What is Primary 6 Vocabulary | Specificity — How to Choose General, Specific and Precise Words at the Right Level

Primary 6 vocabulary specificity is the ability to choose how general or precise a word should be for the reader’s needs. Families searching for Grade 6 precise vocabulary, specific word choice, general vs specific words, precise nouns and verbs, better vocabulary for writing and 6th grade word choice often assume that more specific is always better. It is not. Strong vocabulary control means choosing the correct level of detail.

A writer can move from thing → object → device → thermometer, from move → walk → stroll → march, or from problem → issue → challenge → obstacle. Each step changes what the reader can infer. A summary may need the broader category; a narrative scene may benefit from a precise verb; a Science explanation may require the exact technical noun. The same learner therefore needs both generalisation and specification.

This guide builds a Primary 6 specificity ladder for reading, writing, speaking and subject learning. It explains category words, superordinate and subordinate terms, precise verbs and nouns, over-specificity, vague language, summary compression and audience needs. The central rule is functional precision: include exactly as much lexical detail as the task requires, no less and no more.

The 50-second router

1. Name the communicative job.
2. Choose the general category first.
3. Move down the specificity ladder only when extra detail matters.
4. Check whether the detail is accurate and relevant.
5. Move back up when summarising or generalising.
6. Prefer the word that gives the reader the necessary distinction.

General words organise categories

Words such as vehicle, device, emotion and resource allow several specific items to be discussed together.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Specific words add discriminating information

Stroll tells the reader more about movement than walk, but the extra meaning must actually fit the scene.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Precision is not the same as rarity

A common concrete word can be more precise than an obscure alternative. Frequency and usefulness matter more than impressiveness.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Summaries often require broader vocabulary

To compress several details, writers move upward to a category or general term. Excessive specificity can make a summary as long as the source.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Narrative scenes often benefit from selective specificity

Precise verbs and nouns can create vividness efficiently, but constant micro-detail slows pacing and distracts from the event.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Technical writing requires exact labels

In Science and Mathematics, replacing a technical term with a looser synonym can reduce accuracy. Specificity is sometimes non-negotiable.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Audience changes the useful level

A specialist audience can handle precise technical labels; a general audience may need a broader term plus explanation.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Over-specificity can be misleading

If the evidence does not support the narrow category, a highly specific word creates false certainty.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Vague words hide missing thought

Words such as thing, stuff, nice, bad may signal that the writer has not yet decided what matters. Ask what feature the sentence actually needs.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Specificity supports inference

Readers can infer more from a precise word, which means writers should choose carefully when the added implication is important.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Category hierarchies support vocabulary growth

Learning how bus belongs under vehicle and beside train creates a semantic structure for retrieval and comparison.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

Good writers move both directions

Vocabulary flexibility means zooming in for precision and zooming out for synthesis, not remaining permanently at one level.

For the broader system, use How to Improve Vocabulary | The Specificity Ladder. This Primary 6 child owns grade-level choices among general, specific and technical language.

The five-question specificity test

What does the reader need to distinguish?

Choose the detail level that supports the task.

Is the narrower word definitely accurate?

Do not invent precision.

Would a broader word preserve the important meaning?

If yes, it may be better for summary.

Does the specific word add useful implication?

Check action, intensity, category or function.

Does the audience know the term?

Add explanation or use a broader label when necessary.

One hundred and eighteen specificity laboratories

Specificity Lab 1: choose the right level for justice

A learner who knows concrete examples but struggles with abstract labels needs justice in a narrative passage about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 2: choose the right level for effectiveness

A learner who hedges everything until the sentence becomes vague needs effectiveness in a listening task about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 3: choose the right level for resource

A learner who uses very with every strong adjective needs resource in a debate about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 4: choose the right level for sequence

A learner who repeats the same word in every sentence needs sequence in an informational passage about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 5: choose the right level for significant

A learner who confuses possible with probable needs significant in a news report about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 6: choose the right level for could

