Top 100 Primary 6 Academic Verbs | Grade 6 Command Words for Reading, Writing, Math & Science

This Top 100 Primary 6 Academic Verbs list is a world-facing guide to Grade 6 command words, 6th grade academic vocabulary verbs and Year 6 instruction words used across reading, writing, mathematics, science and classroom learning. Words such as analyze, compare, infer, explain, justify, evaluate, calculate, interpret, summarize and verify do more than add vocabulary. They tell a learner what intellectual action a question is asking them to perform.

Students searching for 6th grade academic verbs, Grade 6 command words, instruction words for reading and writing, or academic vocabulary verbs for math and science often need a clear bridge between the word and the task. Knowing the dictionary meaning of evaluate is not enough if the learner writes a description instead of a judgement. Recognising compare is not enough if the answer discusses two items separately without connecting them. This guide therefore teaches each verb as an action pattern: what the word means, what a strong answer usually contains, what common mistake to avoid, and how the command transfers across subjects.

For Primary 6, Grade 6 and sixth-grade learners worldwide, academic command words become increasingly important because texts and questions ask for more than recall. Learners must identify evidence, infer meaning, interpret data, compare ideas, justify choices, evaluate claims, construct explanations and transfer methods. The same verb can appear in English, mathematics, science, social studies, project work and oral discussion, so mastering the language of the task can improve performance far beyond one vocabulary exercise.

Scope note: this is an eduKate learning list, not an official prescribed command-word list from Singapore MOE or SEAB, the US Common Core, SATs, Cambridge or any other national or examination authority. Different curricula use command words differently. Always read the actual question and marking expectations; use this page as a high-utility worldwide learning and transfer guide.

Why command words are a hidden layer of curriculum

A student can know the topic and still answer the wrong question. If the instruction says describe, the response may need accurate features. If it says explain, the response usually needs a relationship, cause, reason or mechanism. If it says evaluate, the learner must go further and make a judgement using criteria or evidence. The content knowledge may be identical, but the required operation changes.

This is why academic verbs deserve deliberate teaching. They function like control signals. A command word selects the kind of thinking the learner should activate, the structure the answer should take, and the evidence that may be necessary. When learners misread the verb, they often produce fluent work that is nevertheless misaligned with the task.

Current Grade 6 standards and resources repeatedly emphasise academic vocabulary, precise language, use of evidence, inference, summary, analysis and grade-appropriate command actions across reading and writing. The public search landscape also contains dedicated academic-verb resources for analysis, investigation and persuasive writing. This makes the command-word lane a distinct, useful search and learning job rather than another generic vocabulary list.

How to read a command word before answering

1. Circle the verb mentally or on paper. Ask what action it requires.
2. Find the object of the verb. “Evaluate the evidence” is different from “evaluate the solution.”
3. Look for scope. Does the task ask for one reason, two examples, a comparison, a calculation or a judgement?
4. Choose the response structure. A definition, explanation, comparison, proof and evaluation need different shapes.
5. Perform the action. Do not merely include the vocabulary word in the answer.
6. Check alignment. Before finishing, ask whether the response actually carried out the command.

The habit is simple but powerful: verb → object → scope → evidence → answer shape. With practice, learners stop treating questions as blocks of text and start reading them as instructions for thinking.

Five command words learners commonly confuse

Top 100 Primary 6 / Grade 6 academic verbs at a glance

Analyse and understand | Academic verbs 1–10

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

1. analyze — what the command asks you to do

analyze means break information into parts and examine how those parts connect. In a question, the expected move is: Show the important parts, relationships, causes or patterns and explain why they matter. Alicia analyzed the article by separating the claim, evidence and assumptions. Common boundary: Do not merely retell the information

Across subjects: In English reading, Alicia might be asked to analyze a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing analyze, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

2. apply — what the command asks you to do

apply means use a rule, idea, method or skill in a particular situation. In a question, the expected move is: Take something learned and use it correctly in a new or given task. Tricia applied the comparison method to a new science passage. Common boundary: Do not only repeat the rule

Across subjects: In English writing, Tricia might be asked to apply a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing apply, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

3. argue — what the command asks you to do

argue means present a position and support it with reasons and evidence. In a question, the expected move is: Make a defensible case, address evidence and explain the logic. Kai Kai argued that the second plan was safer because it reduced two identified risks. Common boundary: Do not treat arguing as simply disagreeing

Across subjects: In mathematics, Kai Kai might be asked to argue a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing argue, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

4. assess — what the command asks you to do

assess means judge the quality, condition, importance or extent of something. In a question, the expected move is: Use information or criteria to make a reasoned judgement. Alicia assessed the reliability of the source before using it. Common boundary: Do not give a quick personal preference

Across subjects: In science, Alicia might be asked to assess a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing assess, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

5. calculate — what the command asks you to do

calculate means find a numerical result by using mathematical operations. In a question, the expected move is: Show the necessary computation accurately. Tricia calculated the total cost after applying the discount. Common boundary: Do not estimate when an exact calculation is required

Across subjects: In social studies, Tricia might be asked to calculate a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing calculate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

6. categorize — what the command asks you to do

categorize means place items into named groups according to a clear rule. In a question, the expected move is: State or infer the grouping rule and sort consistently. Kai Kai categorized the examples according to their purpose. Common boundary: Do not group by an irrelevant surface feature

Across subjects: In project work, Kai Kai might be asked to categorize a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing categorize, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

7. cite — what the command asks you to do

cite means name or point to a source, passage, detail or evidence used to support an answer. In a question, the expected move is: Identify exactly where supporting information comes from. Alicia cited two sentences from the passage to support her inference. Common boundary: Do not mention a source without connecting it to the claim

Across subjects: In oral discussion, Alicia might be asked to cite a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing cite, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

8. classify — what the command asks you to do

classify means sort things into classes using shared characteristics. In a question, the expected move is: Use a defined classification rule and explain borderline cases when needed. Tricia classified the materials by whether they conducted electricity. Common boundary: Do not treat every visible difference as a new class

Across subjects: In independent study, Tricia might be asked to classify a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing classify, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

9. compare — what the command asks you to do

compare means examine two or more things to identify similarities and differences. In a question, the expected move is: Use the same criteria for each item and state meaningful likenesses and differences. Kai Kai compared the characters’ motives and responses to failure. Common boundary: Do not write two separate descriptions without linking them

Across subjects: In English reading, Kai Kai might be asked to compare a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing compare, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

10. conclude — what the command asks you to do

conclude means reach a final or provisional judgement after considering information. In a question, the expected move is: State what follows from the evidence and keep the certainty appropriate. Alicia concluded that the pattern was likely deliberate after checking repeated examples. Common boundary: Do not introduce a conclusion unsupported by the evidence

Across subjects: In English writing, Alicia might be asked to conclude a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing conclude, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Build and explain | Academic verbs 11–20

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

11. construct — what the command asks you to do

construct means build an answer, model, argument, diagram or representation from parts. In a question, the expected move is: Select useful components and connect them into a coherent whole. Tricia constructed an explanation using cause, evidence and consequence. Common boundary: Do not merely collect parts without structure

Across subjects: In mathematics, Tricia might be asked to construct a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing construct, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

12. contrast — what the command asks you to do

contrast means focus on meaningful differences between two or more things. In a question, the expected move is: Use matched criteria so the differences are clear. Kai Kai contrasted the two methods by accuracy, speed and reliability. Common boundary: Do not confuse contrast with any random difference

Across subjects: In science, Kai Kai might be asked to contrast a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing contrast, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

13. define — what the command asks you to do

define means state the precise meaning or essential boundaries of a term. In a question, the expected move is: Give the core meaning and enough boundary information to separate it from nearby ideas. Alicia defined evidence before showing two examples. Common boundary: Do not replace a definition with only an example

Across subjects: In social studies, Alicia might be asked to define a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing define, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

14. demonstrate — what the command asks you to do

demonstrate means show clearly through reasoning, evidence, procedure or performance. In a question, the expected move is: Make understanding visible rather than simply claiming to know. Tricia demonstrated her understanding by solving a new problem and explaining each step. Common boundary: Do not write “I understand” without showing it

Across subjects: In project work, Tricia might be asked to demonstrate a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing demonstrate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

15. describe — what the command asks you to do

describe means state relevant features, qualities, events or characteristics accurately. In a question, the expected move is: Select details that answer the task and organise them clearly. Kai Kai described the changes in the graph before explaining why they occurred. Common boundary: Do not explain causes unless the question asks for them

Across subjects: In oral discussion, Kai Kai might be asked to describe a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing describe, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

16. determine — what the command asks you to do

determine means find out, establish or decide after examining information. In a question, the expected move is: Use the available evidence or method to arrive at an answer. Alicia determined the missing value by working backwards. Common boundary: Do not select an answer before checking the information

Across subjects: In independent study, Alicia might be asked to determine a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing determine, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

17. distinguish — what the command asks you to do

distinguish means show the important difference between similar ideas, items or terms. In a question, the expected move is: Name the boundary that keeps the two ideas separate. Tricia distinguished fact from opinion by checking whether each statement could be verified. Common boundary: Do not list unrelated differences

Across subjects: In English reading, Tricia might be asked to distinguish a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing distinguish, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

18. estimate — what the command asks you to do

estimate means give a reasoned value or quantity close to the exact result. In a question, the expected move is: Use known quantities, benchmarks or rounding to produce a sensible approximation. Kai Kai estimated the distance before measuring it. Common boundary: Do not give an unsupported guess

Across subjects: In English writing, Kai Kai might be asked to estimate a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing estimate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

19. evaluate — what the command asks you to do

evaluate means judge quality, strength, value or effectiveness using criteria and evidence. In a question, the expected move is: Make a judgement and support it with reasons tied to standards. Alicia evaluated the proposal by considering safety, cost and practicality. Common boundary: Do not stop at describing strengths and weaknesses

Across subjects: In mathematics, Alicia might be asked to evaluate a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing evaluate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

20. explain — what the command asks you to do

explain means make an idea, cause, relationship, method or reason clear. In a question, the expected move is: Show how or why, using connected reasoning and relevant detail. Tricia explained why the temperature change affected the result. Common boundary: Do not simply restate what happened

Across subjects: In science, Tricia might be asked to explain a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing explain, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Read, infer and interpret | Academic verbs 21–30

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

21. formulate — what the command asks you to do

formulate means develop and express an idea, question, plan or rule carefully. In a question, the expected move is: Shape the response so it is precise, workable and suited to the task. Kai Kai formulated a research question that could be answered with the available data. Common boundary: Do not write the first vague idea that comes to mind

Across subjects: In social studies, Kai Kai might be asked to formulate a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing formulate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

22. identify — what the command asks you to do

identify means recognise, name or point out the required item, feature or idea. In a question, the expected move is: Give the exact requested answer and enough location or label to make it clear. Alicia identified the main claim in the opening paragraph. Common boundary: Do not over-explain when only identification is required

Across subjects: In project work, Alicia might be asked to identify a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing identify, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

23. illustrate — what the command asks you to do

illustrate means make an idea clearer by giving an example, case, diagram or comparison. In a question, the expected move is: Choose an example that genuinely shows the idea at work. Tricia illustrated the concept of cooperation with a short classroom example. Common boundary: Do not give an interesting example that does not fit

Across subjects: In oral discussion, Tricia might be asked to illustrate a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing illustrate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

24. infer — what the command asks you to do

infer means reach a conclusion from clues and prior knowledge rather than direct statement. In a question, the expected move is: Combine textual or situational clues with reasonable background knowledge. Kai Kai inferred that the character was worried from his repeated checks of the time. Common boundary: Do not guess without evidence

Across subjects: In independent study, Kai Kai might be asked to infer a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing infer, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

25. interpret — what the command asks you to do

interpret means explain the meaning, significance or implication of information. In a question, the expected move is: Move from what is shown to what it means in the context of the question. Alicia interpreted the graph by explaining what the trend suggested. Common boundary: Do not simply copy data or wording

Across subjects: In English reading, Alicia might be asked to interpret a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing interpret, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

26. justify — what the command asks you to do

justify means show why an answer, decision or claim is reasonable. In a question, the expected move is: Give relevant reasons or evidence and connect them explicitly to the choice. Tricia justified her answer with two details from the text. Common boundary: Do not repeat the choice as its own reason

Across subjects: In English writing, Tricia might be asked to justify a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing justify, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

27. organize — what the command asks you to do

organize means arrange ideas, information or materials into a useful order or structure. In a question, the expected move is: Choose a logical grouping or sequence suited to the purpose. Kai Kai organized the paragraph from claim to evidence to explanation. Common boundary: Do not arrange randomly or only by appearance

Across subjects: In mathematics, Kai Kai might be asked to organize a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing organize, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

28. outline — what the command asks you to do

outline means give the main structure, stages or points without full detail. In a question, the expected move is: Include the important components in a clear order. Alicia outlined three stages of the process before writing the explanation. Common boundary: Do not write a full essay when a concise plan is required

Across subjects: In science, Alicia might be asked to outline a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing outline, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

