School Year 2 brings many small moments when a useful word makes learning easier: following an order, choosing a material, explaining a feeling or asking for help. This Essential Word Pack brings together 200 words for those moments, with clear meanings and examples children can act out, discuss and adapt.
Begin with one familiar activity and a few words that belong to it. The teaching sections after the bank show how to check understanding, build an accurate sentence, repair a misunderstanding and try the word in a new situation. Adults can read the material aloud and record a child’s spoken response when writing would distract from the language goal.
The 200-word list: meanings and learning 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 learning purpose.
1–20: Getting ready for the day · 21–40: Time and order · 41–60: Making and changing · 61–80: Tools and useful materials · 81–100: Looking closely at properties · 101–120: Trying things out · 121–140: Moving and locating · 141–160: Asking and working together · 161–180: Feelings and helpful choices · 181–200: Understanding everyday information
Assessment requirements · Fencing Method · Practice and answers · Start here: a short check
1–20. Getting ready for the day
- routine — A usual order for doing everyday things. Example: Our morning routine begins with hanging up our bags.
- arrive — To reach a place. Example: We arrive at school before the first lesson.
- leave — To go away from a place. Example: Please leave the room quietly after the story.
- pack — To put things into a bag or container. Example: I pack my reading book in my school bag.
- unpack — To take things out of a bag or container. Example: We unpack our pencils before drawing.
- zip — To close something with a zip fastener. Example: I zip my bag so the cards stay inside.
- fasten — To close or fix something securely. Example: Fasten the strap before you carry the box.
- button — To close clothing using its buttons. Example: I button my coat before going outside.
- prepare — To get something ready for use. Example: We prepare the table by putting out four cups.
- collect — To gather things together. Example: Please collect the counters from the floor.
- organise — To arrange things so they are easy to use. Example: I organise my pencils by colour.
- remember — To bring something back into your mind. Example: I remember where I put my library book.
- forget — To fail to remember something. Example: I sometimes forget to bring my hat.
- notice — To become aware of something. Example: I notice a new label on the cupboard.
- finish — To complete something you are doing. Example: Finish the picture before putting the pencils away.
- begin — To start doing something. Example: We begin the game when everyone is ready.
- checklist — A list used to check that nothing is missed. Example: My checklist says book, bottle and hat.
- calendar — A chart showing days, weeks and months. Example: We mark the visit on our classroom calendar.
- schedule — A plan showing when activities will happen. Example: The schedule shows art after lunch.
- reminder — Something that helps you remember. Example: The picture of a hat is my reminder.
21–40. Time and order
- yesterday — The day before today. Example: Yesterday we painted the cardboard houses.
- today — The day that is happening now. Example: Today we will add doors to our houses.
- tomorrow — The day after today. Example: Tomorrow we will show our houses to another class.
- morning — The part of the day before noon. Example: We read a story in the morning.
- afternoon — The part of the day after noon and before evening. Example: Our art lesson is in the afternoon.
- evening — The later part of the day before night. Example: I help put the toys away in the evening.
- minute — A unit of time equal to sixty seconds. Example: The timer rings after one minute.
- hour — A unit of time equal to sixty minutes. Example: The long journey took an hour.
- week — A period of seven days. Example: I can borrow the book for one week.
- month — One of the twelve named parts of a year. Example: We turn the calendar page for a new month.
- early — Before the usual or planned time. Example: We arrived early and waited for the doors to open.
- late — After the usual or planned time. Example: The bus was late, so we waited longer.
- soon — After a short time. Example: The paint is nearly dry; we can touch it soon.
- already — Before now or before another stated time. Example: I have already washed the brushes.
- still — Continuing to happen or be true. Example: The paper is still wet after five minutes.
- first — Before all the others in an order. Example: First, fold the paper in half.
- last — After all the others in an order. Example: Put your name on the picture last.
- before — Earlier than another event or time. Example: Wash your hands before eating.
- after — Later than another event or time. Example: We tidy the tables after painting.
- while — During the time that something else happens. Example: Hold the box while I tie the string.
41–60. Making and changing
- fold — To bend one part over another. Example: Fold the paper so its two short edges meet.
- unfold — To open something that has been folded. Example: Unfold the paper to see the crease.
- tear — To pull something apart so it breaks. Example: Tear the scrap paper into small pieces.
- trim — To cut a little from the edge. Example: Trim the extra paper around the picture.
