A learner can recognise a word on a page and still struggle to use it when a task changes. This pack helps School Year 5 learners turn familiar and less familiar words into useful instructions, observations, questions and explanations. Begin with a small task, notice the precise difficulty, and practise a repair before adding more words.
The 200 words are an original eduKate selection for everyday learning across subjects. The School Year 5 label is an illustrative school placement, usually around ages 9–10, within a PYP setting. Your school’s year names, curriculum and language support should guide how you use the pack.
The 200-word list: meanings and learning examples
Choose a small useful set for today. Each numbered entry gives one target word, a meaning for this context and an original example. These are eduKate teaching selections; recurring words across stages are revisited for a new learning purpose.
1–20: Plan an inquiry · 21–40: Read diagrams and space · 41–60: Handle quantities and records · 61–80: Keep useful source notes · 81–100: Talk and listen together · 101–120: Care for shared work · 121–140: Explore materials and systems · 141–160: Describe time and change · 161–180: Read instructions precisely · 181–200: Reflect and ask for support
Assessment requirements · Fencing Method · Practice and answers · Start here: a short check
1–20. Plan an inquiry
- purpose — The reason for doing something. Example: Our purpose is to find quieter places for reading.
- task — A piece of work to complete. Example: My task is to count the available library chairs.
- topic — The subject being studied or discussed. Example: The topic of our inquiry is shared classroom space.
- focus — The particular thing receiving attention. Example: Our focus today is the noise near the doorway.
- wonder — To think curiously about something. Example: I wonder whether the corner feels quieter after lunch.
- predict — To say what you think will happen. Example: We predict that the paper bridge will bend first.
- search — To look carefully for something. Example: Search the contents page for the chapter about rivers.
- locate — To find the position of something. Example: Can you locate the water station on this map?
- gather — To bring things or information together. Example: We gather fallen leaves without pulling any from trees.
- check — To examine whether something is correct. Example: Check the label before recording the container's volume.
- select — To choose for a particular purpose. Example: Select one photograph that clearly shows the blocked path.
- sort — To put things into chosen groups. Example: Sort these buttons by shape before counting each group.
- label — A short name attached to something. Example: The label identifies the plant without describing its growth.
- heading — A title for a section of work. Example: Put the date beneath the heading in your notebook.
- category — A group sharing a chosen feature. Example: Each drawing belongs in the category marked outdoor equipment.
- clue — Something that helps you discover an answer. Example: The wet footprints provide a clue about the entrance.
- curiosity — A wish to find out more. Example: Her curiosity led to questions about the unfamiliar seed.
- observation — Something noticed through careful looking or sensing. Example: My observation describes the leaf's colour, not its age.
- notebook — A book used for keeping notes. Example: Keep your measurements together in a small field notebook.
- draft — An early version that can be improved. Example: My first draft needs a clearer explanation of the route.
21–40. Read diagrams and space
- diagram — A drawing that explains parts or relationships. Example: This diagram shows where water enters the collection bottle.
- sketch — A quick drawing showing important features. Example: Make a sketch of the shelf before moving anything.
- map — A representation of places and their positions. Example: Our map includes the courtyard and both classroom entrances.
- symbol — A mark that represents something else. Example: A small triangle is the symbol for each tent.
- key — An explanation of symbols used in a diagram. Example: Read the key before deciding which lines represent paths.
- scale — A relationship between drawing size and real size. Example: The map's scale links one centimetre to two metres.
- arrow — A pointed mark showing direction. Example: Draw an arrow from the sink towards the drain.
- caption — Words explaining a picture or diagram. Example: The caption states when we photographed the playground.
- outline — A line showing an object's outer shape. Example: Trace the outline of the leaf on plain paper.
- angle — The opening between two meeting lines. Example: This corner forms a right angle on our plan.
- horizontal — Level from side to side. Example: Draw a horizontal line beneath the table heading.
- vertical — Upright from bottom to top. Example: The vertical support holds the small cardboard roof.
- parallel — Always the same distance apart, without meeting. Example: The two parallel paths run beside the fence.
- border — An edge around an area. Example: Draw a blue border around the planting area.
- dimension — A measurement such as length or width. Example: Record each dimension needed to make the box fit.