A learner who writes vague nouns where a specific referent is needed needs could in a peer explanation about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 7: choose the right level for partly

A learner who can rank emotion words but not academic evaluative words needs partly in a Science explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 8: choose the right level for stare

A learner who uses abstract nouns without clear examples needs stare in a school announcement about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 9: choose the right level for justice

A learner who chooses a word that is too general needs justice in a Secondary 1 preview text about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 10: choose the right level for effectiveness

A learner who cannot rank near-synonyms by intensity needs effectiveness in a Mathematics word problem about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 11: choose the right level for resource

A learner who uses many different words but loses cohesion needs resource in a graph explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 12: choose the right level for sequence

A learner who confuses strong evidence with certain proof needs sequence in a revision task about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 13: choose the right level for significant

A learner who uses overly specific details in a summary needs significant in an oral response about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 14: choose the right level for could

A learner who knows many synonyms but cannot choose the best level of intensity needs could in a project reflection about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 15: choose the right level for partly

A learner who states every claim as certain needs partly in a documentary extract about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 16: choose the right level for stare

A learner who chooses a word that is unnecessarily specific needs stare in a situational-writing email about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 17: choose the right level for justice

A learner who avoids repetition by using inaccurate synonyms needs justice in a textbook section about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 18: choose the right level for effectiveness

A learner who knows a scale but not which contexts permit each step needs effectiveness in a class discussion about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 19: choose the right level for resource

A learner who uses impressive vocabulary when a simple word is more precise needs resource in a continuous-writing paragraph about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 20: choose the right level for sequence

A learner who understands the idea but not the level of certainty needs sequence in a digital article about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 21: choose the right level for significant

A learner who knows concrete examples but struggles with abstract labels needs significant in a narrative passage about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 22: choose the right level for could

A learner who hedges everything until the sentence becomes vague needs could in a listening task about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 23: choose the right level for partly

A learner who uses very with every strong adjective needs partly in a debate about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 24: choose the right level for stare

A learner who repeats the same word in every sentence needs stare in an informational passage about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 25: choose the right level for justice

A learner who confuses possible with probable needs justice in a news report about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 26: choose the right level for effectiveness

A learner who writes vague nouns where a specific referent is needed needs effectiveness in a peer explanation about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 27: choose the right level for resource

A learner who can rank emotion words but not academic evaluative words needs resource in a Science explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 28: choose the right level for sequence

A learner who uses abstract nouns without clear examples needs sequence in a school announcement about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 29: choose the right level for significant

A learner who chooses a word that is too general needs significant in a Secondary 1 preview text about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 30: choose the right level for could

A learner who cannot rank near-synonyms by intensity needs could in a Mathematics word problem about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 31: choose the right level for partly

A learner who uses many different words but loses cohesion needs partly in a graph explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 32: choose the right level for stare

A learner who confuses strong evidence with certain proof needs stare in a revision task about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 33: choose the right level for justice

A learner who uses overly specific details in a summary needs justice in an oral response about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 34: choose the right level for effectiveness

A learner who knows many synonyms but cannot choose the best level of intensity needs effectiveness in a project reflection about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 35: choose the right level for resource

A learner who states every claim as certain needs resource in a documentary extract about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 36: choose the right level for sequence

A learner who chooses a word that is unnecessarily specific needs sequence in a situational-writing email about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 37: choose the right level for significant

A learner who avoids repetition by using inaccurate synonyms needs significant in a textbook section about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 38: choose the right level for could

A learner who knows a scale but not which contexts permit each step needs could in a class discussion about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 39: choose the right level for partly

A learner who uses impressive vocabulary when a simple word is more precise needs partly in a continuous-writing paragraph about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 40: choose the right level for stare

A learner who understands the idea but not the level of certainty needs stare in a digital article about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 41: choose the right level for justice

A learner who knows concrete examples but struggles with abstract labels needs justice in a narrative passage about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 42: choose the right level for effectiveness

