Start with these 200 words and their meanings to write clearer explanations, thoughtful opinions and purposeful stories. Each example shows one useful meaning in a complete sentence; choose the words that fit your current task.
School Year 5 means an approximate British-style age band of 9–10 here, not an official numbered IB PYP stage or a fixed readiness standard. This is an independent eduKate selection, not an IB prescribed list. Assessment guidance and practical writing lessons follow the list.
The 200-word list: meanings and writing examples
Choose a small useful set for today. Each numbered entry gives one target word, a meaning for this context and an original example. These are eduKate teaching selections; recurring words across stages are revisited for a new writing purpose.
1–20: Observe and describe exactly · 21–40: Ask questions and support an answer · 41–60: Put ideas and events in order · 61–80: Explain reasons and consequences · 81–100: Compare choices fairly · 101–120: Write about people and shared spaces · 121–140: Describe character and emotion precisely · 141–160: Choose purposeful story actions · 161–180: Build a clear setting · 181–200: Plan, revise and communicate
Assessment requirements · Fencing Method · Practice and answers
1–20. Observe and describe exactly
- observe — Watch carefully to learn about something. Example: We observe the playground before suggesting any changes to its layout.
- notice — Become aware of a particular detail. Example: I notice a narrow gap beneath the classroom door.
- examine — Look closely at something to understand it. Example: We examine each photograph for clues about the old neighbourhood.
- inspect — Check something carefully for a particular purpose. Example: The caretaker will inspect the damaged bench before anyone uses it.
- identify — Recognise and name the thing being discussed. Example: The caption helps readers identify the building in the background.
- record — Keep information in writing or another lasting form. Example: We record the number of visitors beside the correct date.
- describe — Explain what something is like using relevant details. Example: I describe the abandoned station through its broken windows and silent platform.
- measure — Find the size or amount using a suitable method. Example: We measure the table before deciding where it will fit.
- compare — Examine things together to find similarities and differences. Example: We compare two posters to see which message is clearer.
- distinguish — Recognise an important difference between things. Example: The labels help us distinguish observations from guesses about the results.
- detail — A small piece of information about something. Example: One useful detail is the muddy footprint beside the gate.
- feature — A noticeable part or characteristic of something. Example: The most unusual feature of the house is its round doorway.
- pattern — An arrangement or event that repeats in a recognisable way. Example: Our chart shows a pattern of longer queues after lunch.
- change — A difference from an earlier condition or situation. Example: The final paragraph explains the change in Maya's opinion.
- condition — The state something is in at a particular time. Example: We describe the condition of the books before repairing them.
- surface — The outside or top layer of something. Example: Rainwater gathers on the uneven surface of the path.
- texture — The way a material feels or appears to feel. Example: The rough texture of the stone makes the wall look ancient.
- distance — The amount of space between two places or things. Example: The map shows the distance between the school and the museum.
- position — The place where someone or something is located. Example: The position of the sign makes it difficult to read.
- direction — The way in which someone or something moves or faces. Example: An arrow shows the direction visitors should follow through the garden.
21–40. Ask questions and support an answer
- question — Something asked to find out information or examine an idea. Example: Our question is whether students can find the recycling bins easily.
- inquiry — A process of asking questions and exploring possible answers. Example: Our inquiry begins with a walk around the school grounds.
- investigate — Look for information to understand a question or problem. Example: We investigate why the reading corner is rarely used.
- explore — Consider a subject or place to learn more about it. Example: The class will explore several ways to welcome new students.
- source — The person, document or place from which information comes. Example: The museum label is one source for our description of the tool.
- evidence — Information that can help support or challenge a claim. Example: The dated photographs provide evidence that the playground has changed.
- fact — A statement that is true and can be checked. Example: We check each fact before adding it to the information board.
- claim — A statement presented as true that may need support. Example: The claim about faster queues needs more evidence from actual observations.
- opinion — A person's view or judgement about something. Example: My opinion is that the quieter room is better for reading.
- reliable — Able to be trusted for the purpose being considered. Example: An official, current timetable is usually a reliable source for scheduled departure times.
- relevant — Closely connected to the question or purpose. Example: Choose one relevant example instead of adding every detail you know.
- example — A particular case that helps explain a larger idea. Example: The broken handle is an example of damage we need to repair.
- survey — A set of questions used to gather people's responses. Example: Our survey asks classmates which library signs they find confusing.
- interview — A conversation planned to gather information from someone. Example: The interview with the gardener helps us understand her daily tasks.
- sample — A smaller part selected from a larger group or collection. Example: Our sample includes responses from only one class.
- result — What happens or is found after an action or investigation. Example: The result of our count appears in the final column.
- method — The organised way in which a task is carried out. Example: We explain our method so another group can repeat the count.
- explain — Make an idea clear by giving reasons or useful details. Example: I explain why the second route is easier to follow.
- support — Provide information or reasons that strengthen an idea. Example: These observations support our suggestion to move the sign.
- verify — Check whether information is accurate or true. Example: We verify the opening time on the museum's own notice.
41–60. Put ideas and events in order
- sequence — The order in which events or steps occur. Example: The pictures show the sequence of events during the rescue.
- process — A series of actions that produces a result. Example: Our report explains the process of sorting the donated books.
- stage — One part of a longer process or development. Example: At this stage, we are checking the labels for mistakes.
