Top 100 PSLE Vocabulary | Media, News & Information Literacy Grade 6

Top 100 PSLE Vocabulary List resources now need to include the language students use to understand media, news, sources, claims, evidence, credibility, misinformation, online privacy, search and digital publishing. This Grade 6 guide teaches one hundred information-literacy terms in clear, age-appropriate English.

Media literacy resources for upper-primary learners increasingly emphasise the difference between fact and opinion, source credibility, purpose, audience, bias, sponsored content, misinformation, privacy and verification. This child brings those concepts together at a Grade 6 level rather than duplicating eduKateSG’s Secondary 1 Media, Information and Communication owner.

The page is educational and nonpartisan. It teaches students how to ask who made a message, what evidence supports it, what might be missing, whether a source can be checked and how to protect personal information. It also links naturally to the School, Learning and Study Skills list and the Community and Social Responsibility list.

How to Use This Top 100 List

Alicia, Tricia and Kai Kai use this page as an active vocabulary system. Each term is learned through definition, context, contrast, transfer, oral explanation and delayed retrieval. The goal is not merely to recognise the word on this page; it is to use it correctly when the surrounding problem, text or situation changes.

Study ten terms at a time, then mix sections. Ask which words describe people, tools, systems, processes, evidence, decisions or outcomes. Build short cloze items and mini-scenarios. This makes the vocabulary easier to retrieve in unseen Grade 6 reading and writing tasks.

Media Foundations

1. media

Meaning: channels and systems used to create and share information, entertainment or messages. Model: Alicia compared print and digital media. Media is plural in formal usage, though singular collective use is common.

Context test: Cover media and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare media with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing media. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use media in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain media aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where media matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Media is plural in formal usage, though singular collective use is common.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

2. message

Meaning: the information or idea communicated to an audience. Model: Kai Kai identified the main message of the poster. Messages can be explicit or implied.

Context test: Cover message and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare message with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing message. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use message in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain message aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where message matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Messages can be explicit or implied.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

3. audience

Meaning: the people a message is intended for or reaches. Model: Tricia identified the target audience. Audience shapes language and format.

Context test: Cover audience and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare audience with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing audience. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use audience in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain audience aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where audience matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Audience shapes language and format.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

4. purpose

Meaning: the reason a message or media product is created. Model: Alicia decided the article’s purpose was to inform. Purpose can be mixed.

Context test: Cover purpose and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare purpose with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing purpose. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use purpose in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain purpose aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where purpose matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Purpose can be mixed.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

5. medium

Meaning: the form or channel used to communicate a message. Model: Kai Kai compared video with print as a medium. Media is the plural of medium.

Context test: Cover medium and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare medium with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing medium. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use medium in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain medium aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where medium matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Media is the plural of medium.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

6. platform

Meaning: a service or system used to publish, distribute or interact with content. Model: Tricia posted the announcement on the school platform. Platforms shape visibility and interaction.

Context test: Cover platform and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare platform with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing platform. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use platform in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain platform aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where platform matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Platforms shape visibility and interaction.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

7. channel

Meaning: a route or method through which information is delivered. Model: Alicia chose email as the communication channel. Channel can be technical or organisational.

Context test: Cover channel and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare channel with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing channel. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use channel in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain channel aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where channel matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Channel can be technical or organisational.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

8. content

Meaning: the information, images, audio or ideas contained in media. Model: Kai Kai reviewed the content before sharing it. Content is a broad term.

Context test: Cover content and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare content with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing content. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use content in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain content aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where content matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Content is a broad term.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

9. format

Meaning: the structure or presentation form of information. Model: Tricia converted the report into a visual format. Format affects accessibility.

Context test: Cover format and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare format with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing format. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use format in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain format aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where format matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Format affects accessibility.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

10. communication

Meaning: the exchange of information and meaning. Model: Alicia studied how communication changes across media. Communication involves sender, message and audience.