A learner who hedges everything until the sentence becomes vague needs effectiveness in a listening task about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 43: choose the right level for resource

A learner who uses very with every strong adjective needs resource in a debate about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 44: choose the right level for sequence

A learner who repeats the same word in every sentence needs sequence in an informational passage about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 45: choose the right level for significant

A learner who confuses possible with probable needs significant in a news report about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 46: choose the right level for could

A learner who writes vague nouns where a specific referent is needed needs could in a peer explanation about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 47: choose the right level for partly

A learner who can rank emotion words but not academic evaluative words needs partly in a Science explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 48: choose the right level for stare

A learner who uses abstract nouns without clear examples needs stare in a school announcement about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 49: choose the right level for justice

A learner who chooses a word that is too general needs justice in a Secondary 1 preview text about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 50: choose the right level for effectiveness

A learner who cannot rank near-synonyms by intensity needs effectiveness in a Mathematics word problem about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 51: choose the right level for resource

A learner who uses many different words but loses cohesion needs resource in a graph explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 52: choose the right level for sequence

A learner who confuses strong evidence with certain proof needs sequence in a revision task about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 53: choose the right level for significant

A learner who uses overly specific details in a summary needs significant in an oral response about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 54: choose the right level for could

A learner who knows many synonyms but cannot choose the best level of intensity needs could in a project reflection about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 55: choose the right level for partly

A learner who states every claim as certain needs partly in a documentary extract about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 56: choose the right level for stare

A learner who chooses a word that is unnecessarily specific needs stare in a situational-writing email about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 57: choose the right level for justice

A learner who avoids repetition by using inaccurate synonyms needs justice in a textbook section about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 58: choose the right level for effectiveness

A learner who knows a scale but not which contexts permit each step needs effectiveness in a class discussion about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 59: choose the right level for resource

A learner who uses impressive vocabulary when a simple word is more precise needs resource in a continuous-writing paragraph about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 60: choose the right level for sequence

A learner who understands the idea but not the level of certainty needs sequence in a digital article about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 61: choose the right level for significant

A learner who knows concrete examples but struggles with abstract labels needs significant in a narrative passage about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 62: choose the right level for could

A learner who hedges everything until the sentence becomes vague needs could in a listening task about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 63: choose the right level for partly

A learner who uses very with every strong adjective needs partly in a debate about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 64: choose the right level for stare

A learner who repeats the same word in every sentence needs stare in an informational passage about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 65: choose the right level for justice

A learner who confuses possible with probable needs justice in a news report about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 66: choose the right level for effectiveness

A learner who writes vague nouns where a specific referent is needed needs effectiveness in a peer explanation about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 67: choose the right level for resource

A learner who can rank emotion words but not academic evaluative words needs resource in a Science explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 68: choose the right level for sequence

A learner who uses abstract nouns without clear examples needs sequence in a school announcement about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 69: choose the right level for significant

A learner who chooses a word that is too general needs significant in a Secondary 1 preview text about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 70: choose the right level for could

A learner who cannot rank near-synonyms by intensity needs could in a Mathematics word problem about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 71: choose the right level for partly

A learner who uses many different words but loses cohesion needs partly in a graph explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 72: choose the right level for stare

A learner who confuses strong evidence with certain proof needs stare in a revision task about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 73: choose the right level for justice

A learner who uses overly specific details in a summary needs justice in an oral response about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 74: choose the right level for effectiveness

A learner who knows many synonyms but cannot choose the best level of intensity needs effectiveness in a project reflection about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 75: choose the right level for resource

A learner who states every claim as certain needs resource in a documentary extract about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 76: choose the right level for sequence

A learner who chooses a word that is unnecessarily specific needs sequence in a situational-writing email about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 77: choose the right level for significant

A learner who avoids repetition by using inaccurate synonyms needs significant in a textbook section about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 78: choose the right level for could

A learner who knows a scale but not which contexts permit each step needs could in a class discussion about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 79: choose the right level for partly

