What is Primary 6 Vocabulary | Vocabulary Assessment, Diagnostic Testing and Learning Profiles for Grade 6

Primary 6 vocabulary assessment should answer a diagnostic question, not merely produce a score. Families and teachers searching for a Grade 6 vocabulary test, 6th grade vocabulary assessment, vocabulary diagnostic test, vocabulary quiz, vocabulary level test or Primary 6 English vocabulary test need to know what a learner can recognise, explain, retrieve and use—not only how many multiple-choice items were correct.

A strong Grade 6 vocabulary diagnostic separates vocabulary breadth, vocabulary depth, receptive vocabulary, expressive vocabulary, context clues, morphology, word families, collocations, synonyms and antonyms, multiple meanings, academic vocabulary, retrieval speed and transfer. Two learners can receive the same total score while needing completely different teaching. One may lack exposure; another may know the words but fail to retrieve them under pressure.

This guide builds a complete Primary 6 vocabulary assessment system for reading, writing, listening, speaking and PSLE-era school demands. It explains what to test, how to interpret mistakes, how to avoid over-testing, how to build a baseline, and how to turn results into the next lesson. It complements the general Vocabulary Assessment owner by translating the framework into a Primary 6 / Grade 6 diagnostic profile.

The 50-second router

• Need a quick baseline? Test meaning, context, retrieval and one transfer task.
• Need a full profile? Add morphology, collocation, multiple meanings, oral and writing production.
• Need to interpret a low score? Identify the first broken component before assigning more worksheets.
• Need progress monitoring? Use small repeated probes, not a full test every week.
• Need practice after diagnosis? Route the learner to the Primary 6 vocabulary practice owner.

What a vocabulary test can and cannot tell you

A test samples performance under particular conditions. It does not reveal every word a learner knows, and a single score does not explain why an item failed. Good assessment therefore combines several task types and interprets patterns rather than worshipping totals.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Breadth assessment

Breadth tasks sample how many words are known at least receptively. They are useful for screening but weak for depth. Recognition formats should include plausible distractors so success cannot come from obvious elimination.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Depth assessment

Depth tasks ask for explanation, semantic relationships, multiple senses, collocations, word-family knowledge and appropriate use. They reveal whether the learner has a network around the word or only a thin label.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Receptive assessment

Reading and listening tasks provide the word and ask the learner to connect it to meaning. Strong receptive performance does not guarantee production, but it establishes whether the lexical item is accessible when cued.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Expressive assessment

Speaking and writing tasks reverse the direction: the learner receives a meaning, image, situation or communicative goal and must produce an appropriate word. This is harder and closer to real expression.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Context assessment

Context tasks should vary clue quality. Include direct definitions, contrasts, examples and genuinely ambiguous contexts. The aim is to see whether the learner can weigh evidence, not whether the learner has memorised the label “context clue”.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Morphology assessment

Ask learners to interpret prefixes, suffixes and bases and to move between family members. Separate semantic awareness from spelling accuracy so one weakness does not hide another.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Collocation assessment

A sentence can be semantically understandable yet lexically unnatural. Test common partnerships such as strong evidence or reach a conclusion so phrase-level knowledge becomes visible.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Multiple-meaning assessment

Use familiar words in less familiar senses. This exposes whether the learner reads only the most common meaning into every context.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Retrieval assessment

Hide the target. Give a meaning, contrast or situation and require production. Add a delayed version later. Retrieval failure after successful recognition is a different teaching problem from ignorance.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Transfer assessment

Move a known word into a new subject or genre. If the learner can use relevant in English but not Mathematics, knowledge may still be context-bound.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Oral assessment

Oral tasks reveal speed, phrasing and spontaneous access. Keep the focus on vocabulary by using familiar topics so content knowledge does not dominate the result.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Writing assessment

Short controlled writing can test whether vocabulary survives grammar, collocation and audience constraints. Do not infer expressive control from multiple-choice alone.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Assessment frequency

Use a substantial baseline at key points, then shorter probes for progress. Repeated full tests consume teaching time and can train the test itself rather than the underlying vocabulary system.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Error coding

Code the first failure: unknown meaning, wrong sense, weak context inference, morphology, collocation, register, retrieval, transfer or task misunderstanding. Error coding turns a score into an instructional route.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

Reliability through triangulation

One item is noisy. Use multiple examples and more than one mode when a decision matters. A learner who fails one unusual sentence should not be labelled weak if broader evidence is strong.

