Source Feature Scavenger Hunt
Locate a feature such as a key, footnote or axis before using it to answer a content question.
Worked classroom example
Geography
Find the scale and key first, then use both to interpret a map accurately.
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 text, chart or page with features; name the subject question and show a short model of the task.
- Learners locate a feature such as a key, footnote or axis before using it to answer a content question. 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 Geography to check the idea, then fade one prompt on the next attempt.
Materials and purpose
a text, chart or page with features
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 text, chart or page with features. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Locate a feature such as a key, footnote or axis before using it to answer a content question.
Check independent transfer
Ask each learner to share or record one independent response. Use the example from Geography 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 explain why that choice fits this task?
“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.