A learner who uses impressive vocabulary when a simple word is more precise needs partly in a continuous-writing paragraph about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 80: choose the right level for stare

A learner who understands the idea but not the level of certainty needs stare in a digital article about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 81: choose the right level for justice

A learner who knows concrete examples but struggles with abstract labels needs justice in a narrative passage about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 82: choose the right level for effectiveness

A learner who hedges everything until the sentence becomes vague needs effectiveness in a listening task about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 83: choose the right level for resource

A learner who uses very with every strong adjective needs resource in a debate about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 84: choose the right level for sequence

A learner who repeats the same word in every sentence needs sequence in an informational passage about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 85: choose the right level for significant

A learner who confuses possible with probable needs significant in a news report about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 86: choose the right level for could

A learner who writes vague nouns where a specific referent is needed needs could in a peer explanation about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 87: choose the right level for partly

A learner who can rank emotion words but not academic evaluative words needs partly in a Science explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 88: choose the right level for stare

A learner who uses abstract nouns without clear examples needs stare in a school announcement about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 89: choose the right level for justice

A learner who chooses a word that is too general needs justice in a Secondary 1 preview text about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 90: choose the right level for effectiveness

A learner who cannot rank near-synonyms by intensity needs effectiveness in a Mathematics word problem about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 91: choose the right level for resource

A learner who uses many different words but loses cohesion needs resource in a graph explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 92: choose the right level for sequence

A learner who confuses strong evidence with certain proof needs sequence in a revision task about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 93: choose the right level for significant

A learner who uses overly specific details in a summary needs significant in an oral response about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 94: choose the right level for could

A learner who knows many synonyms but cannot choose the best level of intensity needs could in a project reflection about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 95: choose the right level for partly

A learner who states every claim as certain needs partly in a documentary extract about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 96: choose the right level for stare

A learner who chooses a word that is unnecessarily specific needs stare in a situational-writing email about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 97: choose the right level for justice

A learner who avoids repetition by using inaccurate synonyms needs justice in a textbook section about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 98: choose the right level for effectiveness

A learner who knows a scale but not which contexts permit each step needs effectiveness in a class discussion about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 99: choose the right level for resource

A learner who uses impressive vocabulary when a simple word is more precise needs resource in a continuous-writing paragraph about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 100: choose the right level for sequence

A learner who understands the idea but not the level of certainty needs sequence in a digital article about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 101: choose the right level for significant

A learner who knows concrete examples but struggles with abstract labels needs significant in a narrative passage about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 102: choose the right level for could

A learner who hedges everything until the sentence becomes vague needs could in a listening task about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 103: choose the right level for partly

A learner who uses very with every strong adjective needs partly in a debate about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 104: choose the right level for stare

A learner who repeats the same word in every sentence needs stare in an informational passage about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 105: choose the right level for justice

A learner who confuses possible with probable needs justice in a news report about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 106: choose the right level for effectiveness

A learner who writes vague nouns where a specific referent is needed needs effectiveness in a peer explanation about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 107: choose the right level for resource

A learner who can rank emotion words but not academic evaluative words needs resource in a Science explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 108: choose the right level for sequence

A learner who uses abstract nouns without clear examples needs sequence in a school announcement about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 109: choose the right level for significant

A learner who chooses a word that is too general needs significant in a Secondary 1 preview text about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 110: choose the right level for could

A learner who cannot rank near-synonyms by intensity needs could in a Mathematics word problem about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 111: choose the right level for partly

A learner who uses many different words but loses cohesion needs partly in a graph explanation about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 112: choose the right level for stare

A learner who confuses strong evidence with certain proof needs stare in a revision task about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 113: choose the right level for justice

A learner who uses overly specific details in a summary needs justice in an oral response about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 114: choose the right level for effectiveness

A learner who knows many synonyms but cannot choose the best level of intensity needs effectiveness in a project reflection about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 115: choose the right level for resource

A learner who states every claim as certain needs resource in a documentary extract about biodiversity. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 116: choose the right level for sequence

