Top 100 PSLE Vocabulary List resources can help Grade 6 students understand rocks, minerals, geology, the rock cycle, tectonic plates, weathering, erosion, fossils and Earth’s structure. Current Grade 6 Earth-science vocabulary commonly foregrounds terms such as igneous, sedimentary, metamorphic, mineral, magma, lava, weathering, erosion, deposition and rock cycle, making this a strong standalone search job.
This guide expands that core vocabulary into a connected system: Earth layers, mineral properties, the three rock families, rock-cycle processes, plate tectonics, surface processes, fossils, geologic time and fieldwork. It is designed for upper-primary science reading and explanation rather than a worksheet-only word bank.
This child owns the Grade 6/PSLE rocks-and-Earth-science vocabulary job. It complements the Maps, Landforms and Geography list and the Science Investigation and Experiment list without replacing either owner.
How to Use This Top 100 List
Alicia, Tricia and Kai Kai use this article as an active vocabulary system rather than a glossary. Every term is learned through meaning, context, contrast, transfer, oral explanation and delayed retrieval. The goal is for a Grade 6 learner to recognise the word in an unseen passage and also use it accurately in a new explanation.
Study ten terms at a time, then mix categories. Ask which words name materials, structures, processes, tools, places, evidence, forces, risks or results. Build short cloze questions and compare neighbouring terms. This creates a network of meaning rather than one hundred isolated definitions.
Earth Foundations
1. geology
Meaning: the scientific study of Earth, its materials, structure and history. Model: Alicia learned how geology connects rocks, landforms and Earth’s past. Geology includes many specialised fields.
Context test: Cover geology and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare geology with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing geology. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use geology in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain geology aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where geology matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Geology includes many specialised fields.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
2. geologist
Meaning: a scientist who studies Earth materials, processes and history. Model: Kai Kai read how a geologist identifies rocks in the field. Geologists use observations and evidence.
Context test: Cover geologist and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare geologist with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing geologist. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use geologist in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain geologist aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where geologist matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Geologists use observations and evidence.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
3. crust
Meaning: Earth’s thin outer solid layer. Model: Tricia labelled the crust on a cross-section of Earth. The crust differs beneath continents and oceans.
Context test: Cover crust and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare crust with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing crust. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use crust in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain crust aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where crust matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. The crust differs beneath continents and oceans.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
4. mantle
Meaning: the thick layer of hot rock beneath Earth’s crust. Model: Alicia learned that the mantle can flow very slowly. Most of Earth’s volume lies in the mantle.
Context test: Cover mantle and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare mantle with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing mantle. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use mantle in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain mantle aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where mantle matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Most of Earth’s volume lies in the mantle.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
5. core
Meaning: the central region of Earth composed mainly of iron and nickel. Model: Kai Kai compared the inner and outer core. The core has solid and liquid parts.
Context test: Cover core and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare core with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing core. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use core in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain core aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where core matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. The core has solid and liquid parts.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
6. lithosphere
Meaning: the rigid outer layer made of crust and uppermost mantle. Model: Tectonic plates are pieces of lithosphere. The lithosphere is mechanically rigid.
Context test: Cover lithosphere and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare lithosphere with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing lithosphere. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use lithosphere in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain lithosphere aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where lithosphere matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. The lithosphere is mechanically rigid.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
7. tectonic plate
Meaning: a large moving slab of lithosphere. Model: Tricia located major tectonic plates on a map. Plates move slowly over time.
Context test: Cover tectonic plate and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare tectonic plate with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing tectonic plate. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use tectonic plate in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain tectonic plate aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where tectonic plate matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Plates move slowly over time.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
8. magma
Meaning: molten rock beneath Earth’s surface. Model: Alicia learned that magma can cool underground. Magma becomes lava when it reaches the surface.
Context test: Cover magma and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare magma with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing magma. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use magma in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain magma aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where magma matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Magma becomes lava when it reaches the surface.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
9. lava
Meaning: molten rock that has reached Earth’s surface. Model: Kai Kai watched a video of lava flowing from a volcano. Lava cools to form igneous rock.
Context test: Cover lava and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare lava with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing lava. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use lava in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain lava aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where lava matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Lava cools to form igneous rock.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
10. geosphere
Meaning: the solid parts of Earth including rocks, soil and deep interior. Model: Tricia compared the geosphere with the atmosphere and hydrosphere. Earth systems interact.
