You will learn
- Recognise academic words.
- Explain their meanings.
- Use them in sentences.
- Apply them in school tasks.
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
- Read the word in context.
- Say what it means.
- Use it in your own sentence.
- Spot it in other subjects.
Words to know
to study closely and explain
to say how things are alike and different
to say what will happen next
to decide after thinking about the facts
1. Discover: Ms. Bello’s task card
Ms. Bello gives each group a card. “Analyse the picture. Compare the two plants. Predict what will happen if one plant gets no water. Use evidence to conclude which plant will grow better.” Tolu underlines the four verbs and writes a meaning beside each. His group finishes quickly because they understand the words.
Think: How did knowing the words help?
2. Understand: Words for the classroom
Idea 1: What academic words are
Academic words appear across many subjects. Analyse, compare, predict and conclude tell you what to do in a task.
Idea 2: Meanings
Compare means say how things are alike and different. Predict means say what will happen. To conclude is to decide after thinking about the facts.
Idea 3: Use them
Use new words in your own sentences and in answers: I predict the plant without water will wilt.
3. Worked examples
Example 1 (I show you): Analyse
What does analyse mean?
- Study closely.
Answer: to study closely and explain
Example 2 (We do it together): Compare
What does compare ask you to do?
- Alike and different.
Answer: say how things are alike and different
Example 3 (You try): Predict
Use predict in a sentence.
Show the steps and answer
- Say what will happen.
Answer: I predict the plant without water will wilt.
Did you know?
The Academic Word List of about 570 word families appears in textbooks across subjects.
Why this matters
Knowing academic words helps you understand test questions, textbooks and instructions.
4. Explore: Word bank
Build an academic word bank.
- Collect words from your textbooks.
- Write each meaning.
- Write a sentence for each.
- Use one in a class answer.
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.
- To analyse means ___.
- I predict that ___.
- Compare ___ and ___.
- I conclude that ___.
Guided practice
Question 1. To study closely and explain is to ___.
analyse
Question 2. To say how things are alike and different is to ___.
compare
Question 3. To say what will happen next is to ___.
predict
Independent practice
Level 1: Start
- To study closely and explain is to ___.
- To say how things are alike and different is to ___.
- To say what will happen next is to ___.
- To decide after thinking about facts is to ___.
- Ms. Bello gave each group a ___.
Level 2: Grow
- What was the plant task about?
- What did Tolu underline?
- What did he write beside each?
Level 3: Stretch
- Do academic words appear in many subjects?
- Does predict mean look back?
- Should you use evidence to conclude?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write five academic words from your books with meanings and sentences.
Show a sample answer
a word bank
Another one. Use three academic words in sentences about a school subject.
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 recognise academic words.
- I can explain their meanings.
- I can use them in sentences.
- I can apply them in school tasks.
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
- Read the word in context.
- Say what it means.
- Use it in your own sentence.
- Spot it in other subjects.
11. Next lesson
Next lesson: Reading fluency. 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 analyse mean? [1 mark]
- What does compare mean? [1 mark]
- Use predict in a sentence. [1 mark]
- Name two other academic words. [2 marks]
- Explain how to learn a new academic word. [3 marks]
Total: 8 marks.
Marking guide and model answers
- study closely and explain [1]
- say how things are alike and different [1]
- a correct sentence [1]
- e.g. conclude [1]; evidence/describe [1]
- read it in context [1]; say what it means [1]; use it in your own sentence [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 study closely and explain is to ___.
- To say how things are alike and different is to ___.
- To say what will happen next is to ___.
- To decide after thinking about facts is to ___.
- Ms. Bello gave each group a ___.
- What was the plant task about?
- What did Tolu underline?
- What did he write beside each?
- Do academic words appear in many subjects?
- Does predict mean look back?
Homework
Use three academic words in sentences about a school subject.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To study closely and explain is to ___. | analyse | 1 |
| 2. To say how things are alike and different is to ___. | compare | 1 |
| 3. To say what will happen next is to ___. | predict | 1 |
| 4. To decide after thinking about facts is to ___. | conclude | 1 |
| 5. Ms. Bello gave each group a ___. | card | 1 |
| 6. What was the plant task about? | which plant grows better | 1 |
| 7. What did Tolu underline? | the four verbs | 1 |
| 8. What did he write beside each? | a meaning | 1 |
| 9. Do academic words appear in many subjects? | yes | 1 |
| 10. Does predict mean look back? | no | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 analyse; 2 compare; 3 predict; 4 conclude; 5 card. Level 2: 1 which plant grows better; 2 the four verbs; 3 a meaning. Level 3: 1 yes; 2 no; 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 Recognise 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 Explain their meanings | 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 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 |
| O4 Apply them in school tasks | 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: recognise academic words; explain their meanings; use them in sentences; apply them in school tasks.
Prerequisite knowledge. Morphological analysis.
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 4 » Reading: Foundational Skills. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.4.6 (acquire and use accurately grade-appropriate general academic and domain-specific words and phrases); Cambridge Primary English Stage 4 (vocabulary). These sources informed the lesson.