Use these 200 words to describe an activity, tell events in order and give a clear reason. Each entry includes a meaning and an original example; select a few words for the task your child is doing now.
School Year 2 means an approximate British-style age band of 6–7 here, not a universal IB class name. The school’s placement and teaching expectations prevail. This is an original writing resource, not an official IB vocabulary syllabus or PYP examination list.
The 200-word list: meanings and writing examples
Choose a small useful set for today. Each numbered entry gives one target word, a meaning for this context and an original example. These are eduKate teaching selections; recurring words across stages are revisited for a new writing purpose.
1–20: Plan and describe an activity · 21–40: Name feelings with more care · 41–60: Add descriptions that matter · 61–80: Make actions visible to a reader · 81–100: Explain how a community works · 101–120: Use words from an inquiry · 121–140: Connect time and conditions · 141–160: Make place and amount clearer · 161–180: Think, ask and give reasons · 181–200: Shape a connected piece of writing
Assessment requirements · Fencing Method · Practice and answers
1–20. Plan and describe an activity
- arrange — Put things into a chosen order or position. Example: We arrange the leaves from smallest to largest today.
- balance — Keep something steady so that it does not fall. Example: I balance the empty tray on my open hand.
- build — Make something by joining or putting parts together. Example: We build a small shelter from sticks and cloth.
- compare — Look at things to find similarities and differences. Example: We compare the two boats before choosing a design.
- count — Find out how many things there are. Example: I count the seed pots before making their labels.
- decorate — Add details to make something look more attractive. Example: We decorate the card with pictures of garden birds.
- describe — Tell someone what a person, place or thing is like. Example: I describe the missing bag so my friend can help.
- discover — Find something or learn something you did not know. Example: We discover a tiny shoot beside the old plant.
- follow — Go after someone or do what instructions tell you. Example: I follow the arrows to find the story corner.
- imagine — Make a picture or idea of something in your mind. Example: I imagine a tiny house inside the old tree.
- measure — Find the size or amount of something using a method. Example: We measure the paper before cutting the two strips.
- notice — Become aware of a detail you can see or experience. Example: I notice a small crack in the empty pot.
- observe — Watch or examine something carefully to learn about it. Example: We observe the ants without blocking their narrow trail.
- plan — Decide what you want to do before starting. Example: We plan our model before choosing the building materials.
- prepare — Get something ready for an activity or event. Example: I prepare the table by laying out clean paper.
- record — Keep information by writing, drawing or another method. Example: We record the plant's height with a pencil mark.
- remember — Bring something from the past back into your mind. Example: I remember where we left the blue paint yesterday.
- repeat — Do or say something one more time. Example: We repeat the test with another piece of paper.
- return — Go or bring something back to an earlier place. Example: I return the borrowed book to the library shelf.
- test — Try something to find out how it works. Example: We test the paper bridge with one light counter.
21–40. Name feelings with more care
- annoyed — A little angry because something is troubling or irritating. Example: Lina felt annoyed when the dripping tap interrupted her reading.
- cheerful — Looking or feeling happy and ready to enjoy things. Example: The cheerful visitor laughed at the puppet's funny hat.
- confident — Feeling that you can manage something or speak about it. Example: I felt confident explaining a model I had built.
- disappointed — Unhappy because something hoped for did not happen. Example: We felt disappointed when rain stopped our outdoor game.
- excited — Very interested and full of feeling about something. Example: The excited children waited to see their growing plants.
- frustrated — Upset because something is stopping you doing what you want. Example: Sam felt frustrated when the lid would not open.
- grateful — Feeling thankful for something kind or helpful. Example: I was grateful when my partner found the missing piece.
- hopeful — Thinking that something you want may happen. Example: The hopeful character planted another seed beside the window.
- nervous — Worried or uneasy about something that may happen. Example: Mei felt nervous before reading her story to everyone.
- relieved — Pleased because a worry or difficulty has ended. Example: I felt relieved when the lost library book appeared.
- thoughtful — Showing that you have considered another person or an idea. Example: It was thoughtful to save a seat for our visitor.
- trustworthy — Able to be trusted to act honestly and responsibly. Example: Our trustworthy helper returned every borrowed pencil after class.
- generous — Willing to give or share more than is necessary. Example: The generous child offered extra paper to another group.
- honest — Telling the truth and not trying to mislead. Example: My honest account included the part where I forgot.
- fair — Treating people reasonably and considering their different needs. Example: We found a fair way for everyone to have a turn.
- peaceful — Calm and free from fighting or disturbing noise. Example: The peaceful garden gave the tired character somewhere to rest.
- puzzled — Unsure because something is difficult to understand. Example: I felt puzzled when the two pictures showed different doors.
- satisfied — Pleased because something meets a need or expectation. Example: We felt satisfied when the repaired bridge held the counter.
- upset — Unhappy or worried because something has gone wrong. Example: The upset child asked for help with the broken toy.
- willing — Ready to do something without being forced. Example: My partner was willing to try a different design.
41–60. Add descriptions that matter
- colourless — Without colour, or without an obvious colour in context. Example: We compared colourless glass with green glass in the display.
- colourful — Having several bright or noticeable colours. Example: The colourful mural showed flowers from our imaginary garden.
- crowded — Full of people or things with little free space. Example: The crowded shelf had no room for another model.
