Collocation Scavenger

Worked classroom example

Science

Worked example

The text uses “predator population”, “consume prey” and “population declines”. Learners record the full phrase rather than the word predator alone.

Teaching sequence

1. Prepare a short ecology text with recurring noun-verb and adjective-noun pairs. Introduce collocation scavenger with one clear success criterion: find useful word partnerships in a subject text, record the whole phrase and use one partnership in a new accurate sentence.
2. Model one short example from a short text about ecosystems. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of Science content. Use the prompt “Which nearby word makes this term sound natural and precise?” to check whether their language matches their evidence.
4. Collect one independent response. Check that each phrase appears in context and is used accurately in the learner’s sentence. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Find useful word partnerships in a subject text, record the whole phrase and use one partnership in a new accurate sentence.

Independent check

Check that each phrase appears in context and is used accurately in the learner’s sentence.

Scaffold built into this activity: More scaffold

Highlight one model collocation and provide a word-bank column for noun, verb and adjective partners.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Highlight one model collocation and provide a word-bank column for noun, verb and adjective partners.

Greater independence

Ask learners to compare two possible partners and explain how the meaning changes.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.