Prompt Deconstruction

Prompt deconstruction helps students break down a prompt to understand the complex academic (computer science) language and what it is asking. This is often done through chunking, annotating, and highlighting, all while students engage in pair-share structures.

How Does this Strategy Engage English Learners?

Prompt deconstruction supports English learners with the comprehension of the content and language of written prompts or directions. Repeated guided practice enables English learners to eventually use the strategy independently when encountering directions and prompts. It also provides students the chance to collaborate with their peers by deconstructing the prompt or directions and reconstructing the meaning in their own word (e.g., in a pair share).

Steps for Planning & Instruction

Before Teaching

Choose a prompt that students may find challenging.
Consider the following:
- What does the prompt ask students to do?
- What language in the prompt is challenging and likely for students to see again in future work or exams?

Think about:

Common prompt language (e.g., best, least, cannot, not, is true, is example)
Content vocabulary (e.g., algorithm, variable, index, function)

Prompt structure

Decide how you will “chunk” the prompt, or break it into parts.
Plan the questions you will ask students to draw their attention to the target language in each chunk.
Determine how you will model the annotation and highlighting of target academic language.

While Teaching

Sentence Breakdown Version

Model the process by reading the prompt and then asking students to explain what they think it means in their own words to their partner.
Present the prompt one chunk at a time (possibly presenting each chunk in a different color). For each chunk:
- Ask a question such as “What does this mean?” or “What more information does this chunk tell us?” or “What do you think this word or phrase means?”
- Model annotating and highlighting as students respond to your questions.
- Use a Pair Share Structure for each chunk.
- After each pair-share, call on 2-3 non-volunteers to share their thoughts.
Finish by having students turn to their partner and explain what the prompt means in their own words and identify the steps they would take to respond to the prompt.
Have students work in pairs to work on deconstructing another, similar prompt using the same process.

Teacher Resources

Example Annotation

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