- empty — Having nothing inside it or no one using it. Example: We chose an empty jar for the clean paintbrushes.
- fragile — Easy to damage or break if handled roughly. Example: The fragile paper wings needed a strong storage box.
- full — Containing as much as it can or plenty inside. Example: The full basket was harder to carry than before.
- loose — Not firmly fixed, held or tied in place. Example: A loose wheel made the little wooden cart wobble.
- missing — Not in the place where it should be. Example: We searched under the table for the missing lid.
- neat — Arranged carefully so things look orderly and clear. Example: The neat labels helped visitors find the right display.
- ordinary — Usual or familiar rather than unusual in a situation. Example: An ordinary cardboard box became a tower in our story.
- precious — Very valuable or important to a particular person. Example: The old photograph was precious to the story's grandmother.
- roomy — Having plenty of space inside for a purpose. Example: The roomy bag held our books and spare drawing paper.
- safe — Protected from a particular danger or unlikely to cause harm. Example: We chose a safe place away from the moving gate.
- similar — Alike in some ways, though not necessarily identical. Example: The two leaves were similar in shape but different colours.
- simple — Easy to understand or having few parts. Example: Our simple plan showed where each group would work.
- solid — Firm rather than liquid, or filled without hollow spaces. Example: The solid wooden block made a steady base for us.
- special — Different from usual in a way that matters. Example: The special card included a drawing made by everyone.
- strong — Able to carry weight or resist force without breaking. Example: We chose strong string to hold the model together.
- tiny — Very small compared with other things of its kind. Example: A tiny shoot appeared beside the edge of the pot.
- useful — Able to help with a task or purpose. Example: The useful diagram showed us where to fold the paper.
61–80. Make actions visible to a reader
- bend — Change from a straight shape into a curved or angled shape. Example: We bend the soft wire around a cardboard circle.
- bounce — Move back upwards after hitting a surface. Example: The rubber ball began to bounce across the floor.
- burst — Break open suddenly because of pressure or force. Example: The bubble burst when it touched the dry cloth.
- crackle — Make repeated short, sharp cracking sounds. Example: The dry paper began to crackle as we squeezed it.
- drift — Move slowly without a clear or controlled direction. Example: The paper boat began to drift across the shallow tray.
- drip — Fall or let liquid fall in small separate drops. Example: Water continued to drip from the corner of the cloth.
- flutter — Move lightly and quickly backwards and forwards. Example: The paper flag began to flutter beside the open window.
- glide — Move smoothly and steadily with little effort. Example: We watched the toy plane glide towards the soft mat.
- glow — Give off a steady light rather than a sharp flash. Example: The little lamp began to glow in the reading corner.
- grip — Hold something firmly so that it does not slip. Example: I grip the handle before lifting the little bucket.
- lean — Move into a sloping position or rest against something. Example: The tall sticks lean against the wall of the model.
- peer — Look carefully, especially when something is difficult to see. Example: We peer through the opening to find the hidden toy.
- press — Push firmly against something using a hand or tool. Example: I press the paper flat before drawing the next line.
- rattle — Make repeated short sounds as things knock together. Example: The loose buttons rattle inside the closed wooden box.
- scatter — Spread things in different directions rather than one pile. Example: The wind can scatter dry leaves across the path.
- settle — Come to rest or become still in a place. Example: We watched the dust settle on the dark empty shelf.
- shiver — Shake slightly, often because of cold or a strong feeling. Example: The story's wet traveller began to shiver in the wind.
- squeeze — Press something firmly from more than one side. Example: We squeeze the wet sponge over the empty bowl.
- tremble — Shake slightly, often without being able to control it. Example: The thin paper bridge began to tremble under the fan.
- whisper — Speak very softly so only someone nearby may hear. Example: I whisper my question while the baby is sleeping.
81–100. Explain how a community works
- adult — A person who is fully grown rather than a child. Example: An adult helped us move the heavy classroom table.
- audience — The people who watch, listen to or read something. Example: Our audience listened while we explained the puppet story.
- classmate — Someone who belongs to the same school class as you. Example: My classmate suggested a better place for the label.
- community — People connected by a place, interest or shared activities. Example: Our school community worked together on the reading display.
- costume — Clothes worn to look like a character or special role. Example: I made a paper crown for the king's costume.
- customer — A person who buys goods or services. Example: The customer asked the shopkeeper where the apples came from.
- family — People connected through close relationships, care or shared family ties. Example: The story shows a family helping a new neighbour.
- helper — Someone who assists with a job or need. Example: Our helper carried the empty trays to the table.
- leader — A person who guides others in a group or activity. Example: The group leader made sure everyone could explain an idea.
- librarian — A person who helps manage a library and its resources. Example: The librarian helped us find a book about insects.
- message — Information sent or given to someone. Example: The message on the card thanked our helpful visitor.
- neighbourhood — The area around where people live. Example: We drew a map of the shops in our neighbourhood.
- owner — A person or group that something belongs to. Example: We returned the lost scarf to its grateful owner.
- passenger — Someone travelling in a vehicle without driving it. Example: The passenger waited for the bus to stop completely.
- permission — Agreement from someone who can allow an action. Example: We asked permission before using the other group's materials.
- queue — A line of people waiting for their turns. Example: We joined the queue outside the little library room.