Context test: Cover communication and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare communication with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing communication. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use communication in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain communication aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where communication matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Communication involves sender, message and audience.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

News And Journalism

11. news

Meaning: newly reported information about events or issues. Model: Kai Kai read the morning news. News selection depends on relevance and significance.

Context test: Cover news and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare news with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing news. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use news in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain news aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where news matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. News selection depends on relevance and significance.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

12. report

Meaning: a structured account of facts, events or findings. Model: Tricia wrote a short report on the event. Reports should separate fact from unsupported opinion.

Context test: Cover report and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare report with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing report. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use report in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain report aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where report matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Reports should separate fact from unsupported opinion.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

13. headline

Meaning: a short title designed to summarise or attract attention to a story. Model: Alicia compared the headline with the article. Headlines can simplify complex stories.

Context test: Cover headline and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare headline with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing headline. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use headline in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain headline aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where headline matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Headlines can simplify complex stories.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

14. article

Meaning: a written piece published in a newspaper, magazine or website. Model: Kai Kai read the full article before judging the headline. Article context matters.

Context test: Cover article and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare article with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing article. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use article in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain article aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where article matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Article context matters.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

15. journalist

Meaning: a person who gathers, verifies and reports information for the public. Model: Tricia interviewed a journalist during career day. Journalists work across many media.

Context test: Cover journalist and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare journalist with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing journalist. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use journalist in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain journalist aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where journalist matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Journalists work across many media.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

16. editor

Meaning: a person who reviews, selects and improves material before publication. Model: Alicia learned what an editor does. Editors shape accuracy, clarity and fit.

Context test: Cover editor and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare editor with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing editor. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use editor in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain editor aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where editor matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Editors shape accuracy, clarity and fit.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

17. newsroom

Meaning: a workplace where news is gathered, checked and produced. Model: Kai Kai watched a video about a newsroom. Newsrooms coordinate multiple roles.

Context test: Cover newsroom and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare newsroom with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing newsroom. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use newsroom in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain newsroom aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where newsroom matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Newsrooms coordinate multiple roles.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

18. source

Meaning: the origin of information used in a report. Model: Tricia checked who the source was. Sources differ in knowledge and reliability.

Context test: Cover source and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare source with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing source. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use source in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain source aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where source matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Sources differ in knowledge and reliability.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

19. interview

Meaning: a structured conversation used to gather information or views. Model: Alicia conducted a short interview. Interviews are evidence but still need context.

Context test: Cover interview and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare interview with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing interview. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use interview in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain interview aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where interview matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Interviews are evidence but still need context.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

20. quotation

Meaning: exact words taken from a speaker or text. Model: Kai Kai used a brief quotation accurately. Quotes should preserve meaning.

Context test: Cover quotation and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare quotation with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing quotation. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use quotation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain quotation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where quotation matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Quotes should preserve meaning.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Information Literacy

21. fact

Meaning: a claim that can be checked against evidence. Model: Tricia separated facts from opinions. A fact can still be presented selectively.

Context test: Cover fact and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare fact with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing fact. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use fact in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain fact aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where fact matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. A fact can still be presented selectively.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

22. opinion

Meaning: a judgement or belief that may not be directly provable. Model: Alicia labelled the reviewer’s opinion. Opinions can still be reasoned.

Context test: Cover opinion and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare opinion with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing opinion. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use opinion in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain opinion aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where opinion matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Opinions can still be reasoned.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

23. evidence

Meaning: information used to support or challenge a claim. Model: Kai Kai looked for evidence behind the statement. Evidence quality matters.

Context test: Cover evidence and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare evidence with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing evidence. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use evidence in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain evidence aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where evidence matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Evidence quality matters.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

24. claim

Meaning: a statement presented as true or worth accepting. Model: Tricia identified the advertisement’s main claim. Claims need support.

