Label then Explain
Give each learner a labelled process diagram and a clear question. Allow 1 minute to note three key terms, 4 minutes to draft, then 2 minutes to underline the sentence that answers the task and compare it with a partner.
Worked classroom example
Science
Show a labelled water-cycle diagram. Ask how water returns to the ground. Learners use evaporation, condensation and precipitation in order, then underline the sentence that directly answers the question.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Show a labelled process diagram and a question that asks learners to explain how the process works. Identify the key terms and the order of the stages.
- Learners use the labels to draft a connected explanation. Model one useful sequence or cause linker, then ask learners to explain the relationship between two stages.
- Learners underline the sentence that answers the question. A partner checks it against the diagram; learners add or revise one missing link before writing a fresh explanation independently.
Materials and purpose
a labelled process diagram
A visible model and one manageable writing move help learners communicate their subject thinking with increasing independence.
Try it in your next lesson
Prepare
Use a labelled process diagram. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Give each learner a labelled process diagram and a clear question. Allow 1 minute to note three key terms, 4 minutes to draft, then 2 minutes to underline the sentence that answers the task and compare it with a partner.
Check independent transfer
Use a fresh process diagram. Learners independently write two connected stages and underline the sentence that answers a new question.
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 labelled feature supports your explanation, and what happens next?
“What does your reader need to understand at this point?”
“Which revision makes the relationship between your ideas clearer?”
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 oral rehearsal, a brief model and a limited sentence frame. Remove one support for the fresh writing task. 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.