Share 6th grade high frequency vocab in context
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Before starting the experiment, the scientist made a PREDICTION about what would happen. Based on what he already knew, he formed an educated guess about the results. --- A) A guess based on evidence B) A random thought with no reason
A) A guess based on evidence
After reading the passage, students had to SUMMARIZE the key ideas. They explained the most important points in a shorter way without including every small detail. --- A) To briefly explain main ideas B) To copy everything word for word
A) To briefly explain main ideas
The directions for the project were COMPLEX and included many detailed steps. Some students found them confusing because they were not simple or easy to follow. --- A) Complicated and detailed B) Very easy and simple
A) Complicated and detailed
The two characters experienced a CONFLICT when they disagreed about how to solve the problem. Their argument showed tension and a struggle between their ideas. --- A) A disagreement or struggle B) A celebration or agreement
A) A disagreement or struggle
The author included strong EVIDENCE, such as facts and statistics, to support her claim. These details helped prove that her argument was true. --- A) Proof or supporting details B) Personal opinions only
A) Proof or supporting details
Students were asked to IDENTIFY the main idea of the paragraph. They needed to recognize and point out what the text was mostly about. --- A) To recognize or point out B) To forget or overlook
A) To recognize or point out
The character’s poor decision had CONSEQUENCES later in the story. Because of his actions, he faced negative results that affected others. --- A) Results or outcomes B) Random events with no cause
A) Results or outcomes
The instructions were very SPECIFIC, explaining exactly what to do step by step. Everything was clear and detailed, leaving little room for confusion. --- A) Clearly defined and exact B) Vague and unclear
A) Clearly defined and exact
The scientist made an OBSERVATION by carefully watching how the plant changed over time. She recorded what she saw, such as growth in height and changes in color. --- A) Something noticed or seen B) A wild guess
A) Something noticed or seen
The article COMPARES two different habitats, explaining how they are alike and different. It shows both their similarities and their differences in detail. --- A) To show similarities and differences B) To ignore differences
A) To show similarities and differences
The results of the study were SIGNIFICANT, meaning they were important and meaningful. They helped the researcher draw a strong and clear conclusion. --- A) Important and meaningful B) Unimportant and small
A) Important and meaningful
The teacher asked students to DESCRIBE the setting of the story. They needed to give clear details about where and when the events took place. --- A) To tell about something in detail B) To skip over details
A) To tell about something in detail
The group had to COLLABORATE to complete their project successfully. They worked together, shared ideas, and supported one another. --- A) To work together B) To work alone
A) To work together
The author’s PURPOSE was to inform readers about recycling and protecting the environment. She wrote the article to teach, not just to entertain. --- A) The reason something is done B) A random action
A) The reason something is done
The data showed a TREND of rising temperatures over several years. This pattern showed that the numbers were gradually increasing over time. --- A) A general pattern or direction B) A single random event
A) A general pattern or direction
After receiving feedback, the student needed to REVISE her essay. She improved her writing by adding details and correcting mistakes. --- A) To improve or make changes B) To leave something the same
A) To improve or make changes