29. paraphrase — what the command asks you to do

paraphrase means express the same meaning in genuinely different wording. In a question, the expected move is: Preserve the original idea while changing vocabulary and sentence structure appropriately. Tricia paraphrased the source before explaining how it supported her point. Common boundary: Do not swap only one or two words

Across subjects: In social studies, Tricia might be asked to paraphrase a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing paraphrase, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

30. predict — what the command asks you to do

predict means state what is likely to happen using patterns, clues or evidence. In a question, the expected move is: Give the expected outcome and, when useful, the basis for it. Kai Kai predicted that the next value would increase because the pattern doubled each time. Common boundary: Do not guess randomly

Across subjects: In project work, Kai Kai might be asked to predict a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing predict, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Plan, organise and solve | Academic verbs 31–40

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

31. prioritize — what the command asks you to do

prioritize means decide what should receive attention first because it is more important or urgent. In a question, the expected move is: Rank needs using explicit reasons or criteria. Alicia prioritized safety before speed in the activity plan. Common boundary: Do not call everything a top priority

Across subjects: In oral discussion, Alicia might be asked to prioritize a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing prioritize, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

32. prove — what the command asks you to do

prove means show that a statement must be true using valid evidence or logical steps. In a question, the expected move is: Provide a complete chain of reasoning appropriate to the subject. Tricia proved the geometric relationship from the stated properties. Common boundary: Do not use “prove” when the evidence only makes something likely

Across subjects: In independent study, Tricia might be asked to prove a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing prove, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

33. question — what the command asks you to do

question means ask about or challenge an idea so that it can be examined more carefully. In a question, the expected move is: Use a focused question to test meaning, evidence, assumption or consequence. Kai Kai questioned whether the sample was large enough to support the claim. Common boundary: Do not reject an idea merely by sounding doubtful

Across subjects: In English reading, Kai Kai might be asked to question a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing question, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

34. reason — what the command asks you to do

reason means think through evidence, rules and relationships to reach a defensible conclusion. In a question, the expected move is: Make the logical path visible enough for another person to follow. Alicia reasoned from the known facts to the most likely explanation. Common boundary: Do not jump directly from clue to answer

Across subjects: In English writing, Alicia might be asked to reason a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing reason, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

35. recall — what the command asks you to do

recall means bring learned information back from memory. In a question, the expected move is: Produce the knowledge without relying on the original prompt or notes. Tricia recalled the definition before checking her notebook. Common boundary: Do not confuse rereading with recall

Across subjects: In mathematics, Tricia might be asked to recall a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing recall, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

36. recognize — what the command asks you to do

recognize means notice or identify something as familiar or belonging to a known category. In a question, the expected move is: Show that the feature, pattern or idea has been correctly noticed. Kai Kai recognized the transition word but still had to explain its function. Common boundary: Do not assume recognition means full understanding

Across subjects: In science, Kai Kai might be asked to recognize a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing recognize, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

37. relate — what the command asks you to do

relate means show how ideas, events, quantities or experiences are connected. In a question, the expected move is: State the relationship clearly rather than placing the items side by side. Alicia related the character’s decision to the earlier conflict. Common boundary: Do not give two independent descriptions

Across subjects: In social studies, Alicia might be asked to relate a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing relate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

38. report — what the command asks you to do

report means present observed, researched or recorded information accurately. In a question, the expected move is: Separate what was found from personal opinion unless evaluation is requested. Tricia reported the measurements before discussing possible causes. Common boundary: Do not alter evidence to make the result more dramatic

Across subjects: In project work, Tricia might be asked to report a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing report, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

39. represent — what the command asks you to do

represent means show an idea, quantity, relationship or object in another form. In a question, the expected move is: Choose a representation that preserves the important information. Kai Kai represented the ratio with a bar model. Common boundary: Do not create a diagram or symbol that changes the underlying meaning

Across subjects: In oral discussion, Kai Kai might be asked to represent a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing represent, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

40. respond — what the command asks you to do

respond means answer or react appropriately to a question, claim, event or situation. In a question, the expected move is: Address what was actually asked or said. Alicia responded directly to the counterargument before returning to her main claim. Common boundary: Do not deliver a prepared answer that ignores the prompt

Across subjects: In independent study, Alicia might be asked to respond a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing respond, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Evidence, synthesis and checking | Academic verbs 41–50

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

41. review — what the command asks you to do

review means look back over work or information to check understanding, quality or completeness. In a question, the expected move is: Re-examine with a purpose such as detecting gaps, errors or patterns. Tricia reviewed her mistakes and grouped them by cause. Common boundary: Do not reread passively

Across subjects: In English reading, Tricia might be asked to review a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing review, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

42. revise — what the command asks you to do

revise means improve content, ideas, organisation or meaning through purposeful changes. In a question, the expected move is: Change what the work says or how it is structured when necessary. Kai Kai revised his paragraph by moving the evidence closer to the claim it supported. Common boundary: Do not treat proofreading punctuation as the whole of revision

Across subjects: In English writing, Kai Kai might be asked to revise a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing revise, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

43. select — what the command asks you to do

select means choose the most suitable item or option from alternatives. In a question, the expected move is: Use the task criteria to make the choice. Alicia selected the most relevant evidence for the question. Common boundary: Do not choose only because the option looks familiar

Across subjects: In mathematics, Alicia might be asked to select a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing select, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

44. sequence — what the command asks you to do

sequence means place events, steps, ideas or quantities in an appropriate order. In a question, the expected move is: Use chronological, logical, numerical or procedural order as required. Tricia sequenced the steps so another learner could repeat the experiment. Common boundary: Do not assume time order is always the best structure

Across subjects: In science, Tricia might be asked to sequence a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing sequence, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

45. solve — what the command asks you to do

solve means find a correct or workable answer to a problem. In a question, the expected move is: Use an appropriate method and verify the result when possible. Kai Kai solved the problem and checked the answer against the original conditions. Common boundary: Do not stop after performing unrelated calculations

Across subjects: In social studies, Kai Kai might be asked to solve a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing solve, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

46. specify — what the command asks you to do

specify means state something clearly and exactly. In a question, the expected move is: Give the requested detail, condition, value or boundary. Alicia specified which evidence she was referring to. Common boundary: Do not answer with a vague general statement

Across subjects: In project work, Alicia might be asked to specify a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing specify, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

47. summarize — what the command asks you to do

summarize means state the central ideas concisely without unnecessary detail. In a question, the expected move is: Preserve the main message while removing most examples and repetition. Tricia summarized the article in four sentences. Common boundary: Do not copy whole sentences from the source

Across subjects: In oral discussion, Tricia might be asked to summarize a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing summarize, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

48. support — what the command asks you to do

support means strengthen a claim, answer or conclusion with relevant evidence, reasons or explanation. In a question, the expected move is: Show the connection between the support and the point it strengthens. Kai Kai supported his inference with a detail from the final paragraph. Common boundary: Do not drop in a quotation without explanation

Across subjects: In independent study, Kai Kai might be asked to support a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing support, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

49. synthesize — what the command asks you to do

synthesize means combine information or ideas from multiple parts or sources into a new coherent understanding. In a question, the expected move is: Integrate, compare and connect rather than listing sources one after another. Alicia synthesized the article and graph into one explanation of the trend. Common boundary: Do not write separate mini-summaries only

Across subjects: In English reading, Alicia might be asked to synthesize a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing synthesize, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

50. trace — what the command asks you to do

trace means follow the development, movement or change of something across time, stages or parts. In a question, the expected move is: Show the sequence and important turning points. Tricia traced how the character’s attitude changed across the story. Common boundary: Do not jump from beginning to end without the pathway

Across subjects: In English writing, Tricia might be asked to trace a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing trace, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Observe and investigate | Academic verbs 51–60

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

51. verify — what the command asks you to do

verify means check whether a claim, answer, source or result is accurate or supported. In a question, the expected move is: Use an independent check, evidence or reliable procedure. Kai Kai verified the statistic using the original data source. Common boundary: Do not assume repeated information is verified information

Across subjects: In mathematics, Kai Kai might be asked to verify a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing verify, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

52. observe — what the command asks you to do

observe means notice and record what can be detected directly. In a question, the expected move is: Keep observation separate from explanation or inference. Alicia observed that bubbles formed after the substances were mixed. Common boundary: Do not write an assumption as though it was observed

Across subjects: In science, Alicia might be asked to observe a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing observe, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

53. investigate — what the command asks you to do

investigate means examine a question systematically to gather evidence and reach a better understanding. In a question, the expected move is: Plan what to examine, gather information and evaluate findings. Tricia investigated how light level affected plant growth. Common boundary: Do not treat one quick observation as a complete investigation

Across subjects: In social studies, Tricia might be asked to investigate a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing investigate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

54. measure — what the command asks you to do

measure means determine the size, amount, degree or quantity using an agreed unit or scale. In a question, the expected move is: Choose the correct tool and unit and record carefully. Kai Kai measured the length to the nearest millimetre. Common boundary: Do not estimate when measurement is required

Across subjects: In project work, Kai Kai might be asked to measure a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing measure, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

55. record — what the command asks you to do

record means write, store or capture information so it can be examined later. In a question, the expected move is: Preserve observations or data accurately and consistently. Alicia recorded the temperature every five minutes. Common boundary: Do not rely on memory when the task requires a record

Across subjects: In oral discussion, Alicia might be asked to record a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing record, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

56. test — what the command asks you to do

test means use a procedure or evidence to check an idea, prediction, design or claim. In a question, the expected move is: State what is being tested and keep the comparison fair when possible. Tricia tested the prediction under the same conditions three times. Common boundary: Do not change several important conditions without noticing

Across subjects: In independent study, Tricia might be asked to test a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing test, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

57. hypothesize — what the command asks you to do

hypothesize means propose a testable explanation for an observation or question. In a question, the expected move is: State a possible explanation that evidence could support or challenge. Kai Kai hypothesized that the material slowed heat loss because it trapped air. Common boundary: Do not confuse a hypothesis with a proven fact

Across subjects: In English reading, Kai Kai might be asked to hypothesize a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing hypothesize, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

58. model — what the command asks you to do

model means represent a system, process, relationship or object in a simplified form. In a question, the expected move is: Make the important features visible while acknowledging simplification. Alicia modeled the water cycle with a labelled diagram. Common boundary: Do not assume the model is identical to reality

Across subjects: In English writing, Alicia might be asked to model a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing model, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

59. examine — what the command asks you to do

examine means look closely at information, evidence or features for a particular purpose. In a question, the expected move is: Attend to relevant details systematically. Tricia examined the wording of the question before answering. Common boundary: Do not scan quickly without a purpose

Across subjects: In mathematics, Tricia might be asked to examine a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing examine, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

60. explore — what the command asks you to do

explore means investigate possibilities, ideas or features without assuming one final answer at the start. In a question, the expected move is: Consider a range of reasonable directions and evidence. Kai Kai explored several ways to organise the data. Common boundary: Do not wander without a clear question or purpose

Across subjects: In science, Kai Kai might be asked to explore a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing explore, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Mathematical and quantitative reasoning | Academic verbs 61–70

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

61. generalize — what the command asks you to do

generalize means form a broader statement from patterns or examples. In a question, the expected move is: Use enough evidence and state appropriate limits. Alicia generalized cautiously after the same pattern appeared in several examples. Common boundary: Do not generalize from one unusual case

Across subjects: In social studies, Alicia might be asked to generalize a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing generalize, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

62. derive — what the command asks you to do

derive means obtain a result, expression, meaning or conclusion from something else. In a question, the expected move is: Show the steps or source from which the result comes. Tricia derived the formula from the known relationship. Common boundary: Do not present the final result as unexplained magic

Across subjects: In project work, Tricia might be asked to derive a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing derive, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

63. convert — what the command asks you to do

convert means change a quantity, representation or form into another while preserving value or meaning. In a question, the expected move is: Use the correct relationship between the two forms or units. Kai Kai converted the measurement from metres to centimetres. Common boundary: Do not alter the underlying quantity accidentally

Across subjects: In oral discussion, Kai Kai might be asked to convert a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing convert, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

64. simplify — what the command asks you to do

simplify means make an expression, explanation or process easier to work with while preserving essential meaning. In a question, the expected move is: Remove unnecessary complexity without changing what must stay true. Alicia simplified the fraction before comparing it with another value. Common boundary: Do not oversimplify until important information disappears

Across subjects: In independent study, Alicia might be asked to simplify a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing simplify, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

65. quantify — what the command asks you to do

quantify means express an amount, change, relationship or effect numerically. In a question, the expected move is: Use an appropriate number, unit, rate or proportion. Tricia quantified the increase as twelve percent. Common boundary: Do not use vague words such as “a lot” when the amount can be stated

Across subjects: In English reading, Tricia might be asked to quantify a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing quantify, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

66. validate — what the command asks you to do

validate means check whether a method, model, conclusion or result is sound for its intended purpose. In a question, the expected move is: Use suitable evidence or criteria to confirm adequacy. Kai Kai validated the method by checking it against a known result. Common boundary: Do not treat agreement with expectation as validation by itself

