What is Primary 6 Vocabulary | Certainty, Probability, Hedging and How Strongly a Claim Should Be Stated

Primary 6 certainty and hedging vocabulary is the language used to show how sure a speaker or writer is. Families searching for Grade 6 probability words, certainty vocabulary, hedging language, stance words, modal verbs, likely vs possible, suggests vs proves and 6th grade academic writing vocabulary are dealing with precision at the level of claims: good language does not only state an idea; it shows how strongly the evidence supports it.

Cambridge describes hedges as language that softens or qualifies statements and notes that modal verbs, adverbs and certain verbs are common hedging resources. In academic writing, cautious phrasing helps separate evidence from overclaiming. For Primary 6, this distinction is already useful. May, might, could, likely, probably, suggests, indicates and proves do not express the same degree of certainty. A learner who treats them as interchangeable can make a weak inference sound like a fact.

This guide builds a Grade 6 certainty scale for reading, writing, oral discussion and Science-style reasoning. It explains modal verbs, probability adverbs, evidence verbs, hedging, overclaiming, underclaiming, polite softening and author stance. The goal is calibrated language: match the strength of the wording to the strength of the evidence and the communicative purpose.

The 50-second router

1. Identify the claim.
2. Ask how strong the evidence is.
3. Choose a certainty level: possible, plausible, likely, highly likely or certain.
4. Select language that matches the level.
5. Check whether the sentence overclaims or becomes too vague.
6. Adjust for audience and genre.

Certainty words form a scale

Possible, probable, likely and certain occupy different positions. Learners need relative ordering and contextual judgement rather than dictionary definitions alone.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Modal verbs can express uncertainty

May, might and could can signal possibility, but their exact force depends on context. They should not be taught as perfectly interchangeable percentages.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Evidence verbs carry claim strength

suggests is more cautious than demonstrates, while proves makes a very strong claim. The verb should fit what the evidence actually warrants.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Hedging can improve accuracy

A cautious phrase is not automatically weak writing. When evidence is incomplete, hedging can make the sentence more truthful and academically responsible.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Too much hedging makes writing vague

If every sentence says maybe, perhaps, possibly, the reader cannot tell which claims are actually supported. Calibration matters more than caution alone.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Overclaiming is a vocabulary error

A learner may understand the topic yet lose precision by turning a tendency into a rule or an inference into a certainty.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Oral politeness also uses hedging

Phrases such as “I think”, “perhaps” and “could we…” can soften disagreement or requests. The same forms can serve interpersonal and evidential functions.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Science reasoning benefits from calibrated claims

Observations, predictions and explanations should not be stated with more certainty than the evidence supports. Vocabulary helps distinguish hypothesis from conclusion.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Comprehension requires reading stance

Writers signal confidence through modal verbs, adverbs and reporting verbs. Recognising these signals helps readers distinguish fact, inference, possibility and opinion.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Probability words need examples

Learners often know the definitions of possible and probable yet misuse them. Concrete scenarios and ranking tasks make the difference clearer.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Certainty can change across a paragraph

A writer may begin cautiously and become more confident after presenting evidence. Readers should track that development rather than treating one word in isolation.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

Strong language should be earned

Words such as definitely, clearly, proves should be chosen because the support is strong, not because they sound persuasive.

For the broader treatment, use How to Improve Vocabulary | Stance and Hedging. This Primary 6 child owns certainty calibration in school reading, writing and oral reasoning.

A six-level certainty ladder

Very uncertain

may, might, perhaps, possibly

Possible

could, possible, one possibility is

Plausible

may reasonably, appears to, seems to

Likely

likely, probably, suggests strongly

Very likely

highly likely, strongly indicates

Certain

certain, definitely, demonstrates conclusively — only when evidence warrants it

One hundred and eighteen certainty laboratories

Certainty Lab 1: justice and claim strength in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is discussing environmental change in a narrative passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If justice is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 2: relevance and claim strength in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is discussing friendship in a Mathematics word problem. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If relevance is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 3: relationship and claim strength in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is discussing weather in a continuous-writing paragraph. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If relationship is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 4: cause and claim strength in a school announcement

