How Many Words Should a Grade 6 Student Know?

How many Primary 6 vocabulary words should a student know? Families searching for Primary 6 vocabulary size, Grade 6 vocabulary words, 6th grade vocabulary, how many words should a sixth grader know, Year 6 vocabulary targets or a Grade 6 word list are usually asking for a number. The useful answer is more careful: there is no single universal vocabulary count that defines a successful Primary 6 or Grade 6 learner, because curricula, reading exposure, languages, counting methods and receptive-versus-expressive knowledge differ.

A realistic Grade 6 vocabulary target should therefore combine vocabulary breadth with vocabulary depth, reading coverage, academic word knowledge, retrieval and transfer. A learner can recognise thousands of words yet still struggle to explain relevant, infer, evidence, significant, consequence or justify in a school task. Another learner may know fewer words overall but control a high-value academic core extremely well. The educational question is not only “How many words?” but “Which words are available, how deeply are they known, and can the learner use them when the task changes?”

This guide turns the word-count question into a Primary 6 planning system. It explains vocabulary size, word families and counting, receptive and expressive vocabulary, high-frequency and high-utility words, text coverage, realistic weekly targets, reading volume, cumulative review and Secondary 1 readiness. It also shows why a Primary 6 vocabulary list is most useful as a sampling and teaching tool rather than as a complete inventory of the words a child should know.

The 50-second router

Need a number? Use a range and a profile, not one pass/fail total.
Need words to teach? Start with the high-utility Primary 6 list and school texts.
Need to know whether the learner really knows them? Measure recognition, explanation, retrieval and transfer separately.
Need to raise vocabulary size? Combine explicit teaching with wide reading and cumulative retrieval.
Need Secondary 1 readiness? Prioritise academic and cross-curricular language, not decorative rarity.

Why there is no single correct Primary 6 vocabulary number

Vocabulary size research depends on what counts as a word. One study may count individual word forms, another lemmas, another word families. A learner who knows analyse, analysis, analytical may be counted as knowing one lexical family or several forms depending on the method. Proper nouns, transparent compounds, inflections and derived forms may also be treated differently. A precise-looking total can therefore hide a measurement decision.

Age and grade labels also differ internationally. Primary 6 in Singapore is not identical to sixth grade in every other system, and Year 6 can refer to a different age band. A world-facing article should not pretend that one national list is a universal standard. The stable educational question is whether the learner has enough lexical coverage to understand increasingly demanding texts and enough depth to use important words accurately.

For that reason, eduKate uses size as one dashboard indicator rather than the dashboard itself. The general conceptual owner on this topic is Vocabulary Size — How Many Words Do You Need to Know?. This Primary 6 child translates the idea into a grade-level planning problem.

Vocabulary size is not the same as vocabulary quality

Breadth tells us how many words are known to some degree; depth tells us how well those words are known. At Primary 6, depth becomes increasingly important because school tasks require distinctions, inference, collocation, register and cross-subject use. A learner who “knows” evidence only as a memorised definition may still fail to identify weak evidence, provide evidence, evaluate evidence or distinguish evidence from example.

For planning, convert this idea into observable evidence. Ask what the learner can do today without a visible word bank, what still depends on prompts, and what survives after a delay. Vocabulary size becomes useful when it changes a teaching decision.

Receptive size and expressive size are different

Learners normally understand more words than they can produce. Reading and listening can provide the word as a cue; writing and speaking require retrieval. A vocabulary-size profile should therefore record passive recognition separately from active availability. An apparent deficit in writing may be an access problem rather than a complete absence of word knowledge.

Word families change the counting problem

The forms analyse, analysis, analytical, analytically share meaning but occupy different grammatical roles. Counting each as wholly independent exaggerates lexical variety; collapsing everything into one family can hide whether the learner controls the forms. For teaching, record the family but test the form the sentence requires.

Coverage matters more than an isolated total

Readers need enough known language in a text to keep the main message active while solving occasional unfamiliar items. Coverage changes with topic, genre and subject. A learner may be comfortable in narrative but overloaded by Science or formal informational text. The practical response is not a universal number but broader exposure plus explicit teaching of high-utility language.

High-utility words deserve disproportionate attention

Words that recur across subjects and thinking tasks give more educational return than rare ornamental choices. Current sixth-grade resources repeatedly emphasise high-frequency and high-utility vocabulary across the curriculum. This does not make rare words worthless; it sets a sensible order of operations.

Reading volume grows breadth

Wide reading supplies repeated encounters with words in changing contexts. Those encounters can expand receptive vocabulary and strengthen contextual knowledge. Reading alone is not equally effective for every word or learner, so explicit teaching should support words that are central, abstract, easily confused or important across the curriculum.

Explicit teaching deepens the core

Teach a manageable set deeply: meaning, boundary, example, non-example, morphology, collocation and retrieval. The learner should know why the word fits and why a tempting neighbour fails. This is where a small high-utility core can have an effect larger than its numerical size.

