Primary 6 High-Utility & Tier 2 Vocabulary

High-utility Primary 6 vocabulary is the language that earns repeated use across reading, writing, speaking and school subjects. Families searching for Grade 6 academic vocabulary, 6th grade Tier 2 vocabulary, high-frequency vocabulary words, academic words for sixth graders, advanced vocabulary for Grade 6 or which vocabulary words to teach need a selection system—not simply a longer list.

The most useful Grade 6 vocabulary words are not automatically the rarest or longest. Words such as analyse, evidence, relevant, infer, justify, consequence, evaluate, significant, interpret and contrast can travel across English, Mathematics, Science, projects, oral discussion and later secondary learning. This transferable language is often described as general academic or Tier 2 vocabulary, although tier boundaries are tools for teaching rather than universal laws.

This guide explains how to choose what Primary 6 students should learn first. It connects frequency, utility, curriculum reach, semantic richness, word families, collocations, expressive value, reading demands and learner need. It does not duplicate the Top 100 Primary 6 high-utility list. Instead, it explains the selection logic behind a high-value vocabulary curriculum and how to adapt that logic to an individual learner.

The 50-second router

Need a ready starting bank? Use the Top 100 Primary 6 high-utility list.
Need to choose from a school text? Prefer words with cross-text or cross-subject value.
Need “advanced vocabulary”? Choose precision and transfer before rarity.
Need subject terminology? Teach Tier 3 words inside the subject while preserving the general academic core.
Need the broader tier framework? Use Tier 1, Tier 2 and Tier 3 Words.

Utility is a return-on-learning decision

Teaching time is finite. A word deserves priority when it appears often enough, supports important ideas, travels across contexts, opens a useful word family or solves a recurring expressive problem. Utility is therefore contextual, not merely statistical.

The practical question is always: if this word receives ten minutes of scarce instructional attention, how many future reading, writing, speaking or subject-learning situations can reuse that investment? That question keeps the vocabulary curriculum useful rather than ornamental.

Tier 1, Tier 2 and Tier 3 are teaching lenses

Everyday words, general academic words and technical terms serve different roles. A learner needs all three. The tier model helps decide which words deserve explicit cross-curricular instruction and which belong mainly inside a specific domain.

Frequency matters, but frequency is not enough

Very common function words are essential but rarely the target of a Grade 6 vocabulary list. Some moderately frequent academic words carry enormous instructional value because they organise reasoning. Selection should combine frequency with usefulness.

Academic verbs are instructions for thinking

Words such as analyse, compare, justify, infer, evaluate, interpret and explain tell learners what cognitive operation a task expects. Misunderstanding the verb can cause a student to solve the wrong problem correctly.

Relationship words make reasoning visible

Cause, consequence, contrast, condition, evidence, factor, influence and significance help learners express how ideas connect. These words are powerful because they organise thought rather than decorate sentences.

Word families multiply value

A base that supports several common forms can generate broad returns: analyse, analysis, analytical; evaluate, evaluation; significant, significance. Teach the family while respecting grammatical differences.

Collocations determine usable value

A high-utility word should come with expected partners. Relevant evidence, significant factor and justify a decision are easier to retrieve and use than isolated entries.

Learner need can outrank global frequency

If a learner repeatedly needs a word in current reading or writing, that word may deserve immediate teaching even if it is not globally frequent. Personal utility is part of the selection equation.

Curriculum reach increases priority

Words that help in English, Mathematics, Science and oral discussion deserve special attention because each new context creates another retrieval opportunity.

Rarity can create false sophistication

A rare adjective may attract attention but produce little transfer. An apparently ordinary academic word can be far more consequential. Advanced learning should mean advanced control, not obscure diction.

Concrete examples anchor abstract academic language

Words such as criterion, relevant, valid or significant become learnable when attached to decisions and evidence the learner can inspect.

Selection should be revisited

A high-utility core is not permanent for every learner. As reading broadens, some words become secure and leave intensive teaching while new academic and domain language enters.

A ten-point word-priority score

1. appears across subjects

Score a candidate from 0 to 2 for this criterion: 0 if the value is weak, 1 if moderate, 2 if strong. The total is not a scientific norm; it is a decision aid. Use the score to compare candidates, then apply professional judgement and current learner needs.

2. supports reasoning

3. recurs in age-appropriate texts

4. has useful word-family forms

5. has important collocations

6. solves a recurring learner need

7. supports comprehension

8. supports expressive precision

9. can be taught through clear examples

10. prepares for Secondary 1

One hundred Primary 6 word-selection decisions

Selection 1: teach analyse now, later, or receptively?