A learner who writes vague nouns where a specific referent is needed is discussing teamwork in a school announcement. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If cause is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 5: frequency and claim strength in a textbook section

A learner who knows concrete examples but struggles with abstract labels is discussing sports in a textbook section. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If frequency is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 6: probable and claim strength in a peer explanation

A learner who chooses a word that is unnecessarily specific is discussing inventions in a peer explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If probable is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 7: perhaps and claim strength in a documentary extract

A learner who uses many different words but loses cohesion is discussing digital safety in a documentary extract. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If perhaps is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 8: almost and claim strength in an informational passage

A learner who writes vague nouns where a specific referent is needed is discussing technology in an informational passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If almost is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 9: sprint and claim strength in an oral response

A learner who knows concrete examples but struggles with abstract labels is discussing community service in an oral response. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If sprint is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 10: item and claim strength in a listening task

A learner who chooses a word that is unnecessarily specific is discussing healthy habits in a listening task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If item is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 11: significance and claim strength in a graph explanation

A learner who uses many different words but loses cohesion is discussing biodiversity in a graph explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If significance is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 12: consequence and claim strength in a digital article

A learner who writes vague nouns where a specific referent is needed is discussing media literacy in a digital article. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If consequence is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 13: trend and claim strength in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is discussing transport in a Secondary 1 preview text. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If trend is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 14: sequence and claim strength in a class discussion

A learner who chooses a word that is unnecessarily specific is discussing public spaces in a class discussion. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If sequence is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 15: slight and claim strength in a Science explanation

A learner who uses many different words but loses cohesion is discussing energy in a Science explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If slight is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 16: demonstrates and claim strength in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is discussing water conservation in a situational-writing email. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If demonstrates is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 17: quite and claim strength in a news report

A learner who knows concrete examples but struggles with abstract labels is discussing financial decisions in a news report. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If quite is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 18: train and claim strength in a project reflection

A learner who chooses a word that is unnecessarily specific is discussing learning habits in a project reflection. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If train is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 19: problem and claim strength in a debate

A learner who uses many different words but loses cohesion is discussing school rules in a debate. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If problem is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 20: evidence and claim strength in a revision task

A learner who writes vague nouns where a specific referent is needed is discussing food systems in a revision task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If evidence is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 21: efficiency and claim strength in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is discussing environmental change in a narrative passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If efficiency is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 22: category and claim strength in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is discussing friendship in a Mathematics word problem. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If category is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 23: effect and claim strength in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is discussing weather in a continuous-writing paragraph. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If effect is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 24: likelihood and claim strength in a school announcement

A learner who writes vague nouns where a specific referent is needed is discussing teamwork in a school announcement. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If likelihood is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 25: likely and claim strength in a textbook section

A learner who knows concrete examples but struggles with abstract labels is discussing sports in a textbook section. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If likely is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 26: probably and claim strength in a peer explanation

A learner who chooses a word that is unnecessarily specific is discussing inventions in a peer explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If probably is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 27: partly and claim strength in a documentary extract

A learner who uses many different words but loses cohesion is discussing digital safety in a documentary extract. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If partly is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 28: look and claim strength in an informational passage

A learner who writes vague nouns where a specific referent is needed is discussing technology in an informational passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If look is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 29: device and claim strength in an oral response

A learner who knows concrete examples but struggles with abstract labels is discussing community service in an oral response. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If device is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 30: risk and claim strength in a listening task

A learner who chooses a word that is unnecessarily specific is discussing healthy habits in a listening task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If risk is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 31: process and claim strength in a graph explanation

A learner who uses many different words but loses cohesion is discussing biodiversity in a graph explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If process is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 32: claim and claim strength in a digital article

A learner who writes vague nouns where a specific referent is needed is discussing media literacy in a digital article. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If claim is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 33: precision and claim strength in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is discussing transport in a Secondary 1 preview text. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If precision is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 34: substantial and claim strength in a class discussion

A learner who chooses a word that is unnecessarily specific is discussing public spaces in a class discussion. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If substantial is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 35: proves and claim strength in a Science explanation

