Use this 200-word bank to turn observations and ideas into connected paragraphs. Each entry explains a useful meaning and shows an original example; start with words that help answer your current writing question.
School Year 3 is an approximate British-style age band of 7–8 here, not an official universal IB year name. Follow the school’s placement and task expectations. This is a teaching selection for writing development, not a prescribed IB vocabulary list or PYP examination syllabus.
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: Ask and investigate with purpose · 21–40: Keep evidence and claims distinct · 41–60: Connect ideas accurately · 61–80: Follow a story's important parts · 81–100: Replace vague action words · 101–120: Describe responses and character carefully · 121–140: Describe materials and surfaces · 141–160: Think about a shared place · 161–180: Explain a change precisely · 181–200: Build and improve a paragraph
Assessment requirements · Fencing Method · Practice and answers
1–20. Ask and investigate with purpose
- analyse — Examine parts of something to understand how they work together. Example: We analyse the poster's pictures and words before describing its message.
- classify — Put things into groups according to selected features. Example: We classify the leaves by shape rather than by colour.
- define — Explain the particular meaning of a word or idea. Example: I define shelter before explaining why the animals need one.
- demonstrate — Show how something works or give an example of it. Example: My partner will demonstrate how the paper fastening opens.
- estimate — Make a reasonable approximate judgement without an exact measurement. Example: We estimate the path's length before measuring it carefully.
- examine — Look at something closely to learn about its details. Example: We examine the drawing for clues about the character's journey.
- explore — Investigate a place, idea or possibility to learn more. Example: Our paragraph will explore two ways of storing the books.
- infer — Work out a possible meaning from clues and knowledge. Example: I infer that the character is waiting because she checks the clock.
- inquire — Ask questions in order to find out about something. Example: We inquire about the materials before choosing our model's roof.
- inspect — Check something carefully, often to find a particular problem. Example: We inspect the jar for cracks before using it.
- interpret — Explain what you think something means using relevant details. Example: I interpret the final picture as the beginning of a friendship.
- locate — Find the position of a place, object or information. Example: We locate the entrance on the map before describing our route.
- organise — Arrange ideas or things so that they work clearly together. Example: I organise my notes into reasons for each possible choice.
- question — Ask about something or examine whether it is reasonable. Example: We question the claim that every visitor wants the same activity.
- research — Find and examine information to answer a question. Example: We research the building's history before writing its information card.
- select — Choose something carefully for a particular purpose. Example: I select one detail that supports my description of the room.
- summarise — Give the main points without including every detail. Example: We summarise the story in three carefully chosen sentences.
- verify — Check whether information is accurate using suitable evidence. Example: We verify the opening time by reading the current notice.
- visualise — Create a mental picture of something described or imagined. Example: The description helps me visualise the narrow winding path.
- relate — Explain how things connect, or tell an account. Example: I relate the character's decision to the promise made earlier.
21–40. Keep evidence and claims distinct
- accurate — Correct and sufficiently exact for the task being done. Example: An accurate label names the material we actually used.
- assumption — Something accepted as true without checking it in that situation. Example: Our assumption about the empty room changed when we looked inside.
- cause — Something that brings about a particular event or change. Example: The loose fastening was the cause of the lid falling.
- claim — A statement that someone presents as true or worth accepting. Example: The claim needs a reason that the reader can check.
- comparison — An examination of how things are alike and different. Example: My comparison discusses both the boxes' size and their handles.
- condition — A situation or requirement that affects what can happen. Example: Dry weather was one condition needed for our outdoor painting.
- consequence — Something that happens as a result of an action or event. Example: One consequence of losing the map was a longer journey.
- context — The surrounding information that helps explain an event or meaning. Example: The earlier argument gives context to the character's quiet reply.
- data — Recorded information collected for examination or a particular purpose. Example: Our data shows the number of books borrowed each day.
- difference — A way in which two things are not the same. Example: The main difference between the bags is the handle length.
- effect — A change or result produced by something else. Example: The added weight had an effect on the bridge's shape.
- evidence — Information or details that support a claim or explanation. Example: The photograph provides evidence that the gate was damaged.
- explanation — An account that makes how or why something happens clearer. Example: My explanation connects the loose wheel with the cart's wobble.
- feature — A noticeable or important part of something. Example: The wide opening is a useful feature of this container.
- information — Facts or details that help someone know about something. Example: We need more information before describing the missing object's owner.
- method — A planned way of doing something or finding an answer. Example: Our method uses the same number of counters each time.
- outcome — What happens at the end of an action or process. Example: The outcome was different when we changed the roof material.
- possibility — Something that could happen or could be true. Example: Rain is one possibility we should consider before choosing the venue.
- result — What happens or is found after an action or test. Example: We recorded the result before changing another part of the model.
- source — The place, person or document from which information comes. Example: The noticeboard was our source for the event's starting time.
41–60. Connect ideas accurately
- additionally — Introducing another relevant point after an earlier one. Example: The box is strong; additionally, its handles are easy to grip.
- also — Including another fact, action or idea. Example: The room has large windows and also a quiet corner.
- alternatively — Introducing a different possible choice or approach. Example: We could repair the lid; alternatively, we could choose another box.
- consequently — Introducing a result that follows from something stated. Example: The path was blocked; consequently, the characters took another route.
- despite — Showing that something happens even with a contrasting difficulty. Example: Despite the strong wind, the carefully tied sign stayed upright.