Context test: Cover claim and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare claim with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing claim. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use claim in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain claim aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where claim matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Claims need support.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

25. source

Meaning: the origin of information or data. Model: Alicia checked the original source. Source is repeated intentionally as a core media concept.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

26. credibility

Meaning: the quality of being believable and worthy of trust. Model: Kai Kai evaluated the site’s credibility. Credibility depends on evidence and expertise.

Context test: Cover credibility and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare credibility with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing credibility. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use credibility in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain credibility aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where credibility matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Credibility depends on evidence and expertise.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

27. accuracy

Meaning: closeness to correct facts or measurements. Model: Tricia checked the report for accuracy. Accurate information can still lack context.

Context test: Cover accuracy and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare accuracy with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing accuracy. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use accuracy in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain accuracy aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where accuracy matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Accurate information can still lack context.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

28. reliability

Meaning: the tendency to provide consistent trustworthy information. Model: Alicia compared the reliability of two sources. Reliability should be assessed, not assumed.

Context test: Cover reliability and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare reliability with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing reliability. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use reliability in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain reliability aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where reliability matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Reliability should be assessed, not assumed.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

29. context

Meaning: surrounding information needed to understand meaning properly. Model: Kai Kai restored the quotation’s context. Removing context can distort meaning.

Context test: Cover context and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare context with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing context. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use context in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain context aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where context matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Removing context can distort meaning.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

30. verification

Meaning: the process of checking whether information is correct or authentic. Model: Tricia used a second source for verification. Verification uses independent checks.

Context test: Cover verification and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare verification with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing verification. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use verification in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain verification aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where verification matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Verification uses independent checks.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Framing And Persuasion

31. bias

Meaning: a tendency that unfairly favours or distorts one side. Model: Alicia looked for evidence of bias in the selection of examples. Bias should be demonstrated, not merely alleged.

Context test: Cover bias and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare bias with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing bias. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use bias in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain bias aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where bias matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Bias should be demonstrated, not merely alleged.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

32. perspective

Meaning: a particular viewpoint shaped by position or experience. Model: Kai Kai compared two perspectives. Different perspectives do not automatically mean one is false.

Context test: Cover perspective and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare perspective with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing perspective. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use perspective in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain perspective aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where perspective matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Different perspectives do not automatically mean one is false.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

33. framing

Meaning: the way information is selected and presented to shape interpretation. Model: Tricia noticed how the issue was framed as a safety problem. Framing affects attention.

Context test: Cover framing and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare framing with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing framing. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use framing in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain framing aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where framing matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Framing affects attention.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

34. emphasis

Meaning: special importance given to one detail or idea. Model: Alicia noticed the repeated emphasis on cost. Emphasis can shape reader priorities.

Context test: Cover emphasis and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare emphasis with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing emphasis. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use emphasis in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain emphasis aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where emphasis matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Emphasis can shape reader priorities.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

35. omission

Meaning: leaving out information that might matter. Model: Kai Kai asked whether an important detail was omitted. Omission may be deliberate or accidental.

Context test: Cover omission and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare omission with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing omission. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use omission in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain omission aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where omission matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Omission may be deliberate or accidental.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

36. persuasion

Meaning: communication intended to influence belief or action. Model: Tricia analysed the poster’s persuasion techniques. Persuasion is not automatically manipulation.

Context test: Cover persuasion and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare persuasion with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing persuasion. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use persuasion in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain persuasion aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where persuasion matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Persuasion is not automatically manipulation.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

37. advertisement

Meaning: a paid or promotional message designed to encourage interest or action. Model: Alicia identified the advertisement’s main promise. Advertisements should be read critically.

Context test: Cover advertisement and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare advertisement with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing advertisement. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use advertisement in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain advertisement aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where advertisement matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Advertisements should be read critically.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Meaning: a person or organisation that funds or supports content or an event. Model: Kai Kai checked who sponsored the video. Sponsorship can create relevant interests.

