What is Primary 6 Vocabulary | Nominalisation, Word-Class Shifts and Academic Word Families for Grade 6

Primary 6 vocabulary nominalisation is the ability to recognise and use related noun, verb, adjective and adverb forms without losing the core meaning. Families searching for Grade 6 word forms, noun verb adjective word families, nominalisation, academic vocabulary forms, parts of speech vocabulary and 6th grade morphology are dealing with a high-value school-language skill: older primary learners increasingly meet the same concept packaged in different grammatical forms.

A learner may know analyse but hesitate over analysis and analytical; understand significant but not significance; or recognise evaluate while misusing evaluation. IES morphology work with upper-elementary and middle-grade students treats morphemes, base words and affixes as teachable problem-solving skills and notes that derived forms can change both meaning and part of speech. For Primary 6, this matters because academic reading and writing repeatedly shift concepts between actions, qualities and things.

This guide builds a Primary 6 word-class conversion and nominalisation system. It explains verb-to-noun shifts, noun-to-adjective shifts, derivational suffixes, grammatical fit, academic style, sentence density and when nominalisation improves precision versus when it makes a sentence unnecessarily heavy. The goal is grammatical flexibility around one concept, not indiscriminate conversion into abstract nouns.

The 50-second router

1. Find the base concept.
2. Identify the form the sentence requires: noun, verb, adjective or adverb.
3. Build the related form carefully.
4. Check spelling and stress changes.
5. Test the sentence for grammar and naturalness.
6. Prefer the simpler form when conversion adds no value.

Word families are grammatical systems

Related words share a semantic core but perform different jobs in sentences. Knowing the family means knowing how form changes meaning and syntax.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Nominalisation turns processes into things

A verb such as evaluate can become the noun evaluation. This allows writers to discuss the process as a concept, but it can also make prose denser.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Derived nouns support academic compression

Nouns such as comparison, interpretation, significance and classification help school texts refer back to whole processes without repeating full clauses.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Verb forms often keep writing clearer

“We evaluated the evidence” is usually more direct than “An evaluation of the evidence was conducted.” Learners should choose nominalisation for a communicative reason, not because it sounds more advanced.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Adjective forms carry properties

Forms such as significant, reliable, analytical and appropriate describe nouns and often require different collocations from their related nouns or verbs.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Adverbs modify processes and judgements

Adverb forms can express manner or degree, but not every family produces a common adverb. Usage evidence matters more than mechanical suffix addition.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Suffixes give clues but not guarantees

Common derivational suffixes such as -tion, -ment, -ity, -ive, -al can signal word class, but English contains irregularities and competing forms.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Spelling can shift across a family

Learners need to notice changes such as final letters, stress and vowel patterns when moving between forms. Word-family knowledge supports but does not remove the need for accurate form learning.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Sentence grammar decides the correct family member

A student may understand the concept yet lose marks by inserting a noun where the syntax requires a verb. Form selection is part of vocabulary control.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Nominalisation changes information flow

Turning an action into a noun can make the action easier to refer to later, but it can also hide who performed it. Writers should notice what information becomes less visible.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Cross-subject academic language reuses families

Words such as observe/observation, classify/classification and compare/comparison travel across English, Mathematics and Science.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

Primary 6 should prepare for denser Secondary 1 language

Secondary texts use more abstract nouns and derived forms. Primary 6 learners benefit from entering that stage already able to unpack a dense noun back into the underlying action or idea.

For broader morphology, use Morphological Awareness and Lexical Categories and Word Classes. This Primary 6 child owns the practical conversion and nominalisation problem.

A six-step word-class conversion test

1. Core concept

State the shared meaning in simple language.

2. Sentence slot

What grammatical job must the target perform?

3. Candidate form

Choose the noun, verb, adjective or adverb form.

4. Pattern check

Check affix, spelling, stress and common partners.

5. Clarity check

Does the conversion make the sentence clearer or heavier?

6. Transfer

Use another family member in a new sentence.

