Retrieval Grid
Learners recall a term, meaning, example and visual cue without looking, then check and correct.
Worked classroom example
Geography
Retrieve watershed, define it, sketch one and locate an example on a map.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Draw four boxes labelled word, meaning, example and sketch.
- Learners fill the grid from memory for three terms.
- Reveal notes or a glossary; learners correct one gap and reuse the term.
Materials and purpose
a blank four-box grid and recently taught terms
Retrieval strengthens access to vocabulary and reveals what needs another encounter.
Try it in your next lesson
Prepare
Use a blank four-box grid and recently taught terms. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Learners recall a term, meaning, example and visual cue without looking, then check and correct.
Check independent transfer
Reveal notes or a glossary; learners correct one gap and reuse the term.
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
Which part came back from memory, and which needed checking?
“Which feature makes this an example of the word?”
“How does the meaning or useful phrase change in another context?”
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
Use an image, object, bilingual gloss and contrasting example. Retrieve the word in a new sentence rather than repeat a definition only. 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.