Skim the Shape
Learners skim headings, first lines and visuals for 45 seconds, then choose the best one-sentence summary.
Worked classroom example
Geography
Skim a page on coastal change and select the sentence that best captures the overall issue.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Show a text with clear headings and give a broad question.
- Model moving across headings, opening lines and visuals without stopping at every word.
- Learners choose or write a gist statement, then point to the clue that helped.
Materials and purpose
a short subject text
A quick first pass builds a map of the text before close reading begins.
Try it in your next lesson
Prepare
Use a short subject text. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Learners skim headings, first lines and visuals for 45 seconds, then choose the best one-sentence summary.
Check independent transfer
Learners choose or write a gist statement, then point to the clue that helped.
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
What is this text mostly about? Which feature helped you decide?
“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.