One hundred and fifteen nominalisation laboratories

Word-Class Lab 1: analyse and its word family in a narrative passage

A learner who knows the base word but not the derived form meets analyse in a narrative passage about environmental change. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 2: justify and its word family in a situational-writing email

A learner who overgeneralises a suffix rule meets justify in a situational-writing email about healthy habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 3: comparison and its word family in a graph explanation

A learner who can recognise the concept but cannot define its boundary meets comparison in a graph explanation about school rules. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 4: prediction and its word family in a peer explanation

A learner who uses a noun-heavy sentence that becomes hard to read meets prediction in a peer explanation about technology. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 5: respond and its word family in a narrative passage

A learner who writes an advanced word that sounds unnatural meets respond in a narrative passage about financial decisions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 6: logic and its word family in a situational-writing email

A learner who copies teacher correction without understanding it meets logic in a situational-writing email about inventions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 7: differentiate and its word family in a graph explanation

A learner who knows the word but not the required preposition meets differentiate in a graph explanation about energy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 8: effectiveness and its word family in a peer explanation

A learner who can identify a wrong sentence but cannot repair it meets effectiveness in a peer explanation about teamwork. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 9: possible and its word family in a narrative passage

A learner who can answer multiple choice but cannot explain why meets possible in a narrative passage about transport. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 10: confidence and its word family in a situational-writing email

A learner who can use the word but cannot teach it to someone else meets confidence in a situational-writing email about friendship. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 11: method and its word family in a graph explanation

A learner who uses one memorised sentence only meets method in a graph explanation about biodiversity. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 12: context and its word family in a peer explanation

A learner who uses the correct meaning in the wrong grammatical form meets context in a peer explanation about food systems. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 13: sequence and its word family in a narrative passage

A learner who changes a verb into a noun awkwardly meets sequence in a narrative passage about community service. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 14: describe and its word family in a situational-writing email

A learner who accepts near-misses as correct examples meets describe in a situational-writing email about learning habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 15: resolution and its word family in a graph explanation

A learner who confuses a grammatical error with a vocabulary error meets resolution in a graph explanation about digital safety. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 16: analytical and its word family in a peer explanation

A learner who repairs spelling but misses a meaning error meets analytical in a peer explanation about water conservation. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 17: interpret and its word family in a narrative passage

A learner who can explain orally but not in writing meets interpret in a narrative passage about sports. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 18: consequence and its word family in a situational-writing email

A learner who uses a collocation correctly but the sentence pattern is wrong meets consequence in a situational-writing email about public spaces. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 19: classification and its word family in a graph explanation

A learner who knows the word but not what can follow it meets classification in a graph explanation about weather. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 20: accurate and its word family in a peer explanation

A learner who gives a definition but no example meets accurate in a peer explanation about media literacy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 21: appropriateness and its word family in a narrative passage

A learner who knows the base word but not the derived form meets appropriateness in a narrative passage about environmental change. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 22: similar and its word family in a situational-writing email

A learner who overgeneralises a suffix rule meets similar in a situational-writing email about healthy habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 23: efficiency and its word family in a graph explanation

A learner who can recognise the concept but cannot define its boundary meets efficiency in a graph explanation about school rules. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 24: probable and its word family in a peer explanation

A learner who uses a noun-heavy sentence that becomes hard to read meets probable in a peer explanation about technology. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 25: claim and its word family in a narrative passage

A learner who writes an advanced word that sounds unnatural meets claim in a narrative passage about financial decisions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 26: result and its word family in a situational-writing email

A learner who copies teacher correction without understanding it meets result in a situational-writing email about inventions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 27: pattern and its word family in a graph explanation

A learner who knows the word but not the required preposition meets pattern in a graph explanation about energy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 28: general and its word family in a peer explanation

A learner who can identify a wrong sentence but cannot repair it meets general in a peer explanation about teamwork. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 29: demonstrate and its word family in a narrative passage

A learner who can answer multiple choice but cannot explain why meets demonstrate in a narrative passage about transport. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 30: retention and its word family in a situational-writing email