Across subjects: In English writing, Kai Kai might be asked to validate a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing validate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

67. reflect — what the command asks you to do

reflect means think carefully about what happened, what was learned and what should change next. In a question, the expected move is: Connect experience to evidence and future action. Alicia reflected on which revision method produced the strongest recall. Common boundary: Do not write only “I did well” or “I need to improve”

Across subjects: In mathematics, Alicia might be asked to reflect a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing reflect, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

68. monitor — what the command asks you to do

monitor means check progress, quality or understanding while an activity is happening. In a question, the expected move is: Notice signs that the method is or is not working and adjust if needed. Tricia monitored her comprehension and slowed down when the argument became difficult. Common boundary: Do not wait until the end to discover a preventable problem

Across subjects: In science, Tricia might be asked to monitor a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing monitor, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

69. retrieve — what the command asks you to do

retrieve means bring stored information back into active use from memory. In a question, the expected move is: Recall without depending on the original notes or answer choices. Kai Kai retrieved the word from memory when the writing task required it. Common boundary: Do not confuse recognition with retrieval

Across subjects: In social studies, Kai Kai might be asked to retrieve a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing retrieve, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

70. transfer — what the command asks you to do

transfer means use knowledge or a skill successfully in a different context. In a question, the expected move is: Recognize the underlying idea and adapt it to the new situation. Alicia transferred the evidence-checking routine from English to science. Common boundary: Do not copy surface features that no longer fit

Across subjects: In project work, Alicia might be asked to transfer a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing transfer, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Learning, revision and transfer | Academic verbs 71–80

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

71. plan — what the command asks you to do

plan means decide in advance how to approach a task, goal or problem. In a question, the expected move is: Set the objective, order useful steps and anticipate constraints. Tricia planned her paragraph before writing the first sentence. Common boundary: Do not spend so long planning that no work begins

Across subjects: In oral discussion, Tricia might be asked to plan a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing plan, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

72. design — what the command asks you to do

design means create a purposeful structure, solution, investigation or product to meet requirements. In a question, the expected move is: Work from criteria and constraints, then test or refine the design. Kai Kai designed an investigation that changed one main variable at a time. Common boundary: Do not decorate before the function is clear

Across subjects: In independent study, Kai Kai might be asked to design a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing design, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

73. create — what the command asks you to do

create means produce something new such as an explanation, text, model, solution or product. In a question, the expected move is: Use knowledge and constraints to make a coherent original result. Alicia created a new example to show the same principle. Common boundary: Do not confuse copying with creating

Across subjects: In English reading, Alicia might be asked to create a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing create, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

74. edit — what the command asks you to do

edit means correct language, conventions, accuracy or presentation at sentence and word level. In a question, the expected move is: Check specific features systematically after the main ideas are in place. Tricia edited her final draft for grammar, spelling and punctuation. Common boundary: Do not use editing as a substitute for revising weak ideas

Across subjects: In English writing, Tricia might be asked to edit a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing edit, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

75. elaborate — what the command asks you to do

elaborate means add relevant detail, explanation or development to make an idea fuller. In a question, the expected move is: Extend the answer in a way that increases clarity or depth. Kai Kai elaborated on the cause by explaining the intermediate step. Common boundary: Do not pad the response with repeated wording

Across subjects: In mathematics, Kai Kai might be asked to elaborate a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing elaborate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

76. clarify — what the command asks you to do

clarify means make meaning easier to understand by removing ambiguity or confusion. In a question, the expected move is: Restate, define, exemplify or reorganise as needed. Alicia clarified the instruction with one precise example. Common boundary: Do not add more complexity to an already unclear explanation

Across subjects: In science, Alicia might be asked to clarify a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing clarify, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

77. discuss — what the command asks you to do

discuss means examine an issue or idea from more than one relevant angle. In a question, the expected move is: Develop connected points, evidence and implications rather than giving a one-line answer. Tricia discussed both benefits and limitations before reaching a view. Common boundary: Do not treat “discuss” as simply “state your opinion”

Across subjects: In social studies, Tricia might be asked to discuss a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing discuss, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

78. present — what the command asks you to do

present means communicate information or an argument to an audience in an organised form. In a question, the expected move is: Select, sequence and express information for the audience and purpose. Kai Kai presented the findings using a clear claim-evidence-conclusion sequence. Common boundary: Do not read disconnected notes without structure

Across subjects: In project work, Kai Kai might be asked to present a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing present, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

79. communicate — what the command asks you to do

communicate means convey meaning so another person can understand it accurately enough for the purpose. In a question, the expected move is: Choose language, medium and detail suited to audience and context. Alicia communicated the change in procedure and checked that everyone understood. Common boundary: Do not assume sending information guarantees understanding

Across subjects: In oral discussion, Alicia might be asked to communicate a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing communicate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

80. collaborate — what the command asks you to do

collaborate means work with others toward a shared outcome by coordinating contributions. In a question, the expected move is: Share information, listen, divide work sensibly and integrate results. Tricia collaborated with her group to combine three sources into one explanation. Common boundary: Do not merely split the task and never reconnect the parts

Across subjects: In independent study, Tricia might be asked to collaborate a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing collaborate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Communication, collaboration and argument | Academic verbs 81–90

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

81. persuade — what the command asks you to do

persuade means influence an audience toward a belief or action through reasons, evidence and rhetoric. In a question, the expected move is: Understand the audience, build a clear case and address likely objections. Kai Kai persuaded the group by linking his proposal to their stated priorities. Common boundary: Do not rely only on emotional pressure

Across subjects: In English reading, Kai Kai might be asked to persuade a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing persuade, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

82. recommend — what the command asks you to do

recommend means suggest a particular action or choice as preferable. In a question, the expected move is: State the recommendation and justify it against relevant criteria. Alicia recommended the second route because it was safer and only slightly longer. Common boundary: Do not recommend without considering alternatives

Across subjects: In English writing, Alicia might be asked to recommend a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing recommend, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

83. challenge — what the command asks you to do

challenge means question or contest a claim, assumption or interpretation with reasons. In a question, the expected move is: Identify the specific weakness and explain why it matters. Tricia challenged the assumption that faster always meant more efficient. Common boundary: Do not attack the person making the claim

Across subjects: In mathematics, Tricia might be asked to challenge a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing challenge, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

84. refute — what the command asks you to do

refute means show that a claim or argument is false or inadequately supported. In a question, the expected move is: Address the actual claim using evidence or logic. Kai Kai refuted the statement by providing a counterexample that met all the conditions. Common boundary: Do not refute a weaker claim that nobody made

Across subjects: In science, Kai Kai might be asked to refute a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing refute, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

85. critique — what the command asks you to do

critique means analyse and evaluate strengths, weaknesses, choices and effects. In a question, the expected move is: Use criteria and evidence to produce a balanced, useful judgement. Alicia critiqued the design by identifying one strength, two limitations and a practical improvement. Common boundary: Do not treat critique as finding faults only

Across subjects: In social studies, Alicia might be asked to critique a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing critique, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

86. annotate — what the command asks you to do

annotate means add brief notes, labels or marks to a text, diagram or source to capture useful thinking. In a question, the expected move is: Mark purposefully for meaning, structure, evidence, questions or connections. Tricia annotated the paragraph by marking the claim, evidence and linking phrase. Common boundary: Do not highlight everything

Across subjects: In project work, Tricia might be asked to annotate a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing annotate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

87. arrange — what the command asks you to do

arrange means put items, events, ideas or values into a required or useful order. In a question, the expected move is: Use the stated rule such as size, chronology, priority or sequence. Kai Kai arranged the events from earliest to latest. Common boundary: Do not invent a different ordering rule

Across subjects: In oral discussion, Kai Kai might be asked to arrange a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing arrange, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

88. choose — what the command asks you to do

choose means select one or more options from alternatives. In a question, the expected move is: Use the task requirement and evidence to make the choice. Alicia chose the strongest example because it matched every part of the criterion. Common boundary: Do not choose by familiarity alone

Across subjects: In independent study, Alicia might be asked to choose a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing choose, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

89. complete — what the command asks you to do

complete means finish a required task, pattern, statement, table or process. In a question, the expected move is: Supply every required component accurately. Tricia completed the table by calculating the two missing values. Common boundary: Do not stop when only the easiest parts are done

Across subjects: In English reading, Tricia might be asked to complete a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing complete, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

90. consider — what the command asks you to do

consider means think about a factor, possibility, viewpoint or consequence before deciding. In a question, the expected move is: Give genuine attention to the named issue and show its relevance. Kai Kai considered the long-term consequence before making his recommendation. Common boundary: Do not mention the factor without integrating it into the reasoning

Across subjects: In English writing, Kai Kai might be asked to consider a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing consider, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Select, order, connect and distinguish | Academic verbs 91–100

These ten verbs belong together because they trigger related kinds of academic work. The grouping is not exclusive: the same verb may appear in several subjects and may combine with other command words in a single task. Teach the action first, then teach the answer pattern.

91. deduce — what the command asks you to do

deduce means reach a conclusion by reasoning from known facts, rules or clues. In a question, the expected move is: Show how the conclusion follows from the available information. Alicia deduced the missing condition from the pattern and the stated rule. Common boundary: Do not replace deduction with an unsupported hunch

Across subjects: In mathematics, Alicia might be asked to deduce a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing deduce, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

92. state — what the command asks you to do

state means give information, a fact, claim or answer clearly and directly. In a question, the expected move is: Answer concisely and accurately without unnecessary explanation when none is requested. Tricia stated the required value and unit. Common boundary: Do not turn a one-mark statement into an unfocused paragraph

Across subjects: In science, Tricia might be asked to state a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing state, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

93. suggest — what the command asks you to do

suggest means offer a possible idea, explanation or course of action. In a question, the expected move is: Make a plausible proposal and support it when the task requires. Kai Kai suggested one reason for the change and identified what evidence would test it. Common boundary: Do not present a suggestion as certain fact

Across subjects: In social studies, Kai Kai might be asked to suggest a text, result, idea or source. In independent study, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing suggest, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

94. rank — what the command asks you to do

rank means place items in order according to a stated criterion. In a question, the expected move is: Use the same criterion consistently and justify close decisions when needed. Alicia ranked the solutions by cost from lowest to highest. Common boundary: Do not rank by personal preference unless preference is the criterion

Across subjects: In project work, Alicia might be asked to rank a text, result, idea or source. In English reading, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing rank, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

95. match — what the command asks you to do

match means pair items that correspond according to meaning, function, value or another stated relationship. In a question, the expected move is: Check the relationship on both sides before pairing. Tricia matched each term to the definition that preserved its exact meaning. Common boundary: Do not match by superficial appearance alone

Across subjects: In oral discussion, Tricia might be asked to match a text, result, idea or source. In English writing, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing match, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

96. map — what the command asks you to do

map means show relationships, locations, routes, stages or ideas in a structured visual or conceptual form. In a question, the expected move is: Select a layout that makes the relevant connections visible. Kai Kai mapped the causes and consequences of the event. Common boundary: Do not add decorative links that have no meaningful relationship

Across subjects: In independent study, Kai Kai might be asked to map a text, result, idea or source. In mathematics, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing map, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

97. integrate — what the command asks you to do

integrate means combine parts so they work together as one coherent whole. In a question, the expected move is: Connect evidence, ideas or components rather than leaving them separate. Alicia integrated the quotation into her own sentence and explanation. Common boundary: Do not paste several sources together without synthesis

Across subjects: In English reading, Alicia might be asked to integrate a text, result, idea or source. In science, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing integrate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

98. adapt — what the command asks you to do

adapt means change an approach, text, model or method so it works in a new condition. In a question, the expected move is: Preserve the goal while adjusting what the new context requires. Tricia adapted her presentation for an audience unfamiliar with the technical terms. Common boundary: Do not copy the old method when its assumptions no longer fit

Across subjects: In English writing, Tricia might be asked to adapt a text, result, idea or source. In social studies, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing adapt, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

99. check — what the command asks you to do

check means inspect work, information or results for correctness, completeness or fit. In a question, the expected move is: Use a deliberate verification step tied to the likely error. Kai Kai checked the calculation by using the inverse operation. Common boundary: Do not glance over the answer and call that checking

Across subjects: In mathematics, Kai Kai might be asked to check a text, result, idea or source. In project work, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing check, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

100. differentiate — what the command asks you to do

differentiate means show or recognize the features that make similar things distinct. In a question, the expected move is: Name the criterion or boundary that separates the items. Alicia differentiated correlation from causation by explaining what each claim requires. Common boundary: Do not treat two labels as different merely because the words look different

Across subjects: In science, Alicia might be asked to differentiate a text, result, idea or source. In oral discussion, the same verb can keep its core intellectual action while the content changes. That transfer matters because command words are part of academic language, not property of one subject. A good learner asks, “What stays the same about the thinking action when the topic changes?”