A learner who uses many different words but loses cohesion is discussing energy in a Science explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If proves is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 36: very and claim strength in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is discussing water conservation in a situational-writing email. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If very is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 37: movement and claim strength in a news report

A learner who knows concrete examples but struggles with abstract labels is discussing financial decisions in a news report. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If movement is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 38: issue and claim strength in a project reflection

A learner who chooses a word that is unnecessarily specific is discussing learning habits in a project reflection. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If issue is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 39: freedom and claim strength in a debate

A learner who uses many different words but loses cohesion is discussing school rules in a debate. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If freedom is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 40: effectiveness and claim strength in a revision task

A learner who writes vague nouns where a specific referent is needed is discussing food systems in a revision task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If effectiveness is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 41: principle and claim strength in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is discussing environmental change in a narrative passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If principle is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 42: support and claim strength in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is discussing friendship in a Mathematics word problem. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If support is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 43: certainty and claim strength in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is discussing weather in a continuous-writing paragraph. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If certainty is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 44: unlikely and claim strength in a school announcement

A learner who writes vague nouns where a specific referent is needed is discussing teamwork in a school announcement. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If unlikely is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 45: clearly and claim strength in a textbook section

A learner who knows concrete examples but struggles with abstract labels is discussing sports in a textbook section. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If clearly is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 46: completely and claim strength in a peer explanation

A learner who chooses a word that is unnecessarily specific is discussing inventions in a peer explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If completely is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 47: glance and claim strength in a documentary extract

A learner who uses many different words but loses cohesion is discussing digital safety in a documentary extract. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If glance is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 48: tool and claim strength in an informational passage

A learner who writes vague nouns where a specific referent is needed is discussing technology in an informational passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If tool is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 49: probability and claim strength in an oral response

A learner who knows concrete examples but struggles with abstract labels is discussing community service in an oral response. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If probability is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 50: strategy and claim strength in a listening task

A learner who chooses a word that is unnecessarily specific is discussing healthy habits in a listening task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If strategy is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 51: argument and claim strength in a graph explanation

A learner who uses many different words but loses cohesion is discussing biodiversity in a graph explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If argument is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 52: accuracy and claim strength in a digital article

A learner who writes vague nouns where a specific referent is needed is discussing media literacy in a digital article. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If accuracy is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 53: significant and claim strength in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is discussing transport in a Secondary 1 preview text. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If significant is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 54: may and claim strength in a class discussion

A learner who chooses a word that is unnecessarily specific is discussing public spaces in a class discussion. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If may is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 55: extremely and claim strength in a Science explanation

A learner who uses many different words but loses cohesion is discussing energy in a Science explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If extremely is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 56: walk and claim strength in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is discussing water conservation in a situational-writing email. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If walk is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 57: challenge and claim strength in a news report

A learner who knows concrete examples but struggles with abstract labels is discussing financial decisions in a news report. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If challenge is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 58: temperature and claim strength in a project reflection

A learner who chooses a word that is unnecessarily specific is discussing learning habits in a project reflection. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If temperature is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 59: confidence and claim strength in a debate

A learner who uses many different words but loses cohesion is discussing school rules in a debate. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If confidence is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 60: method and claim strength in a revision task

A learner who writes vague nouns where a specific referent is needed is discussing food systems in a revision task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If method is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 61: source and claim strength in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is discussing environmental change in a narrative passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If source is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 62: minor and claim strength in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is discussing friendship in a Mathematics word problem. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If minor is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 63: certain and claim strength in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is discussing weather in a continuous-writing paragraph. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If certain is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 64: strongly and claim strength in a school announcement

A learner who writes vague nouns where a specific referent is needed is discussing teamwork in a school announcement. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If strongly is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 65: vehicle and claim strength in a textbook section

A learner who knows concrete examples but struggles with abstract labels is discussing sports in a textbook section. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If vehicle is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 66: stare and claim strength in a peer explanation

A learner who chooses a word that is unnecessarily specific is discussing inventions in a peer explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If stare is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 67: emotion and claim strength in a documentary extract

