Handbook-informed classroom practice
Resolve a Place Reference
Track a reference word through a short geographical explanation.
A completed model
“The river enters a wide plain. Here, it deposits some sediment as its speed decreases.” Here refers to the plain; it refers to the river.
Here
The wide plain
Deposition on the plain
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Circle reference words rather than every unfamiliar word.
- Draw a line from each reference to its intended noun or place.
- Substitute the noun and check whether the meaning still works.
- Reread the complete sentence without the substitutions.
Preparation
Display the short model and prepare a fresh transfer example. Establish any subject vocabulary needed before focusing on the language move.
Use it in your next lesson
Give the original model, then ask learners to complete the organiser using their own wording. Discuss one difference between paired responses before the individual check.
Your response organiser
Check independent transfer
Use a fresh paragraph with two possible places; ask learners to justify the referent.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
What exactly does here refer to? How can the previous sentence help?
Follow up without supplying the answer
Ask the learner to point to the evidence, explain their word choice or identify the missing information. Allow thinking time before inviting a revised response.
Feedback focus
First check the subject meaning. Then address one language choice that affects that meaning; ask for a fresh use rather than repeated copying.
Adjust support and challenge
More support: read the model aloud, offer a small word bank and allow familiar-language notes or partner rehearsal before an English response. Keep the reasoning goal.
Less support: remove the completed organiser, change the evidence or audience and ask for an independently justified response.
Age and proficiency: the example is designed for secondary subject learning. Use a simpler familiar context with younger learners; an English proficiency label alone does not determine the subject demand.