Give the Text a Clear Route
Number the paragraph, diagram and question in the order learners should use them.
Worked model: Give the Text a Clear Route
- 1Number the paragraph, diagram and question in the order learners should use them
- 2Preview structure and predict where relevant information may appear
- 3Read to locate the evidence needed for that purpose
- 4Answer the question and point to the sentence that supports the answer
For a flood-risk text, ask “Why does building on a floodplain increase risk?” A sentence about rainfall alone may not answer the question about land use.
Teach the move
Prepare · 5 minutes
Choose one question that the text can answer and locate relevant evidence.
- 1
Number the paragraph, diagram and question in the order learners should use them.
- 2
Preview structure and predict where relevant information may appear.
- 3
Read to locate the evidence needed for that purpose.
- 4
Answer the question and point to the sentence that supports the answer.
EAL upgrade
Let learners formulate the reading question from the task and headings.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Choose one question that the text can answer and locate relevant evidence.
Number the paragraph, diagram and question in the order learners should use them. Preview structure and predict where relevant information may appear.
Ask learners to identify a relevant sentence and explain its relevance.
Let learners formulate the reading question from the task and headings.
What to look for
Ask learners to identify a relevant sentence and explain its relevance.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Number the paragraph, diagram and question in the order learners should use them.
Show the relationship and explain the choice you made.
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
Science: read for a mechanism. Maths: read for the information needed to select an operation.
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.