Context test: Cover sponsor and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare sponsor with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing sponsor. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use sponsor in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain sponsor aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where sponsor matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Sponsorship can create relevant interests.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

39. target audience

Meaning: the specific group a message is designed to reach. Model: Tricia identified parents as the target audience. Targeting affects language and design.

Context test: Cover target audience and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare target audience with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing target audience. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use target audience in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain target audience aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where target audience matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Targeting affects language and design.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

40. call to action

Meaning: a phrase urging the audience to take a specific step. Model: Alicia found the call to action at the end. Calls to action are common in campaigns and ads.

Context test: Cover call to action and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare call to action with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing call to action. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use call to action in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain call to action aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where call to action matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Calls to action are common in campaigns and ads.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Digital Media

41. website

Meaning: a collection of connected web pages under one domain. Model: Kai Kai visited the organisation’s official website. Websites vary in quality.

Context test: Cover website and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare website with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing website. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use website in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain website aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where website matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Websites vary in quality.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Meaning: online platforms designed for sharing content and interaction. Model: Tricia discussed how social media spreads information quickly. Speed can amplify errors.

Context test: Cover social media and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare social media with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing social media. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use social media in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain social media aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where social media matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Speed can amplify errors.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

43. post

Meaning: a piece of content published on a digital platform. Model: Alicia read the full post before sharing. Posts can be edited or removed.

Context test: Cover post and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare post with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing post. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use post in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain post aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where post matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Posts can be edited or removed.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

44. comment

Meaning: a response published beneath or beside online content. Model: Kai Kai wrote a respectful comment. Comments are not automatically evidence.

Context test: Cover comment and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare comment with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing comment. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use comment in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain comment aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where comment matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Comments are not automatically evidence.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Meaning: send or redistribute digital content to others. Model: Tricia paused before sharing the claim. Sharing increases reach.

Context test: Cover share and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare share with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing share. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use share in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain share aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where share matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Sharing increases reach.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

46. link

Meaning: a clickable connection to another digital location. Model: Alicia opened the source link. Links can lead to primary or secondary material.

Context test: Cover link and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare link with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing link. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use link in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain link aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where link matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Links can lead to primary or secondary material.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

47. search engine

Meaning: a system used to find online information. Model: Kai Kai changed his search terms. Search engines rank results algorithmically.

Context test: Cover search engine and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare search engine with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing search engine. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use search engine in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain search engine aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where search engine matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Search engines rank results algorithmically.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

48. algorithm

Meaning: a defined set of rules or steps used to process information. Model: Tricia learned that recommendation algorithms affect what appears. Algorithms can optimise different goals.

Context test: Cover algorithm and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare algorithm with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing algorithm. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use algorithm in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain algorithm aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where algorithm matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Algorithms can optimise different goals.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

49. feed

Meaning: a continuously updated stream of content shown to a user. Model: Alicia’s feed contained posts from several sources. Feeds are curated by systems and choices.

Context test: Cover feed and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare feed with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing feed. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use feed in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain feed aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where feed matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Feeds are curated by systems and choices.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

50. notification

Meaning: a message alerting a user to new activity or information. Model: Kai Kai muted notifications during study. Notifications compete for attention.

Context test: Cover notification and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare notification with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing notification. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use notification in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain notification aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where notification matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Notifications compete for attention.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Visual And Audio Media

51. image

Meaning: a visual representation such as a drawing or photograph. Model: Tricia examined the image for context clues. Images can inform or persuade.

Context test: Cover image and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare image with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing image. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use image in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain image aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where image matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Images can inform or persuade.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

52. photograph

Meaning: an image captured with a camera. Model: Alicia checked when the photograph was taken. Photographs show only a selected frame.

Context test: Cover photograph and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare photograph with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing photograph. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use photograph in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain photograph aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where photograph matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Photographs show only a selected frame.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

53. caption

Meaning: text placed near an image to explain or identify it. Model: Kai Kai read the caption before interpreting the photo. Captions can strongly frame images.