A learner who uses many different words but loses cohesion is discussing digital safety in a documentary extract. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If emotion is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 68: possibility and claim strength in an informational passage

A learner who writes vague nouns where a specific referent is needed is discussing technology in an informational passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If possibility is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 69: system and claim strength in an oral response

A learner who knows concrete examples but struggles with abstract labels is discussing community service in an oral response. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If system is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 70: reason and claim strength in a listening task

A learner who chooses a word that is unnecessarily specific is discussing healthy habits in a listening task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If reason is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 71: importance and claim strength in a graph explanation

A learner who uses many different words but loses cohesion is discussing biodiversity in a graph explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If importance is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 72: extreme and claim strength in a digital article

A learner who writes vague nouns where a specific referent is needed is discussing media literacy in a digital article. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If extreme is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 73: might and claim strength in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is discussing transport in a Secondary 1 preview text. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If might is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 74: absolutely and claim strength in a class discussion

A learner who chooses a word that is unnecessarily specific is discussing public spaces in a class discussion. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If absolutely is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 75: stroll and claim strength in a Science explanation

A learner who uses many different words but loses cohesion is discussing energy in a Science explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If stroll is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 76: difficulty and claim strength in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is discussing water conservation in a situational-writing email. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If difficulty is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 77: responsibility and claim strength in a news report

A learner who knows concrete examples but struggles with abstract labels is discussing financial decisions in a news report. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If responsibility is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 78: reluctance and claim strength in a project reflection

A learner who chooses a word that is unnecessarily specific is discussing learning habits in a project reflection. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If reluctance is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 79: resource and claim strength in a debate

A learner who uses many different words but loses cohesion is discussing school rules in a debate. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If resource is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 80: context and claim strength in a revision task

A learner who writes vague nouns where a specific referent is needed is discussing food systems in a revision task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If context is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 81: moderate and claim strength in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is discussing environmental change in a narrative passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If moderate is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 82: suggests and claim strength in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is discussing friendship in a Mathematics word problem. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If suggests is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 83: slightly and claim strength in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is discussing weather in a continuous-writing paragraph. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If slightly is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 84: transport and claim strength in a school announcement

A learner who writes vague nouns where a specific referent is needed is discussing teamwork in a school announcement. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If transport is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 85: peer and claim strength in a textbook section

A learner who knows concrete examples but struggles with abstract labels is discussing sports in a textbook section. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If peer is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 86: feeling and claim strength in a peer explanation

A learner who chooses a word that is unnecessarily specific is discussing inventions in a peer explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If feeling is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 87: certainty and claim strength in a documentary extract

A learner who uses many different words but loses cohesion is discussing digital safety in a documentary extract. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If certainty is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 88: pattern and claim strength in an informational passage

A learner who writes vague nouns where a specific referent is needed is discussing technology in an informational passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If pattern is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 89: result and claim strength in an oral response

A learner who knows concrete examples but struggles with abstract labels is discussing community service in an oral response. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If result is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 90: severity and claim strength in a listening task

A learner who chooses a word that is unnecessarily specific is discussing healthy habits in a listening task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If severity is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 91: possible and claim strength in a graph explanation

A learner who uses many different words but loses cohesion is discussing biodiversity in a graph explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If possible is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 92: could and claim strength in a digital article

A learner who writes vague nouns where a specific referent is needed is discussing media literacy in a digital article. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If could is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 93: nearly and claim strength in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is discussing transport in a Secondary 1 preview text. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If nearly is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 94: march and claim strength in a class discussion

A learner who chooses a word that is unnecessarily specific is discussing public spaces in a class discussion. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If march is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 95: object and claim strength in a Science explanation

A learner who uses many different words but loses cohesion is discussing energy in a Science explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If object is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 96: factor and claim strength in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is discussing water conservation in a situational-writing email. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If factor is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 97: influence and claim strength in a news report

A learner who knows concrete examples but struggles with abstract labels is discussing financial decisions in a news report. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If influence is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 98: capacity and claim strength in a project reflection

A learner who chooses a word that is unnecessarily specific is discussing learning habits in a project reflection. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If capacity is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 99: criterion and claim strength in a debate

