Role Cards: Scientist and Reporter

Worked classroom example

Mathematics

Worked example

For Role Cards: Scientist and Reporter in Mathematics, use a shared prompt about fraction equivalence. Ask learners to partners use their roles to ask and answer one curriculum question, then switch roles so each learner explains and listens. The listener paraphrases the key idea and asks for one reason or example; switch roles and check that each learner can explain independently.

Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.

Teaching sequence

1. Prepare an investigation result and a clear listener role for Role Cards: Scientist and Reporter. Give everyone quiet thinking time; offer a small phrase bank or note space if it helps express the subject idea.
2. Learners complete the speaking move: Partners use their roles to ask and answer one curriculum question, then switch roles so each learner explains and listens The listener paraphrases one key point and asks the planned follow-up; then partners switch roles.
3. Use this check: “What reason or evidence would help your partner follow that idea?” Invite each learner to give one individual explanation after rehearsal and note whether the response includes a relevant subject detail.

Try it in your next lesson

Prepare

Use an investigation result. Choose a second example that checks the same language move without repeating the original answer.

Classroom task

Assign partners roles: explainer and checker. Use an investigation result; the checker paraphrases the idea before asking a question. Swap.

Check independent transfer

Invite a report from any group member and check that all voices contributed before the report.

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 reason or evidence would help your partner follow that idea?

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

Offer thinking time, a small phrase bank and a clear listener role. Collect an individual explanation after paired rehearsal. 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.