Context test: Cover caption and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare caption with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing caption. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use caption in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain caption aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where caption matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Captions can strongly frame images.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

54. infographic

Meaning: a visual design combining information, data and graphics. Model: Tricia used an infographic to summarise the survey. Infographics simplify complex information.

Context test: Cover infographic and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare infographic with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing infographic. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use infographic in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain infographic aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where infographic matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Infographics simplify complex information.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

55. chart

Meaning: a visual display used to organise or compare information. Model: Alicia read the bar chart carefully. Charts need titles and labels.

Context test: Cover chart and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare chart with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing chart. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use chart in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain chart aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where chart matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Charts need titles and labels.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

56. graph

Meaning: a visual representation showing relationships in data. Model: Kai Kai checked the graph scale. Graphs can mislead if axes are poorly designed.

Context test: Cover graph and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare graph with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing graph. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use graph in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain graph aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where graph matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Graphs can mislead if axes are poorly designed.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

57. video

Meaning: moving visual content usually combined with sound. Model: Tricia watched the entire video before evaluating it. Editing shapes what viewers see.

Context test: Cover video and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare video with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing video. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use video in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain video aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where video matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Editing shapes what viewers see.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

58. audio

Meaning: recorded or transmitted sound. Model: Alicia compared the audio with the written transcript. Audio can preserve tone.

Context test: Cover audio and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare audio with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing audio. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use audio in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain audio aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where audio matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Audio can preserve tone.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

59. thumbnail

Meaning: a small preview image used to represent digital content. Model: Kai Kai noticed the dramatic thumbnail. Thumbnails are designed to attract clicks.

Context test: Cover thumbnail and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare thumbnail with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing thumbnail. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use thumbnail in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain thumbnail aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where thumbnail matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Thumbnails are designed to attract clicks.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

60. layout

Meaning: the arrangement of text, images and other elements on a page or screen. Model: Tricia analysed the layout of the article. Layout guides attention.

Context test: Cover layout and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare layout with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing layout. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use layout in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain layout aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where layout matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Layout guides attention.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

False And Misleading Information

61. misinformation

Meaning: false or inaccurate information shared without necessarily intending deception. Model: Alicia corrected misinformation about the event time. Intent is not required for misinformation.

Context test: Cover misinformation and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare misinformation with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing misinformation. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use misinformation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain misinformation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where misinformation matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Intent is not required for misinformation.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

62. disinformation

Meaning: false information deliberately created or shared to deceive. Model: Kai Kai learned the difference between disinformation and error. Intentional deception is central.

Context test: Cover disinformation and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare disinformation with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing disinformation. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use disinformation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain disinformation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where disinformation matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Intentional deception is central.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

63. rumour

Meaning: unverified information passed from person to person. Model: Tricia refused to repeat the rumour. Rumours may later prove true or false.

Context test: Cover rumour and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare rumour with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing rumour. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use rumour in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain rumour aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where rumour matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Rumours may later prove true or false.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

64. hoax

Meaning: a deliberate deception designed to make people believe something false. Model: Alicia checked whether the dramatic claim was a hoax. Hoaxes are intentional.

Context test: Cover hoax and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare hoax with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing hoax. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use hoax in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain hoax aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where hoax matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Hoaxes are intentional.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

65. scam

Meaning: a dishonest scheme designed to take money, information or access. Model: Kai Kai recognised warning signs of a scam. Scams often use urgency.

Context test: Cover scam and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare scam with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing scam. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use scam in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain scam aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where scam matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Scams often use urgency.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

66. clickbait

Meaning: sensational wording or images designed mainly to attract clicks. Model: Tricia compared the clickbait headline with the actual article. Clickbait can exaggerate.

Context test: Cover clickbait and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare clickbait with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing clickbait. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use clickbait in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain clickbait aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where clickbait matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Clickbait can exaggerate.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

67. manipulated image

Meaning: an image altered in a way that changes meaning or impression. Model: Alicia used reverse-search methods to investigate a manipulated image. Editing is not always deceptive; context matters.