Context test: Cover geosphere and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare geosphere with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing geosphere. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use geosphere in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain geosphere aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where geosphere matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Earth systems interact.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Minerals And Properties
11. mineral
Meaning: a naturally occurring inorganic solid with a characteristic composition and crystal structure. Model: Quartz is a common mineral. Minerals are the building blocks of many rocks.
Context test: Cover mineral and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare mineral with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing mineral. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use mineral in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain mineral aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where mineral matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Minerals are the building blocks of many rocks.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
12. crystal
Meaning: a solid whose particles are arranged in a repeating structure. Model: Alicia observed flat crystal faces in the sample. Crystal form reflects internal structure.
Context test: Cover crystal and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare crystal with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing crystal. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use crystal in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain crystal aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where crystal matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Crystal form reflects internal structure.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
13. hardness
Meaning: a mineral’s resistance to scratching. Model: Kai Kai compared mineral hardness using a scratch test. Hardness is different from toughness.
Context test: Cover hardness and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare hardness with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing hardness. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use hardness in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain hardness aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where hardness matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Hardness is different from toughness.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
14. lustre
Meaning: the way a mineral reflects light. Model: Tricia described the mineral’s metallic lustre. Luster is the American spelling.
Context test: Cover lustre and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare lustre with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing lustre. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use lustre in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain lustre aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where lustre matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Luster is the American spelling.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
15. streak
Meaning: the colour of a mineral’s powder when rubbed on a testing plate. Model: Alicia used a streak plate to compare samples. Streak may differ from surface colour.
Context test: Cover streak and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare streak with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing streak. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use streak in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain streak aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where streak matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Streak may differ from surface colour.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
16. cleavage
Meaning: the tendency of a mineral to split along flat planes. Model: Mica shows strong cleavage. Cleavage follows crystal structure.
Context test: Cover cleavage and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare cleavage with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing cleavage. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use cleavage in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain cleavage aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where cleavage matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Cleavage follows crystal structure.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
17. fracture
Meaning: the way a mineral breaks when it does not split along cleavage planes. Model: Quartz can show curved fracture surfaces. Fracture differs from cleavage.
Context test: Cover fracture and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare fracture with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing fracture. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use fracture in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain fracture aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where fracture matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Fracture differs from cleavage.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
18. density
Meaning: mass per unit volume. Model: Kai Kai compared the density of two mineral samples. Density can help identification.
Context test: Cover density and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare density with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing density. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use density in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain density aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where density matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Density can help identification.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
19. ore
Meaning: rock containing enough valuable material to be worth extracting. Model: Tricia learned how iron ore is processed. Economic value depends on technology and price.
Context test: Cover ore and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare ore with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing ore. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use ore in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain ore aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where ore matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Economic value depends on technology and price.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
20. gemstone
Meaning: a mineral or other material valued for beauty, rarity and durability. Model: Alicia compared several gemstones. Not every gemstone is a mineral.
Context test: Cover gemstone and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare gemstone with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing gemstone. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use gemstone in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain gemstone aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where gemstone matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Not every gemstone is a mineral.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Igneous Rocks
21. igneous rock
Meaning: rock formed when magma or lava cools and solidifies. Model: Granite is an igneous rock. Igneous rocks form from melted material.
Context test: Cover igneous rock and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare igneous rock with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing igneous rock. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use igneous rock in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain igneous rock aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where igneous rock matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Igneous rocks form from melted material.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
22. intrusive
Meaning: formed when magma cools slowly beneath Earth’s surface. Model: Kai Kai identified granite as intrusive. Slow cooling often produces larger crystals.
Context test: Cover intrusive and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare intrusive with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing intrusive. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use intrusive in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain intrusive aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where intrusive matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Slow cooling often produces larger crystals.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
23. extrusive
Meaning: formed when lava cools at or near Earth’s surface. Model: Basalt is commonly extrusive. Fast cooling often produces smaller crystals.
Context test: Cover extrusive and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare extrusive with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing extrusive. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use extrusive in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain extrusive aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where extrusive matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Fast cooling often produces smaller crystals.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
24. granite
Meaning: a coarse-grained intrusive rock rich in quartz and feldspar. Model: Tricia examined a granite sample. Granite forms slowly underground.