- width — The measurement from one side to another. Example: The shelf's width is too small for both trays.
- length — The measurement from one end to another. Example: Measure the string's length before cutting it into pieces.
- height — The measurement from bottom to top. Example: We measured the plant's height from the soil surface.
- depth — The measurement from a surface downwards. Example: Check the tray's depth before adding the stones.
- route — A way from one place to another. Example: Our route avoids the stairs beside the main entrance.
41–60. Handle quantities and records
- data — Recorded information used to answer a question. Example: These data show our counts from three separate mornings.
- tally — A count recorded using simple marks. Example: Use a tally to record each returned blue book.
- frequency — How often something happens or appears. Example: The frequency column shows how often each colour appeared.
- total — The amount obtained by adding everything. Example: The total includes books from all three return boxes.
- amount — How much there is of something. Example: Use the same amount of water in each cup.
- quantity — An amount or number of something. Example: Record the quantity of string used for each model.
- unit — A standard used for expressing a measurement. Example: Write the unit beside every measurement in the table.
- interval — A gap between times or values. Example: Leave a five-minute interval between the two observations.
- range — The difference between highest and lowest values. Example: For counts of four and seven, the range is three.
- average — Here, the total divided by the number of values. Example: The average of two and six is four.
- maximum — The highest value or amount. Example: The maximum capacity printed on this bottle is one litre.
- minimum — The lowest value or amount. Example: The minimum number recorded in our table is two.
- estimate — A reasonable approximate answer. Example: My estimate is ten counters; I will count them next.
- approximate — Close to the exact amount or value. Example: The sketch gives an approximate distance between the doors.
- equal — The same in amount, size or value. Example: Give each group an equal number of counters.
- uneven — Not level or not equally distributed. Example: The uneven surface makes the measuring tray tilt.
- fraction — A number expressing part of a whole. Example: One half is the fraction of tiles coloured green.
- percentage — An amount expressed out of one hundred. Example: A percentage of fifty means fifty out of one hundred.
- table — Information organised into rows and columns. Example: Use a table to keep dates beside their observations.
- chart — A visual display of organised information. Example: Our chart makes the three book counts easy to compare.
61–80. Keep useful source notes
- author — The person who writes a text. Example: The author explains how she counted the garden birds.
- title — The name of a book or other work. Example: Copy the book's title accurately into your source notes.
- date — A particular day, month or year. Example: The date tells us when this photograph was taken.
- publisher — The organisation that produces a book or text. Example: Find the publisher on the page after the cover.
- website — A collection of connected pages on the internet. Example: Our teacher suggested a website containing local weather records.
- document — A written or digital record of information. Example: Save the interview questions in a separate document.
- reference — Details that help someone find a source. Example: Include a reference so another reader can find the report.
- quotation — Words copied exactly from a source. Example: Put quotation marks around the speaker's exact words.
- paraphrase — To restate a meaning in your own words. Example: Paraphrase the instructions without changing what the group must do.
- origin — Where something first came from. Example: We could not identify the origin of the unsigned picture.
- permission — Approval to carry out a particular action. Example: Ask permission before recording another pupil's spoken answer.
- credit — Acknowledgement of someone's contribution. Example: Give credit to the photographer beneath the displayed image.
- copyright — Legal rights controlling certain uses of original work. Example: Check the copyright information before reusing the published illustration.
- page — One side of a sheet in a book. Example: Record the page where you found the rainfall table.
- index — An alphabetical list helping readers find information. Example: The index directs us to pages about soil.
- contents — A list of a book's sections in order. Example: The contents page lists the chapters before the main text.
- link — A connection that opens another digital location. Example: The link takes readers to the original museum page.
- access — The ability or permission to use something. Example: Ask your teacher if you need access to the file.
- version — A particular form of something revised or changed. Example: This version includes the corrected spelling of the visitor's name.
- summary — A short account of the main points. Example: Our summary includes the decision and the next action.
81–100. Talk and listen together
- discussion — A conversation exploring ideas about a subject. Example: Our discussion begins with everyone's questions about the model.
- contribute — To add something useful to shared work. Example: Each partner can contribute one question to the discussion.
- listen — To give attention to what you hear. Example: Listen to the full instruction before choosing a tool.