- especially — Giving particular attention to one part of a group or idea. Example: The shaded seats were useful, especially during the warm afternoon.
- except — Leaving out the person or thing that follows. Example: Every model stayed upright except the one with a narrow base.
- however — Introducing a contrast or a qualification to an earlier point. Example: The bag is roomy; however, its strap needs repairing.
- including — Showing that named examples form part of a larger group. Example: Several materials, including cardboard, were available for our model.
- instead — In place of the action or choice previously mentioned. Example: We used a drawing instead of an unclear written description.
- likewise — Showing that a similar statement applies to another example. Example: The first jar leaked; likewise, the second jar could not hold water.
- mainly — For the most part, though not completely. Example: Our paragraph is mainly about the character's choice at the gate.
- meanwhile — During the time that another event is happening. Example: The builders prepared the wall; meanwhile, the artists painted the sign.
- perhaps — Showing that something is possible but not certain. Example: Perhaps the character paused because she recognised the familiar sound.
- probably — Showing that something seems likely but is not certain. Example: The dark mark probably came from the wet paintbrush nearby.
- rather — Used with than to show one choice in preference to another. Example: We described the actual test rather than guessing its next result.
- similarly — In a way that resembles a point already made. Example: The second character similarly refuses to leave a friend behind.
- therefore — Introducing a conclusion that follows from earlier information. Example: Both handles broke; therefore, we need another way to carry it.
- unless — Except if a stated condition happens or is true. Example: We will use the garden unless the weather becomes unsuitable.
- yet — Introducing something unexpected alongside an earlier statement. Example: The box was small, yet it held all the labels.
61–80. Follow a story's important parts
- adventure — An unusual or exciting experience with events to discover. Example: The adventure begins when the children find an unfamiliar map.
- arrival — The act or moment of reaching a place. Example: The visitor's arrival changes the peaceful mood of the story.
- challenge — A difficult task or situation that requires effort. Example: Finding a safe route becomes the travellers' next challenge.
- characteristic — A quality that helps describe a person or thing. Example: Patience is a characteristic the narrator shows through repeated attempts.
- conflict — A disagreement or struggle between people, ideas or forces. Example: The conflict begins when the friends want different things.
- courage — The ability to face something difficult despite feeling afraid. Example: The character shows courage by asking an important question.
- dialogue — Spoken conversation between characters in a written work. Example: The dialogue reveals that the two friends misunderstood the plan.
- dilemma — A difficult choice between possibilities with different drawbacks. Example: The character faces a dilemma about keeping or sharing the prize.
- discovery — The act of finding or learning something previously unknown. Example: The discovery of a second key changes the group's plan.
- escape — The act of getting away from a place or danger. Example: The story describes the rabbit's escape through a broken fence.
- journey — Travel from one place to another, or a process of change. Example: The journey takes the characters from the harbour to the hills.
- mystery — Something that is not yet understood or explained. Example: The missing picture creates a mystery for the young narrator.
- narrator — The voice that tells a story to the reader. Example: The narrator describes the garden but does not explain its history.
- obstacle — Something that blocks progress or makes a task harder. Example: The fallen branch becomes an obstacle on the narrow path.
- promise — An agreement to do something or act in a certain way. Example: The character remembers her promise to return the borrowed book.
- rescue — The act of helping someone out of danger or difficulty. Example: The rescue succeeds when the neighbours work together carefully.
- resolution — The part where a story's central difficulty is settled. Example: The resolution shows how the friends repair their disagreement.
- setting — The place and time in which a story happens. Example: The rainy evening setting makes the long wait feel uncomfortable.
- suspense — An excited or anxious feeling while waiting to learn what happens next. Example: The hidden sound creates suspense before the door finally opens.
- viewpoint — The position or perspective from which something is considered. Example: The story gives the child's viewpoint on the unfamiliar town.
81–100. Replace vague action words
- approach — Move nearer to a person, place or object. Example: The traveller began to approach the quiet house beside the bridge.
- avoid — Keep away from something or prevent it from happening. Example: The character steps carefully to avoid the broken glass.
- clutch — Hold something tightly, often because of a strong feeling. Example: The child began to clutch the letter while waiting outside.
- collapse — Fall down suddenly because support or strength is lost. Example: The narrow tower began to collapse under the extra block.
- conceal — Keep something hidden from view or knowledge. Example: The tall grass can conceal the entrance to the little shelter.
- emerge — Come out from somewhere hidden or less visible. Example: A small figure began to emerge from behind the gate.
- hesitate — Pause because of uncertainty before acting or speaking. Example: The visitor began to hesitate before asking for help.
- hurry — Move or act quickly because time feels limited. Example: The friends hurry towards the shelter as the rain begins.
- murmur — Speak quietly in a low, soft voice. Example: The traveller murmurs a thank-you before accepting the warm blanket.
- pause — Stop briefly before continuing an action or speech. Example: I pause after the important sentence when reading aloud.
- proceed — Continue or move forwards with an action or journey. Example: The group can proceed once everyone understands the next step.
- reveal — Make something hidden or unknown become known. Example: The final picture will reveal what was inside the box.
- rush — Move or act with great speed, sometimes without enough care. Example: The characters rush to finish and leave one corner of the roof loose.
- search — Look carefully in order to find someone or something. Example: The friends search the garden for the missing red scarf.
