Read the Axes
Read both axis labels, units and scales before describing the graph.
Worked classroom example
Geography
A temperature–time graph rises from 20 °C to 28 °C over four minutes. Use the axes to state an 8 °C rise; the graph alone does not identify the heat source.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Read both axis labels, units and scales before describing the graph.
- Locate one data point using the actual scale; check whether equal spaces represent equal intervals.
- Describe a trend over a stated interval and separate the visible pattern from a possible explanation.
Materials and purpose
a graph with two labelled axes
A purposeful reading move helps learners focus on meaning and evidence, while giving them a reason to return to the source.
Try it in your next lesson
Prepare
Use a graph with two labelled axes. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Read both axis labels, units and scales before describing the graph.
Check independent transfer
Describe a trend over a stated interval and separate the visible pattern from a possible explanation.
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
Which axis and scale support that numerical statement?
“What does the source actually say, and what are you inferring?”
“What cannot be concluded from this evidence alone?”
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
Chunk the source, gloss essential terms and model one evidence selection. Keep the question’s reasoning demand. 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.