- attach — To join one thing to another. Example: Attach the paper wing with a strip of tape.
- remove — To take something away or off. Example: Remove the lid before looking inside the box.
- cover — To put something over another thing. Example: Cover the table with old newspaper.
- uncover — To take away something covering an object. Example: Uncover the model when you are ready to show it.
- press — To push firmly against something. Example: Press the two glued surfaces together.
- squeeze — To press something from two or more sides. Example: Squeeze the soft sponge over the bowl.
- twist — To turn something so it winds around itself. Example: Twist the paper strip into a thin cord.
- bend — To make something curve or change direction. Example: Bend the soft wire around the cardboard circle.
- roll — To shape something by turning it against a surface. Example: Roll the dough into a short tube.
- flatten — To make something flat or flatter. Example: Flatten the dough with the rolling pin.
- stretch — To pull something so it becomes longer. Example: Stretch the elastic gently between your fingers.
- wrap — To put material around something. Example: Wrap the small box in coloured paper.
- unwrap — To take the covering off something. Example: Unwrap the box without tearing the paper.
- build — To make something by joining parts. Example: We build a bridge from wooden blocks.
- repair — To mend something that is damaged. Example: We repair the torn page with tape.
- decorate — To add things that make something look attractive. Example: Decorate the card with three paper stars.
61–80. Tools and useful materials
- cardboard — Thick, stiff paper used for boxes and models. Example: The cardboard is strong enough for our model's base.
- fabric — Material made by weaving or joining fibres. Example: We use blue fabric for the puppet's coat.
- foil — Very thin metal that bends easily. Example: The foil keeps the shape of my handprint.
- thread — A thin strand used for sewing. Example: The teacher pulls the thread through the cloth.
- ribbon — A narrow strip of material used for tying or decorating. Example: Tie a ribbon around the finished parcel.
- tape — A thin strip with a sticky side for joining things. Example: Use tape to hold the paper edges together.
- clip — A small object that holds things together. Example: A clip keeps the two cards from slipping apart.
- peg — A small object used to hold or fasten something. Example: Use a peg to hold the picture on the line.
- lid — A cover for the top of a container. Example: Put the lid back on the paint pot.
- container — Something used to hold or store things. Example: Keep the loose buttons in this container.
- funnel — A tool with a wide top and narrow bottom for pouring. Example: The funnel helps us pour sand into the bottle.
- scoop — A small tool for lifting a loose material. Example: Use the scoop to move rice into the tub.
- spoon — A tool with a small bowl at one end. Example: Stir the mixture with a spoon.
- sponge — A soft material with holes that can hold water. Example: The sponge soaks up the spilled water.
- cloth — A piece of fabric used for a purpose. Example: Wipe the wet table with a cloth.
- handle — The part of an object made for holding. Example: Hold the jug by its handle.
- edge — The line where a surface ends. Example: Draw a blue line along the paper's edge.
- base — The bottom part that supports an object. Example: Our tower has a wide base.
- strip — A long, narrow piece of material. Example: Cut one strip of paper for the handle.
- crease — A line made by folding material. Example: The crease shows where the paper was folded.
81–100. Looking closely at properties
- smooth — Having an even surface without rough parts. Example: This side of the tile feels smooth.
- rough — Having an uneven surface that is not smooth. Example: The bark feels rough beneath my fingers.
- hard — Not easily pressed or changed in shape. Example: The hard block does not squash in my hand.
- soft — Easy to press or change in shape. Example: The soft cushion sinks when I sit on it.
- stiff — Difficult to bend. Example: The stiff cardboard stays upright.
- flexible — Able to bend easily without breaking. Example: The flexible strip bends around the jar.
- shiny — Reflecting light so the surface looks bright. Example: The shiny foil flashes under the lamp.
- dull — Not shiny or bright. Example: The back of the card looks dull beside the foil.
- transparent — Allowing light through so objects can be seen clearly. Example: We can see the pebble through the transparent box.
- opaque — Not allowing light through. Example: We cannot see the pebble through the opaque lid.
- wet — Having water or another liquid on it. Example: The wet cloth leaves a mark on the table.
- dry — Without water or another liquid on it. Example: Use a dry towel to wipe your hands.
- sticky — Able to cling to things it touches. Example: The sticky tape holds the label in place.
- slippery — Difficult to grip or stand on because things slide. Example: The wet tile is slippery, so we walk carefully.
