Handbook-informed classroom practice
Turn a Leaf Diagram into a Paragraph
Move from labels to a connected explanation of gas exchange.
A completed model
“Carbon dioxide can enter through stomata and oxygen can leave. Water vapour can also leave through these openings.” The diagram supports directions of movement; it does not establish a measured rate.
Stoma
Carbon dioxide in; oxygen out
Water vapour out
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Identify what each arrow and label represents.
- Say two accurate movement statements with a partner.
- Join the statements without adding an unsupported rate or universal claim.
- Check that the wording still matches the arrows.
Preparation
Display the short model and prepare a fresh transfer example. Establish any subject vocabulary needed before focusing on the language move.
Use it in your next lesson
Give the original model, then ask learners to complete the organiser using their own wording. Discuss one difference between paired responses before the individual check.
Your response organiser
Check independent transfer
Give a different labelled diagram and ask for an independent explanation without the frame.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
Which arrow supports each verb in your explanation?
Follow up without supplying the answer
Ask the learner to point to the evidence, explain their word choice or identify the missing information. Allow thinking time before inviting a revised response.
Feedback focus
First check the subject meaning. Then address one language choice that affects that meaning; ask for a fresh use rather than repeated copying.
Adjust support and challenge
More support: read the model aloud, offer a small word bank and allow familiar-language notes or partner rehearsal before an English response. Keep the reasoning goal.
Less support: remove the completed organiser, change the evidence or audience and ask for an independently justified response.
Age and proficiency: the example is designed for secondary subject learning. Use a simpler familiar context with younger learners; an English proficiency label alone does not determine the subject demand.