- rule — An instruction about what people should or should not do. Example: Our game has a rule about taking one turn each.
- shelter — A place or structure that gives protection. Example: The story's animals built a shelter from the heavy rain.
- volunteer — Someone who chooses to help without being made to. Example: A volunteer read picture books at the community event.
- worker — Someone who does a particular job or task. Example: The worker carefully repaired the broken gate near school.
101–120. Use words from an inquiry
- bud — A small plant growth that can develop into a flower or leaf. Example: We noticed a new bud beside the open flower.
- creature — A living animal, especially when discussing it generally. Example: The tiny creature hid under the edge of a leaf.
- earth — The soil or ground beneath us in this meaning. Example: We brushed the loose earth from the fallen stone.
- energy — The ability to cause movement or other changes. Example: Sunlight provides energy that plants use as they grow.
- habitat — The natural place where a living thing lives. Example: The pond is a habitat for several kinds of creatures.
- insect — A small animal with six legs and three main body parts. Example: The insect on the leaf had six very thin legs.
- litter — Waste left lying where it does not belong. Example: We noticed litter beside the otherwise tidy garden gate.
- material — A substance used to make or build something. Example: We chose cardboard as the material for the model's roof.
- pattern — An arrangement that repeats or follows a recognisable order. Example: Our leaf picture has a pattern of red and yellow.
- puddle — A small area of water collected on the ground. Example: A shallow puddle formed beside the path after rain.
- rainfall — The rain that falls in a place over a period. Example: We compared the rainfall recorded on two different days.
- root — The plant part that usually grows down into the soil. Example: The tiny root grew downwards from the opened seed.
- shadow — A dark area formed when something blocks the light. Example: The tall model cast a shadow across our drawing.
- soil — The loose surface material in which many plants grow. Example: We added a little soil around the new plant.
- sunlight — Light that reaches us from the Sun. Example: Sunlight came through the window onto the classroom floor.
- temperature — A measure of how hot or cold something is. Example: Our teacher measured the water's temperature with a thermometer.
- trail — A path or line showing where something has moved. Example: The snail left a shining trail across the dark stone.
- weather — The conditions outside, such as rain, wind and sunshine. Example: The weather changed before we finished our garden drawing.
- weed — A plant growing where someone does not want it. Example: The gardener removed a weed from between the vegetables.
- wildlife — Wild animals and plants living in a place. Example: We watched wildlife quietly during our walk beside the pond.
121–140. Connect time and conditions
- afterwards — At a later time following the event just mentioned. Example: We painted the model and cleaned the brushes afterwards.
- already — Before now or before the time someone expected. Example: The first group had already finished its reading display.
- always — On every occasion in the situation being described. Example: In our game, the smallest counter always goes first.
- although — Introducing a fact that contrasts with another part of the sentence. Example: Although the box was small, it held every crayon.
- another — One more person or thing, or a different one. Example: We tried another piece of paper for the little bridge.
- earlier — Before the time being discussed. Example: The pot was empty earlier, before we added soil.
- eventually — After some time, effort or several earlier events. Example: Eventually, the friends found a design that stayed upright.
- every — Each member of a group without leaving any out. Example: Every child added one drawing to the shared story.
- frequently — Often, with something happening many times. Example: The story's gardener frequently checks the plants near her door.
- if — Introducing something that may happen or a possible condition. Example: If the paint is dry, we can add the label.
- meanwhile — During the time that something else is happening. Example: Mei drew the gate; meanwhile, Sam coloured the flowers.
- never — At no time in the situation being described. Example: The careful character never leaves the cage door open.
- often — Many times, though not on every occasion. Example: We often read our sentences aloud before changing them.
- otherwise — If that does not happen, or in a different way. Example: Hold the lid carefully; otherwise, the buttons may spill.
- sometimes — On certain occasions, but not on every occasion. Example: Sometimes, I draw my idea before writing its sentence.
- still — Continuing at the time being discussed. Example: The cloth was still wet after the other things dried.
- then — At the next stage or at that particular time. Example: We folded the card and then wrote our message.
- until — Up to the time when something happens. Example: We waited until the paint was dry before packing.
- usually — In most cases or on most occasions. Example: We usually keep the scissors in the labelled classroom tray.
- while — During the time that another action is happening. Example: I held the paper while my partner traced the leaf.
141–160. Make place and amount clearer
- below — At a lower position than a stated point. Example: The water stayed below the line on the jar.
- beneath — Directly under something or in a lower position. Example: The little animal hid beneath the fallen tree branch.
- beyond — Further away than a place, limit or object. Example: We could see another field beyond the garden fence.
- closer — Nearer in space, time or another stated comparison. Example: We moved closer so we could read the tiny label.
- distant — Far away from the person or place being discussed. Example: The distant tower looked small from our classroom window.
- edge — The outer boundary or side of a surface. Example: We placed the labels near the edge of the board.
- enough — As much or as many as a purpose needs. Example: We had enough paper for everyone to make one card.
- equal — The same in amount, size or another stated quality. Example: We cut two equal strips for the sides of the bridge.
- fewer — A smaller number of things that can be counted. Example: Our second design used fewer sticks than the first one.
- front — The part that faces forwards or is seen first. Example: We wrote the title on the front of the card.
- further — At a greater distance or to an additional extent. Example: The ball rolled further when we raised the board.