A learner who uses many different words but loses cohesion is discussing school rules in a debate. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If criterion is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 100: major and claim strength in a revision task

A learner who writes vague nouns where a specific referent is needed is discussing food systems in a revision task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If major is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 101: indicates and claim strength in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is discussing environmental change in a narrative passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If indicates is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 102: fairly and claim strength in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is discussing friendship in a Mathematics word problem. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If fairly is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 103: bus and claim strength in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is discussing weather in a continuous-writing paragraph. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If bus is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 104: gaze and claim strength in a school announcement

A learner who writes vague nouns where a specific referent is needed is discussing teamwork in a school announcement. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If gaze is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 105: justice and claim strength in a textbook section

A learner who knows concrete examples but struggles with abstract labels is discussing sports in a textbook section. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If justice is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 106: relevance and claim strength in a peer explanation

A learner who chooses a word that is unnecessarily specific is discussing inventions in a peer explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If relevance is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 107: relationship and claim strength in a documentary extract

A learner who uses many different words but loses cohesion is discussing digital safety in a documentary extract. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If relationship is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 108: cause and claim strength in an informational passage

A learner who writes vague nouns where a specific referent is needed is discussing technology in an informational passage. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If cause is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 109: frequency and claim strength in an oral response

A learner who knows concrete examples but struggles with abstract labels is discussing community service in an oral response. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If frequency is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 110: probable and claim strength in a listening task

A learner who chooses a word that is unnecessarily specific is discussing healthy habits in a listening task. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If probable is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 111: perhaps and claim strength in a graph explanation

A learner who uses many different words but loses cohesion is discussing biodiversity in a graph explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If perhaps is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 112: almost and claim strength in a digital article

A learner who writes vague nouns where a specific referent is needed is discussing media literacy in a digital article. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If almost is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 113: sprint and claim strength in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is discussing transport in a Secondary 1 preview text. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If sprint is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 114: item and claim strength in a class discussion

A learner who chooses a word that is unnecessarily specific is discussing public spaces in a class discussion. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If item is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 115: significance and claim strength in a Science explanation

A learner who uses many different words but loses cohesion is discussing energy in a Science explanation. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If significance is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 116: consequence and claim strength in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is discussing water conservation in a situational-writing email. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If consequence is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 117: trend and claim strength in a news report

A learner who knows concrete examples but struggles with abstract labels is discussing financial decisions in a news report. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If trend is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Certainty Lab 118: sequence and claim strength in a project reflection

A learner who chooses a word that is unnecessarily specific is discussing learning habits in a project reflection. Identify the claim and the evidence available. Place the intended statement on a certainty ladder before choosing vocabulary. If sequence is a probability or evidence word, decide whether it makes the claim stronger or weaker. Write one overconfident version, one underconfident version and one calibrated version, then explain why the calibrated sentence is best. Change the evidence strength and revise only the certainty language. Finally, read a new sentence and infer how confident the writer sounds. The target is a stable link between evidence quality and verbal strength.

Where this fits in the eduKate Primary 6 vocabulary architecture

This article is a specialist child of the Primary 6 vocabulary apex. It does not replace the Top 100 Primary 6 high-utility vocabulary owner or the Primary 6 vocabulary practice owner. The master Vocabulary router and Vocabulary Learning Hub remain the wider routes across vocabulary levels and problems.

The lane remains add-only. Each child owns one distinct search and teaching job, then routes into existing specialist pages instead of rewriting them.

Sources and further reading

• Reading Rockets — Vocabulary Instructional Guidelines and Classroom Examples.
• Reading Rockets — Content Area Vocabulary Learning.
• Cambridge Dictionary — Hedges.
• Cambridge Dictionary — Gradable Adjectives and Degree.
• Cambridge Dictionary — Intensifiers.
• Cambridge Dictionary — Degree Adverbs.
• Cambridge Core — Lexical Diversity and Language Proficiency (2026).
• IES — Word Knowledge Instruction and Grade 5 Writing.
• MOE Singapore — English Language Syllabus 2020 Primary.
• SEAB — 2026 PSLE English Language syllabus.