- heavy — Having a lot of weight for its size or purpose. Example: This heavy box needs two people to carry it.
- light — Having little weight for its size or purpose. Example: The light paper cup is easy to lift.
- thick — Having a large distance between opposite surfaces. Example: The thick card is difficult to fold.
- thin — Having a small distance between opposite surfaces. Example: The thin paper bends easily.
- wide — Measuring a long distance from one side to the other. Example: The wide opening lets the large ball pass through.
- narrow — Measuring a short distance from one side to the other. Example: Only the small ball fits through the narrow opening.
101–120. Trying things out
- test — To try something in order to find out about it. Example: We test whether the lid fits the pot.
- guess — To give an answer without being sure. Example: I guess that the longer strip will bend more.
- predict — To say what you think will happen before checking. Example: I predict that this paper roof will sag.
- observe — To look carefully to find out what happens. Example: Observe the tower as we add one more block.
- watch — To look at something for a time. Example: Watch the wheel as it turns.
- compare — To look for ways things are alike or different. Example: Compare the two strips before choosing one.
- sort — To put things into groups using a chosen rule. Example: Sort the buttons by colour.
- measure — To find an amount or size using a unit or tool. Example: Measure the table using equal blocks.
- pour — To make a liquid or loose material flow from a container. Example: Pour the water slowly into the jug.
- stir — To move a tool through a mixture to combine it. Example: Stir the paint with a clean stick.
- float — To stay at the surface of a liquid. Example: The cork floats on the water in our bowl.
- sink — To go below the surface of a liquid. Example: The stone sinks to the bottom of our bowl.
- slide — To move smoothly along a surface. Example: The block slides down our cardboard ramp.
- spin — To turn quickly around a centre. Example: The paper spinner spins as it falls.
- balance — To stay steady without tipping over. Example: The ruler balances across the middle of the block.
- tip — To lean or fall towards one side. Example: The tall tower begins to tip.
- change — To make or become different. Example: We change the height of the ramp.
- result — What happens or is found after an activity. Example: Our result is that the wide base stayed upright.
- record — To save information in writing, pictures or another form. Example: Record the result with a drawing and a label.
- repeat — To do something again. Example: Repeat the test to see what happens this time.
121–140. Moving and locating
- above — At a higher position than something. Example: The clock is above the classroom door.
- below — At a lower position than something. Example: The shoe shelf is below the coat hooks.
- underneath — Directly under something. Example: The missing card is underneath the tray.
- beside — At the side of something. Example: Put the jug beside the bowl.
- between — In the space separating two things. Example: The red cup is between the two blue cups.
- behind — At the back of something. Example: The small box is behind the large box.
- inside — In the inner part of something. Example: The counters are inside the tin.
- outside — Not within a place or container. Example: The muddy shoes are outside the room.
- across — From one side to the other side. Example: Move the toy car across the bridge.
- through — Into one side or end and out of another. Example: The bead goes through the cardboard tube.
- around — Following a path on several sides of something. Example: Walk around the puddle to keep your shoes dry.
- along — Following the length or direction of something. Example: Move your finger along the line.
- towards — In the direction of something. Example: The toy car rolls towards the wall.
- left — In the direction of the side opposite right. Example: The arrow on the card points left.
- right — In the direction of the side opposite left. Example: Turn right at the classroom door.
- straight — Continuing in one direction without bending. Example: Draw a straight line with your ruler.
- curved — Bending smoothly instead of being straight. Example: The curved track goes around the model pond.
- upwards — Towards a higher position. Example: The arrow points upwards.
- downwards — Towards a lower position. Example: Water runs downwards along the slope.
- backwards — Towards the back or in the reverse direction. Example: Take one small step backwards.
141–160. Asking and working together
- request — To ask politely for something. Example: I request another sheet because mine has torn.
- explain — To make something clear by giving information. Example: Explain how you made the wheel turn.
- describe — To say or write what something is like. Example: Describe the surface without naming the object.
- answer — To reply to a question. Example: Answer the question using the picture.
- question — Something asked to find out information. Example: My question is whether the box has a lid.
- instruction — Words that tell someone what to do. Example: Read the instruction before moving a counter.
- permission — Agreement that someone may do something. Example: Ask for permission before borrowing another person's scissors.
- offer — To say you are willing to give or do something. Example: I offer to hold the paper while Mei cuts.
- accept — To agree to take something offered. Example: I accept my partner's offer of help.
