticing. Vocabulary knowledge becomes stronger when general meaning is combined with subject-specific expectations.

The long-term goal is faster task interpretation. When students no longer spend mental effort wondering what the command word means, more attention becomes available for the actual knowledge, reasoning and communication the task requires.

Continue the Primary 5 Vocabulary Series

• Use Top 100 Primary 5 Vocabulary List | 5th Grade Vocabulary Worksheets, Meanings, Examples and Practice for mixed high-utility vocabulary.
• Use Grade 5 Synonyms, Antonyms and Shades of Meaning for semantic precision.
• Use Grade 5 Adjectives and Descriptive Words for description and adjective control.
• Use Primary 5 Academic Vocabulary Across English, Mathematics and Science for the existing cross-subject overview.
• Use Vocabulary Learning Hub to move across levels and skills.

For the established advanced word bank at this stage, return to the Primary 5 AL1 vocabulary list and use these command verbs to explain, compare and justify the meanings you learn.