Handbook-informed classroom practice
Retain a Condition in a Summary
Keep a scientifically important condition when shortening a passage.
A completed model
Original: “Stomata may close when water is scarce, reducing water loss but also restricting carbon dioxide entry.” Summary: “Closing stomata in dry conditions can reduce water loss and carbon dioxide entry.”
Water is scarce
Stomata may close
Less water loss and CO₂ entry
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Identify the condition, action and two consequences.
- Remove repetition rather than the condition.
- Write a shorter version and compare it against the original meaning.
- Restore any qualification lost during editing.
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
Use a new sentence about enzyme activity and ask learners to retain its stated conditions.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
Which small phrase prevents this from becoming an always claim?
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.