- clarify — To make something easier to understand. Example: Please clarify which doorway your drawing represents.
- respond — To give an answer or reaction. Example: Respond to her question before introducing another topic.
- interrupt — To stop someone while they are speaking. Example: Try not to interrupt while your partner explains the diagram.
- turn — An opportunity to speak or act in sequence. Example: Wait for your turn before moving the shared pointer.
- agree — To share an opinion or accept a suggestion. Example: We agree to count the books before drawing the chart.
- disagree — To hold a different opinion. Example: I disagree about the route because that gate is closed.
- respect — Careful consideration for people and their needs. Example: Show respect by using the speaker's chosen name.
- invite — To ask someone to join or contribute. Example: Invite your partner to explain the part you missed.
- rephrase — To express something again using different wording. Example: Rephrase your question if the listener looks puzzled.
- volume — How loud a sound is. Example: Lower your voice's volume while others are reading nearby.
- pause — A short stop before continuing. Example: A pause gives everyone time to consider the question.
- feedback — Information that helps someone review their work. Example: Her feedback identifies the missing label on my drawing.
- listener — A person attending to someone's speech. Example: The listener asks which measurement the speaker means.
- speaker — A person who is talking. Example: The speaker points to the diagram while explaining.
- partner — Someone working with another person. Example: My partner records the count while I move the counters.
- consensus — Agreement reached by the whole group. Example: We reached consensus after discussing both possible meeting places.
- compromise — An agreement in which people adjust their wishes. Example: Our compromise gives both groups time with the camera.
101–120. Care for shared work
- responsibility — Something you are expected to take care of. Example: Returning the borrowed scissors is my responsibility today.
- reliable — Able to be depended on in this situation. Example: A reliable partner completes the job they agreed to do.
- commitment — A promise to keep doing or supporting something. Example: Our commitment is to water the seedlings on assigned days.
- role — A person's particular job within an activity. Example: My role is to record changes to the plan.
- deadline — The latest time for completing something. Example: The deadline for returning the permission slip is Friday.
- prepare — To make ready for an activity. Example: Prepare the labels before the visitors arrive.
- resource — Something useful for doing a task. Example: The ruler is a shared resource for this group.
- equipment — The tools needed for an activity. Example: Place the equipment safely in the marked storage tray.
- borrow — To take something temporarily with permission. Example: May I borrow your ruler until the lesson ends?
- return — To give something back. Example: Return the magnifier to its box after observing the leaf.
- maintain — To keep something in a suitable condition. Example: We maintain the display by replacing loose labels.
- repair — To make something work properly again. Example: Repair the torn folder before adding the new notes.
- reuse — To use something again. Example: Reuse the clean cardboard for another model next week.
- recycle — To process waste into usable material. Example: Follow the school's signs when choosing what to recycle.
- waste — Material left unused or thrown away. Example: Put the paper waste in the container our teacher identifies.
- safe — Protected from an identified danger. Example: Choose a safe place away from the moving door.
- careful — Giving attention to avoid mistakes or harm. Example: Be careful when carrying the tray past another group.
- fair — Treating people reasonably in the situation. Example: A fair timetable gives each team its agreed testing time.
- include — To make someone or something part of a group. Example: Include the absent partner's notes in our shared folder.
- cooperate — To work together towards a shared purpose. Example: We cooperate by sharing the counting and checking jobs.
121–140. Explore materials and systems
- material — What an object is made from. Example: Choose a material that can hold the folded paper upright.
- absorb — To take liquid into a material. Example: The cloth can absorb water from the spilled cup.
- flexible — Able to bend without easily breaking. Example: The flexible strip bends around the circular container.
- rigid — Not easily bent. Example: A rigid board keeps our small model base flat.
- transparent — Allowing things to be seen clearly through it. Example: The transparent lid lets us see inside the box.
- opaque — Not allowing light to pass through. Example: The opaque card hides the label behind it.
- waterproof — Not allowing water to pass through. Example: The waterproof cover kept our paper notes dry.
- rough — Having an uneven surface. Example: The rough edge catches on the fabric sample.
- smooth — Having an even surface without bumps. Example: The smooth tile lets the wooden block slide easily.
- solid — A substance with a definite shape and volume. Example: The ice is a solid before it begins to melt.