- step — One action in a planned series of actions. Example: The first step is to decide what information we need.
- begin — Start an action, event or piece of work. Example: We begin the explanation with a clear description of the problem.
- continue — Keep doing something or move forward from an earlier point. Example: The volunteers continue sorting after the first shelf is full.
- complete — Finish all the necessary parts of something. Example: We complete the diagram before writing its explanation.
- first — Before the other events or items in a sequence. Example: First, we place the empty containers beside the sink.
- next — Immediately after the event or item just mentioned. Example: Next, we check that every container has a readable label.
- finally — At the last point in a sequence. Example: Finally, we return the clean containers to the cupboard.
- before — Earlier than a particular event or time. Example: Check the measurements before you cut the paper.
- after — Later than a particular event or time. Example: We add the heading after we decide the paragraph's main idea.
- meanwhile — During the same time as another event. Example: Meanwhile, the second group prepares a list of questions.
- eventually — At the end of a period involving time or effort. Example: The group eventually agrees on a design everyone can explain.
- gradually — By small changes over a period of time. Example: The nervous speaker gradually becomes more comfortable with the audience.
- repeat — Do or say something again. Example: We repeat the count to check whether we missed anyone.
- cycle — A sequence that returns to its starting point. Example: The story follows the daily cycle of a busy market.
- order — The arrangement of things in a chosen sequence. Example: Changing the order of the sentences makes the instructions clearer.
- arrange — Put things into a useful or planned order. Example: We arrange the photographs from earliest to most recent.
- organise — Give information or activities a clear and useful structure. Example: I organise my notes under three questions before drafting the report.
61–80. Explain reasons and consequences
- cause — Something that makes a particular event or change happen. Example: The report investigates the cause of the water on the floor.
- effect — A change or outcome produced by something else. Example: One effect of moving the shelf is a clearer route through the doorway.
- reason — An explanation for an action, belief or situation. Example: Give a reason for choosing the larger lettering.
- because — Introduces the reason for something. Example: We chose the sheltered table because rain could damage the display.
- therefore — Shows that the next statement follows from what came before. Example: The entrance is blocked; therefore, visitors must use the side gate.
- consequence — A result that follows from an action or situation. Example: One consequence of the delay is less time for questions.
- affect — Make a difference to someone or something. Example: The position of the lamp can affect how clearly we see.
- influence — Help shape a decision, action or outcome. Example: A friend's suggestion may influence which book a student chooses.
- increase — Make or become greater in amount or size. Example: We could increase the space between the rows of chairs.
- decrease — Make or become smaller in amount or size. Example: The number of visitors may decrease when the exhibition closes.
- reduce — Make an amount or problem smaller. Example: Clear labels could reduce confusion at the collection table.
- improve — Make something better for a particular purpose. Example: Adding a scale will improve the usefulness of our map.
- prevent — Stop something from happening. Example: A secure lid helps prevent the pencils from spilling.
- protect — Keep something safe from harm or damage. Example: The cover will protect the display during the journey.
- allow — Make something possible or give permission for it. Example: Wide spaces allow visitors to move between the tables.
- enable — Give someone the opportunity or means to do something. Example: The large print will enable more visitors to read the labels.
- depend — Be affected or decided by something else. Example: Our choice will depend on the space available.
- require — Need something for a particular purpose. Example: The instructions require a clear diagram beside the written steps.
- lead — Help bring about a particular result. Example: Unclear signs may lead to confusion at the entrance.
- contribute — Help bring about a result as one of several factors. Example: A clear timetable can contribute to a calmer start.
81–100. Compare choices fairly
- similar — Alike in one or more relevant ways. Example: The two designs are similar because both use large pictures.
- different — Not the same in a particular way. Example: The second ending gives the reader a different view of the hero.
- alike — Similar to each other in some way. Example: The entrances look alike, so visitors may confuse them.
- contrast — A clear difference between things placed together. Example: The contrast between the busy road and quiet garden is striking.
- whereas — Introduces a difference between two related statements. Example: The first poster gives instructions, whereas the second invites questions.
- however — Introduces a contrast or qualification to a previous statement. Example: The box is strong; however, it is difficult to carry.
- although — Introduces something that contrasts with the main statement. Example: Although the path is longer, it has a sheltered section.
- instead — In place of another action, thing or choice. Example: We used a diagram instead of a long paragraph of directions.
- alternative — Another possible choice or course of action. Example: A folding table is an alternative when storage space is limited.
- option — One of the choices available. Example: The covered courtyard is one option for our display.
- advantage — A feature that makes a choice useful or favourable. Example: One advantage of the smaller board is that it is portable.
- disadvantage — A feature that makes a choice less useful or favourable. Example: A disadvantage of this route is its narrow final doorway.
- benefit — A useful or positive result of an action or choice. Example: A clear benefit of the new labels is easier sorting.
- drawback — A problem or disadvantage connected with a choice. Example: The main drawback is the time needed to move the shelves.
- suitable — Right for a particular purpose or situation. Example: This quiet room is suitable for recording our interviews.
- prefer — Like or choose one option more than another. Example: I prefer the second title because it states the topic clearly.
- select — Choose something carefully for a purpose. Example: We select three photographs that show the most important changes.
- balance — Give appropriate attention to different needs or considerations. Example: A good plan should balance quiet reading with space for discussion.