Consider analyse for a learner who reads widely but writes repetitively and is currently working in English comprehension. Compare it with another candidate, deduce. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If analyse is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 2: teach anticipate now, later, or receptively?

Consider anticipate for a learner who guesses unknown words from one weak clue and is currently working in oral discussion. Compare it with another candidate, demonstrate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If anticipate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 3: teach appropriate now, later, or receptively?

Consider appropriate for a learner who scores well on multiple choice but freezes in free response and is currently working in Science explanation. Compare it with another candidate, derive. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If appropriate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 4: teach assess now, later, or receptively?

Consider assess for a learner who uses a thesaurus without checking context and is currently working in class discussion. Compare it with another candidate, determine. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If assess is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 5: teach assume now, later, or receptively?

Consider assume for a learner who understands everyday words but struggles with academic instructions and is currently working in digital literacy. Compare it with another candidate, differentiate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If assume is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 6: teach benefit now, later, or receptively?

Consider benefit for a learner who knows many subject terms but few cross-curricular academic words and is currently working in technology. Compare it with another candidate, elaborate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If benefit is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 7: teach clarify now, later, or receptively?

Consider clarify for a learner who writes confidently but misreads multiple-meaning words and is currently working in financial literacy. Compare it with another candidate, evidence. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If clarify is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 8: teach classify now, later, or receptively?

Consider classify for a learner who has strong ideas but vague vocabulary and is currently working in continuous writing. Compare it with another candidate, evaluate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If classify is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 9: teach compare now, later, or receptively?

Consider compare for a learner who learns new words slowly but remembers them well and is currently working in listening comprehension. Compare it with another candidate, factor. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If compare is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 10: teach conclude now, later, or receptively?

Consider conclude for a learner who uses the same word correctly in only one memorised sentence and is currently working in data interpretation. Compare it with another candidate, formulate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If conclude is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 11: teach consequence now, later, or receptively?

Consider consequence for a learner who depends heavily on word banks and is currently working in independent reading. Compare it with another candidate, generate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If consequence is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 12: teach construct now, later, or receptively?

Consider construct for a learner who memorises definitions quickly but forgets after a week and is currently working in environmental topics. Compare it with another candidate, illustrate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If construct is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 13: teach contrast now, later, or receptively?

Consider contrast for a learner who avoids unfamiliar texts and is currently working in health. Compare it with another candidate, infer. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If contrast is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 14: teach contribute now, later, or receptively?

Consider contribute for a learner who uses ambitious vocabulary with unstable collocations and is currently working in Secondary 1 transition. Compare it with another candidate, interpret. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If contribute is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 15: teach context now, later, or receptively?

Consider context for a learner who performs well untimed but retrieval collapses under pressure and is currently working in situational writing. Compare it with another candidate, justify. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If context is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 16: teach credible now, later, or receptively?

Consider credible for a learner who speaks fluently but writes cautiously and is currently working in Mathematics problem solving. Compare it with another candidate, modify. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If credible is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 17: teach criterion now, later, or receptively?

Consider criterion for a learner who reads accurately but comprehension drops in dense passages and is currently working in project work. Compare it with another candidate, observe. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If criterion is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 18: teach deduce now, later, or receptively?

Consider deduce for a learner who has strong spelling but shallow semantic knowledge and is currently working in news literacy. Compare it with another candidate, perspective. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If deduce is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 19: teach demonstrate now, later, or receptively?

Consider demonstrate for a learner who can explain words orally but cannot use them in writing and is currently working in history and heritage. Compare it with another candidate, precise. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If demonstrate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 20: teach derive now, later, or receptively?

Consider derive for a learner who has a large passive vocabulary and a small active vocabulary and is currently working in teamwork. Compare it with another candidate, priority. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If derive is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 21: teach determine now, later, or receptively?

Consider determine for a learner who reads widely but writes repetitively and is currently working in English comprehension. Compare it with another candidate, process. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If determine is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 22: teach differentiate now, later, or receptively?

Consider differentiate for a learner who guesses unknown words from one weak clue and is currently working in oral discussion. Compare it with another candidate, relevant. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If differentiate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 23: teach elaborate now, later, or receptively?

Consider elaborate for a learner who scores well on multiple choice but freezes in free response and is currently working in Science explanation. Compare it with another candidate, resolve. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If elaborate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 24: teach evidence now, later, or receptively?

Consider evidence for a learner who uses a thesaurus without checking context and is currently working in class discussion. Compare it with another candidate, retain. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If evidence is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 25: teach evaluate now, later, or receptively?