- refuse — To say that you will not accept or do something. Example: I politely refuse the snack because I am full.
- suggest — To put forward an idea for someone to consider. Example: I suggest using a wider base.
- agree — To have the same opinion or accept a plan. Example: We agree to test the shorter bridge first.
- disagree — To have a different opinion. Example: I disagree because the picture shows two wheels.
- interrupt — To stop someone speaking by speaking yourself. Example: I try not to interrupt my partner's explanation.
- whisper — To speak very quietly without using your full voice. Example: We whisper while the other group reads.
- reply — To say something in answer. Example: I reply that the red box is empty.
- invite — To ask someone to join an activity. Example: We invite Ali to help build the track.
- cooperate — To work together towards a shared aim. Example: We cooperate to carry the wide sheet of card.
- respect — To show that other people and their needs matter. Example: We respect a classmate's request for quiet.
- responsibility — A job or duty that you are expected to do. Example: My responsibility is to return the brushes.
161–180. Feelings and helpful choices
- excited — Feeling happy and eager about something. Example: I feel excited about showing our puppet.
- worried — Feeling troubled about what might happen. Example: I am worried that the tall tower will fall.
- frustrated — Feeling upset because something is difficult or blocked. Example: I feel frustrated when the pieces will not fit.
- proud — Pleased about something you or another person has done. Example: I feel proud of the handle I repaired.
- disappointed — Unhappy because something did not happen as hoped. Example: I am disappointed that our outdoor game was cancelled.
- curious — Wanting to find out more. Example: I am curious about the marks beneath the leaf.
- surprised — Feeling that something was unexpected. Example: We are surprised when the large lid does not fit.
- calm — Feeling settled and not greatly upset or excited. Example: I feel calm after a quiet break.
- upset — Unhappy or troubled. Example: My partner is upset because the model broke.
- confident — Feeling able to do something or speak about it. Example: I feel confident reading the short instruction.
- unsure — Not certain about something. Example: I am unsure which cup the instruction names.
- comfortable — Feeling physically at ease. Example: I feel comfortable sitting on the soft mat.
- uncomfortable — Not feeling physically at ease. Example: The tight strap makes my shoulder uncomfortable.
- gentle — Using care and little force. Example: Use a gentle touch with the paper wings.
- helpful — Making a task or situation easier for someone. Example: Your label is helpful because I can find the glue.
- honest — Telling the truth and not trying to deceive. Example: I am honest about spilling the water.
- brave — Willing to face something that feels frightening or difficult. Example: It was brave to ask for help when I felt nervous.
- polite — Showing consideration through your words and behaviour. Example: A polite request gives the other person time to reply.
- choice — An option that someone can select. Example: My choice is the smaller cardboard box.
- solution — A method or answer that deals with a problem. Example: A second strip of tape is our solution to the loose handle.
181–200. Understanding everyday information
- heading — Words at the top that name a piece of writing. Example: The heading tells us this list is for painting.
- caption — A short explanation beside or below a picture. Example: The caption names the person holding the puppet.
- symbol — A mark or picture that stands for something. Example: The tap symbol shows where we can wash.
- arrow — A mark with a pointed end showing a direction. Example: Follow the arrow to the reading corner.
- menu — A list of food or drink choices. Example: The menu shows rice and noodles today.
- recipe — Instructions for making a food or drink. Example: The recipe tells us when to add the water.
- ingredient — One of the foods or substances used in a mixture. Example: Flour is an ingredient in this dough recipe.
- item — One separate thing in a group or list. Example: Tick each item after you put it in the bag.
- amount — How much of something there is. Example: Use the amount of water shown by the line.
- pair — Two things considered together. Example: A pair of gloves has two gloves.
- half — Either of the two equal parts of something. Example: Colour half of the circle blue.
- whole — All of something, with no part missing. Example: We need the whole sheet for the large sign.
- part — One piece or section of something. Example: This part of the picture shows the doorway.
- corner — A place where two edges or sides meet. Example: Put a dot in each corner of the square.
- centre — The middle point or area. Example: Place the small circle in the centre of the page.
- row — A line of things arranged side by side. Example: Put five counters in a row.
- column — A line of things arranged one above another. Example: The names are in the first column of the chart.
- list — Words or items written one after another. Example: Make a list of the tools we need.
- chart — Information arranged so it is easy to look at. Example: The chart shows which group has each tray.