- stumble — Trip or lose balance for a moment while moving. Example: The tired traveller began to stumble over the uneven stones.
- tiptoe — Walk quietly on the toes or front of the feet. Example: The children tiptoe past the sleeping puppy in the story.
- vanish — Disappear from sight or become impossible to find. Example: The last patch of sunlight began to vanish behind clouds.
- wander — Move around without a fixed route or clear destination. Example: The curious character begins to wander through the unfamiliar market.
- withdraw — Move back or remove something from a situation. Example: The character slowly withdraws her hand from the cold water.
- exclaim — Say something suddenly with strong feeling. Example: The surprised traveller exclaims that the missing bag has returned.
101–120. Describe responses and character carefully
- anxious — Worried or uneasy about a possible difficulty. Example: The anxious character keeps checking whether the gate is locked.
- astonished — Very surprised by something unexpected. Example: The astonished visitor finds her drawing displayed beside the entrance.
- compassionate — Showing care for someone who is suffering or struggling. Example: The compassionate character listens before offering a useful kind of help.
- considerate — Thinking about how an action may affect other people. Example: A considerate visitor speaks quietly near the sleeping children.
- determined — Ready to keep working towards a goal despite difficulty. Example: The determined builder tries a different base after the tower falls.
- doubtful — Unsure whether something is true or likely to succeed. Example: The doubtful character asks to see the map again.
- embarrassed — Uncomfortable because of a mistake or unwanted attention. Example: The embarrassed speaker pauses after reading the wrong name.
- enthusiastic — Showing strong interest and excitement about an activity. Example: The enthusiastic group offers several ideas for the shared story.
- fearful — Feeling afraid that something unpleasant may happen. Example: The fearful rabbit listens carefully before leaving its shelter.
- impatient — Finding it difficult to wait or accept a delay. Example: The impatient character interrupts before hearing the full explanation.
- inquisitive — Interested in asking questions and discovering new information. Example: The inquisitive narrator wants to know why the house is empty.
- loyal — Continuing to support someone or something through difficulties. Example: The loyal friend stays to help repair the damaged model.
- modest — Not boasting about achievements or claiming excessive importance. Example: The modest winner thanks the people who helped with the project.
- optimistic — Expecting or hoping that things can turn out well. Example: The optimistic character believes the broken bridge can be repaired.
- regretful — Sorry about something done or a choice that was made. Example: The regretful character admits that she hid the missing key.
- respectful — Showing consideration for another person's rights, views or feelings. Example: The respectful reply explains a disagreement without insulting the speaker.
- responsible — Taking appropriate care of a duty or the effects of actions. Example: The responsible helper checks that borrowed tools have been returned.
- stubborn — Unwilling to change a view or action despite reasons. Example: The stubborn character refuses to examine the new evidence.
- sympathetic — Showing understanding and concern for another person's difficulty. Example: The sympathetic listener asks what happened before suggesting a solution.
- uncertain — Not sure about a fact, choice or result. Example: The uncertain narrator admits that she did not see who arrived.
121–140. Describe materials and surfaces
- absorbent — Able to take liquid into its material. Example: The absorbent cloth soaked up the water from the tray.
- brittle — Hard but likely to snap or break under pressure. Example: The brittle dry twig snapped when the character bent it.
- delicate — Easily damaged or needing careful handling. Example: The delicate paper flower needed a protective cardboard box.
- dense — Closely packed, or containing much material in a given space. Example: The dense group of leaves hid the path from view.
- flexible — Able to bend or change shape without breaking easily. Example: The flexible strip bent around the curved edge of the model.
- firm — Solid or steady enough to resist pressure. Example: The firm cardboard base kept the little house upright.
- hollow — Having an empty space inside. Example: The hollow tube made a useful tunnel for our model.
- opaque — Not allowing light to pass through. Example: The opaque cover prevented us from seeing the drawing underneath.
- porous — Having tiny spaces through which liquid or air may pass. Example: Water slowly passed through the porous piece of material.
- reflective — Sending light back from a surface. Example: The reflective strip shone when we pointed the torch towards it.
- resistant — Able to withstand something to a stated extent. Example: This paint is resistant to small splashes once it dries.
- rigid — Not easily bent or changed in shape. Example: The rigid board stayed straight while the paper bent.
- slippery — Difficult to grip or stand on without sliding. Example: The slippery surface made the little block slide downhill.
- stable — Able to remain steady without easily falling or changing. Example: The wider base made our second tower more stable.
- sturdy — Strong and well made enough for its intended use. Example: The sturdy box protected the model during the short journey.
- transparent — Allowing light through so objects behind can be seen clearly. Example: The transparent sheet let us see the labels underneath.
- uneven — Not level, smooth or equal across a surface. Example: The uneven ground made the small table wobble.
- waterproof — Designed or able to prevent water entering under stated conditions. Example: We checked the waterproof cover before using it in light rain.
- worn — Showing damage or thinning after repeated use. Example: The worn handle needed repair before anyone carried the basket.
- wrinkled — Having small folds or lines on a surface. Example: The wrinkled paper made the printed label harder to read.
141–160. Think about a shared place
- access — The ability or opportunity to enter, reach or use something. Example: The wide entrance gives visitors easier access to the reading area.
- agreement — A shared decision or understanding between people. Example: Our agreement explains when each group can use the display table.
- benefit — A helpful or favourable effect. Example: One benefit of the labels is that visitors can find books.