Context test: Cover granite and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare granite with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing granite. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use granite in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain granite aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where granite matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Granite forms slowly underground.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
25. basalt
Meaning: a dark fine-grained volcanic rock common in oceanic crust. Model: Alicia learned that basalt forms from rapidly cooled lava. Basalt is often extrusive.
Context test: Cover basalt and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare basalt with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing basalt. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use basalt in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain basalt aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where basalt matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Basalt is often extrusive.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
26. obsidian
Meaning: a volcanic glass formed by very rapid cooling of silica-rich lava. Model: Kai Kai noticed obsidian’s glassy appearance. It lacks large crystals.
Context test: Cover obsidian and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare obsidian with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing obsidian. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use obsidian in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain obsidian aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where obsidian matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. It lacks large crystals.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
27. pumice
Meaning: a light volcanic rock full of gas bubbles. Model: Tricia observed that some pumice can float. Its holes are called vesicles.
Context test: Cover pumice and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare pumice with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing pumice. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use pumice in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain pumice aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where pumice matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Its holes are called vesicles.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
28. scoria
Meaning: a dark volcanic rock containing many gas-bubble holes. Model: Alicia compared scoria with pumice. Scoria is usually denser and darker.
Context test: Cover scoria and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare scoria with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing scoria. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use scoria in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain scoria aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where scoria matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Scoria is usually denser and darker.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
29. crystallisation
Meaning: the formation and growth of crystals as melted material cools. Model: Kai Kai linked slow cooling with longer crystallisation time. Cooling rate affects crystal size.
Context test: Cover crystallisation and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare crystallisation with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing crystallisation. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use crystallisation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain crystallisation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where crystallisation matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Cooling rate affects crystal size.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
30. volcanic
Meaning: related to volcanoes, lava or material erupted at Earth’s surface. Model: Tricia described the rock as volcanic in origin. Volcanic is an adjective.
Context test: Cover volcanic and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare volcanic with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing volcanic. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use volcanic in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain volcanic aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where volcanic matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Volcanic is an adjective.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Sedimentary Rocks
31. sedimentary rock
Meaning: rock formed from accumulated sediment or chemical and biological material. Model: Sandstone is a sedimentary rock. Sedimentary rocks often occur in layers.
Context test: Cover sedimentary rock and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare sedimentary rock with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing sedimentary rock. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use sedimentary rock in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain sedimentary rock aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where sedimentary rock matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Sedimentary rocks often occur in layers.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
32. sediment
Meaning: loose particles of rock, mineral or organic material. Model: Alicia collected sediment from the stream bank. Sediment can be transported and deposited.
Context test: Cover sediment and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare sediment with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing sediment. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use sediment in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain sediment aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where sediment matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Sediment can be transported and deposited.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
33. weathering
Meaning: the breakdown of rock at or near Earth’s surface. Model: Kai Kai compared physical and chemical weathering. Weathering breaks material down in place.
Context test: Cover weathering and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare weathering with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing weathering. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use weathering in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain weathering aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where weathering matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Weathering breaks material down in place.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
34. erosion
Meaning: the removal and transport of weathered material. Model: Running water caused erosion along the bank. Erosion moves material.
Context test: Cover erosion and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare erosion with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing erosion. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use erosion in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain erosion aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where erosion matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Erosion moves material.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
35. deposition
Meaning: the laying down of transported sediment. Model: Tricia observed sand deposition inside the river bend. Deposition occurs when transport energy drops.
Context test: Cover deposition and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare deposition with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing deposition. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use deposition in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain deposition aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where deposition matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Deposition occurs when transport energy drops.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
36. compaction
Meaning: the pressing together of sediment under the weight of overlying material. Model: Alicia modelled compaction with layers of sand. Compaction reduces pore space.
Context test: Cover compaction and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare compaction with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing compaction. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use compaction in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain compaction aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where compaction matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Compaction reduces pore space.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
37. cementation
Meaning: the binding of sediment grains by minerals deposited from water. Model: Kai Kai learned how cementation helps form sandstone. Mineral cements act like natural glue.
Context test: Cover cementation and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare cementation with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing cementation. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use cementation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain cementation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where cementation matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Mineral cements act like natural glue.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
38. sandstone
Meaning: a sedimentary rock made mainly from sand-sized grains. Model: Tricia identified visible grains in sandstone. Sandstone commonly forms from compacted sand.