- liquid — A substance with a definite volume that takes its container’s shape. Example: The liquid spreads across the bottom of the tray.
- gas — A substance that spreads to fill available space. Example: Air is a mixture of gases inside the balloon.
- mixture — Two or more substances together. Example: Our mixture contains dry sand and small stones.
- dissolve — To mix evenly into a liquid as a solution. Example: Stir the salt and watch it dissolve in water.
- filter — To separate material using a barrier with openings. Example: We filter the mixture through the supplied filter paper.
- container — An object used to hold something. Example: Choose a container wide enough for the folded model.
- connect — To join things together. Example: Connect the two cardboard sections using the paper fasteners.
- system — Connected parts working together. Example: Our watering system includes a bottle, tube and tray.
- input — Something entering a system or process. Example: The input to this sorting machine is a mixed pile.
- output — Something produced by a system or process. Example: Its output is a set of piles sorted by colour.
141–160. Describe time and change
- schedule — A plan showing when activities happen. Example: Check the schedule to find our library visit time.
- duration — The length of time something lasts. Example: Record the duration of each timed reading session.
- initial — Present at the beginning. Example: Our initial sketch shows the shelf before we rearranged it.
- current — Happening or being used now. Example: The current timetable gives us fifteen minutes for preparation.
- previous — Happening or existing before the present one. Example: Compare today's note with the previous observation.
- recent — Happening a short time ago. Example: The recent photograph shows the newly painted gate.
- regular — Happening at consistent intervals. Example: We make regular checks at the times on our schedule.
- temporary — Lasting for a limited time. Example: The temporary sign stays up during the repair work.
- permanent — Intended to remain for a long time. Example: Ask before using a permanent marker on the board.
- progress — Movement towards completing or improving something. Example: The checklist helps us see progress on the display.
- develop — To grow or become more complete. Example: We develop the rough sketch into a labelled plan.
- adapt — To change for a different situation. Example: Adapt the route because the courtyard gate is closed.
- replace — To put something in another thing's place. Example: Replace the damaged label with a readable one.
- restore — To bring something back to an earlier condition. Example: Restore the reading corner after the group activity.
- expand — To become larger or include more. Example: The folded paper can expand into a wider shape.
- shrink — To become smaller. Example: The wet fabric may shrink as it dries.
- stable — Remaining steady or changing very little. Example: The wide base keeps our model stable on the table.
- variable — Something that can change in an investigation. Example: The length of the ramp is our chosen variable.
- monitor — To check something over a period of time. Example: Monitor the water level at the times we agreed.
- review — To look again and consider improvements. Example: Review the notes before preparing the final display.
161–180. Read instructions precisely
- instruction — A direction telling someone what to do. Example: Read each instruction before opening the packet of materials.
- requirement — Something that must be included or done. Example: One requirement is a label for every marked entrance.
- optional — Available to choose but not required. Example: The coloured border is optional in this task.
- essential — Necessary for the task or purpose. Example: An accurate date is essential for this observation record.
- suitable — Having the qualities needed for a particular use. Example: This shallow tray is suitable for holding the counters.
- accurate — Correct and sufficiently exact. Example: An accurate count includes every book exactly once.
- complete — Containing all the required parts. Example: Our complete record includes the date, place and count.
- brief — Short while giving what is needed. Example: Give a brief explanation of your sorting rule.
- precise — Clearly exact about the intended meaning. Example: A precise label tells readers which door is closed.
- independent — Done without someone supplying the answer. Example: My independent attempt shows which steps I understand.
- shared — Used or held by more than one person. Example: Put the photograph in our shared project folder.
- individual — Belonging to or involving one person. Example: Each pupil writes an individual question before the discussion.
- choice — An option selected from available possibilities. Example: Explain your choice using the measurements in the brief.
- priority — Something needing attention before other things. Example: Making the path safe is our first priority.
- limit — The greatest amount allowed or possible. Example: The time limit for this activity is ten minutes.
- criteria — Standards used to judge or choose something. Example: Our criteria include clear labels and a readable route.
- submit — To hand in work for someone to consider. Example: Submit your own notes with the group's final diagram.
- revise — To change work in order to improve it. Example: Revise the caption so it matches the photograph.