A learner who can use the word but cannot teach it to someone else meets retention in a situational-writing email about friendship. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 31: evaluation and its word family in a graph explanation

A learner who uses one memorised sentence only meets evaluation in a graph explanation about biodiversity. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 32: relevant and its word family in a peer explanation

A learner who uses the correct meaning in the wrong grammatical form meets relevant in a peer explanation about food systems. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 33: observe and its word family in a narrative passage

A learner who changes a verb into a noun awkwardly meets observe in a narrative passage about community service. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 34: explanation and its word family in a situational-writing email

A learner who accepts near-misses as correct examples meets explanation in a situational-writing email about learning habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 35: precise and its word family in a graph explanation

A learner who confuses a grammatical error with a vocabulary error meets precise in a graph explanation about digital safety. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 36: contribution and its word family in a peer explanation

A learner who repairs spelling but misses a meaning error meets contribution in a peer explanation about water conservation. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 37: influence and its word family in a narrative passage

A learner who can explain orally but not in writing meets influence in a narrative passage about sports. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 38: reliability and its word family in a situational-writing email

A learner who uses a collocation correctly but the sentence pattern is wrong meets reliability in a situational-writing email about public spaces. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 39: reluctant and its word family in a graph explanation

A learner who knows the word but not what can follow it meets reluctant in a graph explanation about weather. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 40: reason and its word family in a peer explanation

A learner who gives a definition but no example meets reason in a peer explanation about media literacy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 41: effect and its word family in a narrative passage

A learner who knows the base word but not the derived form meets effect in a narrative passage about environmental change. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 42: structure and its word family in a situational-writing email

A learner who overgeneralises a suffix rule meets structure in a situational-writing email about healthy habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 43: inference and its word family in a graph explanation

A learner who can recognise the concept but cannot define its boundary meets inference in a graph explanation about school rules. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 44: adapt and its word family in a peer explanation

A learner who uses a noun-heavy sentence that becomes hard to read meets adapt in a peer explanation about technology. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 45: retrieval and its word family in a narrative passage

A learner who writes an advanced word that sounds unnatural meets retrieval in a narrative passage about financial decisions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 46: significance and its word family in a situational-writing email

A learner who copies teacher correction without understanding it meets significance in a situational-writing email about inventions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 47: compare and its word family in a graph explanation

A learner who knows the word but not the required preposition meets compare in a graph explanation about energy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 48: predict and its word family in a peer explanation

A learner who can identify a wrong sentence but cannot repair it meets predict in a peer explanation about teamwork. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 49: decision and its word family in a narrative passage

A learner who can answer multiple choice but cannot explain why meets decision in a narrative passage about transport. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 50: logical and its word family in a situational-writing email

A learner who can use the word but cannot teach it to someone else meets logical in a situational-writing email about friendship. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 51: construction and its word family in a graph explanation

A learner who uses one memorised sentence only meets construction in a graph explanation about biodiversity. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 52: effective and its word family in a peer explanation

A learner who uses the correct meaning in the wrong grammatical form meets effective in a peer explanation about food systems. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 53: validity and its word family in a narrative passage

A learner who changes a verb into a noun awkwardly meets validity in a narrative passage about community service. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 54: confident and its word family in a situational-writing email

A learner who accepts near-misses as correct examples meets confident in a situational-writing email about learning habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 55: process and its word family in a graph explanation

A learner who confuses a grammatical error with a vocabulary error meets process in a graph explanation about digital safety. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 56: source and its word family in a peer explanation

A learner who repairs spelling but misses a meaning error meets source in a peer explanation about water conservation. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 57: category and its word family in a narrative passage

A learner who can explain orally but not in writing meets category in a narrative passage about sports. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 58: conclusion and its word family in a situational-writing email

A learner who uses a collocation correctly but the sentence pattern is wrong meets conclusion in a situational-writing email about public spaces. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 59: resolve and its word family in a graph explanation

A learner who knows the word but not what can follow it meets resolve in a graph explanation about weather. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 60: analysis and its word family in a peer explanation

