What is Primary 6 Vocabulary | Semantic Mapping, Word Networks and How Grade 6 Students Organise Meaning

Primary 6 vocabulary semantic mapping is the process of organising words by meaning rather than memorising them as isolated entries. Families and teachers searching for Grade 6 vocabulary word maps, semantic maps, word webs, concept maps, vocabulary graphic organizers, synonyms and antonyms or word relationships are usually trying to solve the same problem: how can a learner connect a new word to enough related knowledge that it becomes easier to understand, remember and use?

A useful Grade 6 vocabulary map can connect a target word to its definition, examples, non-examples, synonyms, antonyms, category, causes, effects, word family, collocations, multiple meanings and subject contexts. Reading Rockets describes semantic maps as visual displays of meaning-based connections among words and concepts, and word maps commonly ask what a word is, what it is like and what examples belong to it. For Primary 6, the important move is to go beyond decoration: the map should expose the relationships that actually control comprehension and word choice.

This guide builds a semantic-mapping system for Primary 6 / Grade 6 vocabulary. It explains when to use a simple synonym–antonym map, when a category map is better, how to map academic verbs, how to connect words across English, Mathematics and Science, how to prevent clutter, and how to turn a map into retrieval practice. The central proposition is that a vocabulary network is useful only when the learner can travel through it without seeing the diagram later.

The 50-second semantic-map routine

1. Place the target word in the centre.
2. Write a short learner-friendly meaning.
3. Add one clear example and one non-example.
4. Add two meaningful relationships: synonym, antonym, category, cause, effect, part, whole or related concept.
5. Add one natural collocation or phrase.
6. Add one useful word-family form where relevant.
7. Use one branch in a new sentence.
8. Close the map and reconstruct it from memory later.

A map should reveal meaning structure

The purpose of a semantic map is not to fill boxes. It is to make invisible relationships visible. If a branch does not help the learner explain, distinguish, retrieve or use the target, remove it.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Different words need different map shapes

An emotion word may benefit from intensity and cause branches; an academic verb may need task examples and contrasts; a Science term may need category, process and evidence branches. One template should not be forced onto every lexical item.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Synonyms need boundaries

Putting several synonyms around a word can create the false idea that they are interchangeable. Add a note showing the difference in intensity, attitude, register or grammatical pattern.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Antonyms need an axis

An opposite is useful only when the learner understands the dimension of contrast. relevant contrasts with irrelevant around connection to the question; it does not simply mean “good versus bad”.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Categories reduce memory load

Placing related words under a concept such as evidence, movement, emotion, evaluation or cause-and-effect gives the learner a retrieval structure. Categories turn a list into a system.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Examples and non-examples build borders

The map should include at least one tempting near-miss. Deciding why the near-miss falls outside the concept often teaches more than adding another perfect example.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Collocations make maps usable

A learner who maps evidence should attach phrases such as strong evidence, provide evidence, evidence suggests. This connects meaning to fluent production.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Morphology creates family branches

Words such as analyse, analysis, analytical belong together conceptually but behave differently grammatically. Mapping the family helps the learner see both connection and form.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Cross-subject branches create transfer

A map for factor can include Mathematics, Science and everyday reasoning. The learner can then see what remains stable and what changes across domains.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Maps should become retrieval cues, then disappear

The finished diagram is scaffolding. After study, cover branches and reconstruct them from the target word; later remove the target and reconstruct it from a branch or example.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Too many branches can hide the concept

A crowded map may increase visual load. Choose the few relationships that matter most for the learner’s current need, then expand only when the semantic core is secure.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Semantic networks explain why one word can unlock others

Learning evaluate can strengthen related ideas such as criterion, judgement, evidence and conclusion. Well-chosen maps therefore create clusters of mutually reinforcing vocabulary.

For the wider lexical-relation system, see Semantic Relations and Synonyms, Antonyms and Near-Synonyms. This page owns the Primary 6 act of turning those relations into a usable learning map.

Seven map types for Primary 6

Definition–example–non-example map

Best when a concept boundary is the main difficulty. Keep the central concept stable and choose branches that will later become retrieval prompts.