Weekly targets should be capacity-sensitive

A target of five well-learned words can outperform twenty words that vanish after Friday. Rate depends on prior knowledge, reading level, language background, time and the depth expected. Teachers should increase or reduce the new-word load in response to delayed retrieval and transfer, not pride.

Cumulative review protects the investment

If last month’s vocabulary disappears when a new unit begins, the programme measures exposure rather than learning. Keep a rolling pool of secure, developing and fragile words. Review fragile items more often, but continue occasional retrieval of secure words so access remains fast.

Secondary 1 readiness is a capability profile

The strongest sign of readiness is not that a learner has finished a giant list. It is that the learner can meet an unfamiliar word, use context and morphology, consult a reference, learn the relevant sense, retrieve it later and transfer it into another task. See the Primary 6 to Secondary 1 vocabulary bridge.

A twelve-week vocabulary-size planning cycle

Week 1: baseline breadth

Select a modest new-word set while keeping older words in circulation. In week 1, the dominant lens is baseline breadth. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 2: academic core

Select a modest new-word set while keeping older words in circulation. In week 2, the dominant lens is academic core. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 3: reading coverage

Select a modest new-word set while keeping older words in circulation. In week 3, the dominant lens is reading coverage. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 4: word families

Select a modest new-word set while keeping older words in circulation. In week 4, the dominant lens is word families. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 5: context solving

Select a modest new-word set while keeping older words in circulation. In week 5, the dominant lens is context solving. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 6: collocations

Select a modest new-word set while keeping older words in circulation. In week 6, the dominant lens is collocations. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 7: expressive retrieval

Select a modest new-word set while keeping older words in circulation. In week 7, the dominant lens is expressive retrieval. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 8: cross-subject reuse

Select a modest new-word set while keeping older words in circulation. In week 8, the dominant lens is cross-subject reuse. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 9: writing precision

Select a modest new-word set while keeping older words in circulation. In week 9, the dominant lens is writing precision. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 10: oral access

Select a modest new-word set while keeping older words in circulation. In week 10, the dominant lens is oral access. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 11: mixed timed review

Select a modest new-word set while keeping older words in circulation. In week 11, the dominant lens is mixed timed review. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

Week 12: Secondary 1 transfer

Select a modest new-word set while keeping older words in circulation. In week 12, the dominant lens is Secondary 1 transfer. Record how many items are recognised, explained accurately, retrieved without cues and transferred into a new context. Do not raise the new-word quota merely because recognition is high; raise it only when delayed retrieval remains stable. If expressive use lags, hold the list size steady and invest in production.

One hundred Primary 6 target-calibration cases

Calibration 1: analyse for a learner who reads widely but writes repetitively

Suppose the target word is analyse and the learner reads widely but writes repetitively. The planning question is not whether the student can add one more item to a list. First test recognition in English comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 2: anticipate for a learner who memorises definitions quickly but forgets after a week

Suppose the target word is anticipate and the learner memorises definitions quickly but forgets after a week. The planning question is not whether the student can add one more item to a list. First test recognition in continuous writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 3: appropriate for a learner who scores well on multiple choice but freezes in free response

Suppose the target word is appropriate and the learner scores well on multiple choice but freezes in free response. The planning question is not whether the student can add one more item to a list. First test recognition in situational writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 4: assess for a learner who uses ambitious vocabulary with unstable collocations

Suppose the target word is assess and the learner uses ambitious vocabulary with unstable collocations. The planning question is not whether the student can add one more item to a list. First test recognition in oral discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 5: assume for a learner who understands everyday words but struggles with academic instructions

Suppose the target word is assume and the learner understands everyday words but struggles with academic instructions. The planning question is not whether the student can add one more item to a list. First test recognition in listening comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 6: benefit for a learner who speaks fluently but writes cautiously

Suppose the target word is benefit and the learner speaks fluently but writes cautiously. The planning question is not whether the student can add one more item to a list. First test recognition in Mathematics problem solving; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 7: clarify for a learner who writes confidently but misreads multiple-meaning words

Suppose the target word is clarify and the learner writes confidently but misreads multiple-meaning words. The planning question is not whether the student can add one more item to a list. First test recognition in Science explanation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 8: classify for a learner who has strong spelling but shallow semantic knowledge

Suppose the target word is classify and the learner has strong spelling but shallow semantic knowledge. The planning question is not whether the student can add one more item to a list. First test recognition in data interpretation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 9: compare for a learner who learns new words slowly but remembers them well

Suppose the target word is compare and the learner learns new words slowly but remembers them well. The planning question is not whether the student can add one more item to a list. First test recognition in project work; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 10: conclude for a learner who has a large passive vocabulary and a small active vocabulary

Suppose the target word is conclude and the learner has a large passive vocabulary and a small active vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in class discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 11: consequence for a learner who depends heavily on word banks

Suppose the target word is consequence and the learner depends heavily on word banks. The planning question is not whether the student can add one more item to a list. First test recognition in independent reading; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 12: construct for a learner who guesses unknown words from one weak clue