Consider evaluate for a learner who understands everyday words but struggles with academic instructions and is currently working in digital literacy. Compare it with another candidate, retrieve. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If evaluate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 26: teach factor now, later, or receptively?

Consider factor for a learner who knows many subject terms but few cross-curricular academic words and is currently working in technology. Compare it with another candidate, significant. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If factor is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 27: teach formulate now, later, or receptively?

Consider formulate for a learner who writes confidently but misreads multiple-meaning words and is currently working in financial literacy. Compare it with another candidate, synthesise. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If formulate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 28: teach generate now, later, or receptively?

Consider generate for a learner who has strong ideas but vague vocabulary and is currently working in continuous writing. Compare it with another candidate, transfer. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If generate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 29: teach illustrate now, later, or receptively?

Consider illustrate for a learner who learns new words slowly but remembers them well and is currently working in listening comprehension. Compare it with another candidate, valid. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If illustrate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 30: teach infer now, later, or receptively?

Consider infer for a learner who uses the same word correctly in only one memorised sentence and is currently working in data interpretation. Compare it with another candidate, verify. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If infer is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 31: teach interpret now, later, or receptively?

Consider interpret for a learner who depends heavily on word banks and is currently working in independent reading. Compare it with another candidate, adapt. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If interpret is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 32: teach justify now, later, or receptively?

Consider justify for a learner who memorises definitions quickly but forgets after a week and is currently working in environmental topics. Compare it with another candidate, capacity. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If justify is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 33: teach modify now, later, or receptively?

Consider modify for a learner who avoids unfamiliar texts and is currently working in health. Compare it with another candidate, coherent. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If modify is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 34: teach observe now, later, or receptively?

Consider observe for a learner who uses ambitious vocabulary with unstable collocations and is currently working in Secondary 1 transition. Compare it with another candidate, consistent. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If observe is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 35: teach perspective now, later, or receptively?

Consider perspective for a learner who performs well untimed but retrieval collapses under pressure and is currently working in situational writing. Compare it with another candidate, cumulative. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If perspective is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 36: teach precise now, later, or receptively?

Consider precise for a learner who speaks fluently but writes cautiously and is currently working in Mathematics problem solving. Compare it with another candidate, distinguish. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If precise is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 37: teach priority now, later, or receptively?

Consider priority for a learner who reads accurately but comprehension drops in dense passages and is currently working in project work. Compare it with another candidate, equivalent. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If priority is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 38: teach process now, later, or receptively?

Consider process for a learner who has strong spelling but shallow semantic knowledge and is currently working in news literacy. Compare it with another candidate, estimate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If process is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 39: teach relevant now, later, or receptively?

Consider relevant for a learner who can explain words orally but cannot use them in writing and is currently working in history and heritage. Compare it with another candidate, explain. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If relevant is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 40: teach resolve now, later, or receptively?

Consider resolve for a learner who has a large passive vocabulary and a small active vocabulary and is currently working in teamwork. Compare it with another candidate, explicit. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If resolve is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 41: teach retain now, later, or receptively?

Consider retain for a learner who reads widely but writes repetitively and is currently working in English comprehension. Compare it with another candidate, implicit. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If retain is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 42: teach retrieve now, later, or receptively?

Consider retrieve for a learner who guesses unknown words from one weak clue and is currently working in oral discussion. Compare it with another candidate, logical. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If retrieve is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 43: teach significant now, later, or receptively?

Consider significant for a learner who scores well on multiple choice but freezes in free response and is currently working in Science explanation. Compare it with another candidate, method. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If significant is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 44: teach synthesise now, later, or receptively?

Consider synthesise for a learner who uses a thesaurus without checking context and is currently working in class discussion. Compare it with another candidate, outcome. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If synthesise is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 45: teach transfer now, later, or receptively?

Consider transfer for a learner who understands everyday words but struggles with academic instructions and is currently working in digital literacy. Compare it with another candidate, predict. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If transfer is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 46: teach valid now, later, or receptively?

Consider valid for a learner who knows many subject terms but few cross-curricular academic words and is currently working in technology. Compare it with another candidate, procedure. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If valid is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 47: teach verify now, later, or receptively?

Consider verify for a learner who writes confidently but misreads multiple-meaning words and is currently working in financial literacy. Compare it with another candidate, proportion. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If verify is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 48: teach adapt now, later, or receptively?

Consider adapt for a learner who has strong ideas but vague vocabulary and is currently working in continuous writing. Compare it with another candidate, reason. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If adapt is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 49: teach capacity now, later, or receptively?

Consider capacity for a learner who learns new words slowly but remembers them well and is currently working in listening comprehension. Compare it with another candidate, respond. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If capacity is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 50: teach coherent now, later, or receptively?