Context test: Cover manipulated image and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare manipulated image with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing manipulated image. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use manipulated image in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain manipulated image aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where manipulated image matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Editing is not always deceptive; context matters.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

68. deepfake

Meaning: synthetic or altered media generated to imitate a real person’s appearance or voice. Model: Kai Kai learned that deepfakes require careful verification. Synthetic media can be benign or misleading.

Context test: Cover deepfake and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare deepfake with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing deepfake. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use deepfake in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain deepfake aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where deepfake matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Synthetic media can be benign or misleading.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

69. correction

Meaning: a published change that fixes inaccurate information. Model: Tricia read the correction attached to the article. Corrections are a sign of accountable updating.

Context test: Cover correction and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare correction with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing correction. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use correction in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain correction aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where correction matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Corrections are a sign of accountable updating.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

70. fact-check

Meaning: a systematic check of factual claims against evidence. Model: Alicia consulted a fact-check from a reputable organisation. Fact-checks should show sources.

Context test: Cover fact-check and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare fact-check with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing fact-check. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use fact-check in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain fact-check aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where fact-check matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Fact-checks should show sources.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Digital Safety And Privacy

71. privacy

Meaning: control over access to personal information and private life. Model: Kai Kai reviewed the app’s privacy settings. Privacy depends on context and law.

Context test: Cover privacy and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare privacy with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing privacy. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use privacy in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain privacy aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where privacy matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Privacy depends on context and law.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

72. personal data

Meaning: information relating to an identifiable person. Model: Tricia avoided posting unnecessary personal data. Personal data should be protected.

Context test: Cover personal data and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare personal data with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing personal data. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use personal data in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain personal data aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where personal data matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Personal data should be protected.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

73. password

Meaning: a secret string used to help protect access to an account. Model: Alicia used a unique password. Passwords should not be shared casually.

Context test: Cover password and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare password with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing password. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use password in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain password aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where password matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Passwords should not be shared casually.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

74. account

Meaning: a user identity and settings within a digital service. Model: Kai Kai secured his account. Accounts can contain personal information.

Context test: Cover account and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare account with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing account. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use account in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain account aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where account matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Accounts can contain personal information.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Meaning: agreement given knowingly and voluntarily to a specific action. Model: Tricia asked for consent before posting a group photo. Consent should be informed.

Context test: Cover consent and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare consent with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing consent. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use consent in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain consent aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where consent matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Consent should be informed.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

76. location data

Meaning: information describing where a device or person is or has been. Model: Alicia checked whether the app needed location data. Location access should match purpose.

Context test: Cover location data and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare location data with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing location data. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use location data in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain location data aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where location data matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Location access should match purpose.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

77. digital footprint

Meaning: the trace of information created through online activity. Model: Kai Kai learned that posts can contribute to a digital footprint. Some traces persist beyond intended use.

Context test: Cover digital footprint and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare digital footprint with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing digital footprint. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use digital footprint in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain digital footprint aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where digital footprint matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Some traces persist beyond intended use.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

78. block

Meaning: prevent an account or user from contacting or interacting with another. Model: Tricia blocked an unwanted account. Blocking is a platform safety tool.

Context test: Cover block and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare block with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing block. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use block in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain block aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where block matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Blocking is a platform safety tool.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

79. report

Meaning: use a platform process to flag harmful or rule-breaking content. Model: Alicia reported the threatening message. Reporting routes content to moderation systems.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

80. cyberbullying

Meaning: repeated harmful behaviour using digital communication. Model: Kai Kai learned how to seek adult support for cyberbullying. Safety and documentation matter.

Context test: Cover cyberbullying and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare cyberbullying with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing cyberbullying. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use cyberbullying in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain cyberbullying aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where cyberbullying matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Safety and documentation matter.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Research And Search

81. keyword

Meaning: a word or phrase used to represent or search for an idea. Model: Tricia changed the keyword to improve results. Precise keywords improve retrieval.