- confirm — To check or state that something is correct. Example: Confirm the meeting place with your teacher before leaving.
- finish — To bring a task to its end. Example: Finish the count before you begin drawing the chart.
181–200. Reflect and ask for support
- understand — To grasp the meaning or workings of something. Example: I understand the task after seeing one completed example.
- confused — Unsure because something is difficult to understand. Example: I feel confused about which column contains the dates.
- confident — Feeling able to do something. Example: She feels confident about reading the diagram's key.
- uncertain — Not sure about something. Example: We are uncertain whether the unsigned note is current.
- challenge — Something that needs effort to do. Example: Keeping every label readable is the challenge in this design.
- strategy — A planned way of doing something. Example: My strategy is to check one column at a time.
- practise — To repeat an activity to improve it. Example: Practise explaining the route before showing your partner.
- attempt — An effort to do something. Example: Keep your first attempt so you can compare it later.
- mistake — Something done or understood incorrectly. Example: The mistake came from counting one book twice.
- correct — To change something that is wrong. Example: Correct the total after checking the three smaller counts.
- explain — To make something clear with relevant details. Example: Explain why your arrow points towards the closed gate.
- request — To ask for something politely or formally. Example: Request a larger sheet if your labels will not fit.
- helpful — Giving useful assistance. Example: A helpful question directs attention to the missing unit.
- patient — Able to wait or continue calmly. Example: Be patient while your partner checks the source details.
- persistent — Continuing despite difficulty. Example: The persistent group tried another way to support the model.
- reflect — To think carefully about an experience. Example: Reflect on which instruction you needed to read twice.
- goal — Something you intend to achieve. Example: My goal is to explain one diagram without prompting.
- habit — Something done regularly, often automatically. Example: Writing the date first is a useful notebook habit.
- strength — Something a person or piece of work does well. Example: Clear labelling is a strength of this group's diagram.
- improvement — A change that makes something better. Example: The improvement makes the entrance easier to identify.
List check: 200 entries in 10 groups of 20, with no repeated headword within this article. The list is a reference bank, not a quota to insert into one response.
Choose your next useful step
Use the word bank immediately, then choose the help you need.
Guide contents
Sections 1–4: Understand the stage and use words accurately
Sections 5–6: Worked examples and practice
Sections 7–11: Review, revise and continue
The PYP uses inquiry, conceptual understanding and learning across subject boundaries. The IB describes assessment as an integrated part of learning and teaching. Vocabulary can help a learner ask a clearer question, record what happened and explain an idea to someone else. See the IB account of PYP learning and teaching.
There is no formal IB PYP examination. Schools still assess learning and provide feedback, and their tasks and reporting arrangements vary. This pack is not a compulsory IB list, an official year syllabus or a prediction of a vocabulary test. The IB assessment overview explains the programme distinction.
Useful evidence of progress includes a learner explaining a diagram, asking for a missing instruction, correcting a misleading label or reusing a word accurately in a new inquiry. Completing every box is less informative than being able to explain one choice. Use a smaller selection if reading all 200 words at once hides what the learner already understands.
Start here: choose a route and explain it
Imagine that your class is planning a reading corner. The task brief says that the entrance route must be at least 120 centimetres wide. This is a rule for this classroom activity. A sketch shows Route A at 90 centimetres and Route B at 120 centimetres. The sketch does not show the width of either route after chairs are added. Your group has a notebook and a ruler. Write four sentences for a partner who has not seen the sketch. First, state the requirement. Next, select a route using the measurements already supplied. Then explain one thing your group still needs to check. Finally, request the missing information politely. Use requirement, select, width, check and request accurately. You may change a word’s form where the sentence needs it. Do not invent a measurement for the chairs or claim that the whole reading corner is safe.
A possible answer and what it shows
The requirement is a route at least 120 centimetres wide. I select Route B because its recorded width is 120 centimetres. We need to check the width after the chairs are added. I request a new measurement of the remaining space.
“At least” includes exactly 120. The answer selects B from the supplied sketch but keeps the later arrangement uncertain. “Could you measure the space after the chairs are added?” is a more natural spoken request; the noun appears in “My request is for a new measurement.” Both forms are useful.