- message — Information communicated from one person or group to another. Example: Our message tells the next group where to find the tools.
List check: 200 entries in 10 groups of 20, with no repeated headword within this article. The list is a reference bank, not a quota to insert into one response.
Choose your next useful step
Use the word bank immediately, then choose the help you need.
Guide contents
Sections 1–4: Understand the stage and use words accurately
Sections 5–6: Worked examples and practice
Sections 7–11: Review, revise and continue
This pack helps a child follow a classroom routine, explain a small problem, describe materials and tell someone what happened during a simple investigation. Here, School Year 2 is an illustrative placement for children around ages 6–7. A school’s year names and placement decisions take priority. The IB describes the Primary Years Programme as a programme for ages 3–12, with inquiry and connections across subjects. There is no formal IB assessment in the PYP; schools still assess learning through their own practices. These 200 words are eduKate’s teaching selection, not an official IB vocabulary list.
Use classroom observations and the child’s actual work to choose a starting group. Knowing unpack may help tomorrow morning; knowing transparent may help in a materials activity. They need not be learned in list order. A child can demonstrate understanding by acting, pointing, speaking or drawing before writing a sentence independently.
The central question is whether a word helps the child do or communicate something. A copied definition alone cannot answer that question. Record the kind of support given so that a successful adult-guided answer is not mistaken for an independent one.
Start here: pack a small activity tray
Use this invented classroom task with a tray, a cloth, a spoon and a container with a lid. Set the tray on a table and place the other items on it. Say, “First, put the spoon inside the container. After that, put the lid on. Last, place the cloth beside the container.” Let the child act before asking for an explanation. If real objects are unavailable, draw them and let the child point to show each move. Ask, “What did you do first? What happened after that? Where is the cloth?” Then remove the lid and ask the child to explain what needs to happen before the tray is ready. Offer the words first, after, last, inside, beside if needed. Finally, arrange a different container and cloth, give the instruction once more, and see whether the child can complete it with less help.
Check the response and choose the next step
Possible answer: “First, I put the spoon inside the container. After that, I put on the lid. Last, I put the cloth beside the container.” With the lid removed, “Put the lid on” is sufficient. The child does not need to reproduce the model’s exact wording.
Separate four observations: Does the child understand the sequence words? Does the action match the instruction? Can the child form a clear spoken sentence? Can the child use the words with the second arrangement? If the actions are correct but writing is difficult, keep teaching the language orally while supporting the writing separately.
A definition gives a starting meaning. A useful phrase shows how that meaning works in a sentence. Practise phrases while the corresponding action is visible, then change one object or location.
| Pattern | Example and check |
|---|---|
| prepare for; arrive at | “Prepare for painting.” “Arrive at school.” The short words connect the action to its purpose or place. |
| before + event; after + event | “Wash the brush after painting.” Reverse the order only when the instruction actually changes. |
| a strip of; a piece of | “A strip of tape” names a narrow length. “A piece of cardboard” does not specify a narrow shape. |
| feel + adjective | “I feel frustrated.” Describe the feeling; do not turn it into a judgement that the child is difficult. |
| explain something to someone | “Explain the instruction to your partner.” Avoid “explain your partner the instruction”. |
A pair is one group of two things; two pairs contain four things. Half means one of two equal parts, so any small torn piece is not automatically half. Check equality using a simple shape that can be folded into matching parts.
Some words have more than one job. In this bank, record is an action: “Record the result.” Later, a record can name the saved information. Light describes low weight here. “Turn on the light” uses a different meaning. Teach the meaning needed by the current task before adding another.
The eduKate Fencing Method is used here as a classroom routine: begin with a correct core, add a useful detail, check the claim, repair it if necessary and try the word in a new situation. It is not an IB assessment formula.
Core: “The cloth is wet.” Let the child point to the cloth being described. Useful detail: “The cloth is wet after we wipe the spilled water.” The longer sentence helps only if the cloth was actually used for that purpose.
Check: Does wet describe the cloth? Did the wiping happen before this observation? Does “the cloth is” sound complete? If the cloth is dry, fix the observation before adding an attractive explanation. A fluent sentence can still describe the wrong object.
Transfer: Give the child a different, dry cloth. Ask for a new sentence without supplying the adjective. “This cloth is dry” shows a meaningful change. “This cloth is wet after we wipe the spilled water” repeated unchanged does not.
