# data[].attributes.body
I divided the terms into two categories.

The first category was any term related to approaching competency.
#1:  strategy, retention, common, useful, frequent, utility, non-linguistic

The second category was any term related to advanced learning.
#2: cross-curricular, sophisticated, intentional, context, conceptual, mastery

# data[].attributes.body
Words to describe types of reading material:
contextual   conceptual  cross-curricular

Words to do with reading skills:  strategy   utility   exposure  mastery  retention

Types of words or text:  useful     common    sophisticated   intentional   frequent
non-linguistic

# data[].attributes.body
I put this first group of words together because I consider them learning techniques or types of learning.
Contextual
Conceptual
Sophisticated
Cross-curricular
Non-linguistic
Strategy
Utility

I put this second group of words together because I consider them post-learning results that indicate the level of understanding by use of the information.
Mastery
Retention
Useful
Frequent
Common
Exposure
Intentional

# data[].attributes.body
Clues that students use to gain understanding of vocabulary: Contextual, conceptual, cross-curricular, Non-linguistic, common, intentional, useful,
sophisticated

Things teachers consider when teaching vocabulary: strategy, exposure, retention, frequent, utility, mastery

# data[].attributes.body
Category 1: Teachers
Conceptual
Strategy
Cross-Curricular
Intentional
Frequent

Category 2: Students
Exposure
Retention
Useful
Mastery

Category 3: Texts
Contextual
Non-linguistic
Common
Sophisticated
Utility

Category 1 includes words that teachers should be considering when they are delivering lessons. Category 2 is what teachers are hopeful that students can gain in the classroom. Category 3 is about the kinds of texts students should be reading within the classroom.

# data[].attributes.headline
	I categorized the words based on the first pattern I could see. Which was the temporal description shared with “frequent” and “common.” The last two divisions were between descriptors of qualities and judgment like “sophisticated” and “useful” from the majority of the rest which were names of classifications and systems.

# data[].attributes.subject
	I categorized the words based on the first pattern I could see. Which was the temporal description shared with “frequent” and “common.” The last two divisions were between descriptors of qualities and judgment like “sophisticated” and “useful” from the majority of the rest which were names of classifications and systems.

# data[].attributes.body
Words that are used to describe texts: contextual, conceptual, cross-curricular, sophisticated, non-linguistic

Words to describe students after reading a text:
common, useful, mastery, retention, exposure

Words to describe the teachers covering the text:
frequent, intentional, utility, strategy

# data[].attributes.body
contextual
strategy
non-linguistic
common
useful
intentional
frequent

I grouped these together and my mind took me to SEL strategies/ideas/conversations.

Conceptual
exposure
cross-curricular
retention
sophisticated
utility
mastery

These terms pulled me towards more academic and critical thinking.

# data[].attributes.body
Cat 1: contextual, conceptual, non-linguistic, cross-curricular, intentional
Cat 2: strategy, exposure, retention, common, useful, sophisticated, frequent, utility, mastery

# data[].attributes.body
Classifyers (These are words that help students rate importance): common, useful, sophisticated, intentional, frequent, utility, mastery

Catagorizers (These are words that help students group ideas): strategy, exposure, cross-curricular,

Descriptors (These are words that help students describe their understanding): contextual, conceptual, non-linguistic, retention

# data[].attributes.body
cross-curricular, intentional, mastery, retention, sophisticated, contextual, exposure, strategy
Explanation: Cross-curricular instruction is a sophisticated, intentional strategy for teachers to increase the likelihood of retention of knowledge and mastery of skills due to exposure in multiple contextual situations.

frequent, useful, conceptual, common, utility
Explanation: When a student has more frequent and useful exposure to conceptual ideas, the students begins to feel that they have "common" knowledge and they find more utility in the idea.

Non-linguistic goes with everything because the best understanding is demonstrated in multiple modes.