Context test: Cover keyword and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare keyword with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing keyword. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use keyword in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain keyword aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where keyword matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Precise keywords improve retrieval.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

82. query

Meaning: the words entered into a search system. Model: Alicia rewrote the search query more specifically. Queries can combine several terms.

Context test: Cover query and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare query with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing query. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use query in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain query aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where query matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Queries can combine several terms.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

83. search result

Meaning: an item returned by a search engine in response to a query. Model: Kai Kai opened several search results rather than only the first. Ranking is not proof of quality.

Context test: Cover search result and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare search result with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing search result. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use search result in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain search result aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where search result matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Ranking is not proof of quality.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

84. domain

Meaning: the main web address name identifying a site. Model: Tricia checked the organisation’s domain. A domain name alone does not prove authority.

Context test: Cover domain and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare domain with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing domain. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use domain in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain domain aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where domain matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. A domain name alone does not prove authority.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

85. author

Meaning: the person or organisation responsible for creating content. Model: Alicia checked who the author was. Authorship supports accountability.

Context test: Cover author and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare author with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing author. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use author in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain author aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where author matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Authorship supports accountability.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

86. publication date

Meaning: the date when information was published or released. Model: Kai Kai checked the publication date for a fast-changing topic. Freshness matters differently by subject.

Context test: Cover publication date and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare publication date with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing publication date. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use publication date in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain publication date aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where publication date matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Freshness matters differently by subject.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

87. reference

Meaning: a source cited or consulted for information. Model: Tricia followed the reference to the original study. References support verification.

Context test: Cover reference and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare reference with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing reference. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use reference in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain reference aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where reference matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. References support verification.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

88. cross-check

Meaning: compare information with an independent source. Model: Alicia cross-checked the claim before using it. Independent agreement increases confidence.

Context test: Cover cross-check and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare cross-check with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing cross-check. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use cross-check in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain cross-check aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where cross-check matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Independent agreement increases confidence.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

89. primary source

Meaning: original evidence or first-hand material relevant to a question. Model: Kai Kai read the official announcement as a primary source. Primary does not automatically mean unbiased.

Context test: Cover primary source and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare primary source with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing primary source. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use primary source in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain primary source aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where primary source matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Primary does not automatically mean unbiased.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

90. secondary source

Meaning: a source that interprets, summarises or analyses primary material. Model: Tricia used a secondary source for background. Secondary sources can add context.

Context test: Cover secondary source and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare secondary source with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing secondary source. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use secondary source in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain secondary source aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where secondary source matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Secondary sources can add context.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Creating And Publishing

91. draft

Meaning: an early version of content that can still be changed. Model: Alicia reviewed the draft before posting. Drafting separates creation from publication.

Context test: Cover draft and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare draft with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing draft. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use draft in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain draft aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where draft matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Drafting separates creation from publication.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

92. edit

Meaning: correct or improve content before or after release. Model: Kai Kai edited the caption for clarity. Editing can change meaning.

Context test: Cover edit and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare edit with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing edit. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use edit in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain edit aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where edit matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Editing can change meaning.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

93. revise

Meaning: make larger improvements to structure, content or accuracy. Model: Tricia revised the article after feedback. Revision is broader than proofreading.

Context test: Cover revise and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare revise with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing revise. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use revise in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain revise aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where revise matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Revision is broader than proofreading.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

94. publish

Meaning: make content available to an audience. Model: Alicia checked the facts before publishing. Publication increases responsibility.

Context test: Cover publish and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare publish with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing publish. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use publish in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain publish aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where publish matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Publication increases responsibility.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

95. upload

Meaning: transfer a file from a device to a service or platform. Model: Kai Kai uploaded the image. Uploads can expose metadata.