A learner who gives a definition but no example meets analysis in a peer explanation about media literacy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 61: justification and its word family in a narrative passage

A learner who knows the base word but not the derived form meets justification in a narrative passage about environmental change. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 62: contrast and its word family in a situational-writing email

A learner who overgeneralises a suffix rule meets contrast in a situational-writing email about healthy habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 63: classify and its word family in a graph explanation

A learner who can recognise the concept but cannot define its boundary meets classify in a graph explanation about school rules. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 64: response and its word family in a peer explanation

A learner who uses a noun-heavy sentence that becomes hard to read meets response in a peer explanation about technology. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 65: appropriate and its word family in a narrative passage

A learner who writes an advanced word that sounds unnatural meets appropriate in a narrative passage about financial decisions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 66: difference and its word family in a situational-writing email

A learner who copies teacher correction without understanding it meets difference in a situational-writing email about inventions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 67: efficient and its word family in a graph explanation

A learner who knows the word but not the required preposition meets efficient in a graph explanation about energy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 68: possibility and its word family in a peer explanation

A learner who can identify a wrong sentence but cannot repair it meets possibility in a peer explanation about teamwork. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 69: evidence and its word family in a narrative passage

A learner who can answer multiple choice but cannot explain why meets evidence in a narrative passage about transport. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 70: strategy and its word family in a situational-writing email

A learner who can use the word but cannot teach it to someone else meets strategy in a situational-writing email about friendship. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 71: criterion and its word family in a graph explanation

A learner who uses one memorised sentence only meets criterion in a graph explanation about biodiversity. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 72: specific and its word family in a peer explanation

A learner who uses the correct meaning in the wrong grammatical form meets specific in a peer explanation about food systems. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 73: description and its word family in a narrative passage

A learner who changes a verb into a noun awkwardly meets description in a narrative passage about community service. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 74: retain and its word family in a situational-writing email

A learner who accepts near-misses as correct examples meets retain in a situational-writing email about learning habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 75: evaluate and its word family in a graph explanation

A learner who confuses a grammatical error with a vocabulary error meets evaluate in a graph explanation about digital safety. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 76: interpretation and its word family in a peer explanation

A learner who repairs spelling but misses a meaning error meets interpretation in a peer explanation about water conservation. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 77: consequential and its word family in a narrative passage

A learner who can explain orally but not in writing meets consequential in a narrative passage about sports. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 78: explain and its word family in a situational-writing email

A learner who uses a collocation correctly but the sentence pattern is wrong meets explain in a situational-writing email about public spaces. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 79: accuracy and its word family in a graph explanation

A learner who knows the word but not what can follow it meets accuracy in a graph explanation about weather. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 80: contribute and its word family in a peer explanation

A learner who gives a definition but no example meets contribute in a peer explanation about media literacy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 81: similarity and its word family in a narrative passage

A learner who knows the base word but not the derived form meets similarity in a narrative passage about environmental change. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 82: reliable and its word family in a situational-writing email

A learner who overgeneralises a suffix rule meets reliable in a situational-writing email about healthy habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 83: probability and its word family in a graph explanation

A learner who can recognise the concept but cannot define its boundary meets probability in a graph explanation about school rules. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 84: argument and its word family in a peer explanation

A learner who uses a noun-heavy sentence that becomes hard to read meets argument in a peer explanation about technology. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 85: cause and its word family in a narrative passage

A learner who writes an advanced word that sounds unnatural meets cause in a narrative passage about financial decisions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 86: relationship and its word family in a situational-writing email

A learner who copies teacher correction without understanding it meets relationship in a situational-writing email about inventions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 87: infer and its word family in a graph explanation

A learner who knows the word but not the required preposition meets infer in a graph explanation about energy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 88: demonstration and its word family in a peer explanation

A learner who can identify a wrong sentence but cannot repair it meets demonstration in a peer explanation about teamwork. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 89: retrieve and its word family in a narrative passage

