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Pri 6 Vocabulary List 2019

Primary 6 Vocabulary 2019: Word Families, Morphology and Grammar Practice

This page preserves a historical Raffles Girls Primary 6 SA2 2019 word bank but gives it a distinct learning job: teach how words change form and how those changes affect grammar and meaning.

This is an eduKate learning resource, not an official prescribed MOE or SEAB vocabulary list.

The Historical 32-Word Bank

quiver, plains, antelope, crept, might, laced, potent, substance, bout, midday, startled, achievement, behaviour, modesty, heaved, indifferently, insult, subjected, treatment, forefathers, heritage, superiority, tolerated, tradition, equality, distributed, fairly, selfishness, intolerable, trait, frowned, machete.

Word Families

Base Related forms Learning point
achieve achievement, achievable verb → noun/adjective
behave behaviour, behavioural verb → noun/adjective
modest modesty, modestly adjective → noun/adverb
superior superiority adjective → noun
equal equality, equally adjective → noun/adverb
selfish selfishness, selfishly adjective → noun/adverb
tolerate tolerated, tolerable, intolerable, tolerance verb → adjective/noun; prefix changes meaning
distribute distributed, distribution, distributive verb → noun/adjective
indifferent indifference, indifferently adjective → noun/adverb
treat treated, treatment verb → noun

Prefixes and Meaning

intolerable contains the negative prefix in-. Compare:

Do not assume every prefix has exactly one meaning in every word. Morphology helps, but context still matters.

Suffixes and Word Class

Suffixes can signal likely grammatical roles, which helps in editing and cloze work.

Singapore/British Spelling Note

behaviour is standard Singapore/British spelling. The historical list used the US spelling behavior. Learners should recognise both while keeping their own writing internally consistent.

Sentence Repair

  1. Her greatest achieve was completing the project.
  2. He replied indifference when asked about the result.
  3. The rules were applied with complete equal.
  4. The situation became tolerance after several hours.
  5. The teacher distribution the worksheets among the class.

Corrections: achievement; indifferently; equality; intolerable; distributed.

Choose the Correct Form

  1. The pupils behaved well. Their ______ was praised. (behaviour / behavioural)
  2. The solution was not perfect, but it was ______. (tolerable / tolerance)
  3. The prize was ______ among the teams. (distributed / distribution)
  4. She answered ______. (indifferent / indifferently)
  5. The two groups were treated with ______. (equal / equality)

Answers: behaviour; tolerable; distributed; indifferently; equality.

Retrieval by Family

Cover the table and generate at least two related forms for each base word. Then write one sentence showing that the grammatical role has changed correctly.

RFE

Help learners see vocabulary as a system of related forms so they can decode unfamiliar words and generate the correct form when grammar demands it.

For the complete 32-word passage glossary, see Raffles Girls SA2 2019 Vocabulary Guide. For the wider collection, use the eduKate Vocabulary Lists hub.

Historical Raffles Girls Primary Source Media

historical Primary 6 English SA2 2019 Raffles Girls Primary source

historical eduKate classroom mediahistorical eduKate mediahistorical eduKate media

Explore the connected learning guides

Choose the question that brought you here. Open one useful guide, try a small task, and stop when you have what you need.

Take one question further

The same learning habit can travel across subjects, while each subject keeps its own methods. These routes help you notice a difficulty, understand one part of it, and return to something you can do.

A word is familiar, but using it is difficult.

Move from recognising a word to retrieving it in a new context. Understand vocabulary plateaus.

Try it without the guide: Choose one word you already know. Close the guide and use it in a new sentence. Explain why it fits; try another context tomorrow.

A piece of writing has ideas, but the reader loses the thread.

Make the order of events and the links between sentences clear. Explore composition writing.

Try it without the guide: Choose one short paragraph. Read the relevant explanation, close it, and revise the paragraph. Ask someone to tell you what happened and why.

The Mathematics seems familiar, but marks still disappear.

Find the first point where the working stops being reliable. Find Secondary 4 A-Math mark leakage.

Try it without the guide: For a Secondary 4 A-Math question you have attempted, locate the first uncertain line. Repair that step, then try a comparable question without the worked answer.

A Science fact is remembered, but the explanation is incomplete.

Connect the evidence to a scientific idea and the resulting change. Follow the Primary Science learning route.

Try it without the guide: Choose a familiar Primary Science example. Explain the evidence, the idea and the result without notes. Then change one condition and explain your prediction.

Two accounts of the world seem to disagree.

Check the question, source, date and evidence before combining claims. Explore the World Knowledge research library.

Try it without the guide: Take one claim. Find the source best placed to support it, note its date, and state what remains uncertain. Return to your original question.

There is plenty of help, but independence is hard to see.

Check what the learner can understand and do after support is removed. Understand how education works.

Try it without the guide: Choose one small task the child has practised. Agree on a calm, brief attempt without prompts. Use what happens to choose one next step, then stop.

For the structure behind these connections, read the eduKateSingapore runtime manifest and the eduKate ecosystem boot contract. The reader map describes public navigation; those manifests preserve the wider ownership and return rules.

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