Self-check: Before submitting an answer to a task containing differentiate, ask three questions: Have I actually performed the action? Is my evidence or working visible enough? Have I accidentally answered a nearby command instead? If the answer is weak, repair alignment before adding more content.

Command-word families: from lower information demand to higher judgement demand

Command words do not form a perfect hierarchy, because difficulty depends on the content and the task. Still, learners benefit from seeing common progressions. A question may move from identify to describe to explain; from compare to analyze to evaluate; or from observe to infer to justify. Each step adds a different demand rather than simply adding more words.

• Identify → describe → explain: name it, state relevant features, then make the relationship or reason clear.
• Compare → contrast → distinguish: examine together, focus on differences, then define the boundary that keeps similar ideas separate.
• Observe → infer → conclude: state what is directly noticed, reason from clues, then state what follows from the evidence.
• State → justify → evaluate: give the answer, support it, then judge using explicit criteria.
• Summarize → synthesize: condense one source or body of information, then integrate multiple parts or sources into a new whole.
• Calculate → verify: produce the result, then check independently that it is sound.

English reading: the verbs that control comprehension

Reading questions often hinge on identify, infer, interpret, analyze, compare, cite, summarize, trace, distinguish and evaluate. These verbs tell the learner whether to locate information, move beneath the surface, examine structure, follow development or judge strength. A reader who understands the passage but misreads the command can still lose the task.

A useful routine is to rewrite the command in plain language. “Infer the author’s attitude” becomes “Use clues to work out an attitude that is not directly stated.” “Cite evidence” becomes “Point to the exact detail that supports the answer.” “Trace the development” becomes “Follow how it changes from one stage to the next.” Plain-language translation prevents the learner from treating academic verbs as decorative school vocabulary.

English writing: verbs that control purpose and revision

Writing instructions use verbs such as describe, explain, argue, persuade, support, organize, revise, edit, elaborate, integrate and adapt. These actions operate at different levels. Revise may change ideas, structure or evidence. Edit often works later at sentence and convention level. Support strengthens a claim. Elaborate develops a point. Adapt changes language or structure to suit a new audience or purpose.

Teaching these distinctions gives students a map for improvement. Instead of “make the writing better,” the teacher can ask the learner to clarify one sentence, integrate evidence, revise the paragraph order, and then edit punctuation. The verbs turn vague feedback into executable actions.

Mathematics: command words are part of mathematical literacy

Mathematics is not language-free. Questions use verbs such as calculate, estimate, determine, represent, derive, simplify, convert, prove, verify, quantify and solve. Each one changes the expected working. An estimate should be sensible and approximate. A calculation aims at an exact result. A proof requires a valid chain of reasoning. A representation must preserve the mathematical relationship even when the form changes.

Students should learn to connect the verb to the expected evidence. “Calculate” usually requires working or an exact numerical result. “Explain” may require a relationship in words. “Show” or “demonstrate” often makes reasoning visible. “Verify” needs an independent check, not merely repeating the same calculation.

Science: command words separate observation from explanation

Science relies strongly on the distinction between observe, record, measure, classify, hypothesize, predict, test, interpret, conclude and evaluate. Confusing these operations can create weak scientific reasoning. “The liquid became cloudy” may be an observation. “A new substance formed” may be an inference. A hypothesis is a testable explanation. A conclusion states what the evidence supports after the investigation.

Teach learners to label the type of statement they are making. If the answer is an inference, what observation supports it? If it is a prediction, what pattern or model supports it? If it is an evaluation, what criteria are being used? The command word should determine the evidence standard.

Social studies and project work: evidence, viewpoints and recommendations

In research and social studies, learners increasingly meet interpret, compare, assess, critique, verify, challenge, synthesize, recommend and justify. These verbs invite students to work with evidence and perspective. A recommendation should arise from criteria and constraints. A critique should include strengths as well as limitations. A synthesis should combine sources rather than simply list them.

This is also where source literacy becomes important. To cite a source is not the same as to evaluate it. To summarize an article is not the same as to interpret its implications. The more precisely learners control the verbs, the more precisely they can control the research process.

100 command-word mini drills

1. analyze — perform the action, not just the word

Tricia receives this command: analyze. First, restate the command in plain language using this core meaning: break information into parts and examine how those parts connect. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Show the important parts, relationships, causes or patterns and explain why they matter. Finally, create one wrong response that makes the common mistake: Do not merely retell the information. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

2. apply — perform the action, not just the word

Kai Kai receives this command: apply. First, restate the command in plain language using this core meaning: use a rule, idea, method or skill in a particular situation. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Take something learned and use it correctly in a new or given task. Finally, create one wrong response that makes the common mistake: Do not only repeat the rule. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

3. argue — perform the action, not just the word

Alicia receives this command: argue. First, restate the command in plain language using this core meaning: present a position and support it with reasons and evidence. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Make a defensible case, address evidence and explain the logic. Finally, create one wrong response that makes the common mistake: Do not treat arguing as simply disagreeing. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

4. assess — perform the action, not just the word

Tricia receives this command: assess. First, restate the command in plain language using this core meaning: judge the quality, condition, importance or extent of something. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Use information or criteria to make a reasoned judgement. Finally, create one wrong response that makes the common mistake: Do not give a quick personal preference. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

5. calculate — perform the action, not just the word

Kai Kai receives this command: calculate. First, restate the command in plain language using this core meaning: find a numerical result by using mathematical operations. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Show the necessary computation accurately. Finally, create one wrong response that makes the common mistake: Do not estimate when an exact calculation is required. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

6. categorize — perform the action, not just the word

Alicia receives this command: categorize. First, restate the command in plain language using this core meaning: place items into named groups according to a clear rule. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: State or infer the grouping rule and sort consistently. Finally, create one wrong response that makes the common mistake: Do not group by an irrelevant surface feature. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

7. cite — perform the action, not just the word

Tricia receives this command: cite. First, restate the command in plain language using this core meaning: name or point to a source, passage, detail or evidence used to support an answer. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Identify exactly where supporting information comes from. Finally, create one wrong response that makes the common mistake: Do not mention a source without connecting it to the claim. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

8. classify — perform the action, not just the word

Kai Kai receives this command: classify. First, restate the command in plain language using this core meaning: sort things into classes using shared characteristics. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Use a defined classification rule and explain borderline cases when needed. Finally, create one wrong response that makes the common mistake: Do not treat every visible difference as a new class. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

9. compare — perform the action, not just the word

Alicia receives this command: compare. First, restate the command in plain language using this core meaning: examine two or more things to identify similarities and differences. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Use the same criteria for each item and state meaningful likenesses and differences. Finally, create one wrong response that makes the common mistake: Do not write two separate descriptions without linking them. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

10. conclude — perform the action, not just the word

Tricia receives this command: conclude. First, restate the command in plain language using this core meaning: reach a final or provisional judgement after considering information. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: State what follows from the evidence and keep the certainty appropriate. Finally, create one wrong response that makes the common mistake: Do not introduce a conclusion unsupported by the evidence. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

11. construct — perform the action, not just the word

Kai Kai receives this command: construct. First, restate the command in plain language using this core meaning: build an answer, model, argument, diagram or representation from parts. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Select useful components and connect them into a coherent whole. Finally, create one wrong response that makes the common mistake: Do not merely collect parts without structure. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

12. contrast — perform the action, not just the word

Alicia receives this command: contrast. First, restate the command in plain language using this core meaning: focus on meaningful differences between two or more things. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Use matched criteria so the differences are clear. Finally, create one wrong response that makes the common mistake: Do not confuse contrast with any random difference. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

13. define — perform the action, not just the word

Tricia receives this command: define. First, restate the command in plain language using this core meaning: state the precise meaning or essential boundaries of a term. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Give the core meaning and enough boundary information to separate it from nearby ideas. Finally, create one wrong response that makes the common mistake: Do not replace a definition with only an example. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

14. demonstrate — perform the action, not just the word

Kai Kai receives this command: demonstrate. First, restate the command in plain language using this core meaning: show clearly through reasoning, evidence, procedure or performance. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Make understanding visible rather than simply claiming to know. Finally, create one wrong response that makes the common mistake: Do not write “I understand” without showing it. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

15. describe — perform the action, not just the word

Alicia receives this command: describe. First, restate the command in plain language using this core meaning: state relevant features, qualities, events or characteristics accurately. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Select details that answer the task and organise them clearly. Finally, create one wrong response that makes the common mistake: Do not explain causes unless the question asks for them. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

16. determine — perform the action, not just the word

Tricia receives this command: determine. First, restate the command in plain language using this core meaning: find out, establish or decide after examining information. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Use the available evidence or method to arrive at an answer. Finally, create one wrong response that makes the common mistake: Do not select an answer before checking the information. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

17. distinguish — perform the action, not just the word

Kai Kai receives this command: distinguish. First, restate the command in plain language using this core meaning: show the important difference between similar ideas, items or terms. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Name the boundary that keeps the two ideas separate. Finally, create one wrong response that makes the common mistake: Do not list unrelated differences. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

18. estimate — perform the action, not just the word

Alicia receives this command: estimate. First, restate the command in plain language using this core meaning: give a reasoned value or quantity close to the exact result. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Use known quantities, benchmarks or rounding to produce a sensible approximation. Finally, create one wrong response that makes the common mistake: Do not give an unsupported guess. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

19. evaluate — perform the action, not just the word

Tricia receives this command: evaluate. First, restate the command in plain language using this core meaning: judge quality, strength, value or effectiveness using criteria and evidence. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Make a judgement and support it with reasons tied to standards. Finally, create one wrong response that makes the common mistake: Do not stop at describing strengths and weaknesses. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

20. explain — perform the action, not just the word

Kai Kai receives this command: explain. First, restate the command in plain language using this core meaning: make an idea, cause, relationship, method or reason clear. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Show how or why, using connected reasoning and relevant detail. Finally, create one wrong response that makes the common mistake: Do not simply restate what happened. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

21. formulate — perform the action, not just the word

Alicia receives this command: formulate. First, restate the command in plain language using this core meaning: develop and express an idea, question, plan or rule carefully. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Shape the response so it is precise, workable and suited to the task. Finally, create one wrong response that makes the common mistake: Do not write the first vague idea that comes to mind. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

22. identify — perform the action, not just the word

Tricia receives this command: identify. First, restate the command in plain language using this core meaning: recognise, name or point out the required item, feature or idea. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Give the exact requested answer and enough location or label to make it clear. Finally, create one wrong response that makes the common mistake: Do not over-explain when only identification is required. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

23. illustrate — perform the action, not just the word

Kai Kai receives this command: illustrate. First, restate the command in plain language using this core meaning: make an idea clearer by giving an example, case, diagram or comparison. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Choose an example that genuinely shows the idea at work. Finally, create one wrong response that makes the common mistake: Do not give an interesting example that does not fit. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

24. infer — perform the action, not just the word

Alicia receives this command: infer. First, restate the command in plain language using this core meaning: reach a conclusion from clues and prior knowledge rather than direct statement. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Combine textual or situational clues with reasonable background knowledge. Finally, create one wrong response that makes the common mistake: Do not guess without evidence. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

25. interpret — perform the action, not just the word

Tricia receives this command: interpret. First, restate the command in plain language using this core meaning: explain the meaning, significance or implication of information. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Move from what is shown to what it means in the context of the question. Finally, create one wrong response that makes the common mistake: Do not simply copy data or wording. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

26. justify — perform the action, not just the word

Kai Kai receives this command: justify. First, restate the command in plain language using this core meaning: show why an answer, decision or claim is reasonable. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Give relevant reasons or evidence and connect them explicitly to the choice. Finally, create one wrong response that makes the common mistake: Do not repeat the choice as its own reason. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

27. organize — perform the action, not just the word

Alicia receives this command: organize. First, restate the command in plain language using this core meaning: arrange ideas, information or materials into a useful order or structure. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Choose a logical grouping or sequence suited to the purpose. Finally, create one wrong response that makes the common mistake: Do not arrange randomly or only by appearance. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

28. outline — perform the action, not just the word

Tricia receives this command: outline. First, restate the command in plain language using this core meaning: give the main structure, stages or points without full detail. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Include the important components in a clear order. Finally, create one wrong response that makes the common mistake: Do not write a full essay when a concise plan is required. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

29. paraphrase — perform the action, not just the word

Kai Kai receives this command: paraphrase. First, restate the command in plain language using this core meaning: express the same meaning in genuinely different wording. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Preserve the original idea while changing vocabulary and sentence structure appropriately. Finally, create one wrong response that makes the common mistake: Do not swap only one or two words. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

30. predict — perform the action, not just the word

Alicia receives this command: predict. First, restate the command in plain language using this core meaning: state what is likely to happen using patterns, clues or evidence. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Give the expected outcome and, when useful, the basis for it. Finally, create one wrong response that makes the common mistake: Do not guess randomly. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

31. prioritize — perform the action, not just the word

Tricia receives this command: prioritize. First, restate the command in plain language using this core meaning: decide what should receive attention first because it is more important or urgent. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Rank needs using explicit reasons or criteria. Finally, create one wrong response that makes the common mistake: Do not call everything a top priority. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