Consider coherent for a learner who uses the same word correctly in only one memorised sentence and is currently working in data interpretation. Compare it with another candidate, specific. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If coherent is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 51: teach consistent now, later, or receptively?

Consider consistent for a learner who depends heavily on word banks and is currently working in independent reading. Compare it with another candidate, strategy. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If consistent is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 52: teach cumulative now, later, or receptively?

Consider cumulative for a learner who memorises definitions quickly but forgets after a week and is currently working in environmental topics. Compare it with another candidate, structure. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If cumulative is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 53: teach distinguish now, later, or receptively?

Consider distinguish for a learner who avoids unfamiliar texts and is currently working in health. Compare it with another candidate, support. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If distinguish is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 54: teach equivalent now, later, or receptively?

Consider equivalent for a learner who uses ambitious vocabulary with unstable collocations and is currently working in Secondary 1 transition. Compare it with another candidate, variable. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If equivalent is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 55: teach estimate now, later, or receptively?

Consider estimate for a learner who performs well untimed but retrieval collapses under pressure and is currently working in situational writing. Compare it with another candidate, accurate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If estimate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 56: teach explain now, later, or receptively?

Consider explain for a learner who speaks fluently but writes cautiously and is currently working in Mathematics problem solving. Compare it with another candidate, alternative. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If explain is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 57: teach explicit now, later, or receptively?

Consider explicit for a learner who reads accurately but comprehension drops in dense passages and is currently working in project work. Compare it with another candidate, approach. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If explicit is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 58: teach implicit now, later, or receptively?

Consider implicit for a learner who has strong spelling but shallow semantic knowledge and is currently working in news literacy. Compare it with another candidate, category. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If implicit is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 59: teach logical now, later, or receptively?

Consider logical for a learner who can explain words orally but cannot use them in writing and is currently working in history and heritage. Compare it with another candidate, cause. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If logical is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 60: teach method now, later, or receptively?

Consider method for a learner who has a large passive vocabulary and a small active vocabulary and is currently working in teamwork. Compare it with another candidate, condition. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If method is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 61: teach outcome now, later, or receptively?

Consider outcome for a learner who reads widely but writes repetitively and is currently working in English comprehension. Compare it with another candidate, connection. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If outcome is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 62: teach predict now, later, or receptively?

Consider predict for a learner who guesses unknown words from one weak clue and is currently working in oral discussion. Compare it with another candidate, effect. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If predict is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 63: teach procedure now, later, or receptively?

Consider procedure for a learner who scores well on multiple choice but freezes in free response and is currently working in Science explanation. Compare it with another candidate, function. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If procedure is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 64: teach proportion now, later, or receptively?

Consider proportion for a learner who uses a thesaurus without checking context and is currently working in class discussion. Compare it with another candidate, identify. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If proportion is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 65: teach reason now, later, or receptively?

Consider reason for a learner who understands everyday words but struggles with academic instructions and is currently working in digital literacy. Compare it with another candidate, indicate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If reason is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 66: teach respond now, later, or receptively?

Consider respond for a learner who knows many subject terms but few cross-curricular academic words and is currently working in technology. Compare it with another candidate, influence. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If respond is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 67: teach specific now, later, or receptively?

Consider specific for a learner who writes confidently but misreads multiple-meaning words and is currently working in financial literacy. Compare it with another candidate, maintain. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If specific is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 68: teach strategy now, later, or receptively?

Consider strategy for a learner who has strong ideas but vague vocabulary and is currently working in continuous writing. Compare it with another candidate, pattern. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If strategy is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 69: teach structure now, later, or receptively?

Consider structure for a learner who learns new words slowly but remembers them well and is currently working in listening comprehension. Compare it with another candidate, principle. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If structure is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 70: teach support now, later, or receptively?

Consider support for a learner who uses the same word correctly in only one memorised sentence and is currently working in data interpretation. Compare it with another candidate, relationship. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If support is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 71: teach variable now, later, or receptively?

Consider variable for a learner who depends heavily on word banks and is currently working in independent reading. Compare it with another candidate, require. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If variable is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 72: teach accurate now, later, or receptively?

Consider accurate for a learner who memorises definitions quickly but forgets after a week and is currently working in environmental topics. Compare it with another candidate, resource. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If accurate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 73: teach alternative now, later, or receptively?

Consider alternative for a learner who avoids unfamiliar texts and is currently working in health. Compare it with another candidate, sequence. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If alternative is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 74: teach approach now, later, or receptively?

Consider approach for a learner who uses ambitious vocabulary with unstable collocations and is currently working in Secondary 1 transition. Compare it with another candidate, similar. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If approach is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 75: teach category now, later, or receptively?