Extended Primary 6 application fieldbook

Fieldbook 1: justice in a narrative passage

A learner who knows concrete examples but struggles with abstract labels makes a claim about environmental change in a narrative passage. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use justice only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 2: category in a project reflection

A learner who chooses a word that is unnecessarily specific makes a claim about media literacy in a project reflection. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use category only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 3: certainty in a Science explanation

A learner who uses many different words but loses cohesion makes a claim about weather in a Science explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use certainty only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 4: strongly in a digital article

A learner who writes vague nouns where a specific referent is needed makes a claim about public spaces in a digital article. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use strongly only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 5: peer in an oral response

A learner who knows concrete examples but struggles with abstract labels makes a claim about sports in an oral response. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use peer only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 6: relevance in a peer explanation

A learner who chooses a word that is unnecessarily specific makes a claim about water conservation in a peer explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use relevance only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 7: effect in a continuous-writing paragraph

A learner who uses many different words but loses cohesion makes a claim about digital safety in a continuous-writing paragraph. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use effect only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 8: unlikely in a revision task

A learner who writes vague nouns where a specific referent is needed makes a claim about learning habits in a revision task. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use unlikely only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 9: vehicle in a news report

A learner who knows concrete examples but struggles with abstract labels makes a claim about community service in a news report. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use vehicle only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 10: feeling in a class discussion

A learner who chooses a word that is unnecessarily specific makes a claim about food systems in a class discussion. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use feeling only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 11: relationship in a graph explanation

A learner who uses many different words but loses cohesion makes a claim about biodiversity in a graph explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use relationship only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 12: likelihood in an informational passage

A learner who writes vague nouns where a specific referent is needed makes a claim about friendship in an informational passage. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use likelihood only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 13: clearly in a textbook section

A learner who knows concrete examples but struggles with abstract labels makes a claim about transport in a textbook section. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use clearly only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 14: stare in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific makes a claim about teamwork in a Mathematics word problem. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use stare only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 15: certainty in a debate

A learner who uses many different words but loses cohesion makes a claim about energy in a debate. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use certainty only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 16: cause in a situational-writing email

A learner who writes vague nouns where a specific referent is needed makes a claim about inventions in a situational-writing email. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use cause only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 17: likely in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels makes a claim about financial decisions in a Secondary 1 preview text. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use likely only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 18: completely in a listening task

A learner who chooses a word that is unnecessarily specific makes a claim about technology in a listening task. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use completely only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 19: emotion in a documentary extract

A learner who uses many different words but loses cohesion makes a claim about school rules in a documentary extract. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use emotion only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 20: pattern in a school announcement

A learner who writes vague nouns where a specific referent is needed makes a claim about healthy habits in a school announcement. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use pattern only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 21: frequency in a narrative passage

A learner who knows concrete examples but struggles with abstract labels makes a claim about environmental change in a narrative passage. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use frequency only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 22: probably in a project reflection

A learner who chooses a word that is unnecessarily specific makes a claim about media literacy in a project reflection. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use probably only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 23: glance in a Science explanation

A learner who uses many different words but loses cohesion makes a claim about weather in a Science explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use glance only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 24: possibility in a digital article

A learner who writes vague nouns where a specific referent is needed makes a claim about public spaces in a digital article. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use possibility only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 25: result in an oral response

A learner who knows concrete examples but struggles with abstract labels makes a claim about sports in an oral response. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use result only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 26: probable in a peer explanation

A learner who chooses a word that is unnecessarily specific makes a claim about water conservation in a peer explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use probable only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 27: partly in a continuous-writing paragraph

A learner who uses many different words but loses cohesion makes a claim about digital safety in a continuous-writing paragraph. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use partly only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 28: tool in a revision task

A learner who writes vague nouns where a specific referent is needed makes a claim about learning habits in a revision task. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use tool only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 29: system in a news report

A learner who knows concrete examples but struggles with abstract labels makes a claim about community service in a news report. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use system only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 30: severity in a class discussion

