Diagram Walk

Worked classroom example

Chemistry

Worked example

For Diagram Walk in Chemistry, give learners a labelled diagram about separation methods. Ask them to locate the relevant feature, record the value or label precisely, and explain what it lets the reader conclude. Model how to mark the exact word, phrase, label or value that supports the response, then distinguish that evidence from any inference.

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

Teaching sequence

1. Choose a labelled process diagram from the current Chemistry unit. Set one question for Diagram Walk and model how to locate a relevant feature without supplying the answer.
2. Learners complete Diagram Walk: Locate the relevant feature, record the value or label precisely, and explain what it lets the reader conclude. Ask them to mark the exact evidence they used, then compare the evidence and interpretation with a partner.
3. Use this check: “Which exact detail in the source supports that answer?” Have each learner apply the same reading move to a fresh section and give an independent answer supported by a source detail.

Try it in your next lesson

Prepare

Use a labelled process diagram. Choose a second example that checks the same language move without repeating the original answer.

Classroom task

Ask learners to predict one thing they will find in a labelled process diagram; read once for the main idea and again to check the prediction.

Check independent transfer

Ask learners to explain what the visual shows and what cannot be concluded from it alone.

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 exact detail in the source supports that answer?

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.