For Primary 6, the practical standard is simple: assessment is worth the time only when it changes what is taught next. If the result does not lead to a different instructional choice, shorten the test and spend the saved time on learning.

A complete Primary 6 diagnostic sequence

Diagnostic step 1: screen familiar and unfamiliar words

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 2: test learner-friendly explanations

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 3: test synonym and antonym discrimination

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 4: test multiple meanings

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 5: test context evidence

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 6: test morphology and word families

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 7: test collocations

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 8: test meaning-to-word retrieval

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 9: test delayed retrieval

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 10: test oral production

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 11: test short writing

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

Diagnostic step 12: test cross-subject transfer

Use five to ten carefully chosen items for this component. Record accuracy, confidence and the kind of support required. A correct answer after heavy prompting should not be treated as equivalent to independent control. After the component, choose one representative error and ask the learner to explain the thinking. The explanation often reveals whether the mistake came from vocabulary, grammar, background knowledge or task interpretation.

One hundred diagnostic mini-cases

Diagnostic Case 1: analyse — recognition

A learner who reads widely but writes repetitively meets analyse in English comprehension. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 2: anticipate — definition

A learner who uses ambitious vocabulary with unstable collocations meets anticipate in data interpretation. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 3: appropriate — context selection

A learner who writes confidently but misreads multiple-meaning words meets appropriate in history and heritage. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 4: assess — collocation

A learner who has a large passive vocabulary and a small active vocabulary meets assess in continuous writing. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 5: assume — morphology

A learner who avoids unfamiliar texts meets assume in project work. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 6: benefit — expressive retrieval

A learner who knows many subject terms but few cross-curricular academic words meets benefit in technology. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 7: clarify — delayed recall

A learner who can explain words orally but cannot use them in writing meets clarify in situational writing. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 8: classify — transfer

A learner who memorises definitions quickly but forgets after a week meets classify in class discussion. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 9: compare — recognition

A learner who understands everyday words but struggles with academic instructions meets compare in health. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 10: conclude — definition

A learner who has strong spelling but shallow semantic knowledge meets conclude in oral discussion. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 11: consequence — context selection

A learner who depends heavily on word banks meets consequence in independent reading. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 12: construct — collocation

A learner who uses a thesaurus without checking context meets construct in teamwork. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 13: contrast — morphology

A learner who reads accurately but comprehension drops in dense passages meets contrast in listening comprehension. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 14: contribute — expressive retrieval

A learner who uses the same word correctly in only one memorised sentence meets contribute in news literacy. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 15: context — delayed recall

A learner who scores well on multiple choice but freezes in free response meets context in financial literacy. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 16: credible — transfer

A learner who speaks fluently but writes cautiously meets credible in Mathematics problem solving. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 17: criterion — recognition

A learner who learns new words slowly but remembers them well meets criterion in digital literacy. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 18: deduce — definition

A learner who guesses unknown words from one weak clue meets deduce in Secondary 1 transition. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 19: demonstrate — context selection

A learner who performs well untimed but retrieval collapses under pressure meets demonstrate in Science explanation. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 20: derive — collocation

A learner who has strong ideas but vague vocabulary meets derive in environmental topics. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 21: determine — morphology

A learner who reads widely but writes repetitively meets determine in English comprehension. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 22: differentiate — expressive retrieval

A learner who uses ambitious vocabulary with unstable collocations meets differentiate in data interpretation. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 23: elaborate — delayed recall

A learner who writes confidently but misreads multiple-meaning words meets elaborate in history and heritage. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 24: evidence — transfer

A learner who has a large passive vocabulary and a small active vocabulary meets evidence in continuous writing. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 25: evaluate — recognition