Suppose the target word is construct and the learner guesses unknown words from one weak clue. The planning question is not whether the student can add one more item to a list. First test recognition in news literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 13: contrast for a learner who avoids unfamiliar texts

Suppose the target word is contrast and the learner avoids unfamiliar texts. The planning question is not whether the student can add one more item to a list. First test recognition in digital literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 14: contribute for a learner who uses a thesaurus without checking context

Suppose the target word is contribute and the learner uses a thesaurus without checking context. The planning question is not whether the student can add one more item to a list. First test recognition in environmental topics; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 15: context for a learner who performs well untimed but retrieval collapses under pressure

Suppose the target word is context and the learner performs well untimed but retrieval collapses under pressure. The planning question is not whether the student can add one more item to a list. First test recognition in history and heritage; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 16: credible for a learner who knows many subject terms but few cross-curricular academic words

Suppose the target word is credible and the learner knows many subject terms but few cross-curricular academic words. The planning question is not whether the student can add one more item to a list. First test recognition in technology; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 17: criterion for a learner who reads accurately but comprehension drops in dense passages

Suppose the target word is criterion and the learner reads accurately but comprehension drops in dense passages. The planning question is not whether the student can add one more item to a list. First test recognition in health; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 18: deduce for a learner who has strong ideas but vague vocabulary

Suppose the target word is deduce and the learner has strong ideas but vague vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in teamwork; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 19: demonstrate for a learner who can explain words orally but cannot use them in writing

Suppose the target word is demonstrate and the learner can explain words orally but cannot use them in writing. The planning question is not whether the student can add one more item to a list. First test recognition in financial literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 20: derive for a learner who uses the same word correctly in only one memorised sentence

Suppose the target word is derive and the learner uses the same word correctly in only one memorised sentence. The planning question is not whether the student can add one more item to a list. First test recognition in Secondary 1 transition; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 21: determine for a learner who reads widely but writes repetitively

Suppose the target word is determine and the learner reads widely but writes repetitively. The planning question is not whether the student can add one more item to a list. First test recognition in English comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 22: differentiate for a learner who memorises definitions quickly but forgets after a week

Suppose the target word is differentiate and the learner memorises definitions quickly but forgets after a week. The planning question is not whether the student can add one more item to a list. First test recognition in continuous writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 23: elaborate for a learner who scores well on multiple choice but freezes in free response

Suppose the target word is elaborate and the learner scores well on multiple choice but freezes in free response. The planning question is not whether the student can add one more item to a list. First test recognition in situational writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 24: evidence for a learner who uses ambitious vocabulary with unstable collocations

Suppose the target word is evidence and the learner uses ambitious vocabulary with unstable collocations. The planning question is not whether the student can add one more item to a list. First test recognition in oral discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 25: evaluate for a learner who understands everyday words but struggles with academic instructions

Suppose the target word is evaluate and the learner understands everyday words but struggles with academic instructions. The planning question is not whether the student can add one more item to a list. First test recognition in listening comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 26: factor for a learner who speaks fluently but writes cautiously

Suppose the target word is factor and the learner speaks fluently but writes cautiously. The planning question is not whether the student can add one more item to a list. First test recognition in Mathematics problem solving; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 27: formulate for a learner who writes confidently but misreads multiple-meaning words

Suppose the target word is formulate and the learner writes confidently but misreads multiple-meaning words. The planning question is not whether the student can add one more item to a list. First test recognition in Science explanation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 28: generate for a learner who has strong spelling but shallow semantic knowledge

Suppose the target word is generate and the learner has strong spelling but shallow semantic knowledge. The planning question is not whether the student can add one more item to a list. First test recognition in data interpretation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 29: illustrate for a learner who learns new words slowly but remembers them well

Suppose the target word is illustrate and the learner learns new words slowly but remembers them well. The planning question is not whether the student can add one more item to a list. First test recognition in project work; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 30: infer for a learner who has a large passive vocabulary and a small active vocabulary

Suppose the target word is infer and the learner has a large passive vocabulary and a small active vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in class discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 31: interpret for a learner who depends heavily on word banks

Suppose the target word is interpret and the learner depends heavily on word banks. The planning question is not whether the student can add one more item to a list. First test recognition in independent reading; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 32: justify for a learner who guesses unknown words from one weak clue

Suppose the target word is justify and the learner guesses unknown words from one weak clue. The planning question is not whether the student can add one more item to a list. First test recognition in news literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 33: modify for a learner who avoids unfamiliar texts

Suppose the target word is modify and the learner avoids unfamiliar texts. The planning question is not whether the student can add one more item to a list. First test recognition in digital literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 34: observe for a learner who uses a thesaurus without checking context

Suppose the target word is observe and the learner uses a thesaurus without checking context. The planning question is not whether the student can add one more item to a list. First test recognition in environmental topics; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 35: perspective for a learner who performs well untimed but retrieval collapses under pressure