A learner who chooses a word that is unnecessarily specific needs sequence in a situational-writing email about inventions. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 117: choose the right level for significant

A learner who avoids repetition by using inaccurate synonyms needs significant in a textbook section about environmental change. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Specificity Lab 118: choose the right level for could

A learner who knows a scale but not which contexts permit each step needs could in a class discussion about water conservation. Place the target on a three-level ladder: broad category, useful mid-level term and highly specific term. Decide which level the task actually requires. Write one sentence that is too vague, one that is unnecessarily specific and one that gives the reader exactly the necessary distinction. Explain what information is added at each step. Then change the task from description to summary, or from general explanation to technical explanation, and revise the vocabulary level. The learner shows control by moving up and down the hierarchy deliberately rather than always choosing the narrowest word.

Where this fits in the eduKate Primary 6 vocabulary architecture

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

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

Sources and further reading

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

Extended Primary 6 application fieldbook

Fieldbook 1: justice in a narrative passage

A learner who knows concrete examples but struggles with abstract labels uses justice in a narrative passage about environmental change. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 2: category in a project reflection

A learner who chooses a word that is unnecessarily specific uses category in a project reflection about media literacy. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 3: certainty in a Science explanation

A learner who uses many different words but loses cohesion uses certainty in a Science explanation about weather. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 4: strongly in a digital article

A learner who writes vague nouns where a specific referent is needed uses strongly in a digital article about public spaces. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 5: peer in an oral response

A learner who knows concrete examples but struggles with abstract labels uses peer in an oral response about sports. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 6: relevance in a peer explanation

A learner who chooses a word that is unnecessarily specific uses relevance in a peer explanation about water conservation. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 7: effect in a continuous-writing paragraph

A learner who uses many different words but loses cohesion uses effect in a continuous-writing paragraph about digital safety. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 8: unlikely in a revision task

A learner who writes vague nouns where a specific referent is needed uses unlikely in a revision task about learning habits. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 9: vehicle in a news report

A learner who knows concrete examples but struggles with abstract labels uses vehicle in a news report about community service. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 10: feeling in a class discussion

A learner who chooses a word that is unnecessarily specific uses feeling in a class discussion about food systems. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 11: relationship in a graph explanation

A learner who uses many different words but loses cohesion uses relationship in a graph explanation about biodiversity. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 12: likelihood in an informational passage

A learner who writes vague nouns where a specific referent is needed uses likelihood in an informational passage about friendship. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 13: clearly in a textbook section

A learner who knows concrete examples but struggles with abstract labels uses clearly in a textbook section about transport. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 14: stare in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific uses stare in a Mathematics word problem about teamwork. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 15: certainty in a debate

A learner who uses many different words but loses cohesion uses certainty in a debate about energy. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 16: cause in a situational-writing email

A learner who writes vague nouns where a specific referent is needed uses cause in a situational-writing email about inventions. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 17: likely in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels uses likely in a Secondary 1 preview text about financial decisions. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 18: completely in a listening task

A learner who chooses a word that is unnecessarily specific uses completely in a listening task about technology. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 19: emotion in a documentary extract

A learner who uses many different words but loses cohesion uses emotion in a documentary extract about school rules. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 20: pattern in a school announcement

A learner who writes vague nouns where a specific referent is needed uses pattern in a school announcement about healthy habits. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 21: frequency in a narrative passage

A learner who knows concrete examples but struggles with abstract labels uses frequency in a narrative passage about environmental change. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 22: probably in a project reflection

A learner who chooses a word that is unnecessarily specific uses probably in a project reflection about media literacy. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 23: glance in a Science explanation

A learner who uses many different words but loses cohesion uses glance in a Science explanation about weather. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 24: possibility in a digital article

A learner who writes vague nouns where a specific referent is needed uses possibility in a digital article about public spaces. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 25: result in an oral response

A learner who knows concrete examples but struggles with abstract labels uses result in an oral response about sports. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 26: probable in a peer explanation