- boundary — A limit or line separating places or activities. Example: The painted line marks the boundary of the play area.
- cooperation — People working together towards a shared purpose. Example: The model needed cooperation because several parts had to be held.
- culture — Shared practices, ideas and ways of living within a community. Example: The story explores how food can express family culture.
- decision — A choice made after considering possibilities. Example: Our decision was to repair the existing shelf first.
- diversity — A range of different people, qualities or kinds. Example: The book display shows diversity in its characters and settings.
- duty — Something a person is expected or responsible to do. Example: The narrator thinks it is her duty to return the letter.
- environment — The surroundings and conditions in which living things exist. Example: Our description explains the environment around the small pond.
- fairness — Reasonable treatment that considers people and their circumstances. Example: The group discusses fairness before dividing the available materials.
- heritage — Traditions, objects or places passed down from earlier generations. Example: The old building forms part of the neighbourhood's heritage.
- impact — A noticeable effect on people, places or things. Example: We discuss the impact of moving the shelf beside the door.
- inclusion — Making it possible for people to participate and belong. Example: The invitation supports inclusion by explaining how everyone can contribute.
- resource — Something available to help meet a need or complete a task. Example: The library is a useful resource for our inquiry.
- respect — Consideration for another person's value, rights or views. Example: The reply shows respect even though the two characters disagree.
- service — An activity that helps meet another person's or community's needs. Example: The book-sharing service lets neighbours borrow stories from one another.
- tradition — A practice or belief passed on within a community. Example: The family tradition gives the celebration a special meaning.
- waste — Material that is discarded or used without a useful purpose. Example: We reduced paper waste by using both sides for drafts.
- welfare — The wellbeing and care of people or other living things. Example: The story raises questions about the animals' welfare in the shelter.
161–180. Explain a change precisely
- adapt — Change something so it suits a different situation. Example: We adapt the instructions for readers who have never folded paper.
- adjust — Make a small change to improve fit or performance. Example: We adjust the shelf's position so the doorway stays clear.
- alter — Make something different in one or more ways. Example: A different ending can alter the reader's view of the character.
- decline — Become smaller, weaker or less in amount over time. Example: The number of visitors began to decline after the rain started.
- decrease — Become or make something smaller in number or amount. Example: We decrease the weight before repeating the bridge test.
- develop — Grow, change or improve through a process. Example: The friendship begins to develop after the characters share a task.
- expand — Become or make something larger or more extensive. Example: We expand the description by adding a detail about sound.
- improve — Make or become better for a particular purpose. Example: A clearer heading can improve the visitor's understanding of the display.
- increase — Become or make something greater in number or amount. Example: We increase the number of counters one at a time.
- maintain — Keep something in a condition or continue an activity. Example: The group agrees to maintain a clear path to the doorway.
- reduce — Make something smaller in amount, size or extent. Example: We reduce repeated details so the explanation is easier to follow.
- replace — Put something new in the place of another thing. Example: We replace the broken handle before using the basket again.
- restore — Bring something back towards an earlier condition or use. Example: The neighbours work together to restore the damaged garden gate.
- transform — Change something greatly in appearance, form or purpose. Example: A few careful details transform the empty box into a theatre.
- vary — Change or differ rather than stay exactly the same. Example: The character's reactions vary according to who is speaking.
- gradual — Happening in small stages rather than all at once. Example: The gradual change in colour appears across several drawings.
- sudden — Happening quickly and unexpectedly. Example: A sudden noise interrupts the quiet opening of the story.
- temporary — Lasting for a limited time rather than indefinitely. Example: The temporary sign guides visitors while the main entrance is repaired.
- permanent — Intended to remain in place, with no planned end. Example: The group discusses where to place the permanent display.
- repeated — Happening or being done more than once. Example: The repeated knocking makes the narrator wonder who is outside.
181–200. Build and improve a paragraph
- argument — A supported position or a disagreement, depending on context. Example: My argument explains why the shaded corner would suit quiet reading.
- brainstorm — Generate several possible ideas before choosing among them. Example: We brainstorm titles before selecting one that matches our account.
- clarify — Make an idea or explanation easier to understand. Example: I clarify which character is speaking in the final sentence.
- coherent — Connected in a way that makes sense to a reader. Example: A coherent paragraph keeps its examples linked to the main point.
- draft — An early version that can still be revised. Example: My first draft has a good idea but needs clearer order.
- edit — Correct or improve details in a piece of writing. Example: We edit the labels to remove repeated words and spelling errors.
- focus — The main thing receiving attention. Example: The focus of this paragraph is the choice of material.
- link — A connection between two ideas or pieces of information. Example: I explain the link between the character's promise and her action.
- meaning — The idea or information that a word or message expresses. Example: The surrounding sentence helps us understand the word's intended meaning.
- opening — The first part of a piece of writing. Example: The opening introduces the problem without explaining the whole solution.
- phrase — A small group of words working together within a sentence. Example: The phrase about the empty chair suggests that someone is missing.
- purpose — The reason something is done or what it aims to achieve. Example: The purpose of the notice is to guide new visitors.
- relevant — Closely connected to the question or task being considered. Example: I choose a relevant detail instead of describing every object.
- revise — Reconsider and change writing to improve its ideas or expression. Example: I revise the account after noticing that one event is missing.
- statement — A sentence or expression that presents an idea or claim. Example: The first statement tells readers what our investigation concerns.