Suppose the target word is perspective and the learner performs well untimed but retrieval collapses under pressure. The planning question is not whether the student can add one more item to a list. First test recognition in history and heritage; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 36: precise for a learner who knows many subject terms but few cross-curricular academic words

Suppose the target word is precise and the learner knows many subject terms but few cross-curricular academic words. The planning question is not whether the student can add one more item to a list. First test recognition in technology; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 37: priority for a learner who reads accurately but comprehension drops in dense passages

Suppose the target word is priority and the learner reads accurately but comprehension drops in dense passages. The planning question is not whether the student can add one more item to a list. First test recognition in health; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 38: process for a learner who has strong ideas but vague vocabulary

Suppose the target word is process and the learner has strong ideas but vague vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in teamwork; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 39: relevant for a learner who can explain words orally but cannot use them in writing

Suppose the target word is relevant and the learner can explain words orally but cannot use them in writing. The planning question is not whether the student can add one more item to a list. First test recognition in financial literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 40: resolve for a learner who uses the same word correctly in only one memorised sentence

Suppose the target word is resolve and the learner uses the same word correctly in only one memorised sentence. The planning question is not whether the student can add one more item to a list. First test recognition in Secondary 1 transition; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 41: retain for a learner who reads widely but writes repetitively

Suppose the target word is retain and the learner reads widely but writes repetitively. The planning question is not whether the student can add one more item to a list. First test recognition in English comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 42: retrieve for a learner who memorises definitions quickly but forgets after a week

Suppose the target word is retrieve and the learner memorises definitions quickly but forgets after a week. The planning question is not whether the student can add one more item to a list. First test recognition in continuous writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 43: significant for a learner who scores well on multiple choice but freezes in free response

Suppose the target word is significant and the learner scores well on multiple choice but freezes in free response. The planning question is not whether the student can add one more item to a list. First test recognition in situational writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 44: synthesise for a learner who uses ambitious vocabulary with unstable collocations

Suppose the target word is synthesise and the learner uses ambitious vocabulary with unstable collocations. The planning question is not whether the student can add one more item to a list. First test recognition in oral discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 45: transfer for a learner who understands everyday words but struggles with academic instructions

Suppose the target word is transfer and the learner understands everyday words but struggles with academic instructions. The planning question is not whether the student can add one more item to a list. First test recognition in listening comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 46: valid for a learner who speaks fluently but writes cautiously

Suppose the target word is valid and the learner speaks fluently but writes cautiously. The planning question is not whether the student can add one more item to a list. First test recognition in Mathematics problem solving; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 47: verify for a learner who writes confidently but misreads multiple-meaning words

Suppose the target word is verify and the learner writes confidently but misreads multiple-meaning words. The planning question is not whether the student can add one more item to a list. First test recognition in Science explanation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 48: adapt for a learner who has strong spelling but shallow semantic knowledge

Suppose the target word is adapt and the learner has strong spelling but shallow semantic knowledge. The planning question is not whether the student can add one more item to a list. First test recognition in data interpretation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 49: capacity for a learner who learns new words slowly but remembers them well

Suppose the target word is capacity and the learner learns new words slowly but remembers them well. The planning question is not whether the student can add one more item to a list. First test recognition in project work; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 50: coherent for a learner who has a large passive vocabulary and a small active vocabulary

Suppose the target word is coherent and the learner has a large passive vocabulary and a small active vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in class discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 51: consistent for a learner who depends heavily on word banks

Suppose the target word is consistent and the learner depends heavily on word banks. The planning question is not whether the student can add one more item to a list. First test recognition in independent reading; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 52: cumulative for a learner who guesses unknown words from one weak clue

Suppose the target word is cumulative and the learner guesses unknown words from one weak clue. The planning question is not whether the student can add one more item to a list. First test recognition in news literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 53: distinguish for a learner who avoids unfamiliar texts

Suppose the target word is distinguish and the learner avoids unfamiliar texts. The planning question is not whether the student can add one more item to a list. First test recognition in digital literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 54: equivalent for a learner who uses a thesaurus without checking context

Suppose the target word is equivalent and the learner uses a thesaurus without checking context. The planning question is not whether the student can add one more item to a list. First test recognition in environmental topics; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 55: estimate for a learner who performs well untimed but retrieval collapses under pressure

Suppose the target word is estimate and the learner performs well untimed but retrieval collapses under pressure. The planning question is not whether the student can add one more item to a list. First test recognition in history and heritage; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 56: explain for a learner who knows many subject terms but few cross-curricular academic words

Suppose the target word is explain and the learner knows many subject terms but few cross-curricular academic words. The planning question is not whether the student can add one more item to a list. First test recognition in technology; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 57: explicit for a learner who reads accurately but comprehension drops in dense passages

Suppose the target word is explicit and the learner reads accurately but comprehension drops in dense passages. The planning question is not whether the student can add one more item to a list. First test recognition in health; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 58: implicit for a learner who has strong ideas but vague vocabulary