Synonym–antonym–shade map

Best when the learner needs precise choice among near-neighbours. Keep the central concept stable and choose branches that will later become retrieval prompts.

Category tree

Best when many words belong under a larger concept. Keep the central concept stable and choose branches that will later become retrieval prompts.

Cause–effect map

Best for relationship vocabulary in informational texts. Keep the central concept stable and choose branches that will later become retrieval prompts.

Word-family map

Best for morphology and grammatical form. Keep the central concept stable and choose branches that will later become retrieval prompts.

Collocation web

Best when natural phrase use is weak. Keep the central concept stable and choose branches that will later become retrieval prompts.

Cross-subject map

Best when a high-utility academic word needs transfer across domains. Keep the central concept stable and choose branches that will later become retrieval prompts.

One hundred semantic-mapping laboratories

Semantic Lab 1: map analyse through a Definition–example–non-example map

A learner who recognises the word but cannot connect it to related ideas is studying analyse in a unit about environmental change. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place analyse in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 2: map interpret through a Synonym–antonym–shade map

A learner who understands the passage but gives an overlong summary is studying interpret in a unit about healthy habits. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place interpret in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 3: map derive through a Category tree

A learner who spells the word correctly but mispronounces it is studying derive in a unit about school rules. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place derive in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 4: map criterion through a Cause–effect map

A learner who knows the concept orally but not in print is studying criterion in a unit about technology. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place criterion in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 5: map explicit through a Word-family map

A learner who knows the word but lacks topic knowledge is studying explicit in a unit about financial decisions. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place explicit in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 6: map perspective through a Collocation web

A learner who overuses formal vocabulary in ordinary contexts is studying perspective in a unit about inventions. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place perspective in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 7: map retrieve through a Cross-subject map

A learner who copies wording instead of paraphrasing is studying retrieve in a unit about energy. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place retrieve in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 8: map valid through a Definition–example–non-example map

A learner who understands technical nouns but not relationship language is studying valid in a unit about teamwork. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place valid in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 9: map condition through a Synonym–antonym–shade map

A learner who remembers a definition but not examples is studying condition in a unit about transport. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place condition in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 10: map method through a Category tree

A learner who has vocabulary but weak world knowledge is studying method in a unit about friendship. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place method in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 11: map source through a Cause–effect map

A learner who has strong ideas but weak academic phrasing is studying source in a unit about biodiversity. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place source in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 12: map register through a Word-family map

A learner who can repeat the sentence but cannot restate it is studying register in a unit about food systems. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place register in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 13: map formulate through a Collocation web

A learner who can map synonyms but not causes or categories is studying formulate in a unit about community service. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place formulate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 14: map conclude through a Cross-subject map

A learner who pronounces the word but cannot spell it is studying conclude in a unit about learning habits. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place conclude in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 15: map paraphrase through a Definition–example–non-example map

A learner who recognises the phrase but cannot produce it is studying paraphrase in a unit about digital safety. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place paraphrase in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 16: map justify through a Synonym–antonym–shade map

A learner who knows individual words but writes unnatural phrases is studying justify in a unit about water conservation. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place justify in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 17: map credible through a Category tree

A learner who misses the stress pattern of multisyllabic words is studying credible in a unit about sports. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place credible in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 18: map coherent through a Cause–effect map

A learner who uses one-word synonyms as if they were interchangeable is studying coherent in a unit about public spaces. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place coherent in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 19: map elaborate through a Word-family map

A learner who has background knowledge but weak lexical labels is studying elaborate in a unit about weather. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place elaborate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 20: map modify through a Collocation web

A learner who can use the word in only one subject is studying modify in a unit about media literacy. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place modify in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 21: map proportion through a Cross-subject map

A learner who recognises the word but cannot connect it to related ideas is studying proportion in a unit about environmental change. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place proportion in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 22: map structure through a Definition–example–non-example map

A learner who understands the passage but gives an overlong summary is studying structure in a unit about healthy habits. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place structure in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 23: map approach through a Synonym–antonym–shade map

