Word Bank to Own Words
Select two terms from the word bank, explain each in context and use them accurately in a new sentence.
Worked classroom example
Biology
Use producer and consumer to explain a simple food chain.
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 word bank and a subject question and share the purpose: using key vocabulary. Keep the source or subject question visible.
- Select two terms from the word bank, explain each in context and use them accurately in a new sentence.
- 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 word bank and a subject question
Choosing and applying terms supports precise writing and retrieval.
Try it in your next lesson
Prepare
Use a word bank and a subject question. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Select two terms from the word bank, explain each in context and use them accurately in a new sentence.
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 using key vocabulary, and what evidence helped you decide?
“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.