- fair — Reasonable and considerate of the people involved. Example: The rota gives each group a fair chance to use the room.
- practical — Likely to work in the real situation being considered. Example: The proposal is practical because it uses materials we already have.
101–120. Write about people and shared spaces
- community — People connected by a place, interest or shared activity. Example: Our school community includes students, families and staff.
- resource — Something useful that people can use for a purpose. Example: The shared dictionary is a helpful resource during editing.
- responsibility — A duty or task someone is expected to manage. Example: My responsibility is to check that every photograph has a caption.
- cooperate — Work together towards a shared purpose. Example: The groups cooperate to prepare one clear exhibition map.
- participate — Take part in an activity or decision. Example: Every student can participate by asking a useful question.
- include — Make someone or something part of a group or activity. Example: The plan should include space for visitors who need to sit.
- exclude — Leave someone or something out. Example: A difficult entrance may exclude visitors who cannot use the steps.
- respect — Show consideration for another person's needs, views or belongings. Example: We respect the speaker by listening before asking our questions.
- access — The ability or opportunity to enter, reach or use something. Example: The side entrance provides access to the reading room.
- share — Use something with others or give them part of it. Example: We share the materials so every group can make a sign.
- permission — Agreement that allows someone to do something. Example: We ask permission before using another student's photograph.
- volunteer — A person who offers to help without being required to. Example: A volunteer shows visitors where to leave their bags.
- local — Connected with a nearby place or area. Example: Our local library helped us find photographs of the neighbourhood.
- public — Available or open to people generally. Example: The public notice explains when the hall will reopen.
- private — Intended for particular people rather than everyone. Example: We keep private contact details out of the exhibition.
- service — Work done to help people or meet a need. Example: The book delivery service helps readers who cannot visit easily.
- decision — A choice made after considering possibilities. Example: Our decision depends on what the visitors need most.
- agreement — A shared understanding about what people will do or accept. Example: The agreement gives each group time to practise its presentation.
- priority — Something given greater importance or attention than other matters. Example: A clear entrance is our first priority when arranging the tables.
- solution — A way of addressing a particular problem. Example: Moving the sign is a simple solution to the confusion.
121–140. Describe character and emotion precisely
- curious — Interested in finding out more about something. Example: The curious child asks who once lived in the empty house.
- cautious — Careful because there may be a problem or risk. Example: Lina casts a cautious glance at the loose step before entering.
- confident — Feeling able to do something or express a view. Example: The confident speaker explains her idea without rushing.
- patient — Able to wait or keep trying without becoming angry. Example: The patient guide repeats the directions when the group gets lost.
- determined — Firmly intending to continue despite difficulty. Example: The determined team tries another design after the first one fails.
- thoughtful — Showing careful consideration of ideas or other people's needs. Example: His thoughtful reply addresses the visitor's concern about the steps.
- considerate — Careful to think about other people's feelings or needs. Example: A considerate student moves the chair out of the doorway.
- honest — Truthful about what happened or what is known. Example: An honest report explains that we observed only one lunchtime.
- loyal — Continuing to support someone or something. Example: The loyal friend stays to help clear the fallen display.
- generous — Willing to give time, help or resources to others. Example: The generous neighbour lends us a table for the exhibition.
- anxious — Worried about what might happen. Example: The anxious narrator checks the clock before the interview.
- relieved — Less worried because a difficulty has passed or been resolved. Example: Mina feels relieved when the missing notebook appears under her chair.
- disappointed — Unhappy because something did not happen as hoped. Example: The disappointed group learns that the hall is unavailable.
- frustrated — Upset because something prevents progress or success. Example: The frustrated writer cannot find the note she needs.
- grateful — Feeling thankful for help or kindness. Example: We are grateful to the caretaker for explaining the problem.
- proud — Pleased about an achievement or someone else's achievement. Example: The proud team stands beside its carefully repaired bookshelf.
- hesitant — Slow to act or speak because of uncertainty. Example: His hesitant answer suggests that he needs more information.
- calm — Not visibly anxious, angry or excited. Example: Her calm instructions help the group find the correct room.
- sincere — Expressing what someone truly feels or believes. Example: A sincere apology explains the mistake without blaming another person.
- resilient — Able to recover and continue after a difficulty. Example: The resilient group adjusts its plan after the materials arrive late.
141–160. Choose purposeful story actions
- approach — Move nearer to a person, place or object. Example: We approach the locked gate as the sky begins to darken.
- glance — Look briefly at something. Example: I glance at the notice before following the crowded passage.
- peer — Look carefully, often because something is difficult to see. Example: We peer through the dusty window into the silent room.
- whisper — Speak very quietly. Example: I whisper the question because the baby is asleep.
- murmur — Speak in a low, soft voice. Example: The visitors murmur as the guide opens the unusual box.
- exclaim — Speak suddenly with strong feeling. Example: The children exclaim when the hidden painting is revealed.
- reply — Say or write something in response. Example: I reply with the information the visitor actually needs.
- hesitate — Pause because of uncertainty or reluctance. Example: I hesitate at the doorway before calling my friend's name.
- stumble — Lose balance briefly while walking or moving. Example: I stumble over a loose stone near the path.
- stride — Walk with long, purposeful steps. Example: The guide will stride ahead to check the entrance.
- retreat — Move back from a place or difficult situation. Example: We retreat from the edge when the stones begin to slide.