If the learner cannot explain width, point across a doorway before returning to the sentence. If the meaning is clear but the sentence is incomplete, rehearse it aloud. If the learner invents a chair measurement, underline the supplied numbers and label the missing one “unknown”. If the task is easy, change the requirement to 130 centimetres: neither recorded route meets it.
Learn a small phrase with each word. “Gather information”, “select a route”, “meet a requirement” and “ask for permission” show how words work together. Knowing a definition does not guarantee that every combination sounds natural. Try saying the whole phrase, then replacing its object with something relevant to your lesson.
| Word or family | Useful pattern | Check the meaning |
|---|---|---|
| observe; observation | We observe the surface. We record an observation. | The observation should report something noticed; a prediction concerns what may happen. |
| request | Request help; make a request for help. | A request asks for something. It does not show that help has already arrived. |
| responsibility; responsible | My responsibility is to return the ruler. I am responsible for it. | Name the action so that the responsibility can be understood. |
| accurate; accurately | An accurate label; label the parts accurately. | The adjective describes a noun; the adverb describes how an action is done. |
| information; equipment | Some information; two pieces of equipment. | These are normally uncountable in these meanings. Avoid “an equipment”. |
A word can have more than one sense. A map key explains symbols; a door key opens a lock. A scale on a plan relates drawing size to actual size; a weighing scale measures mass. Use the surrounding sentence to choose the sense. “The map key explains the dotted line” is clearer than “The key is useful”.
Keep quantity and judgement separate. A total combines the recorded amounts. A maximum is the greatest recorded value. An estimate is an approximate judgement, not a secretly exact answer. When using average in this pack’s numerical sense, add the values and divide by the number of values. State which records you included.
The eduKate Fencing Method for Vocabulary is used here as a practical writing routine. It is not an IB assessment formula. Begin with a correct core sentence, add one useful detail, check it, and repair it before expanding again.
Use this supplied observation: a learner measured a strip of card as 15 centimetres long, then wrote “15” without a unit. A correct core is “The label is incomplete.” Add the reason: “The label is incomplete because it does not name the unit.” Check the evidence: the missing unit is visible in the supplied record. A helpful next sentence is “Write 15 centimetres so another learner can interpret the length.”
A longer sentence is not automatically a better sentence. “The extremely incomplete label definitely ruins the entire investigation” adds claims the observation cannot support. Repair the overstatement by returning to the precise missing detail. For transfer, use this invented brief: “Bring a ruler, a tray and a notebook.” The equipment list reads “ruler, tray, notebook”. Ask the learner to use complete to judge that list. One supported answer is “The equipment list is complete because it includes all three items named in the brief.” Then change the list to “ruler, tray” and ask for a fresh judgement without copying the model.
For oral practice, one partner gives the core sentence and another asks “Which detail helps me understand?” The first partner adds only that detail. Afterwards, each learner writes an independent version. A copied group sentence can support rehearsal, but it does not yet show what one learner can do alone.
This is an invented classroom case. Over three lunchtime observations, a group counted 8, 10 and 6 learners using a reading corner. Each observation lasted ten minutes. The group recorded numbers of learners present at the start of each observation; it did not track everyone who entered later. A separate sketch recorded Route A as 90 centimetres wide and Route B as 120 centimetres wide. The activity brief requires a route at least 120 centimetres wide before chairs are added.
| Observation | Learners present at the start |
|---|---|
| Monday | 8 |
| Tuesday | 10 |
| Wednesday | 6 |
A model note reads: “The total of the three recorded counts is 24. The maximum count is 10 and the minimum is 6, so the range is 4. The mean average is 8. These records describe three starting counts; they do not tell us how many different learners used the corner across the week.”
The calculations are 8 + 10 + 6 = 24; 10 − 6 = 4; and 24 ÷ 3 = 8. The total is a total of counts, not necessarily 24 different people. A learner may have been present on more than one day. That distinction matters more than making the note sound impressive.
A model recommendation reads: “Select Route B for the next sketch because its recorded width meets the current requirement. Check the remaining width after placing chairs. Gather more observations if the class wants to describe use at other times.” The recommendation stays within the activity brief. It does not claim that B is legally accessible, that all learners prefer it, or that changing the route will increase reading.