- structure — The way the parts of something are arranged. Example: The structure moves from the problem to the proposed repair.
- topic — The subject being discussed in a piece of writing. Example: The topic of our paragraph is how the shelter changed.
- transition — A movement or connection from one part or idea to another. Example: The transition helps readers move from the problem to its solution.
- vocabulary — The words used or understood in a language or subject. Example: Precise vocabulary helps me explain the material's useful qualities.
- voice — The distinctive way a writer or narrator expresses ideas. Example: The narrator's curious voice makes the familiar street seem surprising.
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 1–4: Understand the stage and build clear sentences
Sections 5–8: Worked examples and practice
Sections 9–13: Review, revise and continue
This article uses School Year 3 as an approximate British-style band for ages 7–8. It does not establish a universal IB year name. The official PYP age range is 3–12, while class names and school-year mappings depend on the school. Match the page to the learner’s current task and language experience.
PYP learners do not take a standard externally marked IB English essay examination. The IB describes the role of feedback and reflection in PYP assessment. A school may have its own writing checks, portfolios, classroom tasks or other assessments. Ask for the actual task, audience and success criteria before treating any writing advice as a school requirement.
The suggested progression here is towards a connected paragraph that makes a point and explains a relevant detail. This is a teaching direction, not an age-based minimum. Some learners will express the reasoning aloud while practising shorter written sentences. Others will be ready to compare two examples or write several linked paragraphs.
Know what the reader needs
If the task asks for description, choose details that let the reader imagine the subject accurately. If it asks for explanation, show the relationship between an action and its outcome. If it asks for an opinion, name the preference and support it. A beautifully described garden may still miss a question about why a particular path should remain clear.
None of the 200 words is compulsory. The bank contains everyday academic language, story terms and some material words that become useful during inquiries. A technical term such as porous should be explored with an appropriate example before being used as a confident claim.
Start here: connect a choice with a visible feature
This original eduKate check is a teaching suggestion, not an IB benchmark. Offer five bank words: feature, comparison, evidence, sturdy, however. Look at two familiar containers or clear pictures of them. Ask which the learner would consider for carrying a paper model and which visible feature supports that choice. Invite one spoken explanation and one thing still worth checking, such as the handle. Use the words that fit; no essay or whole-bank reading is required.
Listen for a connection between the feature and the purpose. If the idea is unclear, compare one feature at a time rather than requesting a longer answer. If the reasoning is sound but the English is difficult, allow a familiar-language explanation and model a phrase such as “This feature may help because…”. If handwriting hides a clear spoken idea, use a labelled sketch or an adult-written record. Note the support, then change the container to check the meaning again.
The hidden difficulty in paragraph writing is often the connection between sentences. A learner can know many words yet write a collection of separate facts. Begin with a question small enough to answer: “Which box would protect our paper model?” Select a few useful words, such as sturdy, fragile, feature, compare and because.
Give the paragraph one main job
Ask the learner for the answer in ordinary language. “I would use the stronger box” is a workable point. Next ask which feature matters: “It has firm sides.” Finally, connect that feature to the task: “The sides help keep the fragile model from being crushed.” The reasoning makes the vocabulary useful.
This point-detail-explanation route is a practice aid, not a formula that every paragraph must follow. A story paragraph may organise action differently. A set of instructions may use a sequence. The useful question is whether the structure serves the purpose.
Make the meaning boundary visible
Compare similar words with a concrete distinction. A rigid material does not bend easily. A sturdy object is strong enough for its intended use. A box can have rigid sides but a weak handle. These words are related, yet replacing one with the other may change the meaning.
Give a new example and a near miss. “The rigid strip stayed straight” fits. “The rigid visitor smiled kindly” requires a different meaning and is unlikely to be the clearest choice for this task. The learner should understand the sentence, not simply recognise an impressive word.
Use the bank after deciding what to say
Write or say the idea first, then look for a word that makes it more exact. Starting with a long word and searching for somewhere to insert it can distort the argument. Keep a short personal record: target word, intended meaning, useful sentence and one incorrect use to avoid. Return later with a different subject.
The word bank includes actions, qualities and the names of ideas. A learner may recognise several related words yet place the wrong form in a sentence. This eduKate workshop makes the grammatical choice visible through a small number of useful patterns.
Keep the family relationship, change the sentence job
| Action | Name of the action or idea | Two possible sentences |
|---|---|---|
| compare | comparison | We compare the bags. Our comparison considers the handles. |
| decide | decision | We decide where to place the sign. Our decision leaves the doorway clear. |
| explain | explanation | I explain how the fastening works. My explanation includes a labelled drawing. |
| develop | development | The friendship begins to develop. Its development changes the ending. |
Not every word in the table is a target headword; related forms extend the bank. Ask the learner to say what each sentence means before changing it. “We comparison the bags” needs an action word in that position. “Our compare is clear” needs a noun such as comparison. Repair the one choice and read the complete sentence again.
Use the pattern to clarify an idea
Try two versions: “The character decides to return the letter” and “The character’s decision to return the letter changes the journey.” The first states the action. The second makes the decision itself the subject of the explanation. Neither is automatically more advanced or more suitable. Choose the version that helps answer the question.
If a sentence becomes crowded with nouns, recover who does what. “The development of the decision about the replacement” leaves the reader waiting for an action. “The group decided to replace the damaged handle” is easier to follow because it names the group and its choice.