32. prove — perform the action, not just the word

Kai Kai receives this command: prove. First, restate the command in plain language using this core meaning: show that a statement must be true using valid evidence or logical steps. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Provide a complete chain of reasoning appropriate to the subject. Finally, create one wrong response that makes the common mistake: Do not use “prove” when the evidence only makes something likely. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

33. question — perform the action, not just the word

Alicia receives this command: question. First, restate the command in plain language using this core meaning: ask about or challenge an idea so that it can be examined more carefully. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Use a focused question to test meaning, evidence, assumption or consequence. Finally, create one wrong response that makes the common mistake: Do not reject an idea merely by sounding doubtful. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

34. reason — perform the action, not just the word

Tricia receives this command: reason. First, restate the command in plain language using this core meaning: think through evidence, rules and relationships to reach a defensible conclusion. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Make the logical path visible enough for another person to follow. Finally, create one wrong response that makes the common mistake: Do not jump directly from clue to answer. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

35. recall — perform the action, not just the word

Kai Kai receives this command: recall. First, restate the command in plain language using this core meaning: bring learned information back from memory. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Produce the knowledge without relying on the original prompt or notes. Finally, create one wrong response that makes the common mistake: Do not confuse rereading with recall. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

36. recognize — perform the action, not just the word

Alicia receives this command: recognize. First, restate the command in plain language using this core meaning: notice or identify something as familiar or belonging to a known category. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Show that the feature, pattern or idea has been correctly noticed. Finally, create one wrong response that makes the common mistake: Do not assume recognition means full understanding. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

37. relate — perform the action, not just the word

Tricia receives this command: relate. First, restate the command in plain language using this core meaning: show how ideas, events, quantities or experiences are connected. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: State the relationship clearly rather than placing the items side by side. Finally, create one wrong response that makes the common mistake: Do not give two independent descriptions. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

38. report — perform the action, not just the word

Kai Kai receives this command: report. First, restate the command in plain language using this core meaning: present observed, researched or recorded information accurately. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Separate what was found from personal opinion unless evaluation is requested. Finally, create one wrong response that makes the common mistake: Do not alter evidence to make the result more dramatic. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

39. represent — perform the action, not just the word

Alicia receives this command: represent. First, restate the command in plain language using this core meaning: show an idea, quantity, relationship or object in another form. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Choose a representation that preserves the important information. Finally, create one wrong response that makes the common mistake: Do not create a diagram or symbol that changes the underlying meaning. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

40. respond — perform the action, not just the word

Tricia receives this command: respond. First, restate the command in plain language using this core meaning: answer or react appropriately to a question, claim, event or situation. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Address what was actually asked or said. Finally, create one wrong response that makes the common mistake: Do not deliver a prepared answer that ignores the prompt. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

41. review — perform the action, not just the word

Kai Kai receives this command: review. First, restate the command in plain language using this core meaning: look back over work or information to check understanding, quality or completeness. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Re-examine with a purpose such as detecting gaps, errors or patterns. Finally, create one wrong response that makes the common mistake: Do not reread passively. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

42. revise — perform the action, not just the word

Alicia receives this command: revise. First, restate the command in plain language using this core meaning: improve content, ideas, organisation or meaning through purposeful changes. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Change what the work says or how it is structured when necessary. Finally, create one wrong response that makes the common mistake: Do not treat proofreading punctuation as the whole of revision. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

43. select — perform the action, not just the word

Tricia receives this command: select. First, restate the command in plain language using this core meaning: choose the most suitable item or option from alternatives. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Use the task criteria to make the choice. Finally, create one wrong response that makes the common mistake: Do not choose only because the option looks familiar. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

44. sequence — perform the action, not just the word

Kai Kai receives this command: sequence. First, restate the command in plain language using this core meaning: place events, steps, ideas or quantities in an appropriate order. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Use chronological, logical, numerical or procedural order as required. Finally, create one wrong response that makes the common mistake: Do not assume time order is always the best structure. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

45. solve — perform the action, not just the word

Alicia receives this command: solve. First, restate the command in plain language using this core meaning: find a correct or workable answer to a problem. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Use an appropriate method and verify the result when possible. Finally, create one wrong response that makes the common mistake: Do not stop after performing unrelated calculations. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

46. specify — perform the action, not just the word

Tricia receives this command: specify. First, restate the command in plain language using this core meaning: state something clearly and exactly. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Give the requested detail, condition, value or boundary. Finally, create one wrong response that makes the common mistake: Do not answer with a vague general statement. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

47. summarize — perform the action, not just the word

Kai Kai receives this command: summarize. First, restate the command in plain language using this core meaning: state the central ideas concisely without unnecessary detail. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Preserve the main message while removing most examples and repetition. Finally, create one wrong response that makes the common mistake: Do not copy whole sentences from the source. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

48. support — perform the action, not just the word

Alicia receives this command: support. First, restate the command in plain language using this core meaning: strengthen a claim, answer or conclusion with relevant evidence, reasons or explanation. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Show the connection between the support and the point it strengthens. Finally, create one wrong response that makes the common mistake: Do not drop in a quotation without explanation. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

49. synthesize — perform the action, not just the word

Tricia receives this command: synthesize. First, restate the command in plain language using this core meaning: combine information or ideas from multiple parts or sources into a new coherent understanding. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Integrate, compare and connect rather than listing sources one after another. Finally, create one wrong response that makes the common mistake: Do not write separate mini-summaries only. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

50. trace — perform the action, not just the word

Kai Kai receives this command: trace. First, restate the command in plain language using this core meaning: follow the development, movement or change of something across time, stages or parts. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Show the sequence and important turning points. Finally, create one wrong response that makes the common mistake: Do not jump from beginning to end without the pathway. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

51. verify — perform the action, not just the word

Alicia receives this command: verify. First, restate the command in plain language using this core meaning: check whether a claim, answer, source or result is accurate or supported. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Use an independent check, evidence or reliable procedure. Finally, create one wrong response that makes the common mistake: Do not assume repeated information is verified information. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

52. observe — perform the action, not just the word

Tricia receives this command: observe. First, restate the command in plain language using this core meaning: notice and record what can be detected directly. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Keep observation separate from explanation or inference. Finally, create one wrong response that makes the common mistake: Do not write an assumption as though it was observed. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

53. investigate — perform the action, not just the word

Kai Kai receives this command: investigate. First, restate the command in plain language using this core meaning: examine a question systematically to gather evidence and reach a better understanding. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Plan what to examine, gather information and evaluate findings. Finally, create one wrong response that makes the common mistake: Do not treat one quick observation as a complete investigation. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

54. measure — perform the action, not just the word

Alicia receives this command: measure. First, restate the command in plain language using this core meaning: determine the size, amount, degree or quantity using an agreed unit or scale. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Choose the correct tool and unit and record carefully. Finally, create one wrong response that makes the common mistake: Do not estimate when measurement is required. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

55. record — perform the action, not just the word

Tricia receives this command: record. First, restate the command in plain language using this core meaning: write, store or capture information so it can be examined later. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Preserve observations or data accurately and consistently. Finally, create one wrong response that makes the common mistake: Do not rely on memory when the task requires a record. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

56. test — perform the action, not just the word

Kai Kai receives this command: test. First, restate the command in plain language using this core meaning: use a procedure or evidence to check an idea, prediction, design or claim. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: State what is being tested and keep the comparison fair when possible. Finally, create one wrong response that makes the common mistake: Do not change several important conditions without noticing. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

57. hypothesize — perform the action, not just the word

Alicia receives this command: hypothesize. First, restate the command in plain language using this core meaning: propose a testable explanation for an observation or question. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: State a possible explanation that evidence could support or challenge. Finally, create one wrong response that makes the common mistake: Do not confuse a hypothesis with a proven fact. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

58. model — perform the action, not just the word

Tricia receives this command: model. First, restate the command in plain language using this core meaning: represent a system, process, relationship or object in a simplified form. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Make the important features visible while acknowledging simplification. Finally, create one wrong response that makes the common mistake: Do not assume the model is identical to reality. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

59. examine — perform the action, not just the word

Kai Kai receives this command: examine. First, restate the command in plain language using this core meaning: look closely at information, evidence or features for a particular purpose. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Attend to relevant details systematically. Finally, create one wrong response that makes the common mistake: Do not scan quickly without a purpose. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

60. explore — perform the action, not just the word

Alicia receives this command: explore. First, restate the command in plain language using this core meaning: investigate possibilities, ideas or features without assuming one final answer at the start. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Consider a range of reasonable directions and evidence. Finally, create one wrong response that makes the common mistake: Do not wander without a clear question or purpose. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

61. generalize — perform the action, not just the word

Tricia receives this command: generalize. First, restate the command in plain language using this core meaning: form a broader statement from patterns or examples. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Use enough evidence and state appropriate limits. Finally, create one wrong response that makes the common mistake: Do not generalize from one unusual case. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

62. derive — perform the action, not just the word

Kai Kai receives this command: derive. First, restate the command in plain language using this core meaning: obtain a result, expression, meaning or conclusion from something else. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Show the steps or source from which the result comes. Finally, create one wrong response that makes the common mistake: Do not present the final result as unexplained magic. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

63. convert — perform the action, not just the word

Alicia receives this command: convert. First, restate the command in plain language using this core meaning: change a quantity, representation or form into another while preserving value or meaning. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Use the correct relationship between the two forms or units. Finally, create one wrong response that makes the common mistake: Do not alter the underlying quantity accidentally. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

64. simplify — perform the action, not just the word

Tricia receives this command: simplify. First, restate the command in plain language using this core meaning: make an expression, explanation or process easier to work with while preserving essential meaning. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Remove unnecessary complexity without changing what must stay true. Finally, create one wrong response that makes the common mistake: Do not oversimplify until important information disappears. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

65. quantify — perform the action, not just the word

Kai Kai receives this command: quantify. First, restate the command in plain language using this core meaning: express an amount, change, relationship or effect numerically. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Use an appropriate number, unit, rate or proportion. Finally, create one wrong response that makes the common mistake: Do not use vague words such as “a lot” when the amount can be stated. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

66. validate — perform the action, not just the word

Alicia receives this command: validate. First, restate the command in plain language using this core meaning: check whether a method, model, conclusion or result is sound for its intended purpose. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Use suitable evidence or criteria to confirm adequacy. Finally, create one wrong response that makes the common mistake: Do not treat agreement with expectation as validation by itself. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

67. reflect — perform the action, not just the word

Tricia receives this command: reflect. First, restate the command in plain language using this core meaning: think carefully about what happened, what was learned and what should change next. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Connect experience to evidence and future action. Finally, create one wrong response that makes the common mistake: Do not write only “I did well” or “I need to improve”. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

68. monitor — perform the action, not just the word

Kai Kai receives this command: monitor. First, restate the command in plain language using this core meaning: check progress, quality or understanding while an activity is happening. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Notice signs that the method is or is not working and adjust if needed. Finally, create one wrong response that makes the common mistake: Do not wait until the end to discover a preventable problem. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

69. retrieve — perform the action, not just the word

Alicia receives this command: retrieve. First, restate the command in plain language using this core meaning: bring stored information back into active use from memory. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Recall without depending on the original notes or answer choices. Finally, create one wrong response that makes the common mistake: Do not confuse recognition with retrieval. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

70. transfer — perform the action, not just the word

Tricia receives this command: transfer. First, restate the command in plain language using this core meaning: use knowledge or a skill successfully in a different context. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Recognize the underlying idea and adapt it to the new situation. Finally, create one wrong response that makes the common mistake: Do not copy surface features that no longer fit. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

71. plan — perform the action, not just the word

Kai Kai receives this command: plan. First, restate the command in plain language using this core meaning: decide in advance how to approach a task, goal or problem. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Set the objective, order useful steps and anticipate constraints. Finally, create one wrong response that makes the common mistake: Do not spend so long planning that no work begins. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

72. design — perform the action, not just the word

Alicia receives this command: design. First, restate the command in plain language using this core meaning: create a purposeful structure, solution, investigation or product to meet requirements. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Work from criteria and constraints, then test or refine the design. Finally, create one wrong response that makes the common mistake: Do not decorate before the function is clear. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

73. create — perform the action, not just the word

Tricia receives this command: create. First, restate the command in plain language using this core meaning: produce something new such as an explanation, text, model, solution or product. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Use knowledge and constraints to make a coherent original result. Finally, create one wrong response that makes the common mistake: Do not confuse copying with creating. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

74. edit — perform the action, not just the word

Kai Kai receives this command: edit. First, restate the command in plain language using this core meaning: correct language, conventions, accuracy or presentation at sentence and word level. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Check specific features systematically after the main ideas are in place. Finally, create one wrong response that makes the common mistake: Do not use editing as a substitute for revising weak ideas. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

75. elaborate — perform the action, not just the word

Alicia receives this command: elaborate. First, restate the command in plain language using this core meaning: add relevant detail, explanation or development to make an idea fuller. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Extend the answer in a way that increases clarity or depth. Finally, create one wrong response that makes the common mistake: Do not pad the response with repeated wording. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

