Keep the Word in Play
Begin a later lesson with a short no-notes recall, then reuse one word in a new question or example.
Worked classroom example
Geography
Retrieve yesterday’s terms for river processes when beginning a lesson on landforms.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Select three terms from a previous lesson, not only today’s new words.
- Learners recall a meaning and example before opening notes.
- Use one recalled term in a new subject question and correct it together.
Materials and purpose
yesterday’s terms and a new lesson prompt
Spacing encounters over time supports durable retrieval and flexible use.
Try it in your next lesson
Prepare
Use yesterday’s terms and a new lesson prompt. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Begin a later lesson with a short no-notes recall, then reuse one word in a new question or example.
Check independent transfer
Use one recalled term in a new subject question and correct it together.
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 old word helped you understand today’s new example?
“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.