Control useful combinations
Practise evidence for a claim, a consequence of an action, access to a place and a difference between two designs. Give each phrase a real detail: “The photograph is evidence for the claim that the gate was damaged.” Ask what the photograph actually shows before accepting a larger conclusion.
In ordinary school writing, evidence is generally treated as an uncountable noun: “The evidence is useful.” When counting separate items, write “two pieces of evidence” or name them directly, such as a photograph and a written account. The exact details are often clearer than an unexplained statement that there is lots of evidence.
Try three repairs and explain them
- “We need an explain.” A possible repair is “We need an explanation.” The noun names what is needed.
- “There is a different between the boxes.” Use “There is a difference between the boxes.” Alternatively, “The boxes are different” uses the quality word in another structure.
- “The character shows courage because she is courageous.” The forms fit grammatically, but the reason repeats the claim. Add the difficult action from the story instead.
The final example shows why grammar and reasoning need separate attention. A sentence can use the right form while failing to explain anything. Check both: does the word fit its sentence, and does the sentence contribute to the idea?
eduKate’s Fencing Method adds complexity only while the existing meaning remains secure. In this original paragraph exercise, begin with a clear choice. Add one supporting detail, then explain the relationship. Check each layer before continuing. This approach is not an IB marking formula.
A controlled comparison
- Core: “I would choose the cardboard box.”
- Purpose: “I would choose the cardboard box to carry our paper model.”
- Feature: “Its firm sides keep their shape when I hold it.”
- Reason: “This may help protect the delicate wings from being pressed.”
- Limit: “We should still check the handle before carrying it.”
The paragraph now explains a choice and identifies a remaining check. It does not claim that the box prevents every possible accident. The word may is useful because the protective effect has not been fully tested in the example. A supported limit can make writing more accurate.
A controlled story interpretation
Start with “The narrator seems uncertain.” Add the clue: “She says that she did not see who entered the garden.” Then explain: “Her account therefore leaves the visitor’s identity open.” The reader can see why uncertain fits. An interpretation needs a detail from the text, not a vocabulary word standing alone.
If a new layer becomes confusing, return to the last clear version. “The uncertain evidence narrator possibility” contains useful nouns but no controlled relationship. Rebuild the sentence using who, what and why. Short, connected sentences are a successful outcome.
Use the vocabulary application of the Fencing Method to practise a word in a new situation after the original model is covered. Keep accuracy and meaningful independence ahead of sentence length.
The following scenario, observations and model are invented for practice. A class can place a reading basket in Corner A or Corner B. Corner A is beside the main doorway and has a large clear sign. Corner B is farther from the doorway, beside a window, and has more room for two chairs. The class has not yet asked readers which location they prefer.
Separate what is known from what is assumed
A first draft says, “Corner B is obviously better because everyone will love the window.” The claim about everyone is unsupported. The window is a feature, but the writer still needs to explain its relevance. Another learner might reasonably prioritise access near the doorway.
List the observations first. Corner A is beside the main doorway and has a clear sign. Corner B has space for two chairs. Corner A may therefore be easier to notice on entry, but that is an inference about visibility. Claims about comfort or popularity also need further information. The task is to make a reasoned recommendation from limited information, not to invent certainty.
An improved paragraph
I suggest trying Corner B for the reading basket because it has room for two chairs. This feature may make it easier for partners to read together without blocking the doorway. However, visitors may notice Corner A more quickly. We could put a clear sign near the entrance and ask readers whether the new position is useful.
The paragraph names a choice, explains a relevant feature, recognises an alternative and proposes a check. It uses suggest and may because the plan has not been tested. However introduces a real contrast concerning visibility.
A different defensible answer
A learner could recommend Corner A because the basket is intended mainly for quick book returns. That purpose changes the importance of each feature. Ask the writer to state the purpose rather than assuming that every reader has the same need.
As a follow-up, write a two-sentence notice explaining the trial location. The notice has a different audience and job from the recommendation. It should tell visitors where the basket is and how to offer feedback. This transfer shows that useful vocabulary must adapt to the writing purpose.
Use this original short passage to practise the story vocabulary in the list. An adult may read it aloud. The workshop invites a supported interpretation, with enough information for the learner to explain why a chosen word fits.
The last sheet
Hana put the last large sheet of paper on the table. Her poster needed a wide background. Beside her, Ben stared at a map that had torn in two. Hana held the sheet against her picture, then laid it between them. “We could use half each,” she said. Ben pushed the ruler towards her.
Identify the choice before labelling the character
Ask what Hana wants for her poster and what Ben’s difficulty is. She wants a wide background; he has a torn map. The passage presents a shared resource and two uses for it. Hana offers to divide the sheet. Calling her considerate can be reasonable, but the explanation should name the other person’s need that she notices.
A learner may describe a dilemma: Hana can keep the whole sheet for her own purpose or share it and change her plan. The passage does not tell us that half a sheet will complete either project perfectly. Keep the difference between an offered solution and a successful final outcome visible.
Build a paragraph with a clear connection
Hana makes a considerate choice when she offers to share the last large sheet. Her poster needs a wide background, but she notices Ben’s damaged map and places the paper between them. Her suggestion gives both children a possible way forward. Ben’s movement of the ruler suggests that he is willing to help divide it.