- gather — Bring people or things together in one place. Example: The students gather their notes before planning the report.
- search — Look carefully for someone or something. Example: We search the empty classroom for the missing folder.
- discover — Find out or find something previously unknown. Example: We discover a handwritten message inside the old book.
- conceal — Keep something hidden from view or knowledge. Example: The thick curtain can conceal the narrow doorway.
- reveal — Show something that was previously hidden or unknown. Example: The final scene will reveal why the gate remained locked.
- interrupt — Stop someone or something briefly by speaking or acting. Example: Please do not interrupt while the speaker explains the evidence.
- recall — Bring a memory or piece of information to mind. Example: I recall the warning as soon as I see the broken step.
- anticipate — Expect something and think about it before it happens. Example: We anticipate questions about how the new system will work.
- resolve — Find a way to deal with a problem or disagreement. Example: The characters resolve their disagreement by checking the original message.
161–180. Build a clear setting
- distant — Far away from the place being described. Example: A distant bell breaks the silence of the empty street.
- narrow — Having little width from one side to the other. Example: The narrow passage leads behind the row of shops.
- spacious — Having plenty of room. Example: The spacious hall gives each display enough space.
- crowded — Filled with many people or things. Example: The crowded entrance makes it difficult to see the notice.
- deserted — Empty of people when people might usually be present. Example: The deserted platform looks different without the morning crowd.
- peaceful — Quiet and free from disturbance or conflict. Example: A peaceful courtyard lies beyond the noisy road.
- gloomy — Dark or lacking brightness in a way that affects mood. Example: The gloomy corridor makes the narrator hesitate.
- brilliant — Very bright or vivid in this description. Example: A brilliant patch of sunlight falls across the dusty floor.
- faint — Difficult to see, hear or notice because it is weak. Example: A faint tapping comes from the cupboard beneath the stairs.
- rough — Having an uneven or irregular surface. Example: The rough wall scratches the edge of the paper sign.
- smooth — Having an even surface without rough parts. Example: The smooth stone feels cool against my palm.
- damp — Slightly wet. Example: A damp notebook lies beside the open window.
- brittle — Hard but likely to break rather than bend. Example: The brittle leaf breaks when I press it too firmly.
- sturdy — Strong enough to remain firm during ordinary use. Example: We choose a sturdy box to carry the model.
- delicate — Easily damaged and needing careful handling. Example: The delicate paper flowers bend when the wind rises.
- vast — Extremely large in area or extent. Example: The tiny boat crosses a vast stretch of open water.
- shallow — Not deep from top to bottom. Example: A shallow puddle reflects the bright museum windows.
- steep — Rising or falling sharply over a short distance. Example: The steep path slows the group as we climb.
- fragrant — Having a pleasant smell. Example: A fragrant breeze drifts from the garden beside the bakery.
- vivid — Strong, clear and lively in appearance or description. Example: The vivid photograph helps readers imagine the crowded festival.
181–200. Plan, revise and communicate
- paragraph — A group of sentences developing a connected idea. Example: Each paragraph explains one part of our proposal.
- topic — The subject a piece of writing discusses. Example: The topic of our report is access to shared reading spaces.
- purpose — The reason a text or action exists. Example: The purpose of the notice is to give clear directions.
- audience — The people a writer or speaker intends to reach. Example: Our audience includes visitors who have never entered the school.
- opening — The first part of a piece of writing. Example: The opening identifies the problem before offering a possible solution.
- ending — The final part of a piece of writing. Example: The ending returns to the question raised in the introduction.
- draft — An early version of a piece of work. Example: My first draft contains useful ideas in an unclear order.
- revise — Change ideas or structure to improve a piece of work. Example: I revise the explanation after a reader asks an important question.
- edit — Check and improve details such as wording and punctuation. Example: We edit the captions so that every sentence is complete.
- precise — Exact enough to express the intended meaning clearly. Example: A precise measurement is more useful than the phrase quite large.
- clear — Easy to understand or recognise. Example: A clear heading tells readers what the section explains.
- coherent — Connected in a way that makes sense as a whole. Example: A coherent report keeps its examples connected to its main question.
- connect — Show or establish a relationship between things. Example: The final sentence will connect the example to our recommendation.
- summarise — Give the main points briefly. Example: We summarise the findings before discussing their limits.
- conclude — Reach or state a final judgement after considering information. Example: We conclude that the sign needs a clearer arrow.
- reflect — Think carefully about an experience and what it shows. Example: We reflect on which questions helped the interview most.
- feedback — Information about work that can guide improvement. Example: Useful feedback identifies the exact sentence that confused the reader.
- accuracy — The quality of being correct and sufficiently exact. Example: We check the accuracy of every name on the display.
- expression — A way of putting an idea or feeling into words. Example: The expression of gratitude makes the letter feel personal.
- reference — A detail that identifies where information came from. Example: The reference beneath the photograph names its source.
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 9–14: Review, revise and continue
School Year 5 is used here as an approximate British-style age band, usually around nine to ten. It is not an official “IB PYP Year 5” assessment level. The IB describes the PYP as a framework for children aged three to twelve; schools organise their own programmes within it. See the official PYP overview.
The PYP has no standard external IB essay examination. The IB describes assessment at this stage as supporting learning through feedback and reflection. Your child’s own assignment instructions therefore matter more than any generic essay formula. See IB assessment information.