A learner who spells the word correctly but mispronounces it is studying approach in a unit about school rules. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place approach in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 24: map identify through a Category tree

A learner who knows the concept orally but not in print is studying identify in a unit about technology. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place identify in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 25: map require through a Cause–effect map

A learner who knows the word but lacks topic knowledge is studying require in a unit about financial decisions. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place require in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 26: map trend through a Word-family map

A learner who overuses formal vocabulary in ordinary contexts is studying trend in a unit about inventions. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place trend in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 27: map benefit through a Collocation web

A learner who copies wording instead of paraphrasing is studying benefit in a unit about energy. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place benefit in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 28: map respond through a Cross-subject map

A learner who understands technical nouns but not relationship language is studying respond in a unit about teamwork. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place respond in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 29: map argument through a Definition–example–non-example map

A learner who remembers a definition but not examples is studying argument in a unit about transport. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place argument in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 30: map relevant through a Synonym–antonym–shade map

A learner who has vocabulary but weak world knowledge is studying relevant in a unit about friendship. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place relevant in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 31: map significant through a Category tree

A learner who has strong ideas but weak academic phrasing is studying significant in a unit about biodiversity. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place significant in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 32: map determine through a Cause–effect map

A learner who can repeat the sentence but cannot restate it is studying determine in a unit about food systems. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place determine in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 33: map deduce through a Word-family map

A learner who can map synonyms but not causes or categories is studying deduce in a unit about community service. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place deduce in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 34: map implicit through a Collocation web

A learner who pronounces the word but cannot spell it is studying implicit in a unit about learning habits. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place implicit in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 35: map predict through a Cross-subject map

A learner who recognises the phrase but cannot produce it is studying predict in a unit about digital safety. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place predict in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 36: map sequence through a Definition–example–non-example map

A learner who knows individual words but writes unnatural phrases is studying sequence in a unit about water conservation. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place sequence in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 37: map verify through a Synonym–antonym–shade map

A learner who misses the stress pattern of multisyllabic words is studying verify in a unit about sports. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place verify in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 38: map connection through a Category tree

A learner who uses one-word synonyms as if they were interchangeable is studying connection in a unit about public spaces. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place connection in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 39: map pattern through a Cause–effect map

A learner who has background knowledge but weak lexical labels is studying pattern in a unit about weather. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place pattern in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 40: map sufficient through a Word-family map

A learner who can use the word in only one subject is studying sufficient in a unit about media literacy. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place sufficient in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 41: map nuance through a Collocation web

A learner who recognises the word but cannot connect it to related ideas is studying nuance in a unit about environmental change. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place nuance in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 42: map generate through a Cross-subject map

A learner who understands the passage but gives an overlong summary is studying generate in a unit about healthy habits. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place generate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 43: map reason through a Definition–example–non-example map

A learner who spells the word correctly but mispronounces it is studying reason in a unit about school rules. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place reason in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 44: map explain through a Synonym–antonym–shade map

A learner who knows the concept orally but not in print is studying explain in a unit about technology. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place explain in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 45: map consequence through a Category tree

A learner who knows the word but lacks topic knowledge is studying consequence in a unit about financial decisions. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place consequence in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 46: map factor through a Cause–effect map

A learner who overuses formal vocabulary in ordinary contexts is studying factor in a unit about inventions. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place factor in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 47: map consistent through a Word-family map

A learner who copies wording instead of paraphrasing is studying consistent in a unit about energy. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place consistent in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 48: map equivalent through a Collocation web

A learner who understands technical nouns but not relationship language is studying equivalent in a unit about teamwork. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place equivalent in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 49: map observe through a Cross-subject map

A learner who remembers a definition but not examples is studying observe in a unit about transport. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place observe in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 50: map resolve through a Definition–example–non-example map

A learner who has vocabulary but weak world knowledge is studying resolve in a unit about friendship. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place resolve in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 51: map support through a Synonym–antonym–shade map

A learner who has strong ideas but weak academic phrasing is studying support in a unit about biodiversity. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place support in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 52: map capacity through a Category tree