A learner who can answer multiple choice but cannot explain why meets retrieve in a narrative passage about transport. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 90: significant and its word family in a situational-writing email

A learner who can use the word but cannot teach it to someone else meets significant in a situational-writing email about friendship. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 91: relevance and its word family in a graph explanation

A learner who uses one memorised sentence only meets relevance in a graph explanation about biodiversity. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 92: observation and its word family in a peer explanation

A learner who uses the correct meaning in the wrong grammatical form meets observation in a peer explanation about food systems. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 93: decide and its word family in a narrative passage

A learner who changes a verb into a noun awkwardly meets decide in a narrative passage about community service. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 94: precision and its word family in a situational-writing email

A learner who accepts near-misses as correct examples meets precision in a situational-writing email about learning habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 95: construct and its word family in a graph explanation

A learner who confuses a grammatical error with a vocabulary error meets construct in a graph explanation about digital safety. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 96: influential and its word family in a peer explanation

A learner who repairs spelling but misses a meaning error meets influential in a peer explanation about water conservation. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 97: valid and its word family in a narrative passage

A learner who can explain orally but not in writing meets valid in a narrative passage about sports. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 98: reluctance and its word family in a situational-writing email

A learner who uses a collocation correctly but the sentence pattern is wrong meets reluctance in a situational-writing email about public spaces. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 99: factor and its word family in a graph explanation

A learner who knows the word but not what can follow it meets factor in a graph explanation about weather. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 100: support and its word family in a peer explanation

A learner who gives a definition but no example meets support in a peer explanation about media literacy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 101: function and its word family in a narrative passage

A learner who knows the base word but not the derived form meets function in a narrative passage about environmental change. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 102: conclude and its word family in a situational-writing email

A learner who overgeneralises a suffix rule meets conclude in a situational-writing email about healthy habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 103: adaptation and its word family in a graph explanation

A learner who can recognise the concept but cannot define its boundary meets adaptation in a graph explanation about school rules. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 104: analyse and its word family in a peer explanation

A learner who uses a noun-heavy sentence that becomes hard to read meets analyse in a peer explanation about technology. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 105: justify and its word family in a narrative passage

A learner who writes an advanced word that sounds unnatural meets justify in a narrative passage about financial decisions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 106: comparison and its word family in a situational-writing email

A learner who copies teacher correction without understanding it meets comparison in a situational-writing email about inventions. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 107: prediction and its word family in a graph explanation

A learner who knows the word but not the required preposition meets prediction in a graph explanation about energy. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 108: respond and its word family in a peer explanation

A learner who can identify a wrong sentence but cannot repair it meets respond in a peer explanation about teamwork. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 109: logic and its word family in a narrative passage

A learner who can answer multiple choice but cannot explain why meets logic in a narrative passage about transport. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 110: differentiate and its word family in a situational-writing email

A learner who can use the word but cannot teach it to someone else meets differentiate in a situational-writing email about friendship. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 111: effectiveness and its word family in a graph explanation

A learner who uses one memorised sentence only meets effectiveness in a graph explanation about biodiversity. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 112: possible and its word family in a peer explanation

A learner who uses the correct meaning in the wrong grammatical form meets possible in a peer explanation about food systems. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 113: confidence and its word family in a narrative passage

A learner who changes a verb into a noun awkwardly meets confidence in a narrative passage about community service. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 114: method and its word family in a situational-writing email

A learner who accepts near-misses as correct examples meets method in a situational-writing email about learning habits. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Word-Class Lab 115: context and its word family in a graph explanation

A learner who confuses a grammatical error with a vocabulary error meets context in a graph explanation about digital safety. Identify the lexical family and state the core meaning that all useful forms share. Decide which part of speech the sentence requires, then construct or select the correct related form. Check the suffix, spelling, pronunciation and natural collocation. Rewrite the sentence once with the verb and once with a noun form where possible, then compare clarity and emphasis. If the nominalised version hides the actor or becomes unnecessarily dense, prefer the clearer construction. Finally, move one family member into another subject or genre. The target is flexible control of form and meaning, not a collection of abstract nouns.