A learner who avoids unfamiliar texts meets evaluate in project work. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 26: factor — definition

A learner who knows many subject terms but few cross-curricular academic words meets factor in technology. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 27: formulate — context selection

A learner who can explain words orally but cannot use them in writing meets formulate in situational writing. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 28: generate — collocation

A learner who memorises definitions quickly but forgets after a week meets generate in class discussion. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 29: illustrate — morphology

A learner who understands everyday words but struggles with academic instructions meets illustrate in health. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 30: infer — expressive retrieval

A learner who has strong spelling but shallow semantic knowledge meets infer in oral discussion. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 31: interpret — delayed recall

A learner who depends heavily on word banks meets interpret in independent reading. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 32: justify — transfer

A learner who uses a thesaurus without checking context meets justify in teamwork. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 33: modify — recognition

A learner who reads accurately but comprehension drops in dense passages meets modify in listening comprehension. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 34: observe — definition

A learner who uses the same word correctly in only one memorised sentence meets observe in news literacy. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 35: perspective — context selection

A learner who scores well on multiple choice but freezes in free response meets perspective in financial literacy. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 36: precise — collocation

A learner who speaks fluently but writes cautiously meets precise in Mathematics problem solving. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 37: priority — morphology

A learner who learns new words slowly but remembers them well meets priority in digital literacy. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 38: process — expressive retrieval

A learner who guesses unknown words from one weak clue meets process in Secondary 1 transition. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 39: relevant — delayed recall

A learner who performs well untimed but retrieval collapses under pressure meets relevant in Science explanation. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 40: resolve — transfer

A learner who has strong ideas but vague vocabulary meets resolve in environmental topics. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 41: retain — recognition

A learner who reads widely but writes repetitively meets retain in English comprehension. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 42: retrieve — definition

A learner who uses ambitious vocabulary with unstable collocations meets retrieve in data interpretation. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 43: significant — context selection

A learner who writes confidently but misreads multiple-meaning words meets significant in history and heritage. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 44: synthesise — collocation

A learner who has a large passive vocabulary and a small active vocabulary meets synthesise in continuous writing. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 45: transfer — morphology

A learner who avoids unfamiliar texts meets transfer in project work. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 46: valid — expressive retrieval

A learner who knows many subject terms but few cross-curricular academic words meets valid in technology. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 47: verify — delayed recall

A learner who can explain words orally but cannot use them in writing meets verify in situational writing. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 48: adapt — transfer

A learner who memorises definitions quickly but forgets after a week meets adapt in class discussion. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 49: capacity — recognition

A learner who understands everyday words but struggles with academic instructions meets capacity in health. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 50: coherent — definition

A learner who has strong spelling but shallow semantic knowledge meets coherent in oral discussion. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 51: consistent — context selection

A learner who depends heavily on word banks meets consistent in independent reading. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 52: cumulative — collocation

A learner who uses a thesaurus without checking context meets cumulative in teamwork. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 53: distinguish — morphology

A learner who reads accurately but comprehension drops in dense passages meets distinguish in listening comprehension. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 54: equivalent — expressive retrieval

A learner who uses the same word correctly in only one memorised sentence meets equivalent in news literacy. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 55: estimate — delayed recall

A learner who scores well on multiple choice but freezes in free response meets estimate in financial literacy. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 56: explain — transfer

A learner who speaks fluently but writes cautiously meets explain in Mathematics problem solving. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 57: explicit — recognition

A learner who learns new words slowly but remembers them well meets explicit in digital literacy. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 58: implicit — definition

A learner who guesses unknown words from one weak clue meets implicit in Secondary 1 transition. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 59: logical — context selection

A learner who performs well untimed but retrieval collapses under pressure meets logical in Science explanation. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 60: method — collocation

A learner who has strong ideas but vague vocabulary meets method in environmental topics. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 61: outcome — morphology

A learner who reads widely but writes repetitively meets outcome in English comprehension. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 62: predict — expressive retrieval

A learner who uses ambitious vocabulary with unstable collocations meets predict in data interpretation. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 63: procedure — delayed recall