Ask the learner to explain why “Tuesday was busiest all day” is too strong. The record gives only one starting count that day. A supported repair is “Tuesday had the highest starting count among these three observations.” For a next inquiry, the learner can suggest repeated counts, but must present them as a proposed method rather than completed evidence.
1. Follow and check a short instruction
Supplied instruction: “Draw a rectangle. Label its length 12 cm and its width 5 cm. Add a heading.” Write a three-item checklist and then make the drawing. A suitable checklist is rectangle drawn; both dimensions labelled with units; heading added. The heading can be “Card rectangle”. The instruction does not ask for colour or a border. Adding those features is optional and does not replace the required labels.
2. Separate an observation from a prediction
In an invented test, one drop of water stayed on the surface of Sheet A for one minute. Sheet B became darker where the drop landed. Classify “Sheet A had a drop on its surface after one minute” and “Sheet A will keep a bag dry in heavy rain”. The first is an observation supplied by the test. The second is a prediction beyond that observation. A useful question is “What further test would help us check that prediction?” The dark patch alone does not prove exactly how much water Sheet B absorbed.
3. Repair a source note
An invented source card says: “Title: School Garden Notes. Author: Lina Chen. Date: 4 March 2026. Page: 3.” A learner writes only “Garden website”. Repair the note using the card. Answer: “Lina Chen, School Garden Notes, 4 March 2026, page 3.” The card does not give a website address or publisher, so do not invent either. Explain that a fuller reference helps someone locate the source; it does not by itself prove that every claim in it is correct.
4. Practise a respectful disagreement
Partner A says, “The instructions say to return three rulers.” Partner B can see an instruction card that says, “Return two rulers and one measuring tape.” Give B a reply using clarify or rephrase. One answer is “Could we clarify the equipment list? The card names two rulers and one measuring tape.” Another is “Let me rephrase the instruction: we return two rulers and one measuring tape.” The correction is about the card, not the partner’s character. Swap roles and speak without reading the model.
5. Transfer to a new brief
New invented brief: “A display must include a title, a map and a key. A caption is optional.” Display X has a title and a map. Display Y has a title, a map, a key and a caption. Choose the complete display and explain what X needs. Answer: Y includes all required parts; X needs a key. A caption cannot replace the missing key. Use complete, essential and optional in an explanation, then create a different brief with two required parts and one optional part for a partner to follow.
| First attempt | Repair | Why it helps |
|---|---|---|
| We made an observation that it will rain tomorrow. | We made a prediction that it may rain tomorrow. | A future event has not yet been observed. A weather prediction would also need an appropriate source. |
| Please borrow me a ruler. | Please lend me a ruler. May I borrow your ruler? | The lender gives temporary use; the borrower receives it. |
| The data proves every learner agrees. | These responses show that the five learners asked agreed. | Use this repair only when five agreeing responses were supplied. Do not extend a small group to everyone. |
| This route is more wider. | This route is wider. | Wider already carries the comparison. |
| Our consensus was that two agreed and two disagreed. | Our group had not reached a consensus. | An even disagreement does not establish a shared agreement. |
First ask the learner to point, act, sort or explain orally. If they still choose the wrong meaning, reteach the concept with a concrete example. If they know the meaning but miss a required step, reread the task together. If their oral meaning is sound but their written form is awkward, practise one sentence pattern. If the work becomes accurate only when an adult supplies every word, reduce the amount of language and try again independently.
Record the repair in a short pair: first attempt and improved attempt. Ask the learner to explain what changed. A correction copied without understanding is a starting point for practice, not a final judgement about learning.
This is an optional practice plan, not an IB requirement or a promise of mastery. Choose ten to fifteen useful words at a time from the bank. A teacher may choose different words to match an inquiry. Keep sessions short enough for the learner to explain choices rather than rush through the list.
On the first day, read the selected meanings and act out or sketch three examples. On the second day, cover the meanings and explain five words aloud. Reopen the pack to correct uncertainty. On the third day, use two words in a real classroom instruction or notebook entry. On the fourth day, compare two easily confused words, such as observation and prediction. On the fifth day, complete a small independent task and keep the dated result.
In the second week, revisit the same words in a changed setting. A map task can become a model-building task; a source note can become a note from a supplied book extract. Ask for one reason and one boundary: “What supports your answer?” and “What do we still not know?” Finish by choosing three words that now feel useful and three that need another example. Revisit errors without turning the whole bank into a daily copying exercise.