Suppose the target word is implicit and the learner has strong ideas but vague vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in teamwork; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 59: logical for a learner who can explain words orally but cannot use them in writing

Suppose the target word is logical and the learner can explain words orally but cannot use them in writing. The planning question is not whether the student can add one more item to a list. First test recognition in financial literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 60: method for a learner who uses the same word correctly in only one memorised sentence

Suppose the target word is method and the learner uses the same word correctly in only one memorised sentence. The planning question is not whether the student can add one more item to a list. First test recognition in Secondary 1 transition; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 61: outcome for a learner who reads widely but writes repetitively

Suppose the target word is outcome and the learner reads widely but writes repetitively. The planning question is not whether the student can add one more item to a list. First test recognition in English comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 62: predict for a learner who memorises definitions quickly but forgets after a week

Suppose the target word is predict and the learner memorises definitions quickly but forgets after a week. The planning question is not whether the student can add one more item to a list. First test recognition in continuous writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 63: procedure for a learner who scores well on multiple choice but freezes in free response

Suppose the target word is procedure and the learner scores well on multiple choice but freezes in free response. The planning question is not whether the student can add one more item to a list. First test recognition in situational writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 64: proportion for a learner who uses ambitious vocabulary with unstable collocations

Suppose the target word is proportion and the learner uses ambitious vocabulary with unstable collocations. The planning question is not whether the student can add one more item to a list. First test recognition in oral discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 65: reason for a learner who understands everyday words but struggles with academic instructions

Suppose the target word is reason and the learner understands everyday words but struggles with academic instructions. The planning question is not whether the student can add one more item to a list. First test recognition in listening comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 66: respond for a learner who speaks fluently but writes cautiously

Suppose the target word is respond and the learner speaks fluently but writes cautiously. The planning question is not whether the student can add one more item to a list. First test recognition in Mathematics problem solving; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 67: specific for a learner who writes confidently but misreads multiple-meaning words

Suppose the target word is specific and the learner writes confidently but misreads multiple-meaning words. The planning question is not whether the student can add one more item to a list. First test recognition in Science explanation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 68: strategy for a learner who has strong spelling but shallow semantic knowledge

Suppose the target word is strategy and the learner has strong spelling but shallow semantic knowledge. The planning question is not whether the student can add one more item to a list. First test recognition in data interpretation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 69: structure for a learner who learns new words slowly but remembers them well

Suppose the target word is structure and the learner learns new words slowly but remembers them well. The planning question is not whether the student can add one more item to a list. First test recognition in project work; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 70: support for a learner who has a large passive vocabulary and a small active vocabulary

Suppose the target word is support and the learner has a large passive vocabulary and a small active vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in class discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 71: variable for a learner who depends heavily on word banks

Suppose the target word is variable and the learner depends heavily on word banks. The planning question is not whether the student can add one more item to a list. First test recognition in independent reading; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 72: accurate for a learner who guesses unknown words from one weak clue

Suppose the target word is accurate and the learner guesses unknown words from one weak clue. The planning question is not whether the student can add one more item to a list. First test recognition in news literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 73: alternative for a learner who avoids unfamiliar texts

Suppose the target word is alternative and the learner avoids unfamiliar texts. The planning question is not whether the student can add one more item to a list. First test recognition in digital literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 74: approach for a learner who uses a thesaurus without checking context

Suppose the target word is approach and the learner uses a thesaurus without checking context. The planning question is not whether the student can add one more item to a list. First test recognition in environmental topics; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 75: category for a learner who performs well untimed but retrieval collapses under pressure

Suppose the target word is category and the learner performs well untimed but retrieval collapses under pressure. The planning question is not whether the student can add one more item to a list. First test recognition in history and heritage; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 76: cause for a learner who knows many subject terms but few cross-curricular academic words

Suppose the target word is cause and the learner knows many subject terms but few cross-curricular academic words. The planning question is not whether the student can add one more item to a list. First test recognition in technology; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 77: condition for a learner who reads accurately but comprehension drops in dense passages

Suppose the target word is condition and the learner reads accurately but comprehension drops in dense passages. The planning question is not whether the student can add one more item to a list. First test recognition in health; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 78: connection for a learner who has strong ideas but vague vocabulary

Suppose the target word is connection and the learner has strong ideas but vague vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in teamwork; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 79: effect for a learner who can explain words orally but cannot use them in writing

Suppose the target word is effect and the learner can explain words orally but cannot use them in writing. The planning question is not whether the student can add one more item to a list. First test recognition in financial literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 80: function for a learner who uses the same word correctly in only one memorised sentence

Suppose the target word is function and the learner uses the same word correctly in only one memorised sentence. The planning question is not whether the student can add one more item to a list. First test recognition in Secondary 1 transition; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 81: identify for a learner who reads widely but writes repetitively

Suppose the target word is identify and the learner reads widely but writes repetitively. The planning question is not whether the student can add one more item to a list. First test recognition in English comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 82: indicate for a learner who memorises definitions quickly but forgets after a week