A learner who writes confidently but misreads multiple-meaning words meets procedure in history and heritage. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 64: proportion — transfer

A learner who has a large passive vocabulary and a small active vocabulary meets proportion in continuous writing. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 65: reason — recognition

A learner who avoids unfamiliar texts meets reason in project work. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 66: respond — definition

A learner who knows many subject terms but few cross-curricular academic words meets respond in technology. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 67: specific — context selection

A learner who can explain words orally but cannot use them in writing meets specific in situational writing. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 68: strategy — collocation

A learner who memorises definitions quickly but forgets after a week meets strategy in class discussion. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 69: structure — morphology

A learner who understands everyday words but struggles with academic instructions meets structure in health. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 70: support — expressive retrieval

A learner who has strong spelling but shallow semantic knowledge meets support in oral discussion. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 71: variable — delayed recall

A learner who depends heavily on word banks meets variable in independent reading. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 72: accurate — transfer

A learner who uses a thesaurus without checking context meets accurate in teamwork. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 73: alternative — recognition

A learner who reads accurately but comprehension drops in dense passages meets alternative in listening comprehension. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 74: approach — definition

A learner who uses the same word correctly in only one memorised sentence meets approach in news literacy. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 75: category — context selection

A learner who scores well on multiple choice but freezes in free response meets category in financial literacy. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 76: cause — collocation

A learner who speaks fluently but writes cautiously meets cause in Mathematics problem solving. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 77: condition — morphology

A learner who learns new words slowly but remembers them well meets condition in digital literacy. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 78: connection — expressive retrieval

A learner who guesses unknown words from one weak clue meets connection in Secondary 1 transition. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 79: effect — delayed recall

A learner who performs well untimed but retrieval collapses under pressure meets effect in Science explanation. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 80: function — transfer

A learner who has strong ideas but vague vocabulary meets function in environmental topics. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 81: identify — recognition

A learner who reads widely but writes repetitively meets identify in English comprehension. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 82: indicate — definition

A learner who uses ambitious vocabulary with unstable collocations meets indicate in data interpretation. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 83: influence — context selection

A learner who writes confidently but misreads multiple-meaning words meets influence in history and heritage. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 84: maintain — collocation

A learner who has a large passive vocabulary and a small active vocabulary meets maintain in continuous writing. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 85: pattern — morphology

A learner who avoids unfamiliar texts meets pattern in project work. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 86: principle — expressive retrieval

A learner who knows many subject terms but few cross-curricular academic words meets principle in technology. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 87: relationship — delayed recall

A learner who can explain words orally but cannot use them in writing meets relationship in situational writing. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 88: require — transfer

A learner who memorises definitions quickly but forgets after a week meets require in class discussion. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 89: resource — recognition

A learner who understands everyday words but struggles with academic instructions meets resource in health. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 90: sequence — definition

A learner who has strong spelling but shallow semantic knowledge meets sequence in oral discussion. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 91: similar — context selection

A learner who depends heavily on word banks meets similar in independent reading. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 92: source — collocation

A learner who uses a thesaurus without checking context meets source in teamwork. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 93: sufficient — morphology

A learner who reads accurately but comprehension drops in dense passages meets sufficient in listening comprehension. Test the word through morphology, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 94: theory — expressive retrieval

A learner who uses the same word correctly in only one memorised sentence meets theory in news literacy. Test the word through expressive retrieval, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 95: topic — delayed recall

A learner who scores well on multiple choice but freezes in free response meets topic in financial literacy. Test the word through delayed recall, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 96: trend — transfer

A learner who speaks fluently but writes cautiously meets trend in Mathematics problem solving. Test the word through transfer, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 97: purpose — recognition

A learner who learns new words slowly but remembers them well meets purpose in digital literacy. Test the word through recognition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 98: audience — definition

A learner who guesses unknown words from one weak clue meets audience in Secondary 1 transition. Test the word through definition, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 99: register — context selection

A learner who performs well untimed but retrieval collapses under pressure meets register in Science explanation. Test the word through context selection, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Diagnostic Case 100: nuance — collocation

