Source Clue Check
Inspect who made the source, when, and for what audience. Identify one reason it may be useful and one question to check.
Worked classroom example
Humanities
Check the author and date on two reports about a current local issue.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Prepare two sources with visible author or date information and share the purpose: evaluating sources. Keep the source or subject question visible.
- Inspect who made the source, when, and for what audience. Identify one reason it may be useful and one question to check.
- Ask learners to show the clue, language choice or evidence they used. Invite one partner to check it, then finish with an independent response.
Materials and purpose
two sources with visible author or date information
Source details help readers use information with appropriate care.
Try it in your next lesson
Prepare
Use two sources with visible author or date information. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Inspect who made the source, when, and for what audience. Identify one reason it may be useful and one question to check.
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 evaluating sources, and what evidence helped you decide?
“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.