Consider category for a learner who performs well untimed but retrieval collapses under pressure and is currently working in situational writing. Compare it with another candidate, source. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If category is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 76: teach cause now, later, or receptively?

Consider cause for a learner who speaks fluently but writes cautiously and is currently working in Mathematics problem solving. Compare it with another candidate, sufficient. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If cause is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 77: teach condition now, later, or receptively?

Consider condition for a learner who reads accurately but comprehension drops in dense passages and is currently working in project work. Compare it with another candidate, theory. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If condition is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 78: teach connection now, later, or receptively?

Consider connection for a learner who has strong spelling but shallow semantic knowledge and is currently working in news literacy. Compare it with another candidate, topic. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If connection is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 79: teach effect now, later, or receptively?

Consider effect for a learner who can explain words orally but cannot use them in writing and is currently working in history and heritage. Compare it with another candidate, trend. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If effect is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 80: teach function now, later, or receptively?

Consider function for a learner who has a large passive vocabulary and a small active vocabulary and is currently working in teamwork. Compare it with another candidate, purpose. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If function is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 81: teach identify now, later, or receptively?

Consider identify for a learner who reads widely but writes repetitively and is currently working in English comprehension. Compare it with another candidate, audience. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If identify is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 82: teach indicate now, later, or receptively?

Consider indicate for a learner who guesses unknown words from one weak clue and is currently working in oral discussion. Compare it with another candidate, register. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If indicate is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 83: teach influence now, later, or receptively?

Consider influence for a learner who scores well on multiple choice but freezes in free response and is currently working in Science explanation. Compare it with another candidate, nuance. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If influence is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 84: teach maintain now, later, or receptively?

Consider maintain for a learner who uses a thesaurus without checking context and is currently working in class discussion. Compare it with another candidate, analyse. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If maintain is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 85: teach pattern now, later, or receptively?

Consider pattern for a learner who understands everyday words but struggles with academic instructions and is currently working in digital literacy. Compare it with another candidate, anticipate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If pattern is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 86: teach principle now, later, or receptively?

Consider principle for a learner who knows many subject terms but few cross-curricular academic words and is currently working in technology. Compare it with another candidate, appropriate. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If principle is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 87: teach relationship now, later, or receptively?

Consider relationship for a learner who writes confidently but misreads multiple-meaning words and is currently working in financial literacy. Compare it with another candidate, assess. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If relationship is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 88: teach require now, later, or receptively?

Consider require for a learner who has strong ideas but vague vocabulary and is currently working in continuous writing. Compare it with another candidate, assume. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If require is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 89: teach resource now, later, or receptively?

Consider resource for a learner who learns new words slowly but remembers them well and is currently working in listening comprehension. Compare it with another candidate, benefit. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If resource is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 90: teach sequence now, later, or receptively?

Consider sequence for a learner who uses the same word correctly in only one memorised sentence and is currently working in data interpretation. Compare it with another candidate, clarify. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If sequence is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 91: teach similar now, later, or receptively?

Consider similar for a learner who depends heavily on word banks and is currently working in independent reading. Compare it with another candidate, classify. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If similar is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 92: teach source now, later, or receptively?

Consider source for a learner who memorises definitions quickly but forgets after a week and is currently working in environmental topics. Compare it with another candidate, compare. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If source is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 93: teach sufficient now, later, or receptively?

Consider sufficient for a learner who avoids unfamiliar texts and is currently working in health. Compare it with another candidate, conclude. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If sufficient is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 94: teach theory now, later, or receptively?

Consider theory for a learner who uses ambitious vocabulary with unstable collocations and is currently working in Secondary 1 transition. Compare it with another candidate, consequence. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If theory is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 95: teach topic now, later, or receptively?

Consider topic for a learner who performs well untimed but retrieval collapses under pressure and is currently working in situational writing. Compare it with another candidate, construct. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If topic is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 96: teach trend now, later, or receptively?

Consider trend for a learner who speaks fluently but writes cautiously and is currently working in Mathematics problem solving. Compare it with another candidate, contrast. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If trend is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 97: teach purpose now, later, or receptively?

Consider purpose for a learner who reads accurately but comprehension drops in dense passages and is currently working in project work. Compare it with another candidate, contribute. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If purpose is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 98: teach audience now, later, or receptively?

Consider audience for a learner who has strong spelling but shallow semantic knowledge and is currently working in news literacy. Compare it with another candidate, context. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If audience is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 99: teach register now, later, or receptively?