A learner who can repeat the sentence but cannot restate it is studying capacity in a unit about food systems. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place capacity in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 53: map indicate through a Cause–effect map

A learner who can map synonyms but not causes or categories is studying indicate in a unit about community service. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place indicate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 54: map resource through a Word-family map

A learner who pronounces the word but cannot spell it is studying resource in a unit about learning habits. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place resource in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 55: map purpose through a Collocation web

A learner who recognises the phrase but cannot produce it is studying purpose in a unit about digital safety. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place purpose in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 56: map construct through a Cross-subject map

A learner who knows individual words but writes unnatural phrases is studying construct in a unit about water conservation. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place construct in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 57: map variable through a Definition–example–non-example map

A learner who misses the stress pattern of multisyllabic words is studying variable in a unit about sports. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place variable in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 58: map claim through a Synonym–antonym–shade map

A learner who uses one-word synonyms as if they were interchangeable is studying claim in a unit about public spaces. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place claim in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 59: map evidence through a Category tree

A learner who has background knowledge but weak lexical labels is studying evidence in a unit about weather. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place evidence in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 60: map contrast through a Cause–effect map

A learner who can use the word in only one subject is studying contrast in a unit about media literacy. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place contrast in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 61: map classify through a Word-family map

A learner who recognises the word but cannot connect it to related ideas is studying classify in a unit about environmental change. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place classify in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 62: map demonstrate through a Collocation web

A learner who understands the passage but gives an overlong summary is studying demonstrate in a unit about healthy habits. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place demonstrate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 63: map influence through a Cross-subject map

A learner who spells the word correctly but mispronounces it is studying influence in a unit about school rules. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place influence in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 64: map priority through a Definition–example–non-example map

A learner who knows the concept orally but not in print is studying priority in a unit about technology. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place priority in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 65: map specific through a Synonym–antonym–shade map

A learner who knows the word but lacks topic knowledge is studying specific in a unit about financial decisions. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place specific in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 66: map adapt through a Category tree

A learner who overuses formal vocabulary in ordinary contexts is studying adapt in a unit about inventions. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place adapt in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 67: map effect through a Cause–effect map

A learner who copies wording instead of paraphrasing is studying effect in a unit about energy. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place effect in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 68: map principle through a Word-family map

A learner who understands technical nouns but not relationship language is studying principle in a unit about teamwork. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place principle in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 69: map theory through a Collocation web

A learner who remembers a definition but not examples is studying theory in a unit about transport. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place theory in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 70: map accurate through a Cross-subject map

A learner who has vocabulary but weak world knowledge is studying accurate in a unit about friendship. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place accurate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 71: map illustrate through a Definition–example–non-example map

A learner who has strong ideas but weak academic phrasing is studying illustrate in a unit about biodiversity. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place illustrate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 72: map result through a Synonym–antonym–shade map

A learner who can repeat the sentence but cannot restate it is studying result in a unit about food systems. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place result in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 73: map generalise through a Category tree

A learner who can map synonyms but not causes or categories is studying generalise in a unit about community service. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place generalise in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 74: map evaluate through a Cause–effect map

A learner who pronounces the word but cannot spell it is studying evaluate in a unit about learning habits. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place evaluate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 75: map assume through a Word-family map

A learner who recognises the phrase but cannot produce it is studying assume in a unit about digital safety. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place assume in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 76: map context through a Collocation web

A learner who knows individual words but writes unnatural phrases is studying context in a unit about water conservation. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place context in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 77: map estimate through a Cross-subject map

A learner who misses the stress pattern of multisyllabic words is studying estimate in a unit about sports. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place estimate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 78: map outcome through a Definition–example–non-example map

A learner who uses one-word synonyms as if they were interchangeable is studying outcome in a unit about public spaces. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place outcome in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 79: map retain through a Synonym–antonym–shade map

A learner who has background knowledge but weak lexical labels is studying retain in a unit about weather. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place retain in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 80: map transfer through a Category tree

A learner who can use the word in only one subject is studying transfer in a unit about media literacy. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place transfer in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 81: map category through a Cause–effect map