76. clarify — perform the action, not just the word

Tricia receives this command: clarify. First, restate the command in plain language using this core meaning: make meaning easier to understand by removing ambiguity or confusion. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Restate, define, exemplify or reorganise as needed. Finally, create one wrong response that makes the common mistake: Do not add more complexity to an already unclear explanation. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

77. discuss — perform the action, not just the word

Kai Kai receives this command: discuss. First, restate the command in plain language using this core meaning: examine an issue or idea from more than one relevant angle. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Develop connected points, evidence and implications rather than giving a one-line answer. Finally, create one wrong response that makes the common mistake: Do not treat “discuss” as simply “state your opinion”. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

78. present — perform the action, not just the word

Alicia receives this command: present. First, restate the command in plain language using this core meaning: communicate information or an argument to an audience in an organised form. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Select, sequence and express information for the audience and purpose. Finally, create one wrong response that makes the common mistake: Do not read disconnected notes without structure. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

79. communicate — perform the action, not just the word

Tricia receives this command: communicate. First, restate the command in plain language using this core meaning: convey meaning so another person can understand it accurately enough for the purpose. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Choose language, medium and detail suited to audience and context. Finally, create one wrong response that makes the common mistake: Do not assume sending information guarantees understanding. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

80. collaborate — perform the action, not just the word

Kai Kai receives this command: collaborate. First, restate the command in plain language using this core meaning: work with others toward a shared outcome by coordinating contributions. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Share information, listen, divide work sensibly and integrate results. Finally, create one wrong response that makes the common mistake: Do not merely split the task and never reconnect the parts. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

81. persuade — perform the action, not just the word

Alicia receives this command: persuade. First, restate the command in plain language using this core meaning: influence an audience toward a belief or action through reasons, evidence and rhetoric. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Understand the audience, build a clear case and address likely objections. Finally, create one wrong response that makes the common mistake: Do not rely only on emotional pressure. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

82. recommend — perform the action, not just the word

Tricia receives this command: recommend. First, restate the command in plain language using this core meaning: suggest a particular action or choice as preferable. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: State the recommendation and justify it against relevant criteria. Finally, create one wrong response that makes the common mistake: Do not recommend without considering alternatives. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

83. challenge — perform the action, not just the word

Kai Kai receives this command: challenge. First, restate the command in plain language using this core meaning: question or contest a claim, assumption or interpretation with reasons. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Identify the specific weakness and explain why it matters. Finally, create one wrong response that makes the common mistake: Do not attack the person making the claim. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

84. refute — perform the action, not just the word

Alicia receives this command: refute. First, restate the command in plain language using this core meaning: show that a claim or argument is false or inadequately supported. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Address the actual claim using evidence or logic. Finally, create one wrong response that makes the common mistake: Do not refute a weaker claim that nobody made. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

85. critique — perform the action, not just the word

Tricia receives this command: critique. First, restate the command in plain language using this core meaning: analyse and evaluate strengths, weaknesses, choices and effects. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Use criteria and evidence to produce a balanced, useful judgement. Finally, create one wrong response that makes the common mistake: Do not treat critique as finding faults only. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

86. annotate — perform the action, not just the word

Kai Kai receives this command: annotate. First, restate the command in plain language using this core meaning: add brief notes, labels or marks to a text, diagram or source to capture useful thinking. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Mark purposefully for meaning, structure, evidence, questions or connections. Finally, create one wrong response that makes the common mistake: Do not highlight everything. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

87. arrange — perform the action, not just the word

Alicia receives this command: arrange. First, restate the command in plain language using this core meaning: put items, events, ideas or values into a required or useful order. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Use the stated rule such as size, chronology, priority or sequence. Finally, create one wrong response that makes the common mistake: Do not invent a different ordering rule. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

88. choose — perform the action, not just the word

Tricia receives this command: choose. First, restate the command in plain language using this core meaning: select one or more options from alternatives. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Use the task requirement and evidence to make the choice. Finally, create one wrong response that makes the common mistake: Do not choose by familiarity alone. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

89. complete — perform the action, not just the word

Kai Kai receives this command: complete. First, restate the command in plain language using this core meaning: finish a required task, pattern, statement, table or process. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Supply every required component accurately. Finally, create one wrong response that makes the common mistake: Do not stop when only the easiest parts are done. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

90. consider — perform the action, not just the word

Alicia receives this command: consider. First, restate the command in plain language using this core meaning: think about a factor, possibility, viewpoint or consequence before deciding. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Give genuine attention to the named issue and show its relevance. Finally, create one wrong response that makes the common mistake: Do not mention the factor without integrating it into the reasoning. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

91. deduce — perform the action, not just the word

Tricia receives this command: deduce. First, restate the command in plain language using this core meaning: reach a conclusion by reasoning from known facts, rules or clues. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Show how the conclusion follows from the available information. Finally, create one wrong response that makes the common mistake: Do not replace deduction with an unsupported hunch. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

92. state — perform the action, not just the word

Kai Kai receives this command: state. First, restate the command in plain language using this core meaning: give information, a fact, claim or answer clearly and directly. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Answer concisely and accurately without unnecessary explanation when none is requested. Finally, create one wrong response that makes the common mistake: Do not turn a one-mark statement into an unfocused paragraph. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

93. suggest — perform the action, not just the word

Alicia receives this command: suggest. First, restate the command in plain language using this core meaning: offer a possible idea, explanation or course of action. Then create a one- or two-sentence task in independent study that would genuinely require the action. Write a model response that follows this expectation: Make a plausible proposal and support it when the task requires. Finally, create one wrong response that makes the common mistake: Do not present a suggestion as certain fact. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

94. rank — perform the action, not just the word

Tricia receives this command: rank. First, restate the command in plain language using this core meaning: place items in order according to a stated criterion. Then create a one- or two-sentence task in English reading that would genuinely require the action. Write a model response that follows this expectation: Use the same criterion consistently and justify close decisions when needed. Finally, create one wrong response that makes the common mistake: Do not rank by personal preference unless preference is the criterion. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

95. match — perform the action, not just the word

Kai Kai receives this command: match. First, restate the command in plain language using this core meaning: pair items that correspond according to meaning, function, value or another stated relationship. Then create a one- or two-sentence task in English writing that would genuinely require the action. Write a model response that follows this expectation: Check the relationship on both sides before pairing. Finally, create one wrong response that makes the common mistake: Do not match by superficial appearance alone. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

96. map — perform the action, not just the word

Alicia receives this command: map. First, restate the command in plain language using this core meaning: show relationships, locations, routes, stages or ideas in a structured visual or conceptual form. Then create a one- or two-sentence task in mathematics that would genuinely require the action. Write a model response that follows this expectation: Select a layout that makes the relevant connections visible. Finally, create one wrong response that makes the common mistake: Do not add decorative links that have no meaningful relationship. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

97. integrate — perform the action, not just the word

Tricia receives this command: integrate. First, restate the command in plain language using this core meaning: combine parts so they work together as one coherent whole. Then create a one- or two-sentence task in science that would genuinely require the action. Write a model response that follows this expectation: Connect evidence, ideas or components rather than leaving them separate. Finally, create one wrong response that makes the common mistake: Do not paste several sources together without synthesis. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

98. adapt — perform the action, not just the word

Kai Kai receives this command: adapt. First, restate the command in plain language using this core meaning: change an approach, text, model or method so it works in a new condition. Then create a one- or two-sentence task in social studies that would genuinely require the action. Write a model response that follows this expectation: Preserve the goal while adjusting what the new context requires. Finally, create one wrong response that makes the common mistake: Do not copy the old method when its assumptions no longer fit. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

99. check — perform the action, not just the word

Alicia receives this command: check. First, restate the command in plain language using this core meaning: inspect work, information or results for correctness, completeness or fit. Then create a one- or two-sentence task in project work that would genuinely require the action. Write a model response that follows this expectation: Use a deliberate verification step tied to the likely error. Finally, create one wrong response that makes the common mistake: Do not glance over the answer and call that checking. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

100. differentiate — perform the action, not just the word

Tricia receives this command: differentiate. First, restate the command in plain language using this core meaning: show or recognize the features that make similar things distinct. Then create a one- or two-sentence task in oral discussion that would genuinely require the action. Write a model response that follows this expectation: Name the criterion or boundary that separates the items. Finally, create one wrong response that makes the common mistake: Do not treat two labels as different merely because the words look different. Explain why the wrong response is misaligned with the command. This three-part drill turns the vocabulary item into an executable thinking routine.

Worksheet A: choose the command word

1. 1. Which command word best matches this action: “Show the important parts, relationships, causes or patterns and explain why they matter”?
   A. analyze
   B. contrast
   C. outline
   D. sequence
2. 2. Which command word best matches this action: “Take something learned and use it correctly in a new or given task”?
   A. define
   B. apply
   C. paraphrase
   D. solve
3. 3. Which command word best matches this action: “Make a defensible case, address evidence and explain the logic”?
   A. demonstrate
   B. predict
   C. argue
   D. specify
4. 4. Which command word best matches this action: “Use information or criteria to make a reasoned judgement”?
   A. describe
   B. prioritize
   C. summarize
   D. assess
5. 5. Which command word best matches this action: “Show the necessary computation accurately”?
   A. calculate
   B. determine
   C. prove
   D. support
6. 6. Which command word best matches this action: “State or infer the grouping rule and sort consistently”?
   A. distinguish
   B. categorize
   C. question
   D. synthesize
7. 7. Which command word best matches this action: “Identify exactly where supporting information comes from”?
   A. estimate
   B. reason
   C. cite
   D. trace
8. 8. Which command word best matches this action: “Use a defined classification rule and explain borderline cases when needed”?
   A. evaluate
   B. recall
   C. verify
   D. classify
9. 9. Which command word best matches this action: “Use the same criteria for each item and state meaningful likenesses and differences”?
   A. compare
   B. explain
   C. recognize
   D. observe
10. 10. Which command word best matches this action: “State what follows from the evidence and keep the certainty appropriate”?
    A. formulate
    B. conclude
    C. relate
    D. investigate
11. 11. Which command word best matches this action: “Select useful components and connect them into a coherent whole”?
    A. identify
    B. report
    C. construct
    D. measure
12. 12. Which command word best matches this action: “Use matched criteria so the differences are clear”?
    A. illustrate
    B. represent
    C. record
    D. contrast
13. 13. Which command word best matches this action: “Give the core meaning and enough boundary information to separate it from nearby ideas”?
    A. define
    B. infer
    C. respond
    D. test
14. 14. Which command word best matches this action: “Make understanding visible rather than simply claiming to know”?
    A. interpret
    B. demonstrate
    C. review
    D. hypothesize
15. 15. Which command word best matches this action: “Select details that answer the task and organise them clearly”?
    A. justify
    B. revise
    C. describe
    D. model
16. 16. Which command word best matches this action: “Use the available evidence or method to arrive at an answer”?
    A. organize
    B. select
    C. examine
    D. determine
17. 17. Which command word best matches this action: “Name the boundary that keeps the two ideas separate”?
    A. distinguish
    B. outline
    C. sequence
    D. explore
18. 18. Which command word best matches this action: “Use known quantities, benchmarks or rounding to produce a sensible approximation”?
    A. paraphrase
    B. estimate
    C. solve
    D. generalize
19. 19. Which command word best matches this action: “Make a judgement and support it with reasons tied to standards”?
    A. predict
    B. specify
    C. evaluate
    D. derive
20. 20. Which command word best matches this action: “Show how or why, using connected reasoning and relevant detail”?
    A. prioritize
    B. summarize
    C. convert
    D. explain
21. 21. Which command word best matches this action: “Shape the response so it is precise, workable and suited to the task”?
    A. formulate
    B. prove
    C. support
    D. simplify
22. 22. Which command word best matches this action: “Give the exact requested answer and enough location or label to make it clear”?
    A. question
    B. identify
    C. synthesize
    D. quantify
23. 23. Which command word best matches this action: “Choose an example that genuinely shows the idea at work”?
    A. reason
    B. trace
    C. illustrate
    D. validate
24. 24. Which command word best matches this action: “Combine textual or situational clues with reasonable background knowledge”?
    A. recall
    B. verify
    C. reflect
    D. infer
25. 25. Which command word best matches this action: “Move from what is shown to what it means in the context of the question”?
    A. interpret
    B. recognize
    C. observe
    D. monitor
26. 26. Which command word best matches this action: “Give relevant reasons or evidence and connect them explicitly to the choice”?
    A. relate
    B. justify
    C. investigate
    D. retrieve
27. 27. Which command word best matches this action: “Choose a logical grouping or sequence suited to the purpose”?
    A. report
    B. measure
    C. organize
    D. transfer
28. 28. Which command word best matches this action: “Include the important components in a clear order”?
    A. represent
    B. record
    C. plan
    D. outline
29. 29. Which command word best matches this action: “Preserve the original idea while changing vocabulary and sentence structure appropriately”?
    A. paraphrase
    B. respond
    C. test
    D. design
30. 30. Which command word best matches this action: “Give the expected outcome and, when useful, the basis for it”?
    A. review
    B. predict
    C. hypothesize
    D. create
31. 31. Which command word best matches this action: “Rank needs using explicit reasons or criteria”?
    A. revise
    B. model
    C. prioritize
    D. edit
32. 32. Which command word best matches this action: “Provide a complete chain of reasoning appropriate to the subject”?
    A. select
    B. examine
    C. elaborate
    D. prove
33. 33. Which command word best matches this action: “Use a focused question to test meaning, evidence, assumption or consequence”?
    A. question
    B. sequence
    C. explore
    D. clarify
34. 34. Which command word best matches this action: “Make the logical path visible enough for another person to follow”?
    A. solve
    B. reason
    C. generalize
    D. discuss
35. 35. Which command word best matches this action: “Produce the knowledge without relying on the original prompt or notes”?
    A. specify
    B. derive
    C. recall
    D. present
36. 36. Which command word best matches this action: “Show that the feature, pattern or idea has been correctly noticed”?
    A. summarize
    B. convert
    C. communicate
    D. recognize
37. 37. Which command word best matches this action: “State the relationship clearly rather than placing the items side by side”?
    A. relate
    B. support
    C. simplify
    D. collaborate
38. 38. Which command word best matches this action: “Separate what was found from personal opinion unless evaluation is requested”?
    A. synthesize
    B. report
    C. quantify
    D. persuade
39. 39. Which command word best matches this action: “Choose a representation that preserves the important information”?
    A. trace
    B. validate
    C. represent
    D. recommend
40. 40. Which command word best matches this action: “Address what was actually asked or said”?
    A. verify
    B. reflect
    C. challenge
    D. respond

