Support the language of an explanation while deliberately moving towards independent wording.
The vegetated slope lost less soil because roots helped hold the soil in place.
The … lost … because …
vegetation · soil loss · because
Explain a new result using your own wording.
Full model: “The vegetated slope lost less soil because roots helped hold the soil in place.” Frame: “The… lost… because…” Lighter prompt: vegetation · roots · soil loss.
Select one relationship to express, such as cause, contrast or comparison. Prepare a complete model and progressively lighter prompts.
Show a complete example and discuss what each part does.
Offer an open frame with meaningful choices; learners supply their own subject evidence.
Replace the frame with a small word bank and ask for a new example.
Remove the prompt and check whether learners still express the relationship clearly.
Move from full frame to connective choices to no prompt. Return one level of support only when the explanation becomes unclear.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Select one relationship to express, such as cause, contrast or comparison. Prepare a complete model and progressively lighter prompts.
Show a complete example and discuss what each part does. Offer an open frame with meaningful choices; learners supply their own subject evidence.
Use a new pair of slope observations. Check whether the learner identifies the relevant difference and connects it to the evidence, rather than merely filling gaps.
Move from full frame to connective choices to no prompt. Return one level of support only when the explanation becomes unclear.
Use a new pair of slope observations. Check whether the learner identifies the relevant difference and connects it to the evidence, rather than merely filling gaps.
Adapt these prompts to the task and your learners.
Our purpose is: Support the language of an explanation while deliberately moving towards independent wording.
Keep the cause-and-effect link. You can change the sentence shape.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Science: use observation → evidence → explanation in a practical conclusion.
Maths: offer “Both… whereas…” for comparing methods, then ask for a comparison without the opening.
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.
Keep the strategy. Change the subject.
Adapt the content to your curriculum. These responses model the language and thinking to look for.
Model a causal explanation of soil loss, then reduce the frame from “The … because …” to key words.
The vegetated slope lost less soil because roots helped hold the soil in place.
Ask for an independent explanation of a new result.
Start with “The source suggests … because …; however …”, then remove the frame.
The poster suggests the government wanted recruits because it appeals directly to young men; however, it does not show public opinion.
Check that the qualification limits the claim rather than adding an unrelated fact.
Model a claim–evidence–interpretation sentence, then keep only the three labels.
The repeated word “alone” emphasises isolation and makes the narrator’s experience feel persistent.
Ask for a new sentence about a different language choice.
Model “When x increases by …, y …”, then ask learners to describe a new table without the frame.
When x increases by 1, y increases by 3, so the relationship has a constant rate of change.
Check a table with a different rate and ask learners to adapt the numbers.