A learner who recognises the word but cannot connect it to related ideas is studying category in a unit about environmental change. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place category in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 82: map maintain through a Word-family map

A learner who understands the passage but gives an overlong summary is studying maintain in a unit about healthy habits. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place maintain in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 83: map similar through a Collocation web

A learner who spells the word correctly but mispronounces it is studying similar in a unit about school rules. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place similar in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 84: map audience through a Cross-subject map

A learner who knows the concept orally but not in print is studying audience in a unit about technology. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place audience in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 85: map contribute through a Definition–example–non-example map

A learner who knows the word but lacks topic knowledge is studying contribute in a unit about financial decisions. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place contribute in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 86: map compare through a Synonym–antonym–shade map

A learner who overuses formal vocabulary in ordinary contexts is studying compare in a unit about inventions. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place compare in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 87: map summary through a Category tree

A learner who copies wording instead of paraphrasing is studying summary in a unit about energy. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place summary in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 88: map infer through a Cause–effect map

A learner who understands technical nouns but not relationship language is studying infer in a unit about teamwork. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place infer in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 89: map precise through a Word-family map

A learner who remembers a definition but not examples is studying precise in a unit about transport. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place precise in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 90: map clarify through a Collocation web

A learner who has vocabulary but weak world knowledge is studying clarify in a unit about friendship. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place clarify in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 91: map differentiate through a Cross-subject map

A learner who has strong ideas but weak academic phrasing is studying differentiate in a unit about biodiversity. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place differentiate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 92: map logical through a Definition–example–non-example map

A learner who can repeat the sentence but cannot restate it is studying logical in a unit about food systems. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place logical in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 93: map procedure through a Synonym–antonym–shade map

A learner who can map synonyms but not causes or categories is studying procedure in a unit about community service. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place procedure in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 94: map strategy through a Category tree

A learner who pronounces the word but cannot spell it is studying strategy in a unit about learning habits. Build a category tree with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place strategy in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 95: map alternative through a Cause–effect map

A learner who recognises the phrase but cannot produce it is studying alternative in a unit about digital safety. Build a cause–effect map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place alternative in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 96: map function through a Word-family map

A learner who knows individual words but writes unnatural phrases is studying function in a unit about water conservation. Build a word-family map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place function in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 97: map relationship through a Collocation web

A learner who misses the stress pattern of multisyllabic words is studying relationship in a unit about sports. Build a collocation web with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place relationship in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 98: map topic through a Cross-subject map

A learner who uses one-word synonyms as if they were interchangeable is studying topic in a unit about public spaces. Build a cross-subject map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place topic in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 99: map appropriate through a Definition–example–non-example map

A learner who has background knowledge but weak lexical labels is studying appropriate in a unit about weather. Build a definition–example–non-example map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place appropriate in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Semantic Lab 100: map process through a Synonym–antonym–shade map

A learner who can use the word in only one subject is studying process in a unit about media literacy. Build a synonym–antonym–shade map with only the branches that clarify the word’s current job. Require a short meaning, one example, one near-miss, one relationship to another word and one natural phrase. If the target has a useful family, add the form needed in a sentence. Then hide two branches and ask the learner to reconstruct them. Next, remove the original topic and place process in a different context so the learner must identify which relationships remain valid. Finish by explaining one branch aloud without looking. If the map can be copied but not reconstructed, it is still a graphic organizer rather than lexical knowledge. If the learner can travel from concept to word and from word to related concepts, the network is becoming useful.

Where this fits in 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. The master Vocabulary router and Vocabulary Learning Hub remain the main routes across levels and vocabulary problems.

The separation is deliberate. Semantic organisation, paraphrasing, word-form knowledge, background knowledge and phrase-level fluency are related, but they are not the same reader job. This page owns one problem deeply and sends narrower or broader questions to their existing specialist owners.