Consider register for a learner who can explain words orally but cannot use them in writing and is currently working in history and heritage. Compare it with another candidate, credible. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If register is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

Selection 100: teach nuance now, later, or receptively?

Consider nuance for a learner who has a large passive vocabulary and a small active vocabulary and is currently working in teamwork. Compare it with another candidate, criterion. Ask which word has broader curriculum reach, clearer immediate need, more reusable collocations, more useful family members and stronger transfer potential. If nuance is already understood receptively but absent from expression, allocate time to retrieval rather than reteaching the definition. If it is rare in the learner’s current reading and has little expressive need, keep it receptive and prioritise the stronger candidate. If it unlocks instructions or reasoning across subjects, teach it explicitly and revisit it in several contexts. The decision should be recorded with a reason so the word list remains a curriculum, not a collection accumulated by habit.

How to build a balanced Primary 6 high-utility set

A balanced set can include academic verbs, relationship words, evidence and evaluation language, words for comparison and degree, useful multiple-meaning words, precise everyday verbs and adjectives, and selected subject-crossing terms. Keep the set small enough for depth, then let authentic reading continuously feed new candidates.

The word bank should change as the learner changes. Secure words move to cumulative review; weak but valuable words stay in active circulation; low-value words can be dropped without guilt. Selection is successful when the learner’s language becomes more capable, not when every candidate survives.

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

Extended fieldbook: eighty additional Primary 6 applications

Fieldbook 1: analyse in English comprehension

Evaluate whether analyse deserves explicit Primary 6 teaching for a learner who reads widely but writes repetitively. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 2: construct in Mathematics problem solving

Evaluate whether construct deserves explicit Primary 6 teaching for a learner who has strong spelling but shallow semantic knowledge. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 3: elaborate in independent reading

Evaluate whether elaborate deserves explicit Primary 6 teaching for a learner who performs well untimed but retrieval collapses under pressure. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 4: observe in technology

Evaluate whether observe deserves explicit Primary 6 teaching for a learner who memorises definitions quickly but forgets after a week. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 5: transfer in English comprehension

Evaluate whether transfer deserves explicit Primary 6 teaching for a learner who learns new words slowly but remembers them well. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 6: explain in Mathematics problem solving

Evaluate whether explain deserves explicit Primary 6 teaching for a learner who knows many subject terms but few cross-curricular academic words. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 7: specific in independent reading

Evaluate whether specific deserves explicit Primary 6 teaching for a learner who scores well on multiple choice but freezes in free response. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 8: connection in technology

Evaluate whether connection deserves explicit Primary 6 teaching for a learner who has a large passive vocabulary and a small active vocabulary. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 9: resource in English comprehension

Evaluate whether resource deserves explicit Primary 6 teaching for a learner who reads accurately but comprehension drops in dense passages. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 10: nuance in Mathematics problem solving

Evaluate whether nuance deserves explicit Primary 6 teaching for a learner who uses ambitious vocabulary with unstable collocations. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 11: consequence in independent reading

Evaluate whether consequence deserves explicit Primary 6 teaching for a learner who depends heavily on word banks. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 12: differentiate in technology

Evaluate whether differentiate deserves explicit Primary 6 teaching for a learner who has strong ideas but vague vocabulary. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 13: modify in English comprehension

Evaluate whether modify deserves explicit Primary 6 teaching for a learner who understands everyday words but struggles with academic instructions. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 14: synthesise in Mathematics problem solving

Evaluate whether synthesise deserves explicit Primary 6 teaching for a learner who guesses unknown words from one weak clue. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 15: estimate in independent reading

Evaluate whether estimate deserves explicit Primary 6 teaching for a learner who can explain words orally but cannot use them in writing. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 16: respond in technology

Evaluate whether respond deserves explicit Primary 6 teaching for a learner who speaks fluently but writes cautiously. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 17: condition in English comprehension

Evaluate whether condition deserves explicit Primary 6 teaching for a learner who avoids unfamiliar texts. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 18: require in Mathematics problem solving

Evaluate whether require deserves explicit Primary 6 teaching for a learner who uses the same word correctly in only one memorised sentence. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 19: register in independent reading

Evaluate whether register deserves explicit Primary 6 teaching for a learner who writes confidently but misreads multiple-meaning words. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 20: conclude in technology

Evaluate whether conclude deserves explicit Primary 6 teaching for a learner who uses a thesaurus without checking context. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 21: determine in English comprehension

Evaluate whether determine deserves explicit Primary 6 teaching for a learner who reads widely but writes repetitively. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 22: justify in Mathematics problem solving

Evaluate whether justify deserves explicit Primary 6 teaching for a learner who has strong spelling but shallow semantic knowledge. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 23: significant in independent reading