A learner who chooses a word that is unnecessarily specific makes a claim about food systems in a class discussion. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use severity only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 31: perhaps in a graph explanation

A learner who uses many different words but loses cohesion makes a claim about biodiversity in a graph explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use perhaps only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 32: look in an informational passage

A learner who writes vague nouns where a specific referent is needed makes a claim about friendship in an informational passage. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use look only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 33: probability in a textbook section

A learner who knows concrete examples but struggles with abstract labels makes a claim about transport in a textbook section. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use probability only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 34: reason in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific makes a claim about teamwork in a Mathematics word problem. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use reason only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 35: possible in a debate

A learner who uses many different words but loses cohesion makes a claim about energy in a debate. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use possible only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 36: almost in a situational-writing email

A learner who writes vague nouns where a specific referent is needed makes a claim about inventions in a situational-writing email. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use almost only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 37: device in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels makes a claim about financial decisions in a Secondary 1 preview text. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use device only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 38: strategy in a listening task

A learner who chooses a word that is unnecessarily specific makes a claim about technology in a listening task. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use strategy only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 39: importance in a documentary extract

A learner who uses many different words but loses cohesion makes a claim about school rules in a documentary extract. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use importance only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 40: could in a school announcement

A learner who writes vague nouns where a specific referent is needed makes a claim about healthy habits in a school announcement. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use could only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 41: sprint in a narrative passage

A learner who knows concrete examples but struggles with abstract labels makes a claim about environmental change in a narrative passage. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use sprint only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 42: risk in a project reflection

A learner who chooses a word that is unnecessarily specific makes a claim about media literacy in a project reflection. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use risk only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 43: argument in a Science explanation

A learner who uses many different words but loses cohesion makes a claim about weather in a Science explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use argument only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 44: extreme in a digital article

A learner who writes vague nouns where a specific referent is needed makes a claim about public spaces in a digital article. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use extreme only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 45: nearly in an oral response

A learner who knows concrete examples but struggles with abstract labels makes a claim about sports in an oral response. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use nearly only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 46: item in a peer explanation

A learner who chooses a word that is unnecessarily specific makes a claim about water conservation in a peer explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use item only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 47: process in a continuous-writing paragraph

A learner who uses many different words but loses cohesion makes a claim about digital safety in a continuous-writing paragraph. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use process only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 48: accuracy in a revision task

A learner who writes vague nouns where a specific referent is needed makes a claim about learning habits in a revision task. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use accuracy only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 49: might in a news report

A learner who knows concrete examples but struggles with abstract labels makes a claim about community service in a news report. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use might only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 50: march in a class discussion

A learner who chooses a word that is unnecessarily specific makes a claim about food systems in a class discussion. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use march only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 51: significance in a graph explanation

A learner who uses many different words but loses cohesion makes a claim about biodiversity in a graph explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use significance only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 52: claim in an informational passage

A learner who writes vague nouns where a specific referent is needed makes a claim about friendship in an informational passage. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use claim only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 53: significant in a textbook section

A learner who knows concrete examples but struggles with abstract labels makes a claim about transport in a textbook section. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use significant only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 54: absolutely in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific makes a claim about teamwork in a Mathematics word problem. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use absolutely only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 55: object in a debate

A learner who uses many different words but loses cohesion makes a claim about energy in a debate. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use object only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 56: consequence in a situational-writing email

A learner who writes vague nouns where a specific referent is needed makes a claim about inventions in a situational-writing email. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use consequence only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 57: precision in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels makes a claim about financial decisions in a Secondary 1 preview text. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use precision only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 58: may in a listening task

A learner who chooses a word that is unnecessarily specific makes a claim about technology in a listening task. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use may only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 59: stroll in a documentary extract

A learner who uses many different words but loses cohesion makes a claim about school rules in a documentary extract. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use stroll only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 60: factor in a school announcement

A learner who writes vague nouns where a specific referent is needed makes a claim about healthy habits in a school announcement. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use factor only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 61: trend in a narrative passage

A learner who knows concrete examples but struggles with abstract labels makes a claim about environmental change in a narrative passage. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use trend only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 62: substantial in a project reflection