Suppose the target word is indicate and the learner memorises definitions quickly but forgets after a week. The planning question is not whether the student can add one more item to a list. First test recognition in continuous writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 83: influence for a learner who scores well on multiple choice but freezes in free response

Suppose the target word is influence and the learner scores well on multiple choice but freezes in free response. The planning question is not whether the student can add one more item to a list. First test recognition in situational writing; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 84: maintain for a learner who uses ambitious vocabulary with unstable collocations

Suppose the target word is maintain and the learner uses ambitious vocabulary with unstable collocations. The planning question is not whether the student can add one more item to a list. First test recognition in oral discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 85: pattern for a learner who understands everyday words but struggles with academic instructions

Suppose the target word is pattern and the learner understands everyday words but struggles with academic instructions. The planning question is not whether the student can add one more item to a list. First test recognition in listening comprehension; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 86: principle for a learner who speaks fluently but writes cautiously

Suppose the target word is principle and the learner speaks fluently but writes cautiously. The planning question is not whether the student can add one more item to a list. First test recognition in Mathematics problem solving; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 87: relationship for a learner who writes confidently but misreads multiple-meaning words

Suppose the target word is relationship and the learner writes confidently but misreads multiple-meaning words. The planning question is not whether the student can add one more item to a list. First test recognition in Science explanation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 88: require for a learner who has strong spelling but shallow semantic knowledge

Suppose the target word is require and the learner has strong spelling but shallow semantic knowledge. The planning question is not whether the student can add one more item to a list. First test recognition in data interpretation; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 89: resource for a learner who learns new words slowly but remembers them well

Suppose the target word is resource and the learner learns new words slowly but remembers them well. The planning question is not whether the student can add one more item to a list. First test recognition in project work; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 90: sequence for a learner who has a large passive vocabulary and a small active vocabulary

Suppose the target word is sequence and the learner has a large passive vocabulary and a small active vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in class discussion; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 91: similar for a learner who depends heavily on word banks

Suppose the target word is similar and the learner depends heavily on word banks. The planning question is not whether the student can add one more item to a list. First test recognition in independent reading; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 92: source for a learner who guesses unknown words from one weak clue

Suppose the target word is source and the learner guesses unknown words from one weak clue. The planning question is not whether the student can add one more item to a list. First test recognition in news literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 93: sufficient for a learner who avoids unfamiliar texts

Suppose the target word is sufficient and the learner avoids unfamiliar texts. The planning question is not whether the student can add one more item to a list. First test recognition in digital literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 94: theory for a learner who uses a thesaurus without checking context

Suppose the target word is theory and the learner uses a thesaurus without checking context. The planning question is not whether the student can add one more item to a list. First test recognition in environmental topics; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 95: topic for a learner who performs well untimed but retrieval collapses under pressure

Suppose the target word is topic and the learner performs well untimed but retrieval collapses under pressure. The planning question is not whether the student can add one more item to a list. First test recognition in history and heritage; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 96: trend for a learner who knows many subject terms but few cross-curricular academic words

Suppose the target word is trend and the learner knows many subject terms but few cross-curricular academic words. The planning question is not whether the student can add one more item to a list. First test recognition in technology; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 97: purpose for a learner who reads accurately but comprehension drops in dense passages

Suppose the target word is purpose and the learner reads accurately but comprehension drops in dense passages. The planning question is not whether the student can add one more item to a list. First test recognition in health; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 98: audience for a learner who has strong ideas but vague vocabulary

Suppose the target word is audience and the learner has strong ideas but vague vocabulary. The planning question is not whether the student can add one more item to a list. First test recognition in teamwork; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 99: register for a learner who can explain words orally but cannot use them in writing

Suppose the target word is register and the learner can explain words orally but cannot use them in writing. The planning question is not whether the student can add one more item to a list. First test recognition in financial literacy; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Calibration 100: nuance for a learner who uses the same word correctly in only one memorised sentence

Suppose the target word is nuance and the learner uses the same word correctly in only one memorised sentence. The planning question is not whether the student can add one more item to a list. First test recognition in Secondary 1 transition; then ask for a learner-friendly explanation; then remove the word and cue the meaning or situation so the student must retrieve it. Finally, move the word into a different subject or genre. If recognition is secure but retrieval fails, the useful target is deeper access, not a larger list. If meaning itself is unstable, teach the semantic boundary before increasing weekly quantity. If the word transfers accurately after a delay, it can move from intensive practice into cumulative review. This case-by-case logic is how a numerical vocabulary target becomes an educational programme rather than a contest to collect words.

Frequently asked questions

Is 100 words enough for Primary 6?

A 100-word list is a teaching sample, not a complete vocabulary inventory. Its value depends on how deeply and flexibly the words are learned.

Should a child learn 20 new words a week?

Only if delayed retrieval and transfer remain strong. The rate should follow learning capacity, not a fixed quota.

How do I count word families?

Record the lexical family for organisation, but test the actual forms the learner needs to understand and use.