Evaluate whether significant deserves explicit Primary 6 teaching for a learner who performs well untimed but retrieval collapses under pressure. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 24: equivalent in technology

Evaluate whether equivalent deserves explicit Primary 6 teaching for a learner who memorises definitions quickly but forgets after a week. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 25: reason in English comprehension

Evaluate whether reason deserves explicit Primary 6 teaching for a learner who learns new words slowly but remembers them well. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 26: cause in Mathematics problem solving

Evaluate whether cause deserves explicit Primary 6 teaching for a learner who knows many subject terms but few cross-curricular academic words. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 27: relationship in independent reading

Evaluate whether relationship deserves explicit Primary 6 teaching for a learner who scores well on multiple choice but freezes in free response. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 28: audience in technology

Evaluate whether audience deserves explicit Primary 6 teaching for a learner who has a large passive vocabulary and a small active vocabulary. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 29: compare in English comprehension

Evaluate whether compare deserves explicit Primary 6 teaching for a learner who reads accurately but comprehension drops in dense passages. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 30: derive in Mathematics problem solving

Evaluate whether derive deserves explicit Primary 6 teaching for a learner who uses ambitious vocabulary with unstable collocations. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 31: interpret in independent reading

Evaluate whether interpret deserves explicit Primary 6 teaching for a learner who depends heavily on word banks. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 32: retrieve in technology

Evaluate whether retrieve deserves explicit Primary 6 teaching for a learner who has strong ideas but vague vocabulary. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 33: distinguish in English comprehension

Evaluate whether distinguish deserves explicit Primary 6 teaching for a learner who understands everyday words but struggles with academic instructions. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 34: proportion in Mathematics problem solving

Evaluate whether proportion deserves explicit Primary 6 teaching for a learner who guesses unknown words from one weak clue. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 35: category in independent reading

Evaluate whether category deserves explicit Primary 6 teaching for a learner who can explain words orally but cannot use them in writing. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 36: principle in technology

Evaluate whether principle deserves explicit Primary 6 teaching for a learner who speaks fluently but writes cautiously. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 37: purpose in English comprehension

Evaluate whether purpose deserves explicit Primary 6 teaching for a learner who avoids unfamiliar texts. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 38: classify in Mathematics problem solving

Evaluate whether classify deserves explicit Primary 6 teaching for a learner who uses the same word correctly in only one memorised sentence. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 39: demonstrate in independent reading

Evaluate whether demonstrate deserves explicit Primary 6 teaching for a learner who writes confidently but misreads multiple-meaning words. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 40: infer in technology

Evaluate whether infer deserves explicit Primary 6 teaching for a learner who uses a thesaurus without checking context. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 41: retain in English comprehension

Evaluate whether retain deserves explicit Primary 6 teaching for a learner who reads widely but writes repetitively. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 42: cumulative in Mathematics problem solving

Evaluate whether cumulative deserves explicit Primary 6 teaching for a learner who has strong spelling but shallow semantic knowledge. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 43: procedure in independent reading

Evaluate whether procedure deserves explicit Primary 6 teaching for a learner who performs well untimed but retrieval collapses under pressure. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 44: approach in technology

Evaluate whether approach deserves explicit Primary 6 teaching for a learner who memorises definitions quickly but forgets after a week. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 45: pattern in English comprehension

Evaluate whether pattern deserves explicit Primary 6 teaching for a learner who learns new words slowly but remembers them well. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 46: trend in Mathematics problem solving

Evaluate whether trend deserves explicit Primary 6 teaching for a learner who knows many subject terms but few cross-curricular academic words. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 47: clarify in independent reading

Evaluate whether clarify deserves explicit Primary 6 teaching for a learner who scores well on multiple choice but freezes in free response. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 48: deduce in technology

Evaluate whether deduce deserves explicit Primary 6 teaching for a learner who has a large passive vocabulary and a small active vocabulary. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 49: illustrate in English comprehension

Evaluate whether illustrate deserves explicit Primary 6 teaching for a learner who reads accurately but comprehension drops in dense passages. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 50: resolve in Mathematics problem solving

Evaluate whether resolve deserves explicit Primary 6 teaching for a learner who uses ambitious vocabulary with unstable collocations. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 51: consistent in independent reading

Evaluate whether consistent deserves explicit Primary 6 teaching for a learner who depends heavily on word banks. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 52: predict in technology

Evaluate whether predict deserves explicit Primary 6 teaching for a learner who has strong ideas but vague vocabulary. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 53: alternative in English comprehension

Evaluate whether alternative deserves explicit Primary 6 teaching for a learner who understands everyday words but struggles with academic instructions. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 54: maintain in Mathematics problem solving

