Paragraph Map
Groups give each paragraph a short job label, then arrange those labels into the text’s overall structure.
Worked classroom example
Mathematics
Map a worked solution as question, method, calculation and check.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Cut a short text into paragraphs or display them with numbering.
- Learners write a two- or three-word label for each paragraph’s job.
- Ask them to name the pattern: sequence, cause, comparison, claim and evidence, or another structure.
Materials and purpose
a three- to five-paragraph text
Recognising how ideas are organised supports purposeful reading and later writing.
Try it in your next lesson
Prepare
Use a three- to five-paragraph text. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Groups give each paragraph a short job label, then arrange those labels into the text’s overall structure.
Check independent transfer
Ask them to name the pattern: sequence, cause, comparison, claim and evidence, or another structure.
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
How does this paragraph move the explanation forward?
“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.