What to check on the actual task sheet
Ask what the child is writing, who will read it and what the teacher wants to see. A report about a class inquiry needs different language from a story, a persuasive letter or a reflection. If the task asks for an explanation, several exciting adjectives cannot replace the missing reason. If it asks for a story, a list of facts may leave the reader without a character or event to follow.
Use this suggested preparation checklist: understand the question; choose relevant information; organise connected sentences; explain important details; check wording and punctuation. These are practical writing goals for this guide. They are not an official IB marking rubric, and the list is not a required spelling test or a promise of a particular assessment result.
Start here: make one useful change
Choose observe, position, evidence, because and improve from the bank. In this original eduKate practice task, a return tray is beside a cupboard, but its label faces the wall. A new pupil says they cannot tell what the tray is for. Write two sentences proposing a small change; use only the selected words that help.
A sound answer identifies the hidden label, explains why turning it towards the reader may help, and keeps the claim about confusion within what this one pupil reported. It should not claim that every pupil is confused.
- Meaning unclear? Explain position with a drawing before writing.
- Grammar uncertain? Rehearse “We could improve…because…” with the actual details.
- Evidence overstated? Name the observation and the one person’s report separately.
- Independent use difficult? Cover the example and describe a different tray or sign.
This check chooses the next practice step; it is not an IB benchmark.
Start with a purpose. Suppose the class is explaining why visitors find a display difficult to follow. Useful words might be observe, position, evidence, because and improve. A word such as fragrant has no useful job unless smell matters to the explanation. Selecting vocabulary is part of selecting ideas.
For each chosen word, say its meaning without reading the definition. Then make a sentence about something specific. “Evidence is important” does not show much control. “The photograph provides evidence that the old entrance had two steps” shows what counts as evidence and what the writer thinks it supports.
Use a small personal word bank
Create three short headings in a notebook: “I recognise it”, “I can explain it” and “I can use it”. Move a word only after a real attempt. Recognition may be enough for a difficult word encountered during reading. Independent writing requires another step: choosing it without being reminded and placing it in a sentence that makes sense.
Write useful partners beside words. You can conduct an interview, support a claim, consider an alternative and revise a draft. The surrounding words help you remember how the headword behaves. Avoid changing every familiar word into a longer one; sometimes help, said or because is exactly right.
Choose a few words from different groups for a paragraph. One might name the observation, another the relationship and another the judgement. When every selected word is an adjective, the writing may become descriptive without explaining anything. When every sentence begins with a connector, the paragraph may sound organised while its reasoning remains unclear.
A headword is a useful starting point, but a sentence needs the right form of that word. A child may understand explanation while still writing “We explanation the result.” Ask what job the word is doing: naming an idea, describing something or telling us about an action. The following workshop is an eduKate practice suggestion; work on a few patterns that appear in the child’s current writing.
Change the sentence when you change the word form
| Word family | First sentence | Another useful form |
|---|---|---|
| explain / explanation | We explain how the latch works. | Our explanation includes a drawing. |
| compare / comparison | We compare the two routes. | The comparison considers distance. |
| describe / description | I describe the damaged corner. | My description identifies the damage. |
| responsibility / responsible | Checking the labels is my responsibility. | I am responsible for checking the labels. |
| detail / detailed | One detail is the torn ribbon. | A detailed account explains where it was found. |
Read each pair aloud and notice what changed around the target word. “Our explanation” names something; “we explain” tells us what the group does. Do not learn a family as a row of interchangeable replacements. Add one personal example in which the change of form is useful.
Keep the small partner words
Some of the most important parts of a phrase are short: depend on, contribute to, responsible for and suitable for. Keep the partner in the notebook entry. “The plan depends on the space available” gives you a pattern you can reuse. “The plan depends of the space” does not use the usual English pattern.
Check whether a noun can be counted in the meaning you need. In ordinary school writing, write “some evidence”, “two pieces of evidence” or “two sources”, rather than “two evidences”. Be clear about what you have: two photographs are two sources of information, but they may show the same event. Counting sources does not tell you how much a claim has been checked.
Try a short editing task
- Repair “We comparison the two maps.”
- Repair “The choice depends of the weather.”
- Repair “The photograph provides an evidence of damage.”
Checking notes: “We compare the two maps” uses the verb. “Our comparison examines the two maps” is also possible, but it changes more of the sentence. Use “depends on” in the second sentence. In the third, “provides evidence of damage” is sufficient; “provides one piece of evidence” also works if the count matters. Explain each repair instead of simply copying the answer.
Finish by closing the list and writing a sentence about a new situation, such as choosing a container for a model. If the pattern disappears when the topic changes, return to one complete example. There is no need to practise every family in the same session.
eduKate’s Fencing Method begins with a clear, correct core and adds manageable layers, repairing confusion before continuing. The following application is our suggested writing exercise, not an IB assessment requirement.
A sentence about an unclear sign
- Stable core: “The sign is difficult to read.” Make sure the child can explain this ordinary sentence.
- Add one observation: “The sign is difficult to read because its letters are small.” The new layer answers why.
- Add a relevant circumstance: “The sign is difficult to read from the doorway because its letters are small.” The reader now knows where the difficulty occurs.
- Check the claim: Did we actually try reading it from the doorway? If not, write “may be difficult” or investigate before stating the judgement confidently.
