Map Talk: Give the Route
One learner gives directions using spatial language while a partner traces the route.
Worked classroom example
Geography
Give a route with landmarks, direction words and one check question.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Set up simple map and route cards; name the subject question and show a short model of the task.
- Learners one learner gives directions using spatial language while a partner traces the route. Give quiet thinking time before pairs or groups compare what they noticed.
- Ask each learner to share or record one independent response. Use the example from Geography to check the idea, then fade one prompt on the next attempt.
Materials and purpose
simple map and route cards
This gives learners time to prepare a point and a clear reason to contribute. The structure supports participation while leaving the ideas and reasoning in their hands.
Try it in your next lesson
Prepare
Use simple map and route cards. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
One learner gives directions using spatial language while a partner traces the route.
Check independent transfer
Ask each learner to share or record one independent response. Use the example from Geography to check the idea, then fade one prompt on the next attempt.
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
Can you explain why that choice fits this task?
“What would help your listener follow that explanation?”
“How would you revise your response after that question?”
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.