Does reading alone build enough vocabulary?

Reading is essential for breadth and repeated contextual encounters, but explicit teaching helps important, abstract and easily confused words.

What should I measure besides size?

Depth, context use, morphology, collocation, receptive and expressive access, delayed retrieval and transfer.

Is a bigger vocabulary always better?

More useful knowledge generally helps, but raw size without access or precision can produce weak performance. Quality and availability matter.

Should advanced words replace simple ones?

No. The correct target is precise and appropriate language. A simple word can be the best word.

How do I know when to add more new words?

Add more when the learner retains and transfers the current load without excessive prompting.

What if a child knows many words but comprehension is weak?

Investigate syntax, inference, background knowledge, task demands and depth of word knowledge rather than assuming the problem is breadth.

What is the best target before Secondary 1?

An expanding high-utility vocabulary plus an independent system for learning unfamiliar words.

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

For a learner who reads widely but writes repetitively, decide whether analyse should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 2: construct in Mathematics problem solving

For a learner who has strong spelling but shallow semantic knowledge, decide whether construct should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 3: elaborate in independent reading

For a learner who performs well untimed but retrieval collapses under pressure, decide whether elaborate should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 4: observe in technology

For a learner who memorises definitions quickly but forgets after a week, decide whether observe should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 5: transfer in English comprehension

For a learner who learns new words slowly but remembers them well, decide whether transfer should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 6: explain in Mathematics problem solving

For a learner who knows many subject terms but few cross-curricular academic words, decide whether explain should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 7: specific in independent reading

For a learner who scores well on multiple choice but freezes in free response, decide whether specific should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 8: connection in technology

For a learner who has a large passive vocabulary and a small active vocabulary, decide whether connection should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 9: resource in English comprehension

For a learner who reads accurately but comprehension drops in dense passages, decide whether resource should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 10: nuance in Mathematics problem solving

For a learner who uses ambitious vocabulary with unstable collocations, decide whether nuance should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 11: consequence in independent reading

For a learner who depends heavily on word banks, decide whether consequence should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 12: differentiate in technology

For a learner who has strong ideas but vague vocabulary, decide whether differentiate should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 13: modify in English comprehension

For a learner who understands everyday words but struggles with academic instructions, decide whether modify should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 14: synthesise in Mathematics problem solving

For a learner who guesses unknown words from one weak clue, decide whether synthesise should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 15: estimate in independent reading

For a learner who can explain words orally but cannot use them in writing, decide whether estimate should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 16: respond in technology

For a learner who speaks fluently but writes cautiously, decide whether respond should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 17: condition in English comprehension

For a learner who avoids unfamiliar texts, decide whether condition should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 18: require in Mathematics problem solving

For a learner who uses the same word correctly in only one memorised sentence, decide whether require should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 19: register in independent reading

For a learner who writes confidently but misreads multiple-meaning words, decide whether register should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 20: conclude in technology

For a learner who uses a thesaurus without checking context, decide whether conclude should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 21: determine in English comprehension

For a learner who reads widely but writes repetitively, decide whether determine should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 22: justify in Mathematics problem solving

For a learner who has strong spelling but shallow semantic knowledge, decide whether justify should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 23: significant in independent reading

For a learner who performs well untimed but retrieval collapses under pressure, decide whether significant should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 24: equivalent in technology

For a learner who memorises definitions quickly but forgets after a week, decide whether equivalent should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 25: reason in English comprehension

For a learner who learns new words slowly but remembers them well, decide whether reason should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 26: cause in Mathematics problem solving

For a learner who knows many subject terms but few cross-curricular academic words, decide whether cause should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 27: relationship in independent reading

For a learner who scores well on multiple choice but freezes in free response, decide whether relationship should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 28: audience in technology

For a learner who has a large passive vocabulary and a small active vocabulary, decide whether audience should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 29: compare in English comprehension

For a learner who reads accurately but comprehension drops in dense passages, decide whether compare should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 30: derive in Mathematics problem solving

For a learner who uses ambitious vocabulary with unstable collocations, decide whether derive should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 31: interpret in independent reading

For a learner who depends heavily on word banks, decide whether interpret should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 32: retrieve in technology

For a learner who has strong ideas but vague vocabulary, decide whether retrieve should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 33: distinguish in English comprehension

For a learner who understands everyday words but struggles with academic instructions, decide whether distinguish should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 34: proportion in Mathematics problem solving

For a learner who guesses unknown words from one weak clue, decide whether proportion should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 35: category in independent reading

For a learner who can explain words orally but cannot use them in writing, decide whether category should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 36: principle in technology

For a learner who speaks fluently but writes cautiously, decide whether principle should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 37: purpose in English comprehension

For a learner who avoids unfamiliar texts, decide whether purpose should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 38: classify in Mathematics problem solving

For a learner who uses the same word correctly in only one memorised sentence, decide whether classify should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 39: demonstrate in independent reading

