Read the Method, Find the Risk
Read a procedure to identify the step most likely to affect the result.
Worked classroom example
Chemistry
Mark one control variable in a practical method and explain what could go wrong if it changes.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Set up a method card and risk prompt; name the subject question and show a short model of the task.
- Learners read a procedure to identify the step most likely to affect the result. Give quiet thinking time before pairs or groups compare what they noticed.
- Ask each learner to share or record one independent response. Use the example from Chemistry to check the idea, then fade one prompt on the next attempt.
Materials and purpose
a method card and risk prompt
This gives learners a clear reason to return to the source. They can practise choosing useful evidence and explaining how it answers the question while keeping the subject text and level of challenge in place.
Try it in your next lesson
Prepare
Use a method card and risk prompt. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Read a procedure to identify the step most likely to affect the result.
Check independent transfer
Ask each learner to share or record one independent response. Use the example from Chemistry to check the idea, then fade one prompt on the next attempt.
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
Can you show the step or detail that supports your 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.