- half — One of two equal parts of a whole. Example: I folded the paper in half before drawing the shape.
- largest — Greatest in size among the things being compared. Example: We placed the largest box at the bottom of the stack.
- least — The smallest amount in the comparison being made. Example: This design needed the least glue of all three.
- level — Flat and not sloping, in this meaning. Example: We put the cup on a level part of the table.
- lower — Below something else or not as high. Example: The lower shelf was easier for the children to reach.
- opposite — Facing or directly across from something else. Example: The library is opposite the small garden on our map.
- several — More than two, but not many. Example: Several children suggested using a stronger piece of card.
- whole — Complete, with every part included. Example: The whole class helped create the large story mural.
- within — Inside the limits of a place, time or amount. Example: We kept every drawing within the border of the card.
161–180. Think, ask and give reasons
- consider — Think about something before making a choice or judgement. Example: We consider both designs before choosing the wider bridge.
- decide — Make a choice after thinking about possibilities. Example: We decide which picture should begin our shared story.
- doubt — Feel unsure whether something is true or will happen. Example: I doubt the thin paper will hold the heavy block.
- expect — Think that something will probably happen. Example: We expect the wet paint to take longer to dry.
- guess — Give an answer without enough information to be sure. Example: I guess the parcel holds a book, but I cannot know.
- identify — Recognise or name something using its features. Example: We identify our pots by reading the names on them.
- investigate — Try to find out about something by checking carefully. Example: We investigate which paper boat stays dry for longer.
- know — Have information or understanding about something. Example: I know the bag is empty because I checked inside.
- learn — Gain new knowledge or skill through experience or teaching. Example: We learn how to make a clearer label for visitors.
- predict — Say what you think will happen using what you know. Example: I predict that the wider base will be steadier.
- prefer — Like or choose one thing more than another. Example: I prefer the box with handles because it is easier to carry.
- prove — Show that something is true with enough suitable support. Example: One dry test does not prove the roof will stop rain.
- recognise — Know something because you have met or seen it before. Example: I recognise the pattern from the picture we read yesterday.
- reflect — Think carefully about what happened and what you learned. Example: We reflect on which part of the plan helped us.
- solve — Find a way to deal with a problem or question. Example: We solve the wobbling problem by widening the model's base.
- suggest — Offer an idea for someone to consider. Example: I suggest moving the sign closer to the doorway.
- support — Give help or information that makes an idea stronger. Example: The picture can support my description of the garden gate.
- suppose — Think something may be true without knowing for certain. Example: I suppose the character is tired after the long journey.
- wonder — Think about a question you would like to answer. Example: I wonder why the shadow moved across our paper.
- understand — Know the meaning of something or how it works. Example: I understand the rule after seeing my partner demonstrate it.
181–200. Shape a connected piece of writing
- account — A spoken or written description of what happened. Example: My account explains how our first paper bridge broke.
- action — Something that a person or other being does. Example: The character's kind action changes the ending of the story.
- caption — A short piece of writing that explains a picture. Example: My caption tells visitors what the tiny drawing shows.
- clue — A detail that helps someone find an answer. Example: The muddy footprints were a clue in our invented story.
- conclusion — The final part that brings a piece of writing together. Example: My conclusion explains what I would change next time.
- connection — A link between people, things or ideas. Example: I noticed a connection between the rain and the puddle.
- description — Words that explain what something is like. Example: My description includes the bag's colour, size and missing strap.
- event — Something that happens at a particular time. Example: The first event in the story happens when a key disappears.
- fact — Something that is true and can be checked. Example: The number of buttons in our box is a fact.
- heading — A title that tells readers what a section is about. Example: The heading helps visitors find the part about materials.
- instruction — A direction telling someone what to do. Example: The first instruction asks us to fold the paper.
- introduction — The opening that tells readers what the writing concerns. Example: My introduction names the activity and where it happened.
- label — A word or short text identifying a thing. Example: The label tells us which plant belongs to each group.
- observation — Something noticed through careful looking or other senses. Example: My observation is that one leaf has brown edges.
- opinion — What someone thinks or feels about a subject. Example: My opinion is that the red design looks more cheerful.
- paragraph — A group of sentences about one main part of an idea. Example: This paragraph explains why we chose the stronger box.
- problem — A difficulty or question that needs attention. Example: The problem was that the little tower kept falling.
- sequence — The order in which things happen or are arranged. Example: The pictures show the correct sequence for making the card.
- solution — A way of dealing with a problem. Example: Our solution was to add a wider cardboard base.
- title — The name given to a piece of writing or work. Example: My title tells readers that the story concerns a lost kite.
List check: 200 entries in 10 groups of 20, with no repeated headword within this article. The list is a reference bank, not a target to insert into one essay.
Choose your next useful step
Use the word bank immediately, then choose the help you need.
Guide contents
Sections 1–5: Understand the stage and build clear sentences
Sections 6–8: Worked examples and practice
Sections 9–13: Review, revise and continue
School Year 2 is used here as an approximate British-style band for ages 6–7. It is not a universal IB class label. The PYP serves children aged 3–12, and schools organise their own class names and teaching sequences. Check the child’s actual placement and current classroom task before choosing a level of challenge.