Where this fits in the eduKate Primary 6 vocabulary architecture

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

The lane stays add-only. Each child owns one teaching and search intent, links to existing specialist owners where they are deeper, and avoids rewriting protected pages.

Sources and further reading

• IES — Project DIMES: Diagnostic Instrument for Morphology of Elementary Students.
• IES — Word Knowledge Instruction and Grade 5 Writing.
• IES PRISMS — Vocabulary and Morphology for Grades 6–8.
• IES — Evaluating, Revising and Editing Writing.
• IES What Works Clearinghouse — Teaching Elementary School Students to Be Effective Writers.
• Reading Rockets — Content Area Vocabulary Learning.
• Reading Rockets — Vocabulary Instructional Guidelines and Classroom Examples.
• Reading Rockets — Vocabulary in Practice.
• MOE Singapore — English Language Syllabus 2020 Primary.
• SEAB — 2026 PSLE English Language syllabus.

Extended Primary 6 application fieldbook

Fieldbook 1: analyse in a narrative passage

A learner who knows the base word but not the derived form works with analyse in a narrative passage about environmental change. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 2: classification in a project reflection

A learner who repairs spelling but misses a meaning error works with classification in a project reflection about media literacy. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 3: influence in a Science explanation

A learner who uses one memorised sentence only works with influence in a Science explanation about weather. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 4: process in a digital article

A learner who copies teacher correction without understanding it works with process in a digital article about public spaces. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 5: description in an oral response

A learner who knows the base word but not the derived form works with description in an oral response about sports. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 6: relevance in a peer explanation

A learner who repairs spelling but misses a meaning error works with relevance in a peer explanation about water conservation. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 7: logic in a continuous-writing paragraph

A learner who uses one memorised sentence only works with logic in a continuous-writing paragraph about digital safety. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 8: probable in a revision task

A learner who copies teacher correction without understanding it works with probable in a revision task about learning habits. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 9: structure in a news report

A learner who knows the base word but not the derived form works with structure in a news report about community service. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 10: analysis in a class discussion

A learner who repairs spelling but misses a meaning error works with analysis in a class discussion about food systems. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 11: explain in a graph explanation

A learner who uses one memorised sentence only works with explain in a graph explanation about biodiversity. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 12: influential in an informational passage

A learner who copies teacher correction without understanding it works with influential in an informational passage about friendship. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 13: method in a textbook section

A learner who knows the base word but not the derived form works with method in a textbook section about transport. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 14: demonstrate in a Mathematics word problem

A learner who repairs spelling but misses a meaning error works with demonstrate in a Mathematics word problem about teamwork. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 15: compare in a debate

A learner who uses one memorised sentence only works with compare in a debate about energy. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 16: appropriate in a situational-writing email

A learner who copies teacher correction without understanding it works with appropriate in a situational-writing email about inventions. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 17: probability in a Secondary 1 preview text

A learner who knows the base word but not the derived form works with probability in a Secondary 1 preview text about financial decisions. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 18: function in a listening task

A learner who repairs spelling but misses a meaning error works with function in a listening task about technology. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 19: analytical in a documentary extract

A learner who uses one memorised sentence only works with analytical in a documentary extract about school rules. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 20: explanation in a school announcement

A learner who copies teacher correction without understanding it works with explanation in a school announcement about healthy habits. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 21: effective in a narrative passage

A learner who knows the base word but not the derived form works with effective in a narrative passage about environmental change. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 22: strategy in a project reflection

A learner who repairs spelling but misses a meaning error works with strategy in a project reflection about media literacy. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 23: demonstration in a Science explanation

A learner who uses one memorised sentence only works with demonstration in a Science explanation about weather. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 24: comparison in a digital article

A learner who copies teacher correction without understanding it works with comparison in a digital article about public spaces. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 25: appropriateness in an oral response

A learner who knows the base word but not the derived form works with appropriateness in an oral response about sports. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 26: reluctant in a peer explanation