Sources and further reading

• Reading Rockets — Connecting Word Meanings Through Semantic Mapping.
• Reading Rockets — Word Maps.
• IES — Summarizing and Retelling.
• IES — Word Knowledge, Comprehension Monitoring and Summarization.
• Reading Rockets — Morphological Awareness and Literacy Skills.
• Reading Rockets — Previewing Vocabulary Before Reading.
• Reading Rockets — Background Knowledge and Reading Comprehension.
• IES — Sentence Frames and Mathematical Language.
• IES — Teaching Elementary School Students to Be Effective Writers.
• MOE Singapore — English Language Syllabus 2020 Primary.
• SEAB — 2026 PSLE English Language syllabus.

Extended Primary 6 application fieldbook

Fieldbook 1: analyse — environmental change

A learner who recognises the word but cannot connect it to related ideas is working with analyse in a narrative passage about environmental change. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 2: implicit — media literacy

A learner who uses one-word synonyms as if they were interchangeable is working with implicit in a digital article about media literacy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 3: effect — weather

A learner who recognises the phrase but cannot produce it is working with effect in a continuous-writing paragraph about weather. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 4: process — public spaces

A learner who can repeat the sentence but cannot restate it is working with process in a class discussion about public spaces. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 5: determine — sports

A learner who remembers a definition but not examples is working with determine in a textbook section about sports. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 6: specific — water conservation

A learner who overuses formal vocabulary in ordinary contexts is working with specific in a situational-writing email about water conservation. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 7: topic — digital safety

A learner who spells the word correctly but mispronounces it is working with topic in a documentary extract about digital safety. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 8: relevant — learning habits

A learner who can use the word in only one subject is working with relevant in a project reflection about learning habits. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 9: influence — community service

A learner who misses the stress pattern of multisyllabic words is working with influence in an oral response about community service. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 10: function — food systems

A learner who pronounces the word but cannot spell it is working with function in a revision task about food systems. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 11: respond — biodiversity

A learner who has strong ideas but weak academic phrasing is working with respond in a graph explanation about biodiversity. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 12: classify — friendship

A learner who understands technical nouns but not relationship language is working with classify in a Mathematics word problem about friendship. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 13: strategy — transport

A learner who knows the word but lacks topic knowledge is working with strategy in a Secondary 1 preview text about transport. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 14: trend — teamwork

A learner who understands the passage but gives an overlong summary is working with trend in a school announcement about teamwork. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 15: evidence — energy

A learner who has background knowledge but weak lexical labels is working with evidence in a Science explanation about energy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 16: logical — inventions

A learner who knows individual words but writes unnatural phrases is working with logical in a peer explanation about inventions. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 17: identify — financial decisions

A learner who can map synonyms but not causes or categories is working with identify in a news report about financial decisions. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 18: variable — technology

A learner who has vocabulary but weak world knowledge is working with variable in an informational passage about technology. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 19: clarify — school rules

A learner who copies wording instead of paraphrasing is working with clarify in a debate about school rules. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 20: structure — healthy habits

A learner who knows the concept orally but not in print is working with structure in a listening task about healthy habits. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 21: purpose — environmental change

A learner who recognises the word but cannot connect it to related ideas is working with purpose in a narrative passage about environmental change. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 22: infer — media literacy

A learner who uses one-word synonyms as if they were interchangeable is working with infer in a digital article about media literacy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 23: modify — weather

A learner who recognises the phrase but cannot produce it is working with modify in a continuous-writing paragraph about weather. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 24: indicate — public spaces

A learner who can repeat the sentence but cannot restate it is working with indicate in a class discussion about public spaces. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 25: compare — sports

A learner who remembers a definition but not examples is working with compare in a textbook section about sports. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 26: coherent — water conservation

A learner who overuses formal vocabulary in ordinary contexts is working with coherent in a situational-writing email about water conservation. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 27: support — digital safety

A learner who spells the word correctly but mispronounces it is working with support in a documentary extract about digital safety. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 28: audience — learning habits

A learner who can use the word in only one subject is working with audience in a project reflection about learning habits. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 29: justify — community service

A learner who misses the stress pattern of multisyllabic words is working with justify in an oral response about community service. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 30: observe — food systems

A learner who pronounces the word but cannot spell it is working with observe in a revision task about food systems. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 31: maintain — biodiversity