The PYP does not have a standard externally marked international English essay examination. The IB’s assessment explanation places the emphasis on feedback and reflection. Schools can use their own classroom assessments and checks. This page therefore explains useful writing practices, not an official examination word list or fixed essay-length requirement.
At this band, the suggested progression is from a meaningful sentence to a short connected account. A learner might tell what happened first, give a relevant detail and explain a choice. Another may still need drawing, spoken rehearsal or adult transcription to express the same thinking. Neither the school-year number nor a polished copied paragraph tells the whole story about a child’s language.
Start with the task verb
Ask whether the teacher wants a recount, a description, instructions or an explanation. A recount follows events. Instructions tell someone what to do. An explanation helps a reader understand how or why. The same word can help in several types of writing, but the organisation should match the purpose.
For a home practice task, choose a small check: “Can someone follow the order without seeing the activity?” or “Does my reason match my choice?” These are teaching suggestions. The school’s criteria and any required format remain the guide for school work.
Start here: tell a small event in order
This original eduKate check is a teaching suggestion, not an IB benchmark. Offer five bank words: build, test, notice, record, afterwards. Show two simple drawings: a paper bridge before a counter is added, and the same bridge bending under that counter. Explain that this is an invented activity. Ask what was built, what happened during the test and what the learner notices afterwards. Invite a spoken account or one or two sentences; no essay or whole-bank reading is required.
Look for a clear order and a description that matches the drawings. If the event is unclear, point to each picture and rebuild the sequence together. If the learner understands it but needs English wording, accept an explanation in a familiar language, then offer one useful phrase. If the spoken account is clear but writing is difficult, allow a labelled drawing or adult transcription. Record that help. Try a different picture pair before treating a copied model as independent use.
The bank contains words for actions, feelings, observations and relationships. Select a small set around one real question. For a paper-bridge activity, useful choices might be plan, material, balance, strong, test, finally. The aim is not to fit all six into one sentence. Each should earn its place by making the account easier to follow.
Check the meaning before the spelling task
Ask the child to explain or show the action. Compare means looking for likenesses and differences, not simply placing two things together. A learner can compare two bridges by discussing their width, material or steadiness. Give a concrete example before requesting a written definition.
Then let the child rehearse the sentence aloud. “We tested our bridge” is a useful start. Ask what the test involved: “We tested our bridge with one counter.” The extra phrase helps a reader know what happened. It also keeps a small classroom trial from sounding like proof of every possible result.
Choose relationships, not decorative connectors
First, then and afterwards show order. Because gives a reason. Although introduces a contrast. Try them with simple examples and ask what relationship the child means. “Although the box was small, it held every crayon” contains a useful contrast. “Although the box was blue, I opened it” may need more context before the contrast makes sense.
Read a short account without its connectors. Can the child tell where the order or reason becomes hard to follow? Add only the word that supplies the missing relationship. A sentence can be clear without a connector at the beginning, and repeating then at every step can hide more useful information.
Let one idea lead to the next
Try a three-part oral plan: what we wanted to do; what happened; what we would change. This is a practice route rather than an obligatory paragraph formula. If the child’s purpose is describing a picture, a different plan may work better. Keep the reader’s need in view: what information would help someone understand the activity?
Use one small event to practise several kinds of writing. This eduKate workshop is a teaching choice, not a set of IB examination tasks. The vocabulary changes when the reader’s need changes, even though the subject stays the same.
Begin with a complete invented situation
In this practice scenario, Asha leaves her sketchbook in the library after a class visit. It has a red cover, a blue elastic strap and a small picture of a boat on the front. Her name is written inside. Later that morning, a classmate finds it beside a reading chair and gives it to the librarian. Asha collects it before lunch and thanks the classmate who found it.
Describe so someone can identify the object
My missing sketchbook has a red cover and a blue strap. There is a small boat picture on the front, and my name is written inside.
The description selects identifying features. Precious might explain Asha’s feelings about the book, but it would not help another person recognise which sketchbook is hers. Ask the learner which details distinguish this object from an ordinary red book. There is no need to describe every drawing inside.
Recount so someone can follow the event
I left my sketchbook in the library after our visit. Later, a classmate found it beside a reading chair and gave it to the librarian. I collected it before lunch and thanked my classmate.
The recount gives a sequence. It uses past forms because it describes a completed event. The cover colour can be left out when the main job is telling how the book was recovered. If the learner adds relieved, ask which worry ended. The word fits the recovery of the missing book more precisely than a general statement that Asha felt good.
Write a notice for a reader who can help
Now return to the moment before the book was found. A possible notice is: “Missing sketchbook: red cover, blue strap and a boat picture on the front. If you find it, please give it to the librarian.” The notice includes recognition details and a useful action. It would be misleading to display it as a current request after the book had already been recovered.
Ask why the notice does not need the whole recount. Its audience needs to recognise the item and know what to do. That is a different job from sharing the story of its return. A shorter text can be complete for its purpose.
Transfer with a new object
Invite the learner to imagine a missing lunch bag, model or costume piece. First decide who will read the message. Choose two identifying details for a description, a clear order for a recount, or one requested action for a notice. Cover the models before the final attempt. When checking the result, ask, “Could this reader use the information?” rather than counting how many target words appear.
Knowing the meaning of record or compare is only part of using it. The learner also needs a sentence in which the word fits. Build short phrases around a real activity, then change one part of the sentence while keeping the meaning clear.