Learners can keep a small “used it myself” record. Write the date, the task, one sentence and a short explanation of the chosen word. “I used width to explain the space across the entrance” is more informative than a tick beside width. Include a later sentence from another subject to see whether the word travels.
Parents can ask the learner to explain a map key, give a short equipment instruction or identify the missing information in a supplied note. Listen first. If the learner pauses, offer a choice between two meanings or point to the relevant part of the task. Then remove the prompt and invite a fresh attempt. Avoid supplying a polished paragraph for the learner to copy.
Teachers can compare oral explanations, practical actions and independent writing. A learner may understand a concept while still needing support with English phrasing. Note which support was present so that a later attempt is interpreted fairly. Use the vocabulary to make subject thinking visible, and keep feedback focused on a specific meaning or sentence choice.
This essential pack supports inquiry routines, reading instructions, collaboration and study habits. The companion essay guide develops vocabulary for more sustained written argument and discussion. Move to it when the learner can already use the relevant words accurately in short, purposeful explanations.
Must I learn all 200 words before using the pack?
No. Start with a task and select the words it needs. You can revisit the remaining groups as your lessons change.
Is this an official PYP spelling or vocabulary test list?
No. It is an original eduKate teaching selection. Schools choose their assessment tasks, and there is no formal IB PYP examination.
What if I know a word in another language?
Explain the concept in that language if it helps, then connect it to the English phrase needed for the task. Knowing the idea and controlling the English wording are related but different things to practise.
Should every answer use the longest word available?
No. Select the word that says exactly what you mean. “Check the width” can be more useful than a long sentence that never names what must be checked.
Can a different answer be correct?
Yes, when it meets the task, uses the words accurately and stays within the supplied information. The model answers show possible responses and the reasons behind them.
Programme information checked on 8 November 2026: IB PYP learning and teaching and IB assessment overview. These support the concise programme statements above; they do not prescribe this word selection or a School Year 5 vocabulary test.
The sentence-building routine is adapted for these tasks from eduKate’s Fencing Method for Vocabulary. Definitions, examples, classroom cases, practice questions and answer explanations in this pack are original eduKate teaching material. The numerical cases are invented for practice. This is an independent educational resource, not an IB publication.
Where this guide sits in the IB pathway
| Reader band | Approximate ages | Programme route |
|---|---|---|
| School Years 1–6 | About ages 5–11 | PYP learning foundations; school-year bands selected for this series |
| School Years 7–11 | About ages 11–16 | MYP Years 1–5 |
| School Years 12–13 | About ages 16–18 | DP Years 1–2 |
The IB programme overview gives broader age ranges: PYP 3–12, MYP 11–16 and DP 16–19. This school-age series begins around age five; it does not cover every PYP early-years age or the separate Career-related Programme.
Explore the Age 12 vocabulary reference · Use the Fencing Method for vocabulary · Choose another vocabulary guide
Continue to the same-year vocabulary guide for essay writing when the next task calls for a sustained written response.
Essential Word Packs for all school years
Choose the pack that matches the learner’s current tasks and language experience. These school-year labels are approximate reader bands; actual IB programme placement varies by school.
- PYP · School Year 1 — Essential Word Pack
- PYP · School Year 2 — Essential Word Pack
- PYP · School Year 3 — Essential Word Pack
- PYP · School Year 4 — Essential Word Pack
- PYP · School Year 5 — Essential Word Pack
- PYP · School Year 6 — Essential Word Pack
- MYP Year 1 · School Year 7 — Essential Word Pack
- MYP Year 2 · School Year 8 — Essential Word Pack
- MYP Year 3 · School Year 9 — Essential Word Pack
- MYP Year 4 · School Year 10 — Essential Word Pack
- MYP Year 5 · School Year 11 — Essential Word Pack
- DP Year 1 · School Year 12 — Essential Word Pack
- DP Year 2 · School Year 13 — Essential Word Pack
Previous essential pack · Next essential pack
For sustained writing at this stage, continue to the School Year 5 vocabulary guide for essay writing. Return to the Vocabulary Learning Hub to choose another learning route.