Caption, Key, Scale
Learners read the title, caption, key and scale before using one feature to answer a question.
Worked classroom example
Science
Read a line graph: identify the units, locate a change and connect it to the caption.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Display a visual and ask a question that cannot be answered from the picture alone.
- Learners inspect its title, key, units, scale and caption.
- They give an answer and name the visual feature that supports it.
Materials and purpose
a diagram, graph or map with supporting text
Subject reading includes labels and visual conventions as well as prose.
Try it in your next lesson
Prepare
Use a diagram, graph or map with supporting text. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Learners read the title, caption, key and scale before using one feature to answer a question.
Check independent transfer
They give an answer and name the visual feature that supports it.
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 label or key changes how you read the visual?
“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.