A learner who chooses a word that is unnecessarily specific uses probable in a peer explanation about water conservation. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 27: partly in a continuous-writing paragraph

A learner who uses many different words but loses cohesion uses partly in a continuous-writing paragraph about digital safety. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 28: tool in a revision task

A learner who writes vague nouns where a specific referent is needed uses tool in a revision task about learning habits. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 29: system in a news report

A learner who knows concrete examples but struggles with abstract labels uses system in a news report about community service. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 30: severity in a class discussion

A learner who chooses a word that is unnecessarily specific uses severity in a class discussion about food systems. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 31: perhaps in a graph explanation

A learner who uses many different words but loses cohesion uses perhaps in a graph explanation about biodiversity. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 32: look in an informational passage

A learner who writes vague nouns where a specific referent is needed uses look in an informational passage about friendship. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 33: probability in a textbook section

A learner who knows concrete examples but struggles with abstract labels uses probability in a textbook section about transport. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 34: reason in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific uses reason in a Mathematics word problem about teamwork. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 35: possible in a debate

A learner who uses many different words but loses cohesion uses possible in a debate about energy. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 36: almost in a situational-writing email

A learner who writes vague nouns where a specific referent is needed uses almost in a situational-writing email about inventions. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 37: device in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels uses device in a Secondary 1 preview text about financial decisions. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 38: strategy in a listening task

A learner who chooses a word that is unnecessarily specific uses strategy in a listening task about technology. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 39: importance in a documentary extract

A learner who uses many different words but loses cohesion uses importance in a documentary extract about school rules. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 40: could in a school announcement

A learner who writes vague nouns where a specific referent is needed uses could in a school announcement about healthy habits. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 41: sprint in a narrative passage

A learner who knows concrete examples but struggles with abstract labels uses sprint in a narrative passage about environmental change. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 42: risk in a project reflection

A learner who chooses a word that is unnecessarily specific uses risk in a project reflection about media literacy. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 43: argument in a Science explanation

A learner who uses many different words but loses cohesion uses argument in a Science explanation about weather. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 44: extreme in a digital article

A learner who writes vague nouns where a specific referent is needed uses extreme in a digital article about public spaces. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 45: nearly in an oral response

A learner who knows concrete examples but struggles with abstract labels uses nearly in an oral response about sports. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 46: item in a peer explanation

A learner who chooses a word that is unnecessarily specific uses item in a peer explanation about water conservation. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 47: process in a continuous-writing paragraph

A learner who uses many different words but loses cohesion uses process in a continuous-writing paragraph about digital safety. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 48: accuracy in a revision task

A learner who writes vague nouns where a specific referent is needed uses accuracy in a revision task about learning habits. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 49: might in a news report

A learner who knows concrete examples but struggles with abstract labels uses might in a news report about community service. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 50: march in a class discussion

A learner who chooses a word that is unnecessarily specific uses march in a class discussion about food systems. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 51: significance in a graph explanation

A learner who uses many different words but loses cohesion uses significance in a graph explanation about biodiversity. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 52: claim in an informational passage

A learner who writes vague nouns where a specific referent is needed uses claim in an informational passage about friendship. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 53: significant in a textbook section

A learner who knows concrete examples but struggles with abstract labels uses significant in a textbook section about transport. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 54: absolutely in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific uses absolutely in a Mathematics word problem about teamwork. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 55: object in a debate

A learner who uses many different words but loses cohesion uses object in a debate about energy. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 56: consequence in a situational-writing email

A learner who writes vague nouns where a specific referent is needed uses consequence in a situational-writing email about inventions. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 57: precision in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels uses precision in a Secondary 1 preview text about financial decisions. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 58: may in a listening task

A learner who chooses a word that is unnecessarily specific uses may in a listening task about technology. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 59: stroll in a documentary extract

A learner who uses many different words but loses cohesion uses stroll in a documentary extract about school rules. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 60: factor in a school announcement

