Courseversity

Lesson

Academic vocabulary

Primary EducationGrade 6English & Language ArtsCV-PRI-G06-ELA-U02-L0145–60 min

You will learn

  • Learn academic words.
  • Use them in writing.
  • Use them in speech.
  • Apply them across subjects.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. Notice the word.
  2. Find the meaning.
  3. Use it in a sentence.
  4. Use it in another subject.

Words to know

assume
to accept as true without proof
factor
something that contributes to a result
consequence
a result or effect of an action
evaluate
to judge the value or quality of something

1. Discover: The science fair report

Dayo writes: “I assumed plants would grow faster in warm rooms. I identified temperature as a factor, tested it and evaluated my results. The consequence of too little light was weaker plants.”

His teacher says these academic words appear in Science, History and Maths.

Think: Which academic words did Dayo use accurately?

2. Understand: Words for studying every subject

Idea 1: Academic words

Academic vocabulary includes words used across school subjects.

Idea 2: Meanings

Assume means to accept without proof. A factor contributes to a result. A consequence is the result. To evaluate is to judge quality.

Idea 3: Using them

Use academic words precisely and in context, in speech and writing.

Remember: Academic vocabulary lets you explain thinking precisely across subjects.

3. Worked examples

Example 1 (I show you): Assume

What did Dayo assume?

  1. Without proof.

Answer: plants would grow faster in warm rooms

Example 2 (We do it together): Factor

What factor did he test?

  1. Temperature.

Answer: temperature

Example 3 (You try): Consequence

What was the consequence of too little light?

Show the steps and answer
  1. Result.

Answer: weaker plants

Did you know?

Learning about 10 new academic words each week can double your academic vocabulary in a year.

Why this matters

Academic vocabulary is key to secondary school reading and writing.

4. Explore: Use it

Use academic words.

  1. Choose four words.
  2. Define each.
  3. Write a sentence for each.
  4. Use one in another subject.
Think about it: what did you notice?

You can use academic vocabulary.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • I assumed that ___.
  • A key factor is ___.
  • The consequence was ___.
  • I evaluated ___ by ___.

Guided practice

Question 1. To accept as true without proof is to ___.

assume

Question 2. Something that contributes to a result is a ___.

factor

Question 3. A result or effect is a ___.

consequence

Independent practice

Level 1: Start

  1. To accept as true without proof is to ___.
  2. Something that contributes to a result is a ___.
  3. A result or effect is a ___.
  4. To judge quality is to ___.
  5. Dayo tested ___.

Level 2: Grow

  1. Which factor did Dayo test?
  2. What did too little light cause?
  3. Which subjects use these words?

Level 3: Stretch

  1. Is assume the same as know?
  2. Can a consequence be a result?
  3. Can words be used across subjects?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Write four sentences using assume, factor, consequence and evaluate.

Show a sample answer

four sentences

Another one. Use two academic words when you tell a family member about your school day.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can learn academic words.
  • I can use them in writing.
  • I can use them in speech.
  • I can apply them across subjects.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. To assume is to accept as true without ___.

2. A factor ___ to a result.

3. A consequence is a ___.

4. To evaluate is to judge ___.

5. Which sentence uses factor correctly?

6. Which sentence uses consequence correctly?

7. Which sentence uses assume correctly?

8. What did Dayo evaluate?

9. Which is an academic word?

10. What does evaluate not mean?

11. Where can academic words be used?

12. Why learn academic vocabulary?

Challenge 1. Which is a consequence?

Challenge 2. Which shows evaluate?

Your result appears here after you answer every question.

10. Key takeaways

  • Notice the word.
  • Find the meaning.
  • Use it in a sentence.
  • Use it in another subject.

11. Next lesson

Next lesson: Technical vocabulary. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. Define assume and factor. [2 marks]
  2. What is a consequence? [1 mark]
  3. Use evaluate in a sentence. [1 mark]
  4. What factor did Dayo test? [1 mark]
  5. Explain why academic vocabulary matters. [3 marks]

Total: 8 marks.

Marking guide and model answers
  1. assume: accept as true without proof [1]; factor: something that contributes to a result [1]
  2. a result or effect of an action [1]
  3. a correct sentence [1]
  4. temperature [1]
  5. used across subjects [1]; helps you understand tasks [1]; helps you explain your thinking precisely [1]

Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.

Printable worksheet

  1. To accept as true without proof is to ___.
  2. Something that contributes to a result is a ___.
  3. A result or effect is a ___.
  4. To judge quality is to ___.
  5. Dayo tested ___.
  6. Which factor did Dayo test?
  7. What did too little light cause?
  8. Which subjects use these words?
  9. Is assume the same as know?
  10. Can a consequence be a result?

Homework

Use two academic words when you tell a family member about your school day.

Answer key and marking scheme

Question Expected response Marks
1. To accept as true without proof is to ___. assume 1
2. Something that contributes to a result is a ___. factor 1
3. A result or effect is a ___. consequence 1
4. To judge quality is to ___. evaluate 1
5. Dayo tested ___. plants 1
6. Which factor did Dayo test? temperature 1
7. What did too little light cause? weaker plants 1
8. Which subjects use these words? Science, History and Maths 1
9. Is assume the same as know? no 1
10. Can a consequence be a result? yes 1
Total 10

Independent practice answers. Level 1: 1 assume; 2 factor; 3 consequence; 4 evaluate; 5 plants. Level 2: 1 temperature; 2 weaker plants; 3 Science, History and Maths. Level 3: 1 no; 2 yes; 3 yes.

Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Learn academic words Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Use them in writing Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Use them in speech Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Apply them across subjects Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.

  • Listen while your child explains the idea.
  • Ask for one new example.
  • Praise effort and careful work.
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: learn academic words; use them in writing; use them in speech; apply them across subjects.

Prerequisite knowledge. Grade 5 vocabulary.

Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.

Preparation. Write the key words and examples on the board or on cards before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Introduce the idea with the opening example.

Explanation (10 min). Teach the key words.

Guided activity (10 min). Practise together.

Independent activity (10 min). Check understanding with the quiz.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. What is the key idea? Can I give my own example?

Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.

Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.

Misconceptions. Rushing without checking. Slow down and check your work.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.

Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core L.6.6 (acquire and use accurately grade-appropriate general academic and domain-specific words and phrases); Cambridge Primary English Stage 6 (vocabulary). These sources informed the lesson.

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