- Transfer the word: “Larger letters could improve the sign.” Then use improve in a different context: “A labelled diagram could improve my explanation.”
The finished idea may work better as two sentences: “The sign is difficult to read from the doorway because its letters are small. Larger letters could improve it.” Fencing does not require keeping every addition inside one long sentence. A full stop can preserve clarity when the thought becomes crowded.
Now change the audience. A class report might explain the observation carefully. A practical note to the display team might say, “Please enlarge the lettering so visitors can read it from the doorway.” The same understanding produces different wording because the reader needs a different action.
This is an invented classroom situation for practice. During one lunchtime, a group notices that a reading corner has no visitors while a nearby table is busy. The corner is beside a doorway where people are coming and going. The group wants to recommend a change. The observation is useful, but it does not prove that nobody likes reading or that the corner is always empty.
First attempt
The reading corner is bad. Nobody wants it. We should improve it because it is not good.
The judgement repeats itself. “Nobody” goes beyond the observation, and “bad” does not identify a feature anyone can change. Before searching for more impressive vocabulary, repair the information.
A more useful paragraph
Our group observed the reading corner during one lunchtime. No students used it during that period, although several sat at the nearby table. One possible reason is the position of the corner beside the busy doorway. Moving a few seats to a quieter area could improve the space. However, we should ask students for their opinions before deciding on a permanent change.
Observed identifies what the group did. During one lunchtime gives the observation a boundary. Possible prevents a guess from turning into a proven cause. However introduces a useful limit to the proposal rather than merely decorating the paragraph.
Notice that the paragraph does not use twenty target words. It uses enough vocabulary to make the reasoning visible. A reader can now ask a meaningful question: “Was the doorway noisy?” The group has something specific to investigate.
Write the next paragraph for another purpose
For a letter requesting permission, begin with the action: “May our group test a quieter reading area for one lunchtime?” Explain what you want to move, how you will keep the entrance clear and how you will find out whether the change helped. For a reflection, discuss what you originally assumed and what new information changed your thinking. The vocabulary bank serves the task rather than deciding it.
The character words in the list become more useful when a child can explain the actions behind them. Use this original passage for discussion, a short written response or a small-group reading activity. The passage and questions are invented eduKate teaching material.
At the art table, Lina held the torn paper sail beside the kite frame. She glanced at the empty glue pot and pushed her chair back. “It will never fly,” she whispered. Then she found a strip of spare paper, sat down and called Amir over. Together they began another repair.
Question: How does Lina respond to the problem?
First, separate what happens from what you think it means
Ask the child to point to an action before choosing an adjective. “Lina pushes her chair back” reports something in the passage. “Lina seems frustrated” interprets that action alongside her words. Neither sentence is enough on its own to explain the whole change. Her return to the table matters too.
Offer three candidate words: frustrated, determined and generous. Which has support near the beginning? Which fits the later action? Which would need a different detail? Frustrated is a reasonable description of the initial response. Determined fits the decision to try another repair. The passage does not clearly show Lina giving her time or possessions for someone else’s benefit, so generous is not the most useful choice here.
Build an answer that follows the change
Lina seems frustrated at first because she pushes her chair back and says that the kite will never fly. However, she becomes more determined when she finds spare paper and begins another repair with Amir. Her actions show that she is willing to try again even though the first attempt has not worked.
The answer uses a change in behaviour to connect two character words. At first locates the early response, while however signals a contrast. The final sentence explains why determined fits. It does not claim that the kite eventually flies, because the passage stops before that outcome.
A different well-supported answer might begin with disappointed and discuss recovery. Ask the learner to defend the choice with wording, rather than treating the model as the only acceptable response. “It will never fly” tells us what Lina says at that moment; it is not a fact established by the narrator.
Move from guided discussion to independent writing
- Cover the model and complete this spoken sentence: “At first Lina seems…, but later…”
- Choose one action for each half. Check that both are actually in the passage.
- Write the explanation in your own sentence structure.
- Add a fictional continuation showing whether Lina stays patient when the next repair is difficult.
Keep the reading answer and the fictional continuation distinct. The first explains an existing text; the second deliberately invents what happens next. In the continuation, show patience through an action or a line of dialogue before deciding whether the word itself is needed.
For additional support, let the child act out the two moments or explain them in a familiar language first. For a more demanding task, ask whether confident fits the ending. Trying again does not necessarily mean being certain of success. That distinction makes the vocabulary more exact.
Use an object, photograph or short passage that everyone can inspect. The following activities are optional practice suggestions. They do not set a minimum writing length for children of this age.
Activity 1: what can you actually see?
Imagine a photograph of an empty hall containing three chairs and a folded banner. Write two observations and one question. “There are three chairs” is an observation. “The event was cancelled” is an inference that needs more information. A useful question is, “Was the photograph taken before or after the event?” Discuss what evidence would answer it.
Activity 2: choose a relevant detail
Your question is whether a sign is easy to find. You know that it is blue, that it stands behind a cupboard and that it was printed on Tuesday. Which detail most directly helps answer the question? Its position behind the cupboard matters. Colour may matter if contrast affects visibility. The printing day is probably unnecessary unless the task concerns timing.