A learner who repairs spelling but misses a meaning error works with reluctant in a peer explanation about water conservation. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 27: category in a continuous-writing paragraph

A learner who uses one memorised sentence only works with category in a continuous-writing paragraph about digital safety. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 28: evaluate in a revision task

A learner who copies teacher correction without understanding it works with evaluate in a revision task about learning habits. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 29: decide in a news report

A learner who knows the base word but not the derived form works with decide in a news report about community service. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 30: effectiveness in a class discussion

A learner who repairs spelling but misses a meaning error works with effectiveness in a class discussion about food systems. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 31: result in a graph explanation

A learner who uses one memorised sentence only works with result in a graph explanation about biodiversity. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 32: adapt in an informational passage

A learner who copies teacher correction without understanding it works with adapt in an informational passage about friendship. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 33: contrast in a textbook section

A learner who knows the base word but not the derived form works with contrast in a textbook section about transport. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 34: contribute in a Mathematics word problem

A learner who repairs spelling but misses a meaning error works with contribute in a Mathematics word problem about teamwork. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 35: reluctance in a debate

A learner who uses one memorised sentence only works with reluctance in a debate about energy. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 36: sequence in a situational-writing email

A learner who copies teacher correction without understanding it works with sequence in a situational-writing email about inventions. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 37: evaluation in a Secondary 1 preview text

A learner who knows the base word but not the derived form works with evaluation in a Secondary 1 preview text about financial decisions. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 38: decision in a listening task

A learner who repairs spelling but misses a meaning error works with decision in a listening task about technology. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 39: efficient in a documentary extract

A learner who uses one memorised sentence only works with efficient in a documentary extract about school rules. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 40: cause in a school announcement

A learner who copies teacher correction without understanding it works with cause in a school announcement about healthy habits. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 41: adaptation in a narrative passage

A learner who knows the base word but not the derived form works with adaptation in a narrative passage about environmental change. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 42: consequence in a project reflection

A learner who repairs spelling but misses a meaning error works with consequence in a project reflection about media literacy. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 43: contribution in a Science explanation

A learner who uses one memorised sentence only works with contribution in a Science explanation about weather. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 44: confident in a digital article

A learner who copies teacher correction without understanding it works with confident in a digital article about public spaces. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 45: specific in an oral response

A learner who knows the base word but not the derived form works with specific in an oral response about sports. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 46: significant in a peer explanation

A learner who repairs spelling but misses a meaning error works with significant in a peer explanation about water conservation. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 47: respond in a continuous-writing paragraph

A learner who uses one memorised sentence only works with respond in a continuous-writing paragraph about digital safety. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 48: efficiency in a revision task

A learner who copies teacher correction without understanding it works with efficiency in a revision task about learning habits. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 49: effect in a news report

A learner who knows the base word but not the derived form works with effect in a news report about community service. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 50: resolve in a class discussion

A learner who repairs spelling but misses a meaning error works with resolve in a class discussion about food systems. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 51: consequential in a graph explanation

A learner who uses one memorised sentence only works with consequential in a graph explanation about biodiversity. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 52: construct in an informational passage

A learner who copies teacher correction without understanding it works with construct in an informational passage about friendship. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 53: confidence in a textbook section

A learner who knows the base word but not the derived form works with confidence in a textbook section about transport. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 54: general in a Mathematics word problem

A learner who repairs spelling but misses a meaning error works with general in a Mathematics word problem about teamwork. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 55: significance in a debate

A learner who uses one memorised sentence only works with significance in a debate about energy. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 56: response in a situational-writing email

A learner who copies teacher correction without understanding it works with response in a situational-writing email about inventions. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 57: reliable in a Secondary 1 preview text

A learner who knows the base word but not the derived form works with reliable in a Secondary 1 preview text about financial decisions. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 58: support in a listening task

A learner who repairs spelling but misses a meaning error works with support in a listening task about technology. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 59: resolution in a documentary extract