Context test: Cover sandstone and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare sandstone with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing sandstone. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use sandstone in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain sandstone aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where sandstone matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Sandstone commonly forms from compacted sand.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
39. shale
Meaning: a fine-grained sedimentary rock formed from mud and clay. Model: Alicia split the shale along thin layers. Shale often forms in quiet water.
Context test: Cover shale and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare shale with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing shale. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use shale in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain shale aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where shale matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Shale often forms in quiet water.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
40. limestone
Meaning: a sedimentary rock made largely from calcium carbonate. Model: Kai Kai studied fossil-rich limestone. Limestone can form biologically or chemically.
Context test: Cover limestone and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare limestone with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing limestone. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use limestone in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain limestone aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where limestone matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Limestone can form biologically or chemically.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Metamorphic Rocks
41. metamorphic rock
Meaning: rock changed by heat, pressure or fluids without fully melting. Model: Marble is a metamorphic rock. Metamorphism changes existing rock.
Context test: Cover metamorphic rock and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare metamorphic rock with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing metamorphic rock. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use metamorphic rock in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain metamorphic rock aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where metamorphic rock matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Metamorphism changes existing rock.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
42. metamorphism
Meaning: the process that changes rock through heat, pressure and chemical activity. Model: Tricia traced metamorphism in the rock cycle. The rock remains mostly solid.
Context test: Cover metamorphism and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare metamorphism with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing metamorphism. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use metamorphism in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain metamorphism aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where metamorphism matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. The rock remains mostly solid.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
43. heat
Meaning: thermal energy that can drive changes in minerals and texture. Model: Alicia explained how heat affects buried rock. Heat alone may not determine the final rock.
Context test: Cover heat and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare heat with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing heat. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use heat in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain heat aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where heat matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Heat alone may not determine the final rock.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
44. pressure
Meaning: force applied over an area that can compress and rearrange minerals. Model: Kai Kai linked pressure with foliation. Pressure increases with burial and tectonic forces.
Context test: Cover pressure and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare pressure with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing pressure. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use pressure in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain pressure aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where pressure matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Pressure increases with burial and tectonic forces.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
45. foliation
Meaning: layered or banded texture produced by aligned minerals. Model: Tricia observed foliation in gneiss. Not all metamorphic rocks are foliated.
Context test: Cover foliation and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare foliation with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing foliation. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use foliation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain foliation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where foliation matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Not all metamorphic rocks are foliated.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
46. marble
Meaning: a metamorphic rock formed mainly from limestone. Model: Alicia compared marble with its parent rock. Marble is typically non-foliated.
Context test: Cover marble and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare marble with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing marble. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use marble in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain marble aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where marble matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Marble is typically non-foliated.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
47. slate
Meaning: a fine-grained metamorphic rock formed from shale. Model: Kai Kai observed how slate splits into flat sheets. Slate develops under relatively low-grade metamorphism.
Context test: Cover slate and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare slate with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing slate. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use slate in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain slate aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where slate matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Slate develops under relatively low-grade metamorphism.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
48. gneiss
Meaning: a coarse metamorphic rock with alternating mineral bands. Model: Tricia identified light and dark bands in gneiss. Gneiss represents high-grade metamorphism.
Context test: Cover gneiss and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare gneiss with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing gneiss. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use gneiss in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain gneiss aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where gneiss matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Gneiss represents high-grade metamorphism.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
49. quartzite
Meaning: a hard metamorphic rock formed mainly from sandstone. Model: Alicia tested the toughness of quartzite. Quartz grains become tightly fused.
Context test: Cover quartzite and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare quartzite with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing quartzite. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use quartzite in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain quartzite aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where quartzite matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Quartz grains become tightly fused.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
50. parent rock
Meaning: the original rock from which a metamorphic rock forms. Model: Kai Kai identified limestone as the parent rock of marble. Parent rock is also called protolith.
Context test: Cover parent rock and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare parent rock with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing parent rock. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use parent rock in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain parent rock aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where parent rock matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Parent rock is also called protolith.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Rock Cycle Processes
51. rock cycle
Meaning: the continuous set of processes that transform rocks among major types. Model: Tricia drew the rock cycle as a network rather than a circle. Any rock can follow multiple pathways.