Keep the core available as a successful answer. A child who says “The cloth is wet” accurately has communicated something useful. Expansion should add relevant information, not make every answer longer.
This is an invented design task. A class wants a window in a cardboard puppet box. The window must cover the opening and let an audience read a large letter card placed directly behind it. The teacher has cut three samples to the same size. The class holds each sample over the opening and records the following observations.
| Sample | What the children can see | Other observation |
|---|---|---|
| Clear sheet | The letter can be read through it. | It covers the whole opening. |
| Foil | The letter cannot be seen through it. | It covers the whole opening. |
| Thick cloth | The letter cannot be seen through it. | It covers the whole opening. |
Task: Choose one sample. Explain your choice using transparent and one observation from the table. Then write or say one question the class still needs to test before attaching the window permanently.
Model: “Choose the clear sheet. It is transparent because we can read the letter through it. It covers the whole opening. Will the tape hold the sheet on the box?” The question names something the given observations do not settle. “Will the sheet tear easily?” is another reasonable question, but the child must not claim that the sheet has already passed a tearing test.
The word transparent describes seeing through the material. It does not by itself mean strong, safe for every purpose or easy to attach. The model uses the available observation for one decision and leaves the unanswered question open.
For a new context, change the brief: the class wants a cover that hides the letter. Now either foil or thick cloth meets the stated visibility requirement. Accept either with a matching reason. A changed purpose can change a sensible choice.
1. Put a routine in order
Task: This group’s agreed painting routine is: put on an apron, collect a brush, then begin painting. Complete: “First, ____. After that, ____. Last, ____.”
Answer: “First, put on an apron. After that, collect a brush. Last, begin painting.” The answer follows the supplied routine. Ask the child to act it out, then explain a different familiar routine without copying these actions.
2. Describe the observed result
Task: In an invented water-tray test, the blue lid stays at the water’s surface and the stone goes to the bottom. Complete: “The blue lid can ____ in this test. The stone can ____ in this test.”
Answer: float; sink. The words match the two observations. Do not extend this result to every lid or every object of the same colour. For transfer, describe a new observed test instead of guessing from colour.
3. Make the request usable
Task: Your paper handle is loose. A roll of tape is beside your partner. Ask politely for a strip of tape and explain the purpose.
Possible answer: “May I have a strip of tape, please? I want to repair the loose handle.” The request names the material, a useful quantity and the purpose. A different polite phrasing is acceptable. Change the needed material to cardboard for a second attempt.
4. Read the position carefully
Task: The red container is on the left. The blue container is on the right. A spoon is between them. Where is the spoon? Can we tell which container is heavier?
Answer: “The spoon is between the containers.” We cannot tell which is heavier because no weight information is supplied. Left and right describe position, not weight. Rearrange three objects and ask for a new position sentence.
5. Repair an unsupported description
Task: The observation card says, “The fabric bends easily.” A child writes, “The fabric is stiff.” Choose stiff or flexible and explain the repair.
Answer: “The fabric is flexible because it bends easily.” The observation supports flexibility. It does not tell us whether the fabric is shiny or transparent. For transfer, give the observation “The strip is difficult to bend” and accept “The strip is stiff.”
When an answer goes wrong, locate the obstacle. Adding more words to memorise may leave that obstacle untouched.
| What you notice | What to try |
|---|---|
| The child copies “after” but acts before the event. | Use two visible actions. Perform them, say the order, then let the child give you the instruction. |
| “The fabric are soft.” | Model “The fabric is soft.” Contrast “The pieces are soft” without changing the material description. |
| Every small piece is called “half”. | Fold one rectangle into two matching parts. Compare it with an unequal tear and discuss the difference. |
| “The foil is transparent because it is shiny.” | Place a letter behind it. Separate the observation about reflection from whether the letter can be seen through it. |
| The child gives a reason absent from the task. | Ask, “Which observation tells us that?” Allow “We do not know yet” and suggest a relevant test. |
Give one clear correction, then offer a fresh attempt. A child who acted correctly may need help with the sentence pattern; a child who spoke fluently may still have misunderstood the material. Record these as different needs.
For a child learning English, invite an explanation in a familiar language or through an action before deciding that the concept is missing. Then connect the understood idea to the English word.
This is a suggested routine, not a required quota. Start with six useful words from the child’s current activity and keep the same small set long enough to see how they are used.
- Days 1–2: Show the objects or actions. Explain the words briefly and let the child demonstrate each meaning. Write one short model together.