Learn a word with a useful partner
| Combination | Original sentence | Question to check meaning |
|---|---|---|
| make a plan | We made a plan for our class display. | What did the group decide before starting? |
| record an observation | I recorded an observation about the loose wheel. | What was actually noticed? |
| compare two designs | We compared two designs by looking at their bases. | Which feature was compared? |
| give permission | The owner gave us permission to use the box. | Who was able to allow that action? |
The examples are starting points, not fixed phrases to insert into every task. A learner might record a temperature, a pattern or a result instead. The important noun changes with the activity. Ask the child to finish the phrase with information they can explain.
Keep the time of the account clear
Compare “We build a model” with “Yesterday, we built a model.” Then try “We test the model” and “Yesterday, we tested it.” The past forms differ: build changes to built, while test takes an ending. Do not assume every action word follows one pattern. Practise the actual form inside a meaningful sentence.
A recount such as “We built a shelter. We test the roof. It slipped” changes time without an apparent reason. If all three events happened during the completed activity, “We built a shelter. We tested the roof. It slipped” is clearer. A present-tense sentence can still belong in the account when it states something true now: “The model is on our shelf.”
Match a quantity word to what is being measured
Use fewer for a smaller number of separate items in these practice comparisons: fewer counters, fewer sticks, fewer labels. Use less for a smaller amount of something such as glue or water: less glue, less water. Let the child show the difference with the relevant materials before writing.
“Our second design used fewer sticks” tells us about a count. “Our second design used less glue” tells us about an amount. Neither sentence automatically tells us which design was better. The writer must still explain why that difference matters for the purpose.
Choose one clear way to join a reason
Try “We chose the box because it had a handle” or “The box had a handle, so we chose it.” Both make the relationship clear. Avoid combining them as “Because the box had a handle, so we chose it” in this standard written pattern. If the joined version becomes difficult, keep two clear sentences and rehearse the reason aloud before revising.
End by asking the learner to explain one change in ordinary language: “I used built because it happened yesterday.” The explanation shows whether the repair has meaning beyond copying the adult’s correction.
In eduKate’s Fencing Method, start with a correct, manageable sentence and introduce one controlled improvement. The new layer should add meaning while preserving the earlier idea. If the grammar or logic becomes uncertain, repair that part before adding more. The method is a teaching routine, not an official IB rule.
Build an account of a simple test
- Core: “We tested a bridge.”
- Make the object clear: “We tested our paper bridge.”
- Add the method: “We tested our paper bridge with one counter.”
- State the observation separately: “The middle of the bridge bent.”
- Add a justified next step: “We chose thicker card because the first bridge bent under the counter.”
The last sentence describes the group’s reason for a design choice. It does not prove that thicker card will solve every bridge problem. The distinction is useful even in simple writing: the child can explain a decision without claiming more than the activity showed.
Build a feeling from a story clue
Start with “The character felt relieved.” Ask what in the invented story supports that choice. Add “The character felt relieved when she found the missing book.” For an observed scene where the feeling is uncertain, “She smiled when she found the book” reports the visible action more directly. Do not teach children to infer a person’s entire inner state from one expression.
Invite the child to compare relieved with excited. Both can follow good news, but relieved specifically fits the ending of a worry. Choosing the word requires thinking about the event. This is more useful than simply replacing happy with the longest available alternative.
Finish by changing the situation. Can the child use relieved in a new, plausible story? Can they explain why it fits? For more practice with this transfer step, see the Fencing Method for vocabulary.
SECTION 6 OF 13
6. Worked example: explain a class model without inventing a result
This is an original invented classroom scenario. A group wants to make a small shelter for a toy. Its first roof is a thin paper square. When the group moves the shelter, the roof slips sideways. They attach the roof with two pieces of tape and repeat the movement. This time it stays in place. They do not test the shelter with water.
A draft with a gap
We made the best shelter. It was nice. Then we fixed it. It was safe from rain.
The draft gives an opinion, but the reader does not know what was wrong, what fixed means or whether rain was tested. Ask the child to name the exact problem. The roof slipped. Then identify the action. The group attached it with tape. Finally, ask what the second test actually showed.
A clearer version
We built a small shelter for a toy. At first, the loose paper roof slipped when we moved the model. We attached it with two pieces of tape and repeated the test. The roof stayed in place. We would need another test to find out whether it could keep rain out.
This model is longer because it supplies missing information, not because a longer paragraph automatically earns more credit. A child might write only the first two sentences and explain the next part aloud. Use the model to demonstrate choices rather than prescribe a length.
What each selected word contributes
Loose identifies the condition of the roof. Attached names the repair more precisely than fixed. Repeated tells us the group tried the same movement again. Another signals that the question about water is still open. The writing becomes more informative because the words fit the event.
Ask the learner to create a title and one caption for a drawing of the model. “Our Toy Shelter” is a suitable title. “Two pieces of tape hold the roof in place” is a caption that explains a relevant feature. A label such as roof identifies a part; it does a different job from the caption.
This original eduKate passage provides a fresh context for the vocabulary. Read it aloud together if needed. The task is to choose words that fit the events, then connect the choice to a clue. It is not a test of reading speed or a required Year 2 answer length.
