Activate Knowledge. Build Curiosity. Improve Understanding
Reconnect learners with what they know, then use a question to create a reason to read or investigate.
Worked model: Activate Knowledge. Build Curiosity. Improve Understanding
- 1Notice
- 2Recall
- 3Wonder
- 4Read to check
Science: Use a Frayer-style model for evaporation: define it, sketch it, give a puddle example and distinguish it from boiling.
Teach the move
Prepare · 5 minutes
Use the four steps with a short task from this week’s subject lesson; collect one response from every learner.
- 1
Notice: Show an image, object or short statement linked to the topic.
- 2
Recall: Learners list what they already know, including home-language words.
- 3
Wonder: Pairs write one question the lesson might answer.
- 4
Read to check: Return to the question after a short text or investigation.
EAL upgrade
Keep the subject goal and source intact. Offer one brief model, visual or language prompt, then give learners time to try it independently.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Use the four steps with a short task from this week’s subject lesson; collect one response from every learner.
Notice: Show an image, object or short statement linked to the topic. Recall: Learners list what they already know, including home-language words.
Look for an independent response that shows the subject relationship, not only repetition of the model. Compare it with the task goal and identify the next useful teaching step.
Keep the subject goal and source intact. Offer one brief model, visual or language prompt, then give learners time to try it independently.
What to look for
Look for an independent response that shows the subject relationship, not only repetition of the model. Compare it with the task goal and identify the next useful teaching step.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Reconnect learners with what they know, then use a question to create a reason to read or investigate.
What helped you make sense of that?” “Show how your evidence supports your answer.
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?
Across subjects
Maths: Sort examples of equivalent fractions and explain why 2/3 and 4/6 belong together.
Humanities: Compare two sources about migration and name one useful similarity and difference.
English: Build a word network for “isolated” using a quotation, image, synonym and original sentence.
Adjust language support
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.