Activity 3: explain a fair comparison
Compare two proposed notices. One has larger letters but fewer details. The other gives fuller directions but is crowded. Write a sentence using whereas, then choose an option for visitors who need directions quickly. Your decision should name the audience and the purpose. There may be more than one sensible answer when the reasons are clear.
Activity 4: transfer into a story
Write a short scene in which a character follows an unclear notice and reaches the wrong room. Choose one precise action and one setting detail. Afterwards, explain which word helps the reader understand the mistake. This joins descriptive writing to cause and effect without turning the story into an instruction sheet.
A helpful way to practise vocabulary is to keep the situation steady while changing the reader’s need. This makes it easier to notice why one piece of writing needs record and another needs whisper. The following classroom situation is invented. The suggested responses are teaching examples, not required IB text lengths.
Information available: After Monday’s art lesson, six paintbrushes were left beside the sink. The classroom has a brush tray, but the tray was on a high shelf. Nobody has yet asked the pupils why the brushes were left there.
Purpose 1: report an observation to the class
After Monday’s art lesson, we observed six paintbrushes beside the sink. The brush tray was on a high shelf. Its position may have made it less convenient to use, although we have not yet asked the pupils about this. We could try a clearer collection point and check what happens after another lesson.
The report separates a recorded detail from a possible explanation. Observed identifies what was found; may marks uncertainty about the reason. It would be unfair to write that the pupils were lazy, since the information does not establish their motives. A report needs a claim that fits the information available.
Purpose 2: give an instruction for the next lesson
Imagine that the teacher has now placed the tray beside the sink and agreed on a routine. A short message could say: “After cleaning your brush, place it in the tray beside the sink. Leave the sink clear for the next person.” The verbs name actions in their correct order. The reader does not need the whole investigation before using the instruction.
Check that the instruction describes the actual arrangement. A beautifully written direction to a tray that is still on a high shelf would be unhelpful. Accuracy includes the practical circumstances, not only spelling.
Purpose 3: create a fictional moment
I glanced at the six brushes beside the sink. The last bus would leave soon, and my bag was already on my shoulder. Then I noticed Amir struggling to reach the tray. I lowered my bag and moved closer.
This version adds invented people and circumstances to create a choice. The actions glanced and noticed guide attention. The character’s response suggests consideration without announcing, “I was a considerate person.” Those invented details belong in the story; they must not be slipped back into the report as if they were observed facts.
Now choose the purpose yourself
Write a brief request asking for permission to move the tray. Start with the requested action, explain one reason and say what you would check afterwards. Useful choices might be permission, position, suitable and improve. Use only the words that earn a place in the sentence.
After writing, explain one omission. You might leave out the bus because it belongs to the invented story, or omit the number of brushes from a very short instruction. Choosing what to leave out is part of writing for an audience. A parent or peer can then answer one question: “Do I know what this text wants me to understand or do?”
“This evidence proves everyone agrees”
Suppose only three pupils in a class of twenty answer a survey, and all three prefer the second design. “Everyone agrees” goes beyond those replies. A careful repair is, “These three respondents preferred the second design.” You can add that a larger survey would be needed to learn about more students. The important improvement is the limit of the claim.
“The effect will affect the effect”
Use affect as the verb in this common pattern: “Noise may affect concentration.” Use effect as the noun: “One effect of the noise was a shorter discussion.” These examples teach the main distinction needed here; English has other specialised uses, so check an unfamiliar sentence instead of applying a rule blindly.
“Although the room was crowded, but we entered”
For this structure, choose one connector: “Although the room was crowded, we entered” or “The room was crowded, but we entered.” Read the sentence aloud, then identify the contrast. Do not keep a connector merely because it appears on the vocabulary list.
“The character is resilient because she is resilient”
Replace the repeated label with an action: “The character is resilient because she makes a new plan after her model breaks.” If the story does not show a recovery or another attempt, the adjective may be unsuitable. The word should summarise evidence the reader can recognise.
“We should ameliorate the room”
A child may encounter a longer word elsewhere and wish to try it. Ask what it adds. “We should improve the room by clearing the doorway” gives a clearer action. Precision often comes from a useful detail rather than a rarer synonym.
Use the following sequence over several short sessions, adjusting it to schoolwork, interest and available energy. It is a suggested routine, not an official IB timetable or a requirement to complete all 200 words.
- Choose a real question. Try “How could our book display be easier to use?” Select a small group of words that help answer it.
- Explain the words aloud. Give a meaning and a personal example. If a meaning is uncertain, check it before drafting.
- Collect information. Make a simple observation or use a teacher-approved source. Record where the information came from.
- Draft one connected paragraph. State the point, give a relevant detail and explain why it matters.
- Ask a reader one question. “Which sentence needs more explanation?” produces more useful feedback than “Is it good?”
- Revise one feature. Clarify a claim, improve the order or replace an unsuitable word. Then check punctuation.
- Return later. Use one of the words in a new topic without copying the original sentence.
A parent can help by asking for the child’s explanation before suggesting a replacement. If the child says, “I want to say that this was only one person’s view,” offer choices such as opinion or response and discuss the fit. Avoid rewriting the whole paragraph in an adult voice. The final words should remain ones the child can explain.
A useful paragraph answers a small chain of questions. What are you discussing? What have you noticed or learned? Why does that information matter? What remains uncertain? You do not need to answer every question in every paragraph, but a reader should not have to guess the connection between your sentences.