The costume box
Ravi opened the costume box before the puppet show. His paper crown was missing. He searched beneath the cloth and behind the little stage. “I cannot find it,” he said. Nia pointed to a shelf. She had put the crown there to stop it being crushed. Ravi picked it up with both hands. “Thank you for keeping it safe,” he said.
Start with the event, then choose the word
Ask, “What was missing?” and “Where was it found?” The crown and the shelf are stated directly. Ask what Nia intended when she moved it. The passage tells us she wanted to prevent it being crushed. It does not say that she wanted to hide it from Ravi.
Now offer puzzled, relieved and grateful. Puzzled could describe Ravi while he is trying to understand where the crown has gone. Relieved could fit when he finds that the worry is over. Grateful is supported by his thanks for Nia’s care. More than one feeling can make sense at the same point, but the explanation should match that word.
Build an answer with the relevant clue
Ravi may feel relieved when he finds the crown because it is no longer missing. He also sounds grateful when he thanks Nia for keeping it safe.
The first sentence offers a plausible feeling inferred from the event. The second uses Ravi’s words as a clue. A child can give just one of these ideas in speech or writing. It is better to explain one supported choice than list five feelings without showing why they belong.
Check three tempting answers
- “Nia was selfish because she moved the crown.” The passage gives a helpful reason for moving it. This answer ignores that information. A different story could support the judgement, but this one needs to be read fairly.
- “Ravi felt relieved because the show was over.” The story is set before the show. The feeling word may fit, but the reason changes the event. Repair the reason to refer to finding the crown.
- “Ravi was grateful because Nia looked after his crown.” This is a reasonable interpretation, supported by his thanks. The exact model wording is not compulsory.
Write a connected retelling
Ask for the problem, the discovery and the response. One possible retelling is: “Ravi could not find his crown before the puppet show. Nia showed him the shelf where she had put it. Afterwards, he thanked her for keeping it safe.” The account leaves out some searching details while keeping the central event.
Compare that retelling with a description of the crown. The text tells us that it is made of paper, but it gives no colour or pattern. A learner may invent a colourful design when writing a new story. They should not present that added design as something the original passage states.
Transfer to a new ending
Change one event: imagine that the crown has been damaged. Ask which feeling words might now fit and what Ravi could say. Disappointed or upset could be sensible, depending on the new scene. Keep the new version kind and plausible without forcing a single reaction. The learner’s explanation, rather than the adult’s preferred emotion, should guide the feedback.
Activity 1: put the account in order
Give the learner these three events: “We put the card on the shelf”; “We folded the card”; “We wrote a message inside”. Ask them to arrange a sensible sequence and explain the choice. A plausible order is fold, write, put away. A different order may also work if the method is explained, so discuss the activity rather than treating sequence as a guessing game.
A possible account is: “First, we folded the card. Next, we wrote a message inside. Finally, we put it on the shelf.” Ask whether the repeated we helps or whether one pair of sentences could be joined without losing clarity. This is a discussion about readability, not a demand for a complicated sentence.
Activity 2: fact, observation or opinion?
Use an invented picture showing a red box with six buttons inside. “The box is red” reports a visible feature. “The box contains six buttons” can be checked by counting. “The red box is the most beautiful” expresses an opinion. The opinion is allowed, but it should not replace the requested description or count.
Ask for a sentence that combines a preference with a reason: “I prefer the red box because red is my favourite colour.” This explains a personal preference; it does not show that red boxes work better for every task. If a learner wants to mention another feature, such as a handle, first check that the object or picture actually has that feature.
Activity 3: select the feeling
In an invented story, a child searches for a borrowed book and then finds it safely in a drawer. Relieved is a suitable feeling word. Puzzled could fit while the child is searching without understanding where it went. Ask for the clue that supports the choice and allow more than one sensible answer.
End by asking the learner to make up a fresh event for disappointed or grateful. This checks meaning through a new context. Repeating the example from the list is useful rehearsal, but it does not yet show whether the child can choose the word independently.
A confused account can have a clear idea underneath it. Ask the child to tell the event while you listen without immediately correcting every word. Notice whether the spoken order makes sense. If it does, the next step may concern writing or sentence construction. If it does not, return to the events themselves using pictures, objects or a short sequence of notes.
When everything happens “then”
Highlight each then and ask what connection it represents. Some will genuinely mean the next event. Others may be reasons, contrasts or things happening at the same time. Replace one only when the relationship is clear. “I held the card while she drew” shows simultaneous actions more accurately than an unexplained sequence.
When descriptions contradict the event
A child may write “the empty full basket” after choosing attractive words from the bank. Ask what the basket contained at the relevant moment. It could be empty at first and full later. Split the stages into two sentences. The problem is not that either adjective is wrong; the time relationship was missing.
When a claim is too large
“This paper is always strong” goes beyond one successful classroom test. Help the learner say what was shown: “This paper held one counter in our test.” That sentence is narrower and more useful. Introduce always, never and prove carefully because they can make a statement much broader than intended.
Keep a note of the support that helped. A child who can explain a sentence after seeing a picture may next try without the picture. A child who needs a sentence opening may keep that support longer. Remove help gradually according to the actual task, rather than according to the number printed in the page title.
This is a flexible teaching suggestion, not an IB schedule or a promised rate of progress. Choose one manageable activity and a handful of words. Make room for talk and revision instead of treating every encounter as a test.