Context test: Cover rock cycle and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare rock cycle with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing rock cycle. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use rock cycle in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain rock cycle aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where rock cycle matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Any rock can follow multiple pathways.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
52. melting
Meaning: the change from solid rock to molten material. Model: Alicia linked melting with magma formation. Melting requires sufficient heat.
Context test: Cover melting and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare melting with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing melting. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use melting in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain melting aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where melting matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Melting requires sufficient heat.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
53. cooling
Meaning: the loss of heat that allows magma or lava to solidify. Model: Kai Kai explained how cooling rate affects crystals. Cooling connects magma to igneous rock.
Context test: Cover cooling and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare cooling with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing cooling. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use cooling in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain cooling aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where cooling matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Cooling connects magma to igneous rock.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
54. uplift
Meaning: the raising of rock or land towards Earth’s surface. Model: Tricia linked uplift with exposure to weathering. Tectonic forces can cause uplift.
Context test: Cover uplift and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare uplift with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing uplift. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use uplift in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain uplift aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where uplift matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Tectonic forces can cause uplift.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
55. burial
Meaning: the covering of sediment or rock by younger layers. Model: Alicia connected deep burial with pressure and heat. Burial changes environmental conditions.
Context test: Cover burial and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare burial with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing burial. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use burial in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain burial aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where burial matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Burial changes environmental conditions.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
56. recrystallisation
Meaning: the growth or rearrangement of mineral crystals without complete melting. Model: Kai Kai linked recrystallisation with metamorphism. Minerals may change size or type.
Context test: Cover recrystallisation and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare recrystallisation with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing recrystallisation. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use recrystallisation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain recrystallisation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where recrystallisation matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Minerals may change size or type.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
57. transport
Meaning: movement of sediment by water, wind, ice or gravity. Model: Tricia identified river transport of sand. Transport follows weathering and erosion.
Context test: Cover transport and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare transport with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing transport. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use transport in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain transport aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where transport matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Transport follows weathering and erosion.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
58. lithification
Meaning: the conversion of loose sediment into sedimentary rock. Model: Alicia learned that compaction and cementation cause lithification. Lithification literally means rock-making.
Context test: Cover lithification and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare lithification with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing lithification. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use lithification in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain lithification aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where lithification matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Lithification literally means rock-making.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
59. exposure
Meaning: the uncovering of rock at Earth’s surface. Model: Kai Kai observed exposed rock beside the road cut. Exposure allows weathering.
Context test: Cover exposure and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare exposure with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing exposure. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use exposure in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain exposure aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where exposure matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Exposure allows weathering.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
60. transformation
Meaning: change from one rock type or form to another. Model: Tricia traced several transformations through the rock cycle. The cycle has no single starting point.
Context test: Cover transformation and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare transformation with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing transformation. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use transformation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain transformation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where transformation matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. The cycle has no single starting point.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Tectonics
61. plate tectonics
Meaning: the theory describing movement and interaction of Earth’s lithospheric plates. Model: Alicia used plate tectonics to explain mountain building. Plate motion drives many Earth processes.
Context test: Cover plate tectonics and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare plate tectonics with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing plate tectonics. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use plate tectonics in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain plate tectonics aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where plate tectonics matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Plate motion drives many Earth processes.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
62. convergent boundary
Meaning: a plate boundary where plates move towards each other. Model: Kai Kai identified a convergent boundary near a trench. Convergence can create mountains or subduction zones.
Context test: Cover convergent boundary and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare convergent boundary with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing convergent boundary. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use convergent boundary in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain convergent boundary aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where convergent boundary matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Convergence can create mountains or subduction zones.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
63. divergent boundary
Meaning: a plate boundary where plates move apart. Model: Tricia studied a divergent boundary at a mid-ocean ridge. New crust can form there.
Context test: Cover divergent boundary and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare divergent boundary with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing divergent boundary. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use divergent boundary in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain divergent boundary aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where divergent boundary matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. New crust can form there.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
64. transform boundary
Meaning: a plate boundary where plates slide past one another. Model: Alicia learned that transform boundaries can produce earthquakes. Crust is neither created nor destroyed there.
Context test: Cover transform boundary and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare transform boundary with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing transform boundary. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use transform boundary in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain transform boundary aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where transform boundary matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Crust is neither created nor destroyed there.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
65. subduction
Meaning: the sinking of one tectonic plate beneath another. Model: Kai Kai traced subduction beneath an ocean trench. Subduction recycles lithosphere.