Try the “missing bridge” check. Read only the first and last sentence of your paragraph. If the opening describes a crowded doorway and the ending recommends more books, ask what connects those ideas. Perhaps the middle sentences need to explain a storage problem. Perhaps the recommendation belongs in a different paragraph. Vocabulary cannot repair a missing relationship by itself.
Then inspect pronouns. In “The table was beside the shelf, and it was too narrow”, what does it mean? Replace the pronoun with the intended noun when the reader could misunderstand. This small change may improve an explanation more than adding another descriptive adjective.
Finally, test the conclusion against the information. A small observation can support a small next step, such as trying a different sign or asking more students. It cannot automatically support a sweeping judgement about an entire school. Learning to write a modest, well-supported conclusion gives a child a useful foundation for later essays.
The IB describes PYP assessment as supporting feedback and reflection; see its assessment overview. The classroom check below is an eduKate suggestion for making progress visible. It is not an IB grade scale or an age-based pass mark.
A short independent task
Imagine that a classroom cupboard contains six labelled boxes. Three labels face the wall. Write a short recommendation to help a new pupil find materials. Use the situation given; do not invent how every pupil feels. A few connected sentences are enough for this check.
A first attempt might say, “The cupboard is horrible. We must improve everything because everybody is frustrated.” Before correcting individual words, ask what the writer actually wants to change. “The labels need to face the front” identifies an action the reader can understand.
Three box labels face the wall, so a new pupil may find it difficult to identify the materials. We should turn those boxes around so that the labels are visible. Afterwards, we can ask someone unfamiliar with the cupboard to find a particular item.
The revision improves the scope of the claim, the link between reason and action, and the way the idea could be checked. The word identify is useful because the task concerns recognising materials. No difficult adjective is needed to describe the cupboard.
Choose the next help from the actual response
- The child can explain the idea but cannot begin writing: rehearse the first sentence aloud and offer two possible opening words. Let the child complete the thought.
- The child writes fluently but makes a sweeping claim: underline the words that go beyond the situation, such as everybody or always. Ask what smaller statement the evidence supports.
- The reasoning is clear but the word form is wrong: practise that complete sentence pattern, then return to the paragraph.
- The response is already clear: change the audience. Ask for a polite note to the class explaining the arrangement and why it matters.
Keep a small record that shows independence
Save the first version, the revised version and one sentence explaining the change. For example: “I replaced everybody with a new pupil because that is the reader in this task.” Add a later example from a different topic. This gives a teacher or parent something concrete to discuss beyond how many words were memorised.
Record help honestly. A sentence written after an adult supplied every phrase shows different independence from one written after a brief prompt. Neither needs a discouraging label; the record simply helps you choose the next exercise. If handwriting is the obstacle, an oral answer can first show whether the idea and vocabulary are secure. Then work on getting that same thought onto the page.
Must a child know all 200 words before writing?
No. Begin with familiar ideas and a few useful words. The list provides choices across different writing tasks. It is reasonable to understand a word during reading before being ready to use it independently.
Are these the official IB vocabulary requirements?
No. This is an independent eduKate selection. Follow the teacher’s task instructions and the school’s current assessment guidance. The list is intended to support understanding and expression, not to replace the school’s programme.
Should every paragraph contain difficult vocabulary?
A paragraph needs accurate, relevant wording. Some ideas require a specialist word; others are clearest in everyday language. Ask whether a chosen word makes the meaning more exact and whether the child can explain it.
What if English is an additional language?
Allow discussion, pictures and a familiar language to help establish the idea. Then practise a manageable English sentence. Choose words by current language readiness and the task, rather than treating the age band as a fixed expectation.
How can we tell that a word has become useful?
Look for a fresh, sensible use. A child who can explain relevant, identify an irrelevant detail and use the word in a different topic has demonstrated more than someone who repeats the printed definition exactly.
Programme and assessment descriptions were checked in November 2026. The definitions, example sentences and practice activities on this page are original learning materials. For another way to practise, read the Fencing Method for Vocabulary or continue through the vocabulary learning hub.
Selected language checks: priority. These links provide dictionary reference points; the explanations and examples above are written for this guide.
Where this guide sits in the IB pathway
| Reader band | Approximate ages | Programme route |
|---|---|---|
| School Years 1–6 | About ages 5–11 | PYP writing foundations; school-year bands selected for this series |
| School Years 7–11 | About ages 11–16 | MYP Years 1–5 |
| School Years 12–13 | About ages 16–18 | DP Years 1–2 |
The IB programme overview gives broader age ranges: PYP 3–12, MYP 11–16 and DP 16–19. This school-age series begins around age five; it does not cover every PYP early-years age or the separate Career-related Programme.
Explore the Age 12 vocabulary reference · Use the Fencing Method for vocabulary · Choose another vocabulary guide
Continue through the IB vocabulary series
Choose your programme stage. The school-year labels are approximate reader bands; start where the writing tasks fit your current needs.
Primary Years Programme: school-age writing foundations
- PYP · School Year 1
- PYP · School Year 2
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- PYP · School Year 4
- PYP · School Year 5 · this guide
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Middle Years Programme: Years 1–5
- MYP Year 1 · School Year 7
- MYP Year 2 · School Year 8
- MYP Year 3 · School Year 9
- MYP Year 4 · School Year 10
- MYP Year 5 · School Year 11
Diploma Programme: Years 1–2
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