A learner who has strong ideas but vague vocabulary meets nuance in environmental topics. Test the word through collocation, then immediately add one contrasting task that changes the cue direction. If the learner succeeds only when the word is visible, code the problem as access rather than complete absence. If the learner retrieves the word but places it unnaturally, code collocation or register. If the learner gives the right general idea but selects the wrong sense in the passage, code sense selection. Ask for one fresh use after the test so you can see whether feedback transfers instantly. Schedule a delayed recheck for any word that required correction. The purpose of the case is not to award a label such as “good vocabulary” or “weak vocabulary”; it is to identify the smallest useful next intervention.

Reporting results to learners and parents

Use plain categories such as secure, developing and fragile, then name the knowledge type. “Meaning secure; retrieval developing” is more actionable than “72%”. “Context inference strong; collocation fragile” tells the learner what practice will change the outcome. Keep score summaries, but let the profile drive teaching.

Avoid turning a vocabulary test into an identity judgement. Performance changes with topic, fatigue, language background and task format. Report what the evidence supports and what will be tried next.

Use this page inside the eduKate Primary 6 vocabulary architecture

This article is a specialist child of the Primary 6 vocabulary apex. It does not replace the Top 100 Primary 6 high-utility word-bank owner or the Primary 6 vocabulary practice owner. Use the master Vocabulary router and Vocabulary Learning Hub when you need to move to another level or another vocabulary problem.

The architecture matters because a list, a diagnostic, a retrieval system and a transfer system answer different questions. Search engines may place them beside one another because they share the phrase “Primary 6 vocabulary”, but a learner should not be asked to solve every problem with the same page. Each owner therefore has one job, one dominant intent and clear outward routes.

Sources and further reading

• Vocabulary.com — 125 Words Every 6th Grader Should Know.
• Flocabulary — 6th Grade Vocabulary Word List.
• Reading Rockets — Teaching Vocabulary.
• Reading Rockets — Vocabulary in Practice.
• ELIS/MOE Singapore — The Role of Vocabulary in Reading.
• MOE Singapore — English Language Syllabus 2020 Primary.
• SEAB — 2026 PSLE English Language syllabus.

Extended fieldbook: eighty additional Primary 6 applications

Fieldbook 1: analyse in English comprehension

Design a four-item probe for analyse for a learner who reads widely but writes repetitively: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 2: construct in Mathematics problem solving

Design a four-item probe for construct for a learner who has strong spelling but shallow semantic knowledge: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 3: elaborate in independent reading

Design a four-item probe for elaborate for a learner who performs well untimed but retrieval collapses under pressure: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 4: observe in technology

Design a four-item probe for observe for a learner who memorises definitions quickly but forgets after a week: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 5: transfer in English comprehension

Design a four-item probe for transfer for a learner who learns new words slowly but remembers them well: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 6: explain in Mathematics problem solving

Design a four-item probe for explain for a learner who knows many subject terms but few cross-curricular academic words: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 7: specific in independent reading

Design a four-item probe for specific for a learner who scores well on multiple choice but freezes in free response: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 8: connection in technology

Design a four-item probe for connection for a learner who has a large passive vocabulary and a small active vocabulary: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 9: resource in English comprehension

Design a four-item probe for resource for a learner who reads accurately but comprehension drops in dense passages: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 10: nuance in Mathematics problem solving

Design a four-item probe for nuance for a learner who uses ambitious vocabulary with unstable collocations: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 11: consequence in independent reading

Design a four-item probe for consequence for a learner who depends heavily on word banks: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 12: differentiate in technology

Design a four-item probe for differentiate for a learner who has strong ideas but vague vocabulary: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 13: modify in English comprehension

Design a four-item probe for modify for a learner who understands everyday words but struggles with academic instructions: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 14: synthesise in Mathematics problem solving

Design a four-item probe for synthesise for a learner who guesses unknown words from one weak clue: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 15: estimate in independent reading

Design a four-item probe for estimate for a learner who can explain words orally but cannot use them in writing: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 16: respond in technology