Context test: Cover subduction and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare subduction with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing subduction. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use subduction in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain subduction aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where subduction matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Subduction recycles lithosphere.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
66. fault
Meaning: a fracture in rock where movement has occurred. Model: Tricia mapped a fault line. Faults differ in type.
Context test: Cover fault and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare fault with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing fault. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use fault in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain fault aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where fault matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Faults differ in type.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
67. earthquake
Meaning: sudden ground shaking caused by rapid release of stored energy in Earth’s crust. Model: Alicia connected earthquakes with fault movement. Earthquakes vary greatly in size.
Context test: Cover earthquake and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare earthquake with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing earthquake. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use earthquake in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain earthquake aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where earthquake matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Earthquakes vary greatly in size.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
68. volcano
Meaning: an opening or landform through which magma, gases and ash can reach the surface. Model: Kai Kai located volcanoes along a plate boundary. Volcanoes form in several tectonic settings.
Context test: Cover volcano and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare volcano with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing volcano. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use volcano in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain volcano aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where volcano matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Volcanoes form in several tectonic settings.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
69. mountain building
Meaning: the formation and uplift of mountains through tectonic processes. Model: Tricia linked mountain building with continental collision. The process is called orogeny at advanced levels.
Context test: Cover mountain building and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare mountain building with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing mountain building. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use mountain building in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain mountain building aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where mountain building matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. The process is called orogeny at advanced levels.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
70. seafloor spreading
Meaning: the creation and outward movement of ocean crust at mid-ocean ridges. Model: Alicia modelled seafloor spreading with paper strips. It supports plate-tectonic theory.
Context test: Cover seafloor spreading and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare seafloor spreading with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing seafloor spreading. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use seafloor spreading in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain seafloor spreading aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where seafloor spreading matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. It supports plate-tectonic theory.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Surface Processes
71. physical weathering
Meaning: the breakdown of rock without changing its chemical composition. Model: Kai Kai observed cracks formed by freeze-thaw action. Physical weathering makes smaller pieces.
Context test: Cover physical weathering and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare physical weathering with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing physical weathering. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use physical weathering in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain physical weathering aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where physical weathering matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Physical weathering makes smaller pieces.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
72. chemical weathering
Meaning: the breakdown or alteration of rock through chemical reactions. Model: Tricia linked acid rain with chemical weathering. Minerals can change composition.
Context test: Cover chemical weathering and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare chemical weathering with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing chemical weathering. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use chemical weathering in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain chemical weathering aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where chemical weathering matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Minerals can change composition.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
73. freeze-thaw
Meaning: weathering caused when water freezes, expands and widens cracks. Model: Alicia explained freeze-thaw weathering in cold climates. Repeated cycles matter.
Context test: Cover freeze-thaw and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare freeze-thaw with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing freeze-thaw. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use freeze-thaw in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain freeze-thaw aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where freeze-thaw matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Repeated cycles matter.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
74. abrasion
Meaning: wearing away by scraping or grinding particles. Model: Kai Kai observed rounded stones shaped by abrasion. Water, wind or ice can cause abrasion.
Context test: Cover abrasion and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare abrasion with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing abrasion. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use abrasion in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain abrasion aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where abrasion matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Water, wind or ice can cause abrasion.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
75. runoff
Meaning: water flowing over land towards streams or lower areas. Model: Tricia connected heavy runoff with erosion. Runoff depends on rainfall and surface conditions.
Context test: Cover runoff and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare runoff with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing runoff. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use runoff in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain runoff aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where runoff matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Runoff depends on rainfall and surface conditions.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
76. river erosion
Meaning: wearing away and transport of material by flowing water. Model: Alicia described river erosion in a valley. Flow speed affects erosion.
Context test: Cover river erosion and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare river erosion with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing river erosion. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use river erosion in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain river erosion aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where river erosion matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Flow speed affects erosion.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
77. wind erosion
Meaning: removal and transport of material by wind. Model: Kai Kai linked wind erosion with dry bare soil. Fine particles move most easily.