For a learner who writes confidently but misreads multiple-meaning words, decide whether demonstrate should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 40: infer in technology

For a learner who uses a thesaurus without checking context, decide whether infer should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 41: retain in English comprehension

For a learner who reads widely but writes repetitively, decide whether retain should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 42: cumulative in Mathematics problem solving

For a learner who has strong spelling but shallow semantic knowledge, decide whether cumulative should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 43: procedure in independent reading

For a learner who performs well untimed but retrieval collapses under pressure, decide whether procedure should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 44: approach in technology

For a learner who memorises definitions quickly but forgets after a week, decide whether approach should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 45: pattern in English comprehension

For a learner who learns new words slowly but remembers them well, decide whether pattern should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 46: trend in Mathematics problem solving

For a learner who knows many subject terms but few cross-curricular academic words, decide whether trend should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 47: clarify in independent reading

For a learner who scores well on multiple choice but freezes in free response, decide whether clarify should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 48: deduce in technology

For a learner who has a large passive vocabulary and a small active vocabulary, decide whether deduce should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 49: illustrate in English comprehension

For a learner who reads accurately but comprehension drops in dense passages, decide whether illustrate should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 50: resolve in Mathematics problem solving

For a learner who uses ambitious vocabulary with unstable collocations, decide whether resolve should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 51: consistent in independent reading

For a learner who depends heavily on word banks, decide whether consistent should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 52: predict in technology

For a learner who has strong ideas but vague vocabulary, decide whether predict should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 53: alternative in English comprehension

For a learner who understands everyday words but struggles with academic instructions, decide whether alternative should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 54: maintain in Mathematics problem solving

For a learner who guesses unknown words from one weak clue, decide whether maintain should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 55: topic in independent reading

For a learner who can explain words orally but cannot use them in writing, decide whether topic should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 56: benefit in technology

For a learner who speaks fluently but writes cautiously, decide whether benefit should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 57: criterion in English comprehension

For a learner who avoids unfamiliar texts, decide whether criterion should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 58: generate in Mathematics problem solving

For a learner who uses the same word correctly in only one memorised sentence, decide whether generate should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 59: relevant in independent reading

For a learner who writes confidently but misreads multiple-meaning words, decide whether relevant should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 60: coherent in technology

For a learner who uses a thesaurus without checking context, decide whether coherent should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 61: outcome in English comprehension

For a learner who reads widely but writes repetitively, decide whether outcome should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 62: accurate in Mathematics problem solving

For a learner who has strong spelling but shallow semantic knowledge, decide whether accurate should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 63: influence in independent reading

For a learner who performs well untimed but retrieval collapses under pressure, decide whether influence should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 64: theory in technology

For a learner who memorises definitions quickly but forgets after a week, decide whether theory should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 65: assume in English comprehension

For a learner who learns new words slowly but remembers them well, decide whether assume should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 66: credible in Mathematics problem solving

For a learner who knows many subject terms but few cross-curricular academic words, decide whether credible should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 67: formulate in independent reading

For a learner who scores well on multiple choice but freezes in free response, decide whether formulate should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 68: process in technology

For a learner who has a large passive vocabulary and a small active vocabulary, decide whether process should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 69: capacity in English comprehension

For a learner who reads accurately but comprehension drops in dense passages, decide whether capacity should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 70: method in Mathematics problem solving

For a learner who uses ambitious vocabulary with unstable collocations, decide whether method should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 71: variable in independent reading

For a learner who depends heavily on word banks, decide whether variable should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 72: indicate in technology

For a learner who has strong ideas but vague vocabulary, decide whether indicate should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 73: sufficient in English comprehension

For a learner who understands everyday words but struggles with academic instructions, decide whether sufficient should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 74: assess in Mathematics problem solving

For a learner who guesses unknown words from one weak clue, decide whether assess should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 75: context in independent reading

For a learner who can explain words orally but cannot use them in writing, decide whether context should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 76: factor in technology

For a learner who speaks fluently but writes cautiously, decide whether factor should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 77: priority in English comprehension

For a learner who avoids unfamiliar texts, decide whether priority should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in English comprehension. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 78: adapt in Mathematics problem solving

For a learner who uses the same word correctly in only one memorised sentence, decide whether adapt should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in Mathematics problem solving. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 79: logical in independent reading

For a learner who writes confidently but misreads multiple-meaning words, decide whether logical should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in independent reading. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

Fieldbook 80: support in technology

For a learner who uses a thesaurus without checking context, decide whether support should count as secure, developing or merely familiar. Test recognition, explanation, cue-free retrieval and a fresh use in technology. The number of words on the learner’s list is less important than the distribution across those states. If the word is secure, move it to spaced maintenance; if developing, keep it in the active pool; if merely familiar, decide whether its utility justifies deeper teaching. Record the decision so weekly vocabulary targets reflect actual memory capacity rather than an arbitrary quota.

What is Primary 6 Vocabulary | How Many Words Should a Grade 6 Student Know? Vocabulary Size, Coverage and Realistic Targets