Design a four-item probe for respond for a learner who speaks fluently but writes cautiously: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 17: condition in English comprehension

Design a four-item probe for condition for a learner who avoids unfamiliar texts: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 18: require in Mathematics problem solving

Design a four-item probe for require for a learner who uses the same word correctly in only one memorised sentence: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 19: register in independent reading

Design a four-item probe for register for a learner who writes confidently but misreads multiple-meaning words: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 20: conclude in technology

Design a four-item probe for conclude for a learner who uses a thesaurus without checking context: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 21: determine in English comprehension

Design a four-item probe for determine for a learner who reads widely but writes repetitively: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 22: justify in Mathematics problem solving

Design a four-item probe for justify for a learner who has strong spelling but shallow semantic knowledge: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 23: significant in independent reading

Design a four-item probe for significant for a learner who performs well untimed but retrieval collapses under pressure: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 24: equivalent in technology

Design a four-item probe for equivalent for a learner who memorises definitions quickly but forgets after a week: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 25: reason in English comprehension

Design a four-item probe for reason for a learner who learns new words slowly but remembers them well: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 26: cause in Mathematics problem solving

Design a four-item probe for cause for a learner who knows many subject terms but few cross-curricular academic words: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 27: relationship in independent reading

Design a four-item probe for relationship for a learner who scores well on multiple choice but freezes in free response: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 28: audience in technology

Design a four-item probe for audience for a learner who has a large passive vocabulary and a small active vocabulary: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 29: compare in English comprehension

Design a four-item probe for compare for a learner who reads accurately but comprehension drops in dense passages: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 30: derive in Mathematics problem solving

Design a four-item probe for derive for a learner who uses ambitious vocabulary with unstable collocations: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 31: interpret in independent reading

Design a four-item probe for interpret for a learner who depends heavily on word banks: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 32: retrieve in technology

Design a four-item probe for retrieve for a learner who has strong ideas but vague vocabulary: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 33: distinguish in English comprehension

Design a four-item probe for distinguish for a learner who understands everyday words but struggles with academic instructions: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 34: proportion in Mathematics problem solving

Design a four-item probe for proportion for a learner who guesses unknown words from one weak clue: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 35: category in independent reading

Design a four-item probe for category for a learner who can explain words orally but cannot use them in writing: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 36: principle in technology

Design a four-item probe for principle for a learner who speaks fluently but writes cautiously: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 37: purpose in English comprehension

Design a four-item probe for purpose for a learner who avoids unfamiliar texts: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 38: classify in Mathematics problem solving

Design a four-item probe for classify for a learner who uses the same word correctly in only one memorised sentence: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 39: demonstrate in independent reading

Design a four-item probe for demonstrate for a learner who writes confidently but misreads multiple-meaning words: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 40: infer in technology

Design a four-item probe for infer for a learner who uses a thesaurus without checking context: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 41: retain in English comprehension

Design a four-item probe for retain for a learner who reads widely but writes repetitively: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 42: cumulative in Mathematics problem solving

Design a four-item probe for cumulative for a learner who has strong spelling but shallow semantic knowledge: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 43: procedure in independent reading

Design a four-item probe for procedure for a learner who performs well untimed but retrieval collapses under pressure: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 44: approach in technology

Design a four-item probe for approach for a learner who memorises definitions quickly but forgets after a week: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 45: pattern in English comprehension

Design a four-item probe for pattern for a learner who learns new words slowly but remembers them well: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 46: trend in Mathematics problem solving

Design a four-item probe for trend for a learner who knows many subject terms but few cross-curricular academic words: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 47: clarify in independent reading

Design a four-item probe for clarify for a learner who scores well on multiple choice but freezes in free response: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 48: deduce in technology

Design a four-item probe for deduce for a learner who has a large passive vocabulary and a small active vocabulary: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 49: illustrate in English comprehension

Design a four-item probe for illustrate for a learner who reads accurately but comprehension drops in dense passages: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 50: resolve in Mathematics problem solving