A learner who uses one memorised sentence only works with resolution in a documentary extract about school rules. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 60: observe in a school announcement

A learner who copies teacher correction without understanding it works with observe in a school announcement about healthy habits. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 61: construction in a narrative passage

A learner who knows the base word but not the derived form works with construction in a narrative passage about environmental change. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 62: evidence in a project reflection

A learner who repairs spelling but misses a meaning error works with evidence in a project reflection about media literacy. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 63: infer in a Science explanation

A learner who uses one memorised sentence only works with infer in a Science explanation about weather. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 64: justify in a digital article

A learner who copies teacher correction without understanding it works with justify in a digital article about public spaces. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 65: accurate in an oral response

A learner who knows the base word but not the derived form works with accurate in an oral response about sports. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 66: reliability in a peer explanation

A learner who repairs spelling but misses a meaning error works with reliability in a peer explanation about water conservation. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 67: source in a continuous-writing paragraph

A learner who uses one memorised sentence only works with source in a continuous-writing paragraph about digital safety. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 68: retain in a revision task

A learner who copies teacher correction without understanding it works with retain in a revision task about learning habits. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 69: observation in a news report

A learner who knows the base word but not the derived form works with observation in a news report about community service. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 70: differentiate in a class discussion

A learner who repairs spelling but misses a meaning error works with differentiate in a class discussion about food systems. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 71: claim in a graph explanation

A learner who uses one memorised sentence only works with claim in a graph explanation about biodiversity. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 72: inference in an informational passage

A learner who copies teacher correction without understanding it works with inference in an informational passage about friendship. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 73: justification in a textbook section

A learner who knows the base word but not the derived form works with justification in a textbook section about transport. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 74: accuracy in a Mathematics word problem

A learner who repairs spelling but misses a meaning error works with accuracy in a Mathematics word problem about teamwork. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 75: valid in a debate

A learner who uses one memorised sentence only works with valid in a debate about energy. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 76: context in a situational-writing email

A learner who copies teacher correction without understanding it works with context in a situational-writing email about inventions. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 77: retention in a Secondary 1 preview text

A learner who knows the base word but not the derived form works with retention in a Secondary 1 preview text about financial decisions. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 78: predict in a listening task

A learner who repairs spelling but misses a meaning error works with predict in a listening task about technology. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 79: difference in a documentary extract

A learner who uses one memorised sentence only works with difference in a documentary extract about school rules. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 80: argument in a school announcement

A learner who copies teacher correction without understanding it works with argument in a school announcement about healthy habits. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 81: conclude in a narrative passage

A learner who knows the base word but not the derived form works with conclude in a narrative passage about environmental change. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 82: interpret in a project reflection

A learner who repairs spelling but misses a meaning error works with interpret in a project reflection about media literacy. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 83: precise in a Science explanation

A learner who uses one memorised sentence only works with precise in a Science explanation about weather. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 84: validity in a digital article

A learner who copies teacher correction without understanding it works with validity in a digital article about public spaces. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 85: criterion in an oral response

A learner who knows the base word but not the derived form works with criterion in an oral response about sports. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 86: retrieve in a peer explanation

A learner who repairs spelling but misses a meaning error works with retrieve in a peer explanation about water conservation. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 87: prediction in a continuous-writing paragraph

A learner who uses one memorised sentence only works with prediction in a continuous-writing paragraph about digital safety. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 88: similar in a revision task

A learner who copies teacher correction without understanding it works with similar in a revision task about learning habits. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 89: reason in a news report

A learner who knows the base word but not the derived form works with reason in a news report about community service. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.

Fieldbook 90: conclusion in a class discussion

A learner who repairs spelling but misses a meaning error works with conclusion in a class discussion about food systems. Identify the shared lexical concept, then move among noun, verb, adjective or adverb forms only where they are natural English words. Compare one direct verbal sentence with a nominalised version and decide which is clearer for the intended audience. Check spelling, stress, collocation and grammatical fit. Finish by using a different family member in another subject so the learner sees the family as a flexible system rather than a suffix exercise.