Worksheet A answers

1. A — analyze. The core action is break information into parts and examine how those parts connect. A useful way to remember the boundary is: Do not merely retell the information

2. B — apply. The core action is use a rule, idea, method or skill in a particular situation. A useful way to remember the boundary is: Do not only repeat the rule

3. C — argue. The core action is present a position and support it with reasons and evidence. A useful way to remember the boundary is: Do not treat arguing as simply disagreeing

4. D — assess. The core action is judge the quality, condition, importance or extent of something. A useful way to remember the boundary is: Do not give a quick personal preference

5. A — calculate. The core action is find a numerical result by using mathematical operations. A useful way to remember the boundary is: Do not estimate when an exact calculation is required

6. B — categorize. The core action is place items into named groups according to a clear rule. A useful way to remember the boundary is: Do not group by an irrelevant surface feature

7. C — cite. The core action is name or point to a source, passage, detail or evidence used to support an answer. A useful way to remember the boundary is: Do not mention a source without connecting it to the claim

8. D — classify. The core action is sort things into classes using shared characteristics. A useful way to remember the boundary is: Do not treat every visible difference as a new class

9. A — compare. The core action is examine two or more things to identify similarities and differences. A useful way to remember the boundary is: Do not write two separate descriptions without linking them

10. B — conclude. The core action is reach a final or provisional judgement after considering information. A useful way to remember the boundary is: Do not introduce a conclusion unsupported by the evidence

11. C — construct. The core action is build an answer, model, argument, diagram or representation from parts. A useful way to remember the boundary is: Do not merely collect parts without structure

12. D — contrast. The core action is focus on meaningful differences between two or more things. A useful way to remember the boundary is: Do not confuse contrast with any random difference

13. A — define. The core action is state the precise meaning or essential boundaries of a term. A useful way to remember the boundary is: Do not replace a definition with only an example

14. B — demonstrate. The core action is show clearly through reasoning, evidence, procedure or performance. A useful way to remember the boundary is: Do not write “I understand” without showing it

15. C — describe. The core action is state relevant features, qualities, events or characteristics accurately. A useful way to remember the boundary is: Do not explain causes unless the question asks for them

16. D — determine. The core action is find out, establish or decide after examining information. A useful way to remember the boundary is: Do not select an answer before checking the information

17. A — distinguish. The core action is show the important difference between similar ideas, items or terms. A useful way to remember the boundary is: Do not list unrelated differences

18. B — estimate. The core action is give a reasoned value or quantity close to the exact result. A useful way to remember the boundary is: Do not give an unsupported guess

19. C — evaluate. The core action is judge quality, strength, value or effectiveness using criteria and evidence. A useful way to remember the boundary is: Do not stop at describing strengths and weaknesses

20. D — explain. The core action is make an idea, cause, relationship, method or reason clear. A useful way to remember the boundary is: Do not simply restate what happened

21. A — formulate. The core action is develop and express an idea, question, plan or rule carefully. A useful way to remember the boundary is: Do not write the first vague idea that comes to mind

22. B — identify. The core action is recognise, name or point out the required item, feature or idea. A useful way to remember the boundary is: Do not over-explain when only identification is required

23. C — illustrate. The core action is make an idea clearer by giving an example, case, diagram or comparison. A useful way to remember the boundary is: Do not give an interesting example that does not fit

24. D — infer. The core action is reach a conclusion from clues and prior knowledge rather than direct statement. A useful way to remember the boundary is: Do not guess without evidence

25. A — interpret. The core action is explain the meaning, significance or implication of information. A useful way to remember the boundary is: Do not simply copy data or wording

26. B — justify. The core action is show why an answer, decision or claim is reasonable. A useful way to remember the boundary is: Do not repeat the choice as its own reason

27. C — organize. The core action is arrange ideas, information or materials into a useful order or structure. A useful way to remember the boundary is: Do not arrange randomly or only by appearance

28. D — outline. The core action is give the main structure, stages or points without full detail. A useful way to remember the boundary is: Do not write a full essay when a concise plan is required

29. A — paraphrase. The core action is express the same meaning in genuinely different wording. A useful way to remember the boundary is: Do not swap only one or two words

30. B — predict. The core action is state what is likely to happen using patterns, clues or evidence. A useful way to remember the boundary is: Do not guess randomly

31. C — prioritize. The core action is decide what should receive attention first because it is more important or urgent. A useful way to remember the boundary is: Do not call everything a top priority

32. D — prove. The core action is show that a statement must be true using valid evidence or logical steps. A useful way to remember the boundary is: Do not use “prove” when the evidence only makes something likely

33. A — question. The core action is ask about or challenge an idea so that it can be examined more carefully. A useful way to remember the boundary is: Do not reject an idea merely by sounding doubtful

34. B — reason. The core action is think through evidence, rules and relationships to reach a defensible conclusion. A useful way to remember the boundary is: Do not jump directly from clue to answer

35. C — recall. The core action is bring learned information back from memory. A useful way to remember the boundary is: Do not confuse rereading with recall

36. D — recognize. The core action is notice or identify something as familiar or belonging to a known category. A useful way to remember the boundary is: Do not assume recognition means full understanding

37. A — relate. The core action is show how ideas, events, quantities or experiences are connected. A useful way to remember the boundary is: Do not give two independent descriptions

38. B — report. The core action is present observed, researched or recorded information accurately. A useful way to remember the boundary is: Do not alter evidence to make the result more dramatic

39. C — represent. The core action is show an idea, quantity, relationship or object in another form. A useful way to remember the boundary is: Do not create a diagram or symbol that changes the underlying meaning

40. D — respond. The core action is answer or react appropriately to a question, claim, event or situation. A useful way to remember the boundary is: Do not deliver a prepared answer that ignores the prompt

Worksheet B: repair the wrong command

1. 1. Target verb: review. Imagine a student answers the task by doing this instead: “Do not reread passively” Write a two-sentence repair explaining what the student should do to align the answer with review.
2. 2. Target verb: revise. Imagine a student answers the task by doing this instead: “Do not treat proofreading punctuation as the whole of revision” Write a two-sentence repair explaining what the student should do to align the answer with revise.
3. 3. Target verb: select. Imagine a student answers the task by doing this instead: “Do not choose only because the option looks familiar” Write a two-sentence repair explaining what the student should do to align the answer with select.
4. 4. Target verb: sequence. Imagine a student answers the task by doing this instead: “Do not assume time order is always the best structure” Write a two-sentence repair explaining what the student should do to align the answer with sequence.
5. 5. Target verb: solve. Imagine a student answers the task by doing this instead: “Do not stop after performing unrelated calculations” Write a two-sentence repair explaining what the student should do to align the answer with solve.
6. 6. Target verb: specify. Imagine a student answers the task by doing this instead: “Do not answer with a vague general statement” Write a two-sentence repair explaining what the student should do to align the answer with specify.
7. 7. Target verb: summarize. Imagine a student answers the task by doing this instead: “Do not copy whole sentences from the source” Write a two-sentence repair explaining what the student should do to align the answer with summarize.
8. 8. Target verb: support. Imagine a student answers the task by doing this instead: “Do not drop in a quotation without explanation” Write a two-sentence repair explaining what the student should do to align the answer with support.
9. 9. Target verb: synthesize. Imagine a student answers the task by doing this instead: “Do not write separate mini-summaries only” Write a two-sentence repair explaining what the student should do to align the answer with synthesize.
10. 10. Target verb: trace. Imagine a student answers the task by doing this instead: “Do not jump from beginning to end without the pathway” Write a two-sentence repair explaining what the student should do to align the answer with trace.
11. 11. Target verb: verify. Imagine a student answers the task by doing this instead: “Do not assume repeated information is verified information” Write a two-sentence repair explaining what the student should do to align the answer with verify.
12. 12. Target verb: observe. Imagine a student answers the task by doing this instead: “Do not write an assumption as though it was observed” Write a two-sentence repair explaining what the student should do to align the answer with observe.
13. 13. Target verb: investigate. Imagine a student answers the task by doing this instead: “Do not treat one quick observation as a complete investigation” Write a two-sentence repair explaining what the student should do to align the answer with investigate.
14. 14. Target verb: measure. Imagine a student answers the task by doing this instead: “Do not estimate when measurement is required” Write a two-sentence repair explaining what the student should do to align the answer with measure.
15. 15. Target verb: record. Imagine a student answers the task by doing this instead: “Do not rely on memory when the task requires a record” Write a two-sentence repair explaining what the student should do to align the answer with record.
16. 16. Target verb: test. Imagine a student answers the task by doing this instead: “Do not change several important conditions without noticing” Write a two-sentence repair explaining what the student should do to align the answer with test.
17. 17. Target verb: hypothesize. Imagine a student answers the task by doing this instead: “Do not confuse a hypothesis with a proven fact” Write a two-sentence repair explaining what the student should do to align the answer with hypothesize.
18. 18. Target verb: model. Imagine a student answers the task by doing this instead: “Do not assume the model is identical to reality” Write a two-sentence repair explaining what the student should do to align the answer with model.
19. 19. Target verb: examine. Imagine a student answers the task by doing this instead: “Do not scan quickly without a purpose” Write a two-sentence repair explaining what the student should do to align the answer with examine.
20. 20. Target verb: explore. Imagine a student answers the task by doing this instead: “Do not wander without a clear question or purpose” Write a two-sentence repair explaining what the student should do to align the answer with explore.
21. 21. Target verb: generalize. Imagine a student answers the task by doing this instead: “Do not generalize from one unusual case” Write a two-sentence repair explaining what the student should do to align the answer with generalize.
22. 22. Target verb: derive. Imagine a student answers the task by doing this instead: “Do not present the final result as unexplained magic” Write a two-sentence repair explaining what the student should do to align the answer with derive.
23. 23. Target verb: convert. Imagine a student answers the task by doing this instead: “Do not alter the underlying quantity accidentally” Write a two-sentence repair explaining what the student should do to align the answer with convert.
24. 24. Target verb: simplify. Imagine a student answers the task by doing this instead: “Do not oversimplify until important information disappears” Write a two-sentence repair explaining what the student should do to align the answer with simplify.
25. 25. Target verb: quantify. Imagine a student answers the task by doing this instead: “Do not use vague words such as “a lot” when the amount can be stated” Write a two-sentence repair explaining what the student should do to align the answer with quantify.
26. 26. Target verb: validate. Imagine a student answers the task by doing this instead: “Do not treat agreement with expectation as validation by itself” Write a two-sentence repair explaining what the student should do to align the answer with validate.
27. 27. Target verb: reflect. Imagine a student answers the task by doing this instead: “Do not write only “I did well” or “I need to improve”” Write a two-sentence repair explaining what the student should do to align the answer with reflect.
28. 28. Target verb: monitor. Imagine a student answers the task by doing this instead: “Do not wait until the end to discover a preventable problem” Write a two-sentence repair explaining what the student should do to align the answer with monitor.
29. 29. Target verb: retrieve. Imagine a student answers the task by doing this instead: “Do not confuse recognition with retrieval” Write a two-sentence repair explaining what the student should do to align the answer with retrieve.
30. 30. Target verb: transfer. Imagine a student answers the task by doing this instead: “Do not copy surface features that no longer fit” Write a two-sentence repair explaining what the student should do to align the answer with transfer.

Worksheet B model repairs

1. review: The learner should re-examine with a purpose such as detecting gaps, errors or patterns. A useful model is: Tricia reviewed her mistakes and grouped them by cause.

2. revise: The learner should change what the work says or how it is structured when necessary. A useful model is: Kai Kai revised his paragraph by moving the evidence closer to the claim it supported.