The opening makes a point about a specific choice. The next sentence identifies the competing needs. The final two sentences explain the suggested solution and Ben’s response. Suggests suits the final inference because Ben does not state his intention directly. A shorter answer can still succeed if it keeps a supported point and its explanation.
Compare the model with a weak answer
“Hana is very, very considerate and always kind because she is nice” repeats a judgement. It gives no story detail and expands one event into a claim about always. A useful first repair is “Hana offers to share paper even though her poster needs it.” The learner can then explain why that action supports considerate in this scene.
“Ben is lazy because his map is torn” is not supported. A damaged object does not tell us how hard its owner worked. Ask the learner to identify the missing information before adding a character label. This keeps vocabulary tied to what a text can reasonably show.
Try a change of viewpoint
Invite a first-person sentence from Ben’s perspective: “I looked at my torn map and wondered how to repair it.” Make clear that wondered is an invented inner thought for the new version. The original narrator reports Ben’s action, not that exact thought. This creative change is allowed because the task has changed from explaining the source to writing a continuation or retelling.
Ask which information Ben could know directly and which he would have to infer. He can see Hana placing the paper between them and hear her offer. He cannot automatically know every private reason for her decision. This question makes viewpoint practical without requiring a long technical definition.
Finish with a fresh writing choice
Change the shared resource to a set of paints or a single quiet workspace. Let the learner invent a new problem and resolution. Ask for one precise action and one line of dialogue that make the solution visible. When checking the paragraph, look for a meaningful connection between the choice and what follows, not a compulsory number of descriptive words.
The PYP curriculum framework connects learning across subject boundaries through inquiry. The following eduKate activity applies vocabulary such as source, verify, organise and summarise to an everyday information problem. All notices and dates within the example are invented.
Read two pieces of information
Source A, a class planning note written on Monday: “The family storytelling session is planned for Thursday at 3 pm in Room B. The room has not yet been confirmed.”
Source B, the organiser’s final notice issued on Wednesday: “The family storytelling session will take place on Thursday at 3 pm in Room C. Room B will be used for another activity. Please use the main entrance.”
Ask the learner to find what stayed the same and what changed. The day and time agree; the room differs. The first source calls its room provisional, while the second identifies itself as the organiser’s final notice. Those details explain why Source B is the more useful source for the current arrangements in this scenario. A later date alone is not a universal guarantee that information is correct.
Make notes under the reader’s questions
Try headings such as What?, When?, Where? and Which entrance? Under each, record only the relevant information. “Room C, final Wednesday notice” is a useful note because it keeps the detail connected to its source. “Room B or C” preserves the confusion without using the information that resolves it.
Keep the original wording available while checking the notes. A note that says “Thursday morning” has introduced an error: 3 pm is in the afternoon. A note that says “Every family must attend” adds a requirement that neither source gives. These are concrete checks the learner can make without complicated research terminology.
Write a message rather than copy both sources
The family storytelling session is on Thursday at 3 pm in Room C. The organiser’s final notice confirms the room and asks visitors to use the main entrance.
This message selects the details a visitor needs and identifies where the confirmation came from. It leaves out the earlier planning uncertainty because the final notice resolves it. If the purpose were explaining how the plan changed, the earlier room would become relevant and should be included.
Check an unanswered question honestly
Ask, “How long will the session last?” Neither source gives an ending time. A suitable response is “The notices do not say; we would need to ask the organiser or check further information.” Do not invent a finishing time simply because a complete timetable would look tidy.
For transfer, use two appropriate classroom documents that the teacher has approved, such as a draft instruction and its corrected version. Identify the author, purpose and relevant update, then write for a real reader. The useful habit is keeping each claim connected to the information that supports it.
Activity 1: identify the unsupported part
Read this invented statement: “Our paper bridge held two counters, so it can hold any toy.” The first part reports the stated test. The second makes a much larger claim. A careful repair is “Our paper bridge held two counters in this test. We would need further tests before adding heavier objects.”
Ask why the repair matters. The answer is not simply that further sounds academic. It keeps the conclusion within what the evidence supports. The same habit helps when describing a story, a survey or a classroom observation.
Activity 2: choose a real contrast
Compare “The bag is blue; however, it has a strap” with “The bag is roomy; however, its strap is damaged”. The second has a clear contrast between a useful quality and a drawback for carrying. The first could become meaningful in a special context, but the contrast is not apparent as written.
Invite the learner to rewrite the first sentence without forcing a contrast: “The blue bag has a strap.” Then ask what additional information would make a recommendation useful. Perhaps the strap’s condition matters more than the colour.
Activity 3: infer with a clue
Use this original story sentence: “Nora checked the clock, folded the letter again and stayed beside the gate.” One possible inference is that she is waiting for someone. The actions support the possibility, but they do not prove who she expects or how she feels.
A careful response is “Nora may be waiting for someone because she checks the time and remains at the gate.” Another interpretation may be plausible. Ask which details support it and what information is still missing.
Activity 4: write for another reader
Ask the learner to explain a familiar classroom routine to a newcomer. Choose relevant information and avoid unexplained terms. Check the account by having someone follow it without extra spoken instructions. Any confusion provides a specific revision task rather than a reason to add random detail.
Read a paragraph one sentence at a time and ask what each sentence contributes. Does it make the point, supply a detail, explain a relationship or move to a new stage? If its role is unclear, the writer may need to remove it, move it or connect it more carefully. More vocabulary will not automatically repair a missing relationship.
