Definition without the Keyword
Describe the word’s meaning without saying it. The partner guesses and names the clue that helped.
Worked classroom example
History
Describe “migration” without using the term, then give a historical example.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Prepare a target word and a partner and share the purpose: retrieval. Keep the source or subject question visible.
- Describe the word’s meaning without saying it. The partner guesses and names the clue that helped.
- Ask learners to show the clue, language choice or evidence they used. Invite one partner to check it, then finish with an independent response.
Materials and purpose
a target word and a partner
Retrieving a meaning from clues strengthens recall and explanation.
Try it in your next lesson
Prepare
Use a target word and a partner. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Describe the word’s meaning without saying it. The partner guesses and names the clue that helped.
Check independent transfer
Ask learners to show the clue, language choice or evidence they used. Invite one partner to check it, then finish with an independent response.
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 did you notice about retrieval, and what evidence helped you decide?
“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.