You will learn
- Understand common school words.
- Use them in sentences.
- Follow instructions that use them.
- Explain them in my own words.
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
- Academic words appear in lessons and tests.
- Learn the meaning and an example.
- Use each word in a sentence.
- Notice them in instructions.
Words to know
to tell what something is like
to make something clear with reasons
to say what you think will happen
to tell how things are alike
1. Discover: The class challenge
Ms. Bello writes: Describe a seed. Explain how a plant grows. Predict what happens if it gets no water. Compare a seed and a stone. Ayo underlines the key words. He knows each one tells him what to do.
Think: What does each underlined word ask you to do?
2. Understand: Words for learning
Idea 1: Describe and explain
To describe is to tell what something looks, sounds or feels like. To explain is to give reasons: how or why.
Idea 2: Predict and compare
To predict is to say what will probably happen. To compare is to say how things are alike and different.
Idea 3: Use them
These words appear in instructions and questions. When you know them, you know exactly what to do.
3. Worked examples
Example 1 (I show you): Describe
Describe a seed.
- What does it look like?
Answer: A seed is small, hard and brown.
Example 2 (We do it together): Predict
Predict what happens with no water.
- What will probably happen?
Answer: The plant will dry out and die.
Example 3 (You try): Compare
Compare a seed and a stone.
Show the steps and answer
- Alike or different?
Answer: Both are small and hard, but a seed can grow.
Did you know?
Learners who know academic words usually find tests and instructions much easier.
Why this matters
Knowing these words helps you understand what each task asks you to do.
4. Explore: Instruction detective
Decode instructions.
- Collect three instructions.
- Underline the key academic word.
- Say what it asks.
- Do the task.
Think about it: what did you notice?
You can follow academic instructions.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- To describe means ___.
- To explain means ___.
- I predict that ___.
- I compare ___ and ___.
Guided practice
Question 1. To tell what something is like is to ___.
describe
Question 2. To make something clear with reasons is to ___.
explain
Question 3. To say what will happen is to ___.
predict
Independent practice
Level 1: Start
- To tell what something is like is to ___.
- To make something clear with reasons is to ___.
- To say what will happen is to ___.
- To tell how things are alike is to ___.
- Ayo underlined the key ___.
Level 2: Grow
- Describe a seed.
- Predict what a plant with no water does.
- Use explain in a sentence.
Level 3: Stretch
- Does explain need reasons?
- Does predict look at the future?
- Do these words tell us what to do?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Use describe, explain, predict and compare in four sentences.
Show a sample answer
four sentences
Another one. Find five academic words in your school books and write what each means.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can understand common school words.
- I can use them in sentences.
- I can follow instructions that use them.
- I can explain them in my own words.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Academic words appear in lessons and tests.
- Learn the meaning and an example.
- Use each word in a sentence.
- Notice them in instructions.
11. Next lesson
Next lesson: Context clues. 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.
- What does describe mean? [1 mark]
- What does explain mean? [1 mark]
- What does predict mean? [1 mark]
- Use compare in a sentence. [2 marks]
- Explain why academic words are useful. [3 marks]
Total: 8 marks.
Marking guide and model answers
- to tell what something is like [1]
- to make something clear with reasons [1]
- to say what will probably happen [1]
- uses compare [1]; sentence makes sense [1]
- they appear in lessons [1]; they tell you what to do [1]; knowing them helps you answer correctly [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
- To tell what something is like is to ___.
- To make something clear with reasons is to ___.
- To say what will happen is to ___.
- To tell how things are alike is to ___.
- Ayo underlined the key ___.
- Describe a seed.
- Predict what a plant with no water does.
- Use explain in a sentence.
- Does explain need reasons?
- Does predict look at the future?
Homework
Find five academic words in your school books and write what each means.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To tell what something is like is to ___. | describe | 1 |
| 2. To make something clear with reasons is to ___. | explain | 1 |
| 3. To say what will happen is to ___. | predict | 1 |
| 4. To tell how things are alike is to ___. | compare | 1 |
| 5. Ayo underlined the key ___. | words | 1 |
| 6. Describe a seed. | small and hard | 1 |
| 7. Predict what a plant with no water does. | dies | 1 |
| 8. Use explain in a sentence. | I can explain my answer. | 1 |
| 9. Does explain need reasons? | yes | 1 |
| 10. Does predict look at the future? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 describe; 2 explain; 3 predict; 4 compare; 5 words. Level 2: 1 small and hard; 2 dies; 3 I can explain my answer.. Level 3: 1 yes; 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 Understand common school 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 sentences | 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 Follow instructions that use them | 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 Explain them in my own 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 |
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
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- 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: understand common school words; use them in sentences; follow instructions that use them; explain them in my own words.
Prerequisite knowledge. Grade 2 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 3 » 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.3.6 (acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases); Cambridge Primary English Stage 3 (vocabulary). These sources informed the lesson.