A learner who has strong ideas but weak academic phrasing is working with maintain in a graph explanation about biodiversity. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 32: conclude — friendship

A learner who understands technical nouns but not relationship language is working with conclude in a Mathematics word problem about friendship. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 33: consistent — transport

A learner who knows the word but lacks topic knowledge is working with consistent in a Secondary 1 preview text about transport. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 34: transfer — teamwork

A learner who understands the passage but gives an overlong summary is working with transfer in a school announcement about teamwork. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 35: register — energy

A learner who has background knowledge but weak lexical labels is working with register in a Science explanation about energy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 36: consequence — inventions

A learner who knows individual words but writes unnatural phrases is working with consequence in a peer explanation about inventions. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 37: outcome — financial decisions

A learner who can map synonyms but not causes or categories is working with outcome in a news report about financial decisions. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 38: method — technology

A learner who has vocabulary but weak world knowledge is working with method in an informational passage about technology. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 39: reason — school rules

A learner who copies wording instead of paraphrasing is working with reason in a debate about school rules. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 40: context — healthy habits

A learner who knows the concept orally but not in print is working with context in a listening task about healthy habits. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 41: valid — environmental change

A learner who recognises the word but cannot connect it to related ideas is working with valid in a narrative passage about environmental change. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 42: nuance — media literacy

A learner who uses one-word synonyms as if they were interchangeable is working with nuance in a digital article about media literacy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 43: evaluate — weather

A learner who recognises the phrase but cannot produce it is working with evaluate in a continuous-writing paragraph about weather. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 44: perspective — public spaces

A learner who can repeat the sentence but cannot restate it is working with perspective in a class discussion about public spaces. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 45: pattern — sports

A learner who remembers a definition but not examples is working with pattern in a textbook section about sports. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 46: result — water conservation

A learner who overuses formal vocabulary in ordinary contexts is working with result in a situational-writing email about water conservation. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 47: criterion — digital safety

A learner who spells the word correctly but mispronounces it is working with criterion in a documentary extract about digital safety. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 48: verify — learning habits

A learner who can use the word in only one subject is working with verify in a project reflection about learning habits. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 49: accurate — community service

A learner who misses the stress pattern of multisyllabic words is working with accurate in an oral response about community service. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 50: interpret — food systems

A learner who pronounces the word but cannot spell it is working with interpret in a revision task about food systems. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 51: predict — biodiversity

A learner who has strong ideas but weak academic phrasing is working with predict in a graph explanation about biodiversity. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 52: principle — friendship

A learner who understands technical nouns but not relationship language is working with principle in a Mathematics word problem about friendship. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 53: cause — transport

A learner who knows the word but lacks topic knowledge is working with cause in a Secondary 1 preview text about transport. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 54: deduce — teamwork

A learner who understands the passage but gives an overlong summary is working with deduce in a school announcement about teamwork. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 55: adapt — energy

A learner who has background knowledge but weak lexical labels is working with adapt in a Science explanation about energy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 56: appropriate — inventions

A learner who knows individual words but writes unnatural phrases is working with appropriate in a peer explanation about inventions. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 57: significant — financial decisions

A learner who can map synonyms but not causes or categories is working with significant in a news report about financial decisions. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 58: priority — technology

A learner who has vocabulary but weak world knowledge is working with priority in an informational passage about technology. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 59: relationship — school rules

A learner who copies wording instead of paraphrasing is working with relationship in a debate about school rules. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 60: argument — healthy habits

A learner who knows the concept orally but not in print is working with argument in a listening task about healthy habits. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 61: demonstrate — environmental change

A learner who recognises the word but cannot connect it to related ideas is working with demonstrate in a narrative passage about environmental change. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 62: alternative — media literacy

A learner who uses one-word synonyms as if they were interchangeable is working with alternative in a digital article about media literacy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 63: benefit — weather

A learner who recognises the phrase but cannot produce it is working with benefit in a continuous-writing paragraph about weather. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 64: contrast — public spaces

A learner who can repeat the sentence but cannot restate it is working with contrast in a class discussion about public spaces. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 65: procedure — sports