Context test: Cover upload and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare upload with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing upload. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use upload in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain upload aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where upload matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Uploads can expose metadata.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

96. download

Meaning: transfer a file from a service to a device. Model: Tricia downloaded the worksheet. Downloads should come from trusted sources.

Context test: Cover download and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare download with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing download. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use download in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain download aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where download matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Downloads should come from trusted sources.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

97. copyright

Meaning: legal rights that protect original creative works. Model: Alicia learned that copyright applies automatically to many works. Rules vary by jurisdiction.

Context test: Cover copyright and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare copyright with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing copyright. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use copyright in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain copyright aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where copyright matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Rules vary by jurisdiction.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

98. attribution

Meaning: credit identifying the creator or source of a work. Model: Kai Kai added attribution below the image. Attribution supports transparency.

Context test: Cover attribution and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare attribution with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing attribution. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use attribution in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain attribution aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where attribution matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Attribution supports transparency.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

99. licence

Meaning: permission defining how a work or resource may be used. Model: Tricia checked the image licence. Licences can impose conditions.

Context test: Cover licence and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare licence with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing licence. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use licence in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain licence aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where licence matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Licences can impose conditions.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

100. Creative Commons

Meaning: a family of standard public copyright licences that creators can use to grant defined permissions. Model: Alicia found an image released under a Creative Commons licence. Always check the specific licence terms.

Context test: Cover Creative Commons and read the sentence as a cloze item. Identify two clues that narrow the meaning: purpose, tool, action, structure, source, audience, process, risk or result. Predict the category before revealing the answer.

Precision test: Compare Creative Commons with a neighbouring term. State one overlap and one boundary, then write a sentence where the neighbouring word would be less accurate. Precision prevents technical vocabulary from becoming a set of loose labels.

Reading transfer: Alicia writes a four-sentence Grade 6 passage containing Creative Commons. Tricia underlines the clues that make the meaning recoverable. Kai Kai creates one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.

Writing transfer: Use Creative Commons in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison or example. The word should help the reader understand the system rather than merely make the sentence sound technical.

Oral transfer: Explain Creative Commons aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, what if, who uses this or what is the difference. If the explanation becomes circular, return to a concrete example.

Scenario test: Invent a realistic situation where Creative Commons matters. Change one condition so another term becomes more accurate. Explain the switch and identify the clue that changed the answer. Always check the specific licence terms.

Delayed retrieval: Two days later, retrieve the word from the meaning, the meaning from the word and a fresh example from memory. Mix it with older vocabulary so page position cannot help.

Cumulative Practice

Mix at least twenty terms from different sections. Sort them by function, complete cloze items, explain contrasts and write one paragraph using five terms naturally. Return to the Vocabulary Learning Hub for the wider system.

Top 100 PSLE Vocabulary List | Media, News & Information Literacy Words for Grade 6

How to Use This Top 100 List

Media Foundations

1. media

2. message

3. audience

4. purpose

5. medium

6. platform

7. channel

8. content

9. format

10. communication

News And Journalism

11. news

12. report

13. headline

14. article

15. journalist

16. editor

17. newsroom

18. source

19. interview

20. quotation

Information Literacy

21. fact

22. opinion

23. evidence

24. claim

25. source

26. credibility

27. accuracy

28. reliability

29. context

30. verification

Framing And Persuasion

31. bias

32. perspective

33. framing

34. emphasis

35. omission

36. persuasion

37. advertisement

38. sponsor

39. target audience

40. call to action

Digital Media

41. website

42. social media

43. post

44. comment

45. share

46. link

47. search engine

48. algorithm

49. feed

50. notification

Visual And Audio Media

51. image

52. photograph

53. caption

54. infographic

55. chart

56. graph

57. video

58. audio

59. thumbnail

60. layout

False And Misleading Information

61. misinformation

62. disinformation

63. rumour

64. hoax

65. scam

66. clickbait

67. manipulated image

68. deepfake

69. correction

70. fact-check

Digital Safety And Privacy