Design a four-item probe for resolve for a learner who uses ambitious vocabulary with unstable collocations: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 51: consistent in independent reading

Design a four-item probe for consistent for a learner who depends heavily on word banks: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 52: predict in technology

Design a four-item probe for predict for a learner who has strong ideas but vague vocabulary: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 53: alternative in English comprehension

Design a four-item probe for alternative for a learner who understands everyday words but struggles with academic instructions: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 54: maintain in Mathematics problem solving

Design a four-item probe for maintain for a learner who guesses unknown words from one weak clue: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 55: topic in independent reading

Design a four-item probe for topic for a learner who can explain words orally but cannot use them in writing: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 56: benefit in technology

Design a four-item probe for benefit for a learner who speaks fluently but writes cautiously: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 57: criterion in English comprehension

Design a four-item probe for criterion for a learner who avoids unfamiliar texts: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 58: generate in Mathematics problem solving

Design a four-item probe for generate for a learner who uses the same word correctly in only one memorised sentence: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 59: relevant in independent reading

Design a four-item probe for relevant for a learner who writes confidently but misreads multiple-meaning words: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 60: coherent in technology

Design a four-item probe for coherent for a learner who uses a thesaurus without checking context: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 61: outcome in English comprehension

Design a four-item probe for outcome for a learner who reads widely but writes repetitively: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 62: accurate in Mathematics problem solving

Design a four-item probe for accurate for a learner who has strong spelling but shallow semantic knowledge: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 63: influence in independent reading

Design a four-item probe for influence for a learner who performs well untimed but retrieval collapses under pressure: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 64: theory in technology

Design a four-item probe for theory for a learner who memorises definitions quickly but forgets after a week: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 65: assume in English comprehension

Design a four-item probe for assume for a learner who learns new words slowly but remembers them well: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 66: credible in Mathematics problem solving

Design a four-item probe for credible for a learner who knows many subject terms but few cross-curricular academic words: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 67: formulate in independent reading

Design a four-item probe for formulate for a learner who scores well on multiple choice but freezes in free response: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 68: process in technology

Design a four-item probe for process for a learner who has a large passive vocabulary and a small active vocabulary: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 69: capacity in English comprehension

Design a four-item probe for capacity for a learner who reads accurately but comprehension drops in dense passages: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 70: method in Mathematics problem solving

Design a four-item probe for method for a learner who uses ambitious vocabulary with unstable collocations: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 71: variable in independent reading

Design a four-item probe for variable for a learner who depends heavily on word banks: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 72: indicate in technology

Design a four-item probe for indicate for a learner who has strong ideas but vague vocabulary: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 73: sufficient in English comprehension

Design a four-item probe for sufficient for a learner who understands everyday words but struggles with academic instructions: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 74: assess in Mathematics problem solving

Design a four-item probe for assess for a learner who guesses unknown words from one weak clue: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 75: context in independent reading

Design a four-item probe for context for a learner who can explain words orally but cannot use them in writing: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 76: factor in technology

Design a four-item probe for factor for a learner who speaks fluently but writes cautiously: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 77: priority in English comprehension

Design a four-item probe for priority for a learner who avoids unfamiliar texts: one receptive item, one depth item, one expressive item and one transfer item in English comprehension. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 78: adapt in Mathematics problem solving

Design a four-item probe for adapt for a learner who uses the same word correctly in only one memorised sentence: one receptive item, one depth item, one expressive item and one transfer item in Mathematics problem solving. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 79: logical in independent reading

Design a four-item probe for logical for a learner who writes confidently but misreads multiple-meaning words: one receptive item, one depth item, one expressive item and one transfer item in independent reading. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.

Fieldbook 80: support in technology

Design a four-item probe for support for a learner who uses a thesaurus without checking context: one receptive item, one depth item, one expressive item and one transfer item in technology. Code the first point at which performance breaks. A correct recognition answer followed by failed production is an access problem; an accurate definition followed by wrong contextual use is a sense-selection problem; a natural sentence followed by failure after a delay is a retention problem. Use the code to choose the next lesson rather than assigning a generic vocabulary worksheet.