Track a Cross-Reference
Trace this, these, it and they back to the place, process or feature each refers to; replace one reference with its noun and check the meaning.
Worked classroom example
Geography
In “The channel narrows here. This increases flow speed”, this refers to the narrowing of the channel, not the river basin as a whole.
Teaching sequence
- Prepare a paragraph describing a river basin with several named features. Introduce track a cross-reference with one clear success criterion: trace this, these, it and they back to the place, process or feature each refers to; replace one reference with its noun and check the meaning.
- Model one short example from a river basin explanation. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
- Learners apply the move to a new piece of Geography content. Use the prompt “What exactly does this reference word point back to?” to check whether their language matches their evidence.
- Collect one independent response. Give learners a fresh paragraph and check that they can trace each reference without a partner. Record one next step and adjust the scaffold to what this response shows.
Try it tomorrow
Trace this, these, it and they back to the place, process or feature each refers to; replace one reference with its noun and check the meaning.
Independent check
Give learners a fresh paragraph and check that they can trace each reference without a partner.
Scaffold built into this activity: Some scaffold
Highlight the reference word and its possible noun in matching colours; allow a bilingual note of the concept.
Teacher language
“What exactly does this reference word point back to?”
Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.
Adjust the support
More support
Highlight the reference word and its possible noun in matching colours; allow a bilingual note of the concept.
Greater independence
Use a longer paragraph with two plausible referents and ask learners to explain how ambiguity could be removed.
Use the response to choose the next step; the scaffold label describes this activity design, not the learner.