Question Before Text
Learners predict what evidence could answer a question, read to find it and revise their first idea.
Worked classroom example
Art
Read a gallery note to find evidence for how the artist used contrast.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Share the lesson question before learners see the full source.
- Ask pairs to predict one kind of evidence they might find.
- Read and annotate the source, then compare the evidence with the prediction.
Materials and purpose
a short source and one worthwhile question
A question gives a clear reason to read and helps learners notice relevant evidence.
Try it in your next lesson
Prepare
Use a short source and one worthwhile question. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Learners predict what evidence could answer a question, read to find it and revise their first idea.
Check independent transfer
Read and annotate the source, then compare the evidence with the prediction.
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 were you reading to find?
“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.