A learner who chooses a word that is unnecessarily specific makes a claim about media literacy in a project reflection. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use substantial only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 63: extremely in a Science explanation

A learner who uses many different words but loses cohesion makes a claim about weather in a Science explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use extremely only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 64: difficulty in a digital article

A learner who writes vague nouns where a specific referent is needed makes a claim about public spaces in a digital article. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use difficulty only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 65: influence in an oral response

A learner who knows concrete examples but struggles with abstract labels makes a claim about sports in an oral response. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use influence only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 66: sequence in a peer explanation

A learner who chooses a word that is unnecessarily specific makes a claim about water conservation in a peer explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use sequence only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 67: proves in a continuous-writing paragraph

A learner who uses many different words but loses cohesion makes a claim about digital safety in a continuous-writing paragraph. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use proves only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 68: walk in a revision task

A learner who writes vague nouns where a specific referent is needed makes a claim about learning habits in a revision task. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use walk only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 69: responsibility in a news report

A learner who knows concrete examples but struggles with abstract labels makes a claim about community service in a news report. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use responsibility only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 70: capacity in a class discussion

A learner who chooses a word that is unnecessarily specific makes a claim about food systems in a class discussion. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use capacity only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 71: slight in a graph explanation

A learner who uses many different words but loses cohesion makes a claim about biodiversity in a graph explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use slight only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 72: very in an informational passage

A learner who writes vague nouns where a specific referent is needed makes a claim about friendship in an informational passage. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use very only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 73: challenge in a textbook section

A learner who knows concrete examples but struggles with abstract labels makes a claim about transport in a textbook section. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use challenge only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 74: reluctance in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific makes a claim about teamwork in a Mathematics word problem. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use reluctance only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 75: criterion in a debate

A learner who uses many different words but loses cohesion makes a claim about energy in a debate. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use criterion only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 76: demonstrates in a situational-writing email

A learner who writes vague nouns where a specific referent is needed makes a claim about inventions in a situational-writing email. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use demonstrates only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 77: movement in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels makes a claim about financial decisions in a Secondary 1 preview text. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use movement only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 78: temperature in a listening task

A learner who chooses a word that is unnecessarily specific makes a claim about technology in a listening task. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use temperature only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 79: resource in a documentary extract

A learner who uses many different words but loses cohesion makes a claim about school rules in a documentary extract. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use resource only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 80: major in a school announcement

A learner who writes vague nouns where a specific referent is needed makes a claim about healthy habits in a school announcement. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use major only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 81: quite in a narrative passage

A learner who knows concrete examples but struggles with abstract labels makes a claim about environmental change in a narrative passage. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use quite only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 82: issue in a project reflection

A learner who chooses a word that is unnecessarily specific makes a claim about media literacy in a project reflection. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use issue only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 83: confidence in a Science explanation

A learner who uses many different words but loses cohesion makes a claim about weather in a Science explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use confidence only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 84: context in a digital article

A learner who writes vague nouns where a specific referent is needed makes a claim about public spaces in a digital article. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use context only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 85: indicates in an oral response

A learner who knows concrete examples but struggles with abstract labels makes a claim about sports in an oral response. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use indicates only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 86: train in a peer explanation

A learner who chooses a word that is unnecessarily specific makes a claim about water conservation in a peer explanation. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use train only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 87: freedom in a continuous-writing paragraph

A learner who uses many different words but loses cohesion makes a claim about digital safety in a continuous-writing paragraph. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use freedom only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 88: method in a revision task

A learner who writes vague nouns where a specific referent is needed makes a claim about learning habits in a revision task. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use method only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 89: moderate in a news report

A learner who knows concrete examples but struggles with abstract labels makes a claim about community service in a news report. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use moderate only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.

Fieldbook 90: fairly in a class discussion

A learner who chooses a word that is unnecessarily specific makes a claim about food systems in a class discussion. Identify how strong the evidence actually is, then place the statement on a certainty ladder. Use fairly only if its strength and function fit. Write an overconfident version and an underconfident version, then produce a calibrated statement. Change the evidence and revise the certainty language without changing the topic.