Context test: Cover wind erosion and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare wind erosion with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing wind erosion. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use wind erosion in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain wind erosion aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where wind erosion matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Fine particles move most easily.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
78. glacial erosion
Meaning: wearing away and transport of rock by moving ice. Model: Tricia studied U-shaped valleys made by glacial erosion. Glaciers reshape landscapes.
Context test: Cover glacial erosion and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare glacial erosion with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing glacial erosion. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use glacial erosion in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain glacial erosion aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where glacial erosion matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Glaciers reshape landscapes.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
79. mass movement
Meaning: downslope movement of rock or soil under gravity. Model: Alicia compared landslides with slower soil creep. Water can increase instability.
Context test: Cover mass movement and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare mass movement with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing mass movement. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use mass movement in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain mass movement aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where mass movement matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Water can increase instability.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
80. soil formation
Meaning: the development of soil from weathered material, organisms and organic matter. Model: Kai Kai learned that soil formation is slow. Climate and organisms influence soil.
Context test: Cover soil formation and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare soil formation with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing soil formation. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use soil formation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain soil formation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where soil formation matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Climate and organisms influence soil.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Fossils And Deep Time
81. fossil
Meaning: preserved remains, traces or impressions of past organisms. Model: Tricia found a shell fossil in limestone. Fossils provide evidence of past life.
Context test: Cover fossil and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare fossil with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing fossil. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use fossil in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain fossil aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where fossil matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Fossils provide evidence of past life.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
82. fossilisation
Meaning: the set of processes by which remains or traces become preserved as fossils. Model: Alicia studied how rapid burial can support fossilisation. Fossilisation is uncommon.
Context test: Cover fossilisation and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare fossilisation with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing fossilisation. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use fossilisation in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain fossilisation aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where fossilisation matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Fossilisation is uncommon.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
83. trace fossil
Meaning: evidence of an organism’s activity such as footprints or burrows. Model: Kai Kai identified a trackway as a trace fossil. Trace fossils record behaviour.
Context test: Cover trace fossil and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare trace fossil with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing trace fossil. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use trace fossil in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain trace fossil aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where trace fossil matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Trace fossils record behaviour.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
84. index fossil
Meaning: a fossil useful for correlating and dating rock layers because the organism was widespread but lived for a limited time. Model: Tricia learned why index fossils are useful. They support relative dating.
Context test: Cover index fossil and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare index fossil with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing index fossil. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use index fossil in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain index fossil aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where index fossil matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. They support relative dating.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
85. relative dating
Meaning: determining whether rocks or events are older or younger than others. Model: Alicia used layer position for relative dating. It does not provide an exact age.
Context test: Cover relative dating and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare relative dating with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing relative dating. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use relative dating in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain relative dating aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where relative dating matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. It does not provide an exact age.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
86. absolute dating
Meaning: estimating a numerical age using methods such as radiometric dating. Model: Kai Kai compared absolute and relative dating. Numerical ages depend on method.
Context test: Cover absolute dating and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare absolute dating with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing absolute dating. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use absolute dating in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain absolute dating aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where absolute dating matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Numerical ages depend on method.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
87. geologic time
Meaning: the immense span of Earth’s history. Model: Tricia placed events on a geologic-time scale. Earth history covers billions of years.
Context test: Cover geologic time and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare geologic time with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing geologic time. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use geologic time in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain geologic time aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where geologic time matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Earth history covers billions of years.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
88. stratum
Meaning: a layer of sedimentary rock or sediment. Model: Alicia compared fossils in different strata. Strata is the plural.
Context test: Cover stratum and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare stratum with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing stratum. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use stratum in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain stratum aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where stratum matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Strata is the plural.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
89. unconformity
Meaning: a surface representing missing geologic time due to erosion or non-deposition. Model: Kai Kai saw an unconformity in a diagram. It marks a gap in the rock record.
Context test: Cover unconformity and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare unconformity with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing unconformity. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use unconformity in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain unconformity aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where unconformity matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. It marks a gap in the rock record.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
90. rock record
Meaning: the preserved sequence of rocks and fossils used to reconstruct Earth’s history. Model: Tricia used the rock record as evidence of change. The record is incomplete.
Context test: Cover rock record and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare rock record with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing rock record. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use rock record in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain rock record aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where rock record matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. The record is incomplete.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Resources And Fieldwork
91. fieldwork
Meaning: first-hand investigation carried out in a real location. Model: Alicia recorded rock observations during fieldwork. Fieldwork links vocabulary to evidence.