- Explore: look at an object, read a short story or make a simple model. Choose words that describe what matters.
- Explain: ask for an oral account and one reason. Clarify meaning with an example or contrast.
- Compose: write an appropriate caption, sentence or short account. Keep adult and child contributions identifiable.
- Repair: improve one feature, such as event order or a vague action. Read the changed version aloud.
- Transfer: return later with a different object or story. Invite use without displaying the earlier answer.
Keep two samples when they reveal a useful change. A first account may say “We fixed it”; a later one may say “We attached the roof with tape”. That change shows greater precision. It does not need to be accompanied by a longer word or a larger word total.
For children learning English alongside other languages, allow discussion of the idea in a familiar language and then build the English expression together. Share observations with the teacher when you need help matching the practice to classroom learning.
The IB describes PYP language learning as including the languages children use with their families and communities. The following eduKate routine separates understanding, English expression and writing support so an adult can choose a useful next step.
Use a short preparation card
Before writing, invite the learner to complete three spoken prompts: “My reader needs to know…”, “The important event is…” and “A word that will help is…”. The answers can be brief. For the lost-sketchbook task, the child might say that the reader needs identifying details, that the book is missing and that strap names a useful feature.
A child can discuss the idea in a familiar language before building the English sentence. Ask for a drawing or an explanation if an unfamiliar English term is blocking the message. Then provide the English word and check it in context. Record the language or sentence help given; this makes the next comparison informative.
Compare three kinds of response
One learner copies “The fragile wings needed a strong box” perfectly but cannot explain fragile. The next task is a meaning contrast with suitable objects or pictures. Another says, “The wings break easy,” then chooses fragile accurately when shown a new model. The idea is available, and the next step may be shaping the English sentence. A third independently writes “The fragile wings needed a strong box” about a new situation and explains the choice. That suggests readiness to transfer the word again with less support.
These examples describe different evidence, not permanent categories of children. The same learner may show all three patterns with different words. Keep the observation specific: which word, which task and what assistance?
Give feedback that asks for one action
Replace “Use better vocabulary” with “Which action tells me how the roof was fixed?” Replace “Add detail” with “Tell the reader where the sketchbook was found.” Replace “Check your work” with “Read each sentence and check that the order matches what happened.” Each comment tells the child what to do next.
After the repair, ask the child to explain it: “I changed fixed to attached because we used tape to hold the roof.” If the explanation simply repeats the adult’s words, offer a new context before recording the choice as secure.
Make the final attempt small enough to reveal control
Cover the model and ask for one new caption or a short connected account, depending on the current task. Keep a word card available if spelling is not the focus, and note that choice. Compare the new piece with the earlier attempt for one feature, such as a precise action or a clearer sequence. A longer response is useful only when its extra information helps the reader.
End with a brief learning note: “Today I chose relieved because the worry ended. Next time I will explain the clue without a sentence opening.” This is a suggested reflection, not an IB scoring scale. The teacher’s current classroom criteria remain the reference for assessed school work.
Is this a list of words every six-year-old must know?
No. It is a collection of teaching choices for an approximate school-year band. A learner’s experience, language background and current tasks matter. Select useful words and adjust the amount of reading or writing.
Does every task need an introduction and conclusion?
No. A caption, a set of instructions and a short recount have different purposes. Teach the structure that helps the reader follow the actual task. The words introduction and conclusion name useful parts, not a compulsory formula for everything.
Should children use although or meanwhile immediately?
Use them when the relationship is understood. Begin with spoken examples and ask the child to explain what is happening. Keep simpler sentences when a connector causes confusion.
Can a child disagree with the example answer?
Yes, when they can give a plausible reason that fits the task. A different preference or story interpretation may be sensible. Check its support instead of treating the model as the only possible wording.
How many new words should we practise?
Start with a few that belong to one activity. Add more when the child can explain and use the earlier choices. The list’s total organises the resource; it does not prescribe a daily workload.
What is a useful sign of improvement?
Look for a more precise action, a clearer order or a reason that fits the evidence. Ask the learner to explain the change. Independent use in a new situation is more informative than copying the page neatly.
Programme context was checked on 8 November 2026 using the official IB PYP overview, assessment explanation and PYP framework explanation. The word bank, scenarios, models and teaching checks are original eduKate learning material.
Continue with the Fencing Method explanation or its vocabulary application. Bring one current school task to the list and choose words that make that task clearer.
Dictionary reference points: wildlife. The contextual explanations and examples in this guide use original teaching wording.
Where this guide sits in the IB pathway
| Reader band | Approximate ages | Programme route |
|---|---|---|
| School Years 1–6 | About ages 5–11 | PYP writing foundations; school-year bands selected for this series |
| School Years 7–11 | About ages 11–16 | MYP Years 1–5 |
| School Years 12–13 | About ages 16–18 | DP Years 1–2 |
The IB programme overview gives broader age ranges: PYP 3–12, MYP 11–16 and DP 16–19. This school-age series begins around age five; it does not cover every PYP early-years age or the separate Career-related Programme.
Explore the Age 12 vocabulary reference · Use the Fencing Method for vocabulary · Choose another vocabulary guide
Continue through the IB vocabulary series
Choose your programme stage. The school-year labels are approximate reader bands; start where the writing tasks fit your current needs.
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