What it is. You have met these and used them; now you choose between them.
Why our test works. By Grade 5 a child holds several near-synonyms and treats them as interchangeable. Forcing the comparison is what turns a vocabulary into a set of choices, and being able to defend the choice is the skill.
Leans on. Grades 1-4 built single words and phrases. Pairings are new.
Watch for. Do not accept a near-pairing because the meaning is clear. *Make a conclusion* is understandable and wrong, and letting it pass is how it sets for good.
Match 7 academic words to their everyday partners and use each in a sentence frame. The worked example is built on Review your notes before the quiz., ringing review. The class reads Writing Book 5, p.78 — our own page, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds.
Then you do one yourself, on screen, one click per piece: the word review alone first, and you wait — let them look at it before you give them the meaning. Then look over again arrives beside it, and you point from one to the other with your hand. Then the sentence underneath: Review your notes before the quiz.. Three clicks, three things said. Do not let the whole slide arrive at once — a slide that arrives whole gives the answer before the question is asked.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class matches each item to its partner aloud, then uses the frames in pairs. Every child says at least one frame. If the answer is a whole sentence rather than a word, take it on their notebooks instead, because a sentence written on a whiteboard is written once and destroyed.
They open Writing Book 5 to page 78 and read it with you. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone through the five steps — match, choose, frame, write their own. The frames stay on screen while they write: Use the frame as often as you need it today. Say both halves of that — the frame is there if they need it, and it is better writing without it. Walk and note who used it; that is your group for tomorrow, not a mark against them today.
You close on the exit direction — Say one sentence using review. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Words for studying, so you can talk about studying.
Do not accept a near-pairing because the meaning is clear. *Make a conclusion* is understandable and wrong, and letting it pass is how it sets for good.