Evidence is present but unexplained
A learner writes, “The character is determined. She tries again.” Ask why the second sentence supports the first in this story. Perhaps the earlier attempt failed and she changes her approach. Add the relevant connection. Avoid praising every repeated attempt as determination when the story suggests a different interpretation.
The word is stronger than the evidence
Proves, always and everyone can make a claim too broad. Compare “The picture proves the room is always empty” with “The picture shows the room empty at this moment”. The second expresses what the source can actually show. This is a reasoning correction, not merely a softer style.
The word has no clear referent
“This caused it” leaves a reader searching for both this and it. Name the action and outcome: “The loose fastening caused the lid to fall.” If cause is uncertain, use a more careful description: “The lid fell after the fastening became loose.” Then explain what would help check the connection.
Keep the revision small enough for the learner to understand. Ask them to explain why the new sentence is clearer. If they cannot, return to a concrete example before requesting another paragraph.
Use a small writing folder with a draft, one revision and a brief explanation of the change. The folder need not become another large assignment. Its purpose is to make a useful decision visible: a vague action became precise, an assumption was labelled, or a detail was connected to the main point.
- Choose one current classroom topic and five useful words.
- Check each word with an example and a contrasting near miss.
- Write or rehearse a short response to a genuine question.
- Revise one relationship or one overconfident claim.
- Return later to a different topic and try the words without the model.
This is a suggested routine, not a required weekly quota. Adjust the writing load and keep oral explanation available. A learner may have good reasoning that is difficult to capture in handwriting at the same speed.
Parents can ask, “Which word did you choose carefully?” and “What does your evidence show?” Teachers can connect the practice to the class’s current success criteria. The shared focus is the learner’s meaning and the next useful improvement.
Revision becomes manageable when the writer knows which problem to solve. This eduKate conference uses one question at a time: does the paragraph answer its question, does the detail support the point, and can the reader follow the connection?
Keep the task beside the draft
Suppose the task asks, “How does Asha show consideration for another person?” The learner writes: “Asha is considerate. She moved her bag so the visitor could sit. The bag was yellow and had a long strap. I like yellow.” The first two sentences answer the question. The colour and personal preference do not yet help explain consideration.
Ask whether those final details could matter in another task. They could be useful in a description of the bag. Here, the learner can remove them and explain the action instead: “Moving the bag made space for the visitor, so her choice took another person’s need into account.” The revision develops the relevant idea instead of simply adding more words.
Ask for the missing relationship
A peer or adult can say, “I can see what Asha did. Help me understand why that supports considerate.” That question leaves the writer responsible for the explanation. Compare it with supplying a whole replacement paragraph. The supplied paragraph might be polished, but it would reveal little about the learner’s own next step.
If the explanation is difficult, return to a contrast. What would be different if Asha left the bag on the only available seat? Discuss the scene, then return to the original draft. The contrast is a teaching aid, not additional evidence about what happened in the source.
Check references after the idea is clear
Read “Asha moved her bag from the chair beside the visitor, and it was empty.” Ask what it names: the bag or the chair? The intended meaning might be “Asha moved her bag off the chair, leaving the seat empty” or “Asha moved her empty bag off the chair.” Naming the intended object repairs the uncertainty.
Next check sentence boundaries and spelling. These checks matter, but a perfectly spelled irrelevant detail remains irrelevant. Keep the stages distinct enough for the learner to explain why each change was made.
Use a modest record of progress
Save the original paragraph, the revision and one sentence from the learner: “I removed the colour because the question was about consideration.” Record any model, word card or adult prompt used. For the next task, change the character or topic and check whether the learner can make the same relevance decision with less prompting.
A useful review can end with two questions: “Which part can you now explain yourself?” and “What still needs help?” A learner might independently choose the evidence but need support with a connector. That specific answer gives the next lesson a purpose. It is more useful than treating the whole paragraph as either successful or unsuccessful.
Must every paragraph have three sentences?
No. The paragraph should develop a connected idea in a way that suits the task. The examples show possible structures, not prescribed lengths. Follow any specific school instruction.
Are technical words such as opaque too difficult?
They can be useful when an inquiry provides a clear example. Let the learner explore the meaning first and use ordinary wording when it communicates better. The list does not require every child to master every entry now.
Is an opinion wrong if another person disagrees?
No. Ask whether it answers the question, gives a relevant reason and represents the available information fairly. Different purposes can produce different reasonable choices.
Can children use perhaps and may too often?
Yes. Use them when a claim is genuinely uncertain. A clear observation does not need unnecessary hesitation. “The box contains three counters” can be direct when the count has been checked.
What should we do when a word is understood only in one example?
Keep that example as a starting point, then change one feature of the situation. Ask the learner to explain whether the word still fits. Independent transfer takes practice; copying another definition alone may not resolve the difficulty.
How does this prepare for later essays?
It practises choosing a relevant point, supporting it and explaining the connection. Those habits can grow into longer writing. The immediate goal remains a clear response that the learner understands and can revise.
IB programme context was checked on 8 November 2026. See the official PYP overview, assessment explanation and description of how schools use the PYP framework. All scenarios, word explanations and practice models on this page are original teaching material.
Continue with What Is the Fencing Method? and the vocabulary guide. Choose the next practice task by the learner’s need: a clearer sentence, a supported inference or a paragraph whose details genuinely connect.
Dictionary reference points: opaque, suspense. 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
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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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