A learner who writes vague nouns where a specific referent is needed uses factor in a school announcement about healthy habits. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 61: trend in a narrative passage

A learner who knows concrete examples but struggles with abstract labels uses trend in a narrative passage about environmental change. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 62: substantial in a project reflection

A learner who chooses a word that is unnecessarily specific uses substantial in a project reflection about media literacy. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 63: extremely in a Science explanation

A learner who uses many different words but loses cohesion uses extremely in a Science explanation about weather. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 64: difficulty in a digital article

A learner who writes vague nouns where a specific referent is needed uses difficulty in a digital article about public spaces. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 65: influence in an oral response

A learner who knows concrete examples but struggles with abstract labels uses influence in an oral response about sports. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 66: sequence in a peer explanation

A learner who chooses a word that is unnecessarily specific uses sequence in a peer explanation about water conservation. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 67: proves in a continuous-writing paragraph

A learner who uses many different words but loses cohesion uses proves in a continuous-writing paragraph about digital safety. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 68: walk in a revision task

A learner who writes vague nouns where a specific referent is needed uses walk in a revision task about learning habits. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 69: responsibility in a news report

A learner who knows concrete examples but struggles with abstract labels uses responsibility in a news report about community service. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 70: capacity in a class discussion

A learner who chooses a word that is unnecessarily specific uses capacity in a class discussion about food systems. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 71: slight in a graph explanation

A learner who uses many different words but loses cohesion uses slight in a graph explanation about biodiversity. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 72: very in an informational passage

A learner who writes vague nouns where a specific referent is needed uses very in an informational passage about friendship. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 73: challenge in a textbook section

A learner who knows concrete examples but struggles with abstract labels uses challenge in a textbook section about transport. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 74: reluctance in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific uses reluctance in a Mathematics word problem about teamwork. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 75: criterion in a debate

A learner who uses many different words but loses cohesion uses criterion in a debate about energy. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 76: demonstrates in a situational-writing email

A learner who writes vague nouns where a specific referent is needed uses demonstrates in a situational-writing email about inventions. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 77: movement in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels uses movement in a Secondary 1 preview text about financial decisions. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 78: temperature in a listening task

A learner who chooses a word that is unnecessarily specific uses temperature in a listening task about technology. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 79: resource in a documentary extract

A learner who uses many different words but loses cohesion uses resource in a documentary extract about school rules. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 80: major in a school announcement

A learner who writes vague nouns where a specific referent is needed uses major in a school announcement about healthy habits. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 81: quite in a narrative passage

A learner who knows concrete examples but struggles with abstract labels uses quite in a narrative passage about environmental change. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 82: issue in a project reflection

A learner who chooses a word that is unnecessarily specific uses issue in a project reflection about media literacy. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 83: confidence in a Science explanation

A learner who uses many different words but loses cohesion uses confidence in a Science explanation about weather. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 84: context in a digital article

A learner who writes vague nouns where a specific referent is needed uses context in a digital article about public spaces. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 85: indicates in an oral response

A learner who knows concrete examples but struggles with abstract labels uses indicates in an oral response about sports. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 86: train in a peer explanation

A learner who chooses a word that is unnecessarily specific uses train in a peer explanation about water conservation. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 87: freedom in a continuous-writing paragraph

A learner who uses many different words but loses cohesion uses freedom in a continuous-writing paragraph about digital safety. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 88: method in a revision task

A learner who writes vague nouns where a specific referent is needed uses method in a revision task about learning habits. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 89: moderate in a news report

A learner who knows concrete examples but struggles with abstract labels uses moderate in a news report about community service. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.

Fieldbook 90: fairly in a class discussion

A learner who chooses a word that is unnecessarily specific uses fairly in a class discussion about food systems. Build a short hierarchy from broad category to precise term. Decide what the reader needs to distinguish and select the appropriate level. Write one version that is too vague, one that is overly specific and one that is functionally precise. Change the task from explanation to summary or description and adjust the lexical level.