Read the Diagram in Layers
Read the title, key and labels before tracing one arrow or sequence. Answer the question with a detail from the diagram.
Worked classroom example
Biology
Trace a labelled food chain and explain what the arrows show.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Prepare a labelled diagram and a question and share the purpose: reading visual information. Keep the source or subject question visible.
- Read the title, key and labels before tracing one arrow or sequence. Answer the question with a detail from the diagram.
- Ask learners to show the clue, language choice or evidence they used. Invite one partner to check it, then finish with an independent response.
Materials and purpose
a labelled diagram and a question
A consistent route through visual information supports accurate interpretation.
Try it in your next lesson
Prepare
Use a labelled diagram and a question. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Read the title, key and labels before tracing one arrow or sequence. Answer the question with a detail from the diagram.
Check independent transfer
Ask learners to show the clue, language choice or evidence they used. Invite one partner to check it, then finish with an independent response.
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 did you notice about reading visual information, and what evidence 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.