Jigsaw Reading
Give each group one section; experts identify its key idea and one useful detail.
Worked classroom example
History
Split a short account of the causes of an event into four sections. Expert groups identify one cause and evidence, then teach their section to a home group.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Split one short text into four numbered sections. Give each learner one section and a note frame: main idea, one detail, one question.
- Meet in expert groups to agree the key information, then return to home groups. Each expert teaches their section; listeners complete the shared summary.
- Ask each learner to answer the original question using details from at least two sections.
Materials and purpose
four short sections from one subject text
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 four short sections from one subject text. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Give each group one section; experts identify its key idea and one useful detail.
Check independent transfer
Ask each learner to answer the original question using details from at least two sections.
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?
“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.