A learner who remembers a definition but not examples is working with procedure in a textbook section about sports. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 66: require — water conservation

A learner who overuses formal vocabulary in ordinary contexts is working with require in a situational-writing email about water conservation. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 67: claim — digital safety

A learner who spells the word correctly but mispronounces it is working with claim in a documentary extract about digital safety. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 68: differentiate — learning habits

A learner who can use the word in only one subject is working with differentiate in a project reflection about learning habits. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 69: approach — community service

A learner who misses the stress pattern of multisyllabic words is working with approach in an oral response about community service. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 70: construct — food systems

A learner who pronounces the word but cannot spell it is working with construct in a revision task about food systems. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 71: precise — biodiversity

A learner who has strong ideas but weak academic phrasing is working with precise in a graph explanation about biodiversity. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 72: proportion — friendship

A learner who understands technical nouns but not relationship language is working with proportion in a Mathematics word problem about friendship. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 73: resource — transport

A learner who knows the word but lacks topic knowledge is working with resource in a Secondary 1 preview text about transport. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 74: summary — teamwork

A learner who understands the passage but gives an overlong summary is working with summary in a school announcement about teamwork. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 75: elaborate — energy

A learner who has background knowledge but weak lexical labels is working with elaborate in a Science explanation about energy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 76: capacity — inventions

A learner who knows individual words but writes unnatural phrases is working with capacity in a peer explanation about inventions. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 77: contribute — financial decisions

A learner who can map synonyms but not causes or categories is working with contribute in a news report about financial decisions. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 78: credible — technology

A learner who has vocabulary but weak world knowledge is working with credible in an informational passage about technology. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 79: resolve — school rules

A learner who copies wording instead of paraphrasing is working with resolve in a debate about school rules. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 80: similar — healthy habits

A learner who knows the concept orally but not in print is working with similar in a listening task about healthy habits. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 81: paraphrase — environmental change

A learner who recognises the word but cannot connect it to related ideas is working with paraphrase in a narrative passage about environmental change. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 82: equivalent — media literacy

A learner who uses one-word synonyms as if they were interchangeable is working with equivalent in a digital article about media literacy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 83: category — weather

A learner who recognises the phrase but cannot produce it is working with category in a continuous-writing paragraph about weather. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 84: formulate — public spaces

A learner who can repeat the sentence but cannot restate it is working with formulate in a class discussion about public spaces. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 85: factor — sports

A learner who remembers a definition but not examples is working with factor in a textbook section about sports. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 86: retain — water conservation

A learner who overuses formal vocabulary in ordinary contexts is working with retain in a situational-writing email about water conservation. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 87: source — digital safety

A learner who spells the word correctly but mispronounces it is working with source in a documentary extract about digital safety. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 88: explain — learning habits

A learner who can use the word in only one subject is working with explain in a project reflection about learning habits. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 89: estimate — community service

A learner who misses the stress pattern of multisyllabic words is working with estimate in an oral response about community service. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 90: condition — food systems

A learner who pronounces the word but cannot spell it is working with condition in a revision task about food systems. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 91: generate — biodiversity

A learner who has strong ideas but weak academic phrasing is working with generate in a graph explanation about biodiversity. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 92: assume — friendship

A learner who understands technical nouns but not relationship language is working with assume in a Mathematics word problem about friendship. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 93: retrieve — transport

A learner who knows the word but lacks topic knowledge is working with retrieve in a Secondary 1 preview text about transport. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 94: sufficient — teamwork

A learner who understands the passage but gives an overlong summary is working with sufficient in a school announcement about teamwork. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.

Fieldbook 95: generalise — energy

A learner who has background knowledge but weak lexical labels is working with generalise in a Science explanation about energy. Build a small meaning network rather than a decorative diagram. Include a concise definition, one example, one near non-example, one semantic relation, one collocation and one cross-context branch. Ask the learner to explain why each branch belongs. Then hide the map and retrieve three connections from memory. Move the target into another topic and remove any branch that no longer applies. The exercise succeeds when the learner can use the network to interpret and produce language without needing the visual scaffold in front of them.