Handbook-informed classroom practice
Fade a Gas-Exchange Frame
Move from a supported explanation to independently chosen wording.
A completed model
Full support: “When __, the stomata may __, so __.” Lighter support: condition · opening · consequence. Independent response must still explain the relationship.
Full sentence frame
Three planning words
Own accurate wording
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Model a complete explanation and discuss the thinking it expresses.
- Offer a frame for a fresh example, not a copied sentence.
- Replace the frame with three planning words.
- Remove the prompts and check a new explanation.
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 different subject mechanism and check the relationship without giving a sentence opening.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
Which relationship must survive when the frame disappears?
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.