3. select: The learner should use the task criteria to make the choice. A useful model is: Alicia selected the most relevant evidence for the question.

4. sequence: The learner should use chronological, logical, numerical or procedural order as required. A useful model is: Tricia sequenced the steps so another learner could repeat the experiment.

5. solve: The learner should use an appropriate method and verify the result when possible. A useful model is: Kai Kai solved the problem and checked the answer against the original conditions.

6. specify: The learner should give the requested detail, condition, value or boundary. A useful model is: Alicia specified which evidence she was referring to.

7. summarize: The learner should preserve the main message while removing most examples and repetition. A useful model is: Tricia summarized the article in four sentences.

8. support: The learner should show the connection between the support and the point it strengthens. A useful model is: Kai Kai supported his inference with a detail from the final paragraph.

9. synthesize: The learner should integrate, compare and connect rather than listing sources one after another. A useful model is: Alicia synthesized the article and graph into one explanation of the trend.

10. trace: The learner should show the sequence and important turning points. A useful model is: Tricia traced how the character’s attitude changed across the story.

11. verify: The learner should use an independent check, evidence or reliable procedure. A useful model is: Kai Kai verified the statistic using the original data source.

12. observe: The learner should keep observation separate from explanation or inference. A useful model is: Alicia observed that bubbles formed after the substances were mixed.

13. investigate: The learner should plan what to examine, gather information and evaluate findings. A useful model is: Tricia investigated how light level affected plant growth.

14. measure: The learner should choose the correct tool and unit and record carefully. A useful model is: Kai Kai measured the length to the nearest millimetre.

15. record: The learner should preserve observations or data accurately and consistently. A useful model is: Alicia recorded the temperature every five minutes.

16. test: The learner should state what is being tested and keep the comparison fair when possible. A useful model is: Tricia tested the prediction under the same conditions three times.

17. hypothesize: The learner should state a possible explanation that evidence could support or challenge. A useful model is: Kai Kai hypothesized that the material slowed heat loss because it trapped air.

18. model: The learner should make the important features visible while acknowledging simplification. A useful model is: Alicia modeled the water cycle with a labelled diagram.

19. examine: The learner should attend to relevant details systematically. A useful model is: Tricia examined the wording of the question before answering.

20. explore: The learner should consider a range of reasonable directions and evidence. A useful model is: Kai Kai explored several ways to organise the data.

21. generalize: The learner should use enough evidence and state appropriate limits. A useful model is: Alicia generalized cautiously after the same pattern appeared in several examples.

22. derive: The learner should show the steps or source from which the result comes. A useful model is: Tricia derived the formula from the known relationship.

23. convert: The learner should use the correct relationship between the two forms or units. A useful model is: Kai Kai converted the measurement from metres to centimetres.

24. simplify: The learner should remove unnecessary complexity without changing what must stay true. A useful model is: Alicia simplified the fraction before comparing it with another value.

25. quantify: The learner should use an appropriate number, unit, rate or proportion. A useful model is: Tricia quantified the increase as twelve percent.

26. validate: The learner should use suitable evidence or criteria to confirm adequacy. A useful model is: Kai Kai validated the method by checking it against a known result.

27. reflect: The learner should connect experience to evidence and future action. A useful model is: Alicia reflected on which revision method produced the strongest recall.

28. monitor: The learner should notice signs that the method is or is not working and adjust if needed. A useful model is: Tricia monitored her comprehension and slowed down when the argument became difficult.

29. retrieve: The learner should recall without depending on the original notes or answer choices. A useful model is: Kai Kai retrieved the word from memory when the writing task required it.

30. transfer: The learner should recognize the underlying idea and adapt it to the new situation. A useful model is: Alicia transferred the evidence-checking routine from English to science.

Worksheet C: one topic, five different verbs

Scenario 1: a school recycling programme

1. identify — Write a question about a school recycling programme that requires this action. Then describe what evidence a strong answer would contain. Reminder: Give the exact requested answer and enough location or label to make it clear
2. describe — Write a question about a school recycling programme that requires this action. Then describe what evidence a strong answer would contain. Reminder: Select details that answer the task and organise them clearly
3. explain — Write a question about a school recycling programme that requires this action. Then describe what evidence a strong answer would contain. Reminder: Show how or why, using connected reasoning and relevant detail
4. evaluate — Write a question about a school recycling programme that requires this action. Then describe what evidence a strong answer would contain. Reminder: Make a judgement and support it with reasons tied to standards
5. recommend — Write a question about a school recycling programme that requires this action. Then describe what evidence a strong answer would contain. Reminder: State the recommendation and justify it against relevant criteria

Scenario 2: a character’s decision in a story

1. state — Write a question about a character’s decision in a story that requires this action. Then describe what evidence a strong answer would contain. Reminder: Answer concisely and accurately without unnecessary explanation when none is requested
2. infer — Write a question about a character’s decision in a story that requires this action. Then describe what evidence a strong answer would contain. Reminder: Combine textual or situational clues with reasonable background knowledge
3. justify — Write a question about a character’s decision in a story that requires this action. Then describe what evidence a strong answer would contain. Reminder: Give relevant reasons or evidence and connect them explicitly to the choice
4. analyze — Write a question about a character’s decision in a story that requires this action. Then describe what evidence a strong answer would contain. Reminder: Show the important parts, relationships, causes or patterns and explain why they matter
5. critique — Write a question about a character’s decision in a story that requires this action. Then describe what evidence a strong answer would contain. Reminder: Use criteria and evidence to produce a balanced, useful judgement

Scenario 3: a science investigation result

1. observe — Write a question about a science investigation result that requires this action. Then describe what evidence a strong answer would contain. Reminder: Keep observation separate from explanation or inference
2. record — Write a question about a science investigation result that requires this action. Then describe what evidence a strong answer would contain. Reminder: Preserve observations or data accurately and consistently
3. interpret — Write a question about a science investigation result that requires this action. Then describe what evidence a strong answer would contain. Reminder: Move from what is shown to what it means in the context of the question
4. conclude — Write a question about a science investigation result that requires this action. Then describe what evidence a strong answer would contain. Reminder: State what follows from the evidence and keep the certainty appropriate
5. verify — Write a question about a science investigation result that requires this action. Then describe what evidence a strong answer would contain. Reminder: Use an independent check, evidence or reliable procedure

Scenario 4: a mathematics solution

1. calculate — Write a question about a mathematics solution that requires this action. Then describe what evidence a strong answer would contain. Reminder: Show the necessary computation accurately
2. represent — Write a question about a mathematics solution that requires this action. Then describe what evidence a strong answer would contain. Reminder: Choose a representation that preserves the important information
3. explain — Write a question about a mathematics solution that requires this action. Then describe what evidence a strong answer would contain. Reminder: Show how or why, using connected reasoning and relevant detail
4. prove — Write a question about a mathematics solution that requires this action. Then describe what evidence a strong answer would contain. Reminder: Provide a complete chain of reasoning appropriate to the subject
5. check — Write a question about a mathematics solution that requires this action. Then describe what evidence a strong answer would contain. Reminder: Use a deliberate verification step tied to the likely error

Scenario 5: two historical sources

1. summarize — Write a question about two historical sources that requires this action. Then describe what evidence a strong answer would contain. Reminder: Preserve the main message while removing most examples and repetition
2. compare — Write a question about two historical sources that requires this action. Then describe what evidence a strong answer would contain. Reminder: Use the same criteria for each item and state meaningful likenesses and differences
3. distinguish — Write a question about two historical sources that requires this action. Then describe what evidence a strong answer would contain. Reminder: Name the boundary that keeps the two ideas separate
4. synthesize — Write a question about two historical sources that requires this action. Then describe what evidence a strong answer would contain. Reminder: Integrate, compare and connect rather than listing sources one after another
5. assess — Write a question about two historical sources that requires this action. Then describe what evidence a strong answer would contain. Reminder: Use information or criteria to make a reasoned judgement

The point of this worksheet is contrast. The topic remains the same while the command changes. Students can therefore see that command vocabulary controls the cognitive job, not merely the subject matter.

A one-week command-word training plan

1. Day 1 — notice: collect command words from real classwork and sort them by action.
2. Day 2 — distinguish: practise confusing pairs such as identify/explain, compare/contrast, infer/imply and revise/edit.
3. Day 3 — perform: answer five short prompts in different subjects, each built around one command word.
4. Day 4 — diagnose: inspect errors and label whether the problem was content knowledge or command interpretation.
5. Day 5 — transfer: take ten command words from one subject and create valid tasks for another subject.
6. Weekend review: hide the list and explain twenty verbs from memory using your own language.

A four-level mastery scale

For parents

When a child says, “I knew the topic but I still got the question wrong,” look at the command word before adding more content revision. Ask, “What did the question tell you to do?” Then compare the child’s answer with that action. This can reveal whether the problem is knowledge, reading, command vocabulary or answer structure.

Keep the conversation practical. Instead of quizzing fifty definitions, choose five verbs from current homework. Ask the child to explain each verb in plain language and describe what a good answer would contain. The goal is to make school instructions transparent.

For teachers and tutors

Build a shared command-word language across subjects. If justify means “give reasons or evidence showing why a choice or claim is reasonable” in English, science and mathematics, learners gain transfer. Subject-specific differences can then be taught explicitly—for example, what counts as acceptable evidence or proof in each discipline.

When marking, name the command error precisely. “You described, but the question asked you to evaluate” is more actionable than “needs more depth.” “You identified the factor but did not explain how it affected the result” tells the learner what cognitive move is missing.

Frequently asked questions

What are academic verbs?

Academic verbs are action words used in learning, questions and feedback to indicate what a learner should do with information, ideas, evidence or problems.

Are command words the same in every subject?

The core action often transfers, but the evidence standard and answer form may vary by subject. For example, proving in mathematics is not identical to supporting a claim in English.

Why teach command words as vocabulary?

Because misunderstanding the instruction can produce the wrong kind of answer even when the student knows the content.

Should students memorise definitions?

Definitions help, but performance is the real test. A learner should be able to recognise the verb, distinguish it from nearby commands and carry out the action.

What is the difference between describe and explain?

Describe states relevant features or what happens. Explain makes a reason, cause, mechanism or relationship clear.

What is the difference between analyze and summarize?

Summarize condenses the main ideas. Analyze separates parts and examines relationships, patterns, causes or significance.

What is the difference between assess and evaluate?

Both involve judgement. Their exact use varies by curriculum, but each normally requires criteria or evidence rather than mere description.

What is the difference between infer and conclude?

Infer means reason from clues to an unstated idea. Conclude means reach a judgement after considering the available evidence; a conclusion may draw on several inferences.

What is the difference between cite and support?

Cite points to the source or evidence. Support means using evidence or reasons in a way that strengthens a claim or answer.

What is the difference between revise and edit?

Revise improves ideas, evidence, organisation or meaning. Edit usually checks sentence-level accuracy, grammar, spelling, punctuation and presentation.

Why include mathematics verbs in a vocabulary article?

Because mathematical performance depends partly on understanding instructions such as calculate, estimate, prove, represent, simplify and verify.

How many command words should a Primary 6 learner study at once?

Use a small set connected to actual schoolwork. Five to ten verbs can be practised deeply before adding more.

How can a student remember the words?

Link each verb to an action pattern and a model answer shape. Retrieval becomes easier when the word is connected to something the learner knows how to do.

Can command-word teaching improve comprehension?

Yes. It helps students parse what questions and instructions require, which reduces one source of avoidable misunderstanding.

What should happen after these 100 verbs?

Keep collecting command words from real tasks, compare how they behave across subjects, and practise performing them under unfamiliar content.

Where this article sits in the Primary 6 world lane

• Vocabulary Learning Hub — the main level-routing hub.
• EDKSG-VOC-P6-WORLD-010 — high-utility Grade 6 academic vocabulary with meanings and examples.
• EDKSG-VOC-P6-WORLD-020 — worksheets, context clues, synonyms, antonyms and quiz practice.
• Primary 6 Academic Vocabulary Across English, Mathematics and Science — the existing cross-subject vocabulary owner.
• Primary 6 to Secondary 1 Vocabulary — the transition route.
• Primary 6 AL1 Advanced Vocabulary — the protected existing advanced owner.

Lane registry: EDKSG-VOC-P6-WORLD-000 points to the existing Vocabulary Learning Hub; -010 owns the worldwide high-utility Grade 6 list; -020 owns the worldwide practice/worksheet intent; this command-word owner is EDKSG-VOC-P6-WORLD-030. The reserved-tens system leaves space for future distinct intents without renumbering.

Final principle: read the verb, then do the verb

Academic vocabulary is not only language to understand. Some words are instructions to execute. A learner who sees evaluate should know that a judgement is coming. A learner who sees justify should expect reasons or evidence. A learner who sees compare should put two things into the same frame. A learner who sees infer should look for clues. The command word should change the answer.

That is the practical target for Primary 6 and Grade 6: not simply knowing what the verbs mean, but controlling the thinking actions they activate. When that happens, the language of school becomes less opaque, and the learner can spend more attention on the actual problem.