Evaluate whether maintain deserves explicit Primary 6 teaching for a learner who guesses unknown words from one weak clue. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 55: topic in independent reading

Evaluate whether topic deserves explicit Primary 6 teaching for a learner who can explain words orally but cannot use them in writing. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 56: benefit in technology

Evaluate whether benefit deserves explicit Primary 6 teaching for a learner who speaks fluently but writes cautiously. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 57: criterion in English comprehension

Evaluate whether criterion deserves explicit Primary 6 teaching for a learner who avoids unfamiliar texts. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 58: generate in Mathematics problem solving

Evaluate whether generate deserves explicit Primary 6 teaching for a learner who uses the same word correctly in only one memorised sentence. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 59: relevant in independent reading

Evaluate whether relevant deserves explicit Primary 6 teaching for a learner who writes confidently but misreads multiple-meaning words. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 60: coherent in technology

Evaluate whether coherent deserves explicit Primary 6 teaching for a learner who uses a thesaurus without checking context. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 61: outcome in English comprehension

Evaluate whether outcome deserves explicit Primary 6 teaching for a learner who reads widely but writes repetitively. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 62: accurate in Mathematics problem solving

Evaluate whether accurate deserves explicit Primary 6 teaching for a learner who has strong spelling but shallow semantic knowledge. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 63: influence in independent reading

Evaluate whether influence deserves explicit Primary 6 teaching for a learner who performs well untimed but retrieval collapses under pressure. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 64: theory in technology

Evaluate whether theory deserves explicit Primary 6 teaching for a learner who memorises definitions quickly but forgets after a week. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 65: assume in English comprehension

Evaluate whether assume deserves explicit Primary 6 teaching for a learner who learns new words slowly but remembers them well. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 66: credible in Mathematics problem solving

Evaluate whether credible deserves explicit Primary 6 teaching for a learner who knows many subject terms but few cross-curricular academic words. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 67: formulate in independent reading

Evaluate whether formulate deserves explicit Primary 6 teaching for a learner who scores well on multiple choice but freezes in free response. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 68: process in technology

Evaluate whether process deserves explicit Primary 6 teaching for a learner who has a large passive vocabulary and a small active vocabulary. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 69: capacity in English comprehension

Evaluate whether capacity deserves explicit Primary 6 teaching for a learner who reads accurately but comprehension drops in dense passages. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 70: method in Mathematics problem solving

Evaluate whether method deserves explicit Primary 6 teaching for a learner who uses ambitious vocabulary with unstable collocations. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 71: variable in independent reading

Evaluate whether variable deserves explicit Primary 6 teaching for a learner who depends heavily on word banks. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 72: indicate in technology

Evaluate whether indicate deserves explicit Primary 6 teaching for a learner who has strong ideas but vague vocabulary. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 73: sufficient in English comprehension

Evaluate whether sufficient deserves explicit Primary 6 teaching for a learner who understands everyday words but struggles with academic instructions. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 74: assess in Mathematics problem solving

Evaluate whether assess deserves explicit Primary 6 teaching for a learner who guesses unknown words from one weak clue. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 75: context in independent reading

Evaluate whether context deserves explicit Primary 6 teaching for a learner who can explain words orally but cannot use them in writing. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 76: factor in technology

Evaluate whether factor deserves explicit Primary 6 teaching for a learner who speaks fluently but writes cautiously. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 77: priority in English comprehension

Evaluate whether priority deserves explicit Primary 6 teaching for a learner who avoids unfamiliar texts. Consider its usefulness in English comprehension, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 78: adapt in Mathematics problem solving

Evaluate whether adapt deserves explicit Primary 6 teaching for a learner who uses the same word correctly in only one memorised sentence. Consider its usefulness in Mathematics problem solving, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 79: logical in independent reading

Evaluate whether logical deserves explicit Primary 6 teaching for a learner who writes confidently but misreads multiple-meaning words. Consider its usefulness in independent reading, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

Fieldbook 80: support in technology

Evaluate whether support deserves explicit Primary 6 teaching for a learner who uses a thesaurus without checking context. Consider its usefulness in technology, its cross-curricular reach, word-family value, common collocations, conceptual importance and current learner need. Compare it with another candidate from the week. If the word solves several future problems, teach it deeply; if it is useful mainly for recognition in one text, teach enough for comprehension and move on. A selection system protects limited teaching time from being consumed by words that look impressive but offer little transfer.

What is Primary 6 Vocabulary | High-Utility Academic Words, Tier 2 Vocabulary and What Grade 6 Students Should Learn First