Context test: Cover fieldwork and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare fieldwork with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing fieldwork. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use fieldwork in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain fieldwork aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where fieldwork matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Fieldwork links vocabulary to evidence.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
92. outcrop
Meaning: an exposed area of bedrock visible at Earth’s surface. Model: Kai Kai sketched an outcrop beside the trail. Outcrops reveal rock layers.
Context test: Cover outcrop and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare outcrop with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing outcrop. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use outcrop in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain outcrop aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where outcrop matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Outcrops reveal rock layers.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
93. sample
Meaning: a selected piece of material used for study. Model: Tricia labelled each rock sample. Samples should record location.
Context test: Cover sample and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare sample with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing sample. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use sample in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain sample aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where sample matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Samples should record location.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
94. hand lens
Meaning: a small magnifying tool used to inspect rocks and minerals. Model: Alicia used a hand lens to see crystals. Magnification reveals texture.
Context test: Cover hand lens and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare hand lens with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing hand lens. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use hand lens in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain hand lens aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where hand lens matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Magnification reveals texture.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
95. rock hammer
Meaning: a geological tool used to break or examine rock samples. Model: Kai Kai learned how geologists use a rock hammer safely. Protective equipment is important.
Context test: Cover rock hammer and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare rock hammer with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing rock hammer. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use rock hammer in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain rock hammer aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where rock hammer matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Protective equipment is important.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
96. mining
Meaning: the extraction of useful minerals or rock from Earth. Model: Tricia studied the environmental effects of mining. Mining supplies materials but creates impacts.
Context test: Cover mining and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare mining with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing mining. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use mining in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain mining aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where mining matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Mining supplies materials but creates impacts.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
97. quarry
Meaning: a surface excavation where stone, sand or other materials are extracted. Model: Alicia observed a quarry in a documentary. Quarries differ from underground mines.
Context test: Cover quarry and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare quarry with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing quarry. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use quarry in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain quarry aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where quarry matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Quarries differ from underground mines.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
98. resource
Meaning: a useful material or feature that people can use. Model: Kai Kai classified limestone as a natural resource. Usefulness depends on human needs.
Context test: Cover resource and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare resource with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing resource. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use resource in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain resource aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where resource matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Usefulness depends on human needs.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
99. hazard
Meaning: a source of possible harm such as unstable rock or volcanic activity. Model: Tricia identified a landslide hazard. Hazard differs from risk.
Context test: Cover hazard and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare hazard with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing hazard. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use hazard in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain hazard aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where hazard matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. Hazard differs from risk.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
100. geologic map
Meaning: a map showing the distribution and relationships of rock units and geologic features. Model: Alicia interpreted colours on a geologic map. The legend explains rock units.
Context test: Cover geologic map and read the sentence as a cloze item. Identify at least two clues that narrow the meaning: material, location, process, force, shape, evidence, purpose or result. Predict the category before revealing the answer.
Precision test: Compare geologic map with a related word from this section. State one overlap and one important boundary. Then write a sentence where the neighbouring word would be inaccurate. Precision matters more than using the most technical label.
Reading transfer: Alicia writes a four-sentence Grade 6 informational passage containing geologic map. Tricia underlines the clues that make the meaning recoverable. Kai Kai writes one plausible distractor and explains exactly which clue eliminates it. Rotate the roles.
Writing transfer: Use geologic map in a fresh explanatory paragraph. Add one natural collocation and one cause, effect, comparison, measurement or example. The term should make the system clearer rather than simply make the sentence look advanced.
Oral transfer: Explain geologic map aloud in twenty seconds without reading the definition. Then answer one follow-up beginning with how, why, where, what changes or what is the difference. If the explanation becomes circular, return to a concrete example.
Scenario test: Invent a realistic or scientific situation where geologic map matters. Change one condition so a related term becomes more accurate. Explain the switch and identify the clue that changed the answer. The legend explains rock units.
Delayed retrieval: Two days later, retrieve the term from its definition, the definition from the term and a new example from memory. Mix it with older vocabulary so page order cannot provide the answer.
Cumulative Practice
Mix at least twenty terms from different sections. Sort them by function, complete cloze items, explain contrasts and write one paragraph using five terms naturally. Return to the Vocabulary Learning Hub for the wider vocabulary architecture.