Who, What, Why Grid

Worked classroom example

History

Worked example

Capture who acted, what changed and why in a short oral account.

Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.

Teaching sequence

1. Prepare a short report or account and share the purpose: listening for key information. Keep the source or subject question visible.
2. Fill a three-box grid for people, event and reason. Listen again only for the box that remains uncertain.
3. Ask learners to show the clue, language choice or evidence they used. Invite one partner to check it, then finish with an independent response.

Try it in your next lesson

Prepare

Use a short report or account. Choose a second example that checks the same language move without repeating the original answer.

Classroom task

Fill a three-box grid for people, event and reason. Listen again only for the box that remains uncertain.

Check independent transfer

Ask learners to show the clue, language choice or evidence they used. Invite one partner to check it, then finish with an independent response.

Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.

Teacher language

Teacher language

What did you notice about listening for key information, and what evidence helped you decide?

Respond to the learner

Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.

Adjust support and challenge

Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.

Teaching this skill → · Age and language support →

More support

Use shorter chunks, purposeful replay and keyword notes. Retain captions, transcripts or other required access arrangements. Allow familiar-language notes or another response mode when checking subject understanding.

Greater independence

Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.

Choose the next step

If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.