- Days 3–4: Put the models away. Ask the child to follow an instruction or describe an object from memory. Give specific feedback and repeat only the parts that need repair.
- Day 5: Change the arrangement or materials. Record one response and note whether it was independent, prompted or copied.
- Days 6–8: Revisit uncertain words during a useful activity. Add a small number of new words only when they help with that activity.
- Days 9–10: Ask the child to create a short instruction for another person. Let that person try it, then discuss any unclear wording.
A dated note such as “used beside independently with a new arrangement” is more informative than “finished twenty words”. Keep a mistaken first attempt beside the repaired attempt so progress is visible. Shorten the session when attention fades; the schedule serves the learner.
For the child: Choose a word that helps someone understand your work. Tell a partner where an item belongs, explain a choice or ask for the material you need. If you are unsure, point to the object and ask a question. You do not need to hide uncertainty behind a long sentence.
For parents: Use a small, familiar activity such as packing a bag or arranging craft materials. Ask one clear question, wait for a response and accept a short accurate answer. Avoid supplying the whole sentence before the child has a chance to try. Note the child’s own words separately from your model.
For teachers: Link the pack to the current inquiry or classroom routine. Compare performance in action, discussion and writing. Keep a dated independent sample after support has been reduced. If a child can explain a material clearly in conversation but struggles to write, plan writing support without reteaching every concept.
The Essential Word Pack supports everyday learning and inquiry language. The companion essay-writing guide develops words for discussing texts and shaping written responses. Move between them when a task calls for it; completing one bank is not an entry test for the other.
Must children learn all 200 words this year?
No. This is a resource for selection. Start with words that solve a real communication problem and revisit others when they become useful.
Does pointing count as knowing a word?
It can show understanding of a particular instruction or meaning. Also check later whether the child can use the word in speech or writing. Understanding and independent production are related but different observations.
Should every answer include “because”?
No. A location question may need only a location. Use a reason when the task asks for an explanation or when it makes a choice clearer.
What if the child remembers yesterday’s model exactly?
Change one feature that matters, such as the material, position or purpose. Ask a fresh question. A suitable changed answer gives better evidence of understanding than another exact repetition.
How should spelling errors be handled?
Read the intended meaning first. Choose a manageable spelling focus after checking the word choice. An adult can record a spoken answer so that uncertainty about spelling does not conceal what the child understands.
Are the practice answers the only correct sentences?
No. Accept another clear sentence when it fits the supplied facts and the requested task. Keep the required meaning while allowing the child’s own voice.
Programme context: International Baccalaureate, Primary Years Programme. Teaching routine: eduKate, The Fencing Method for Vocabulary. Links and programme context were checked on 8 November 2026.
The word selection, definitions, examples, classroom scenarios, answer explanations and suggested practice plan are original eduKate teaching material. They are not official IB questions, prescribed vocabulary or guaranteed assessment outcomes. The sample observations belong only to their stated tasks. Consult the child’s school for its current curriculum, assessment arrangements and individual support.
Where this guide sits in the IB pathway
| Reader band | Approximate ages | Programme route |
|---|---|---|
| School Years 1–6 | About ages 5–11 | PYP learning 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 to the same-year vocabulary guide for essay writing when the next task calls for a sustained written response.
Essential Word Packs for all school years
Choose the pack that matches the learner’s current tasks and language experience. These school-year labels are approximate reader bands; actual IB programme placement varies by school.
- PYP · School Year 1 — Essential Word Pack
- PYP · School Year 2 — Essential Word Pack
- PYP · School Year 3 — Essential Word Pack
- PYP · School Year 4 — Essential Word Pack
- PYP · School Year 5 — Essential Word Pack
- PYP · School Year 6 — Essential Word Pack
- MYP Year 1 · School Year 7 — Essential Word Pack
- MYP Year 2 · School Year 8 — Essential Word Pack
- MYP Year 3 · School Year 9 — Essential Word Pack
- MYP Year 4 · School Year 10 — Essential Word Pack
- MYP Year 5 · School Year 11 — Essential Word Pack
- DP Year 1 · School Year 12 — Essential Word Pack
- DP Year 2 · School Year 13 — Essential Word Pack
Previous essential pack · Next essential pack
For sustained writing at this stage, continue to the School Year 2 vocabulary guide for essay writing. Return to the Vocabulary Learning Hub to choose another learning route.