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Day 146 — Say what went wrong, then what changedFoundation English · T3 W29–30 · Day 146 lesson

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Foundation / English / Term 3 / Weeks 29 30

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Optional practice · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Goal: retell a design note in before/change/test order. Proposed codes: AC9EFLY05, AC9EFLA05, AC9EFLY06. Prepare: adult source C, Card 146, six-field revision mat.

  1. Oral/print · 3 min. Say /m/ /a/ /t/ before showing taught mat; adult supplies “base” and “stand.”
  2. Listen · 4 min. Read C once. Ask what slipped and what Mina changed; allow reread, noting it as access support.
  3. Model · 5 min. Put a drawing of the first stand in BEFORE, wider base in I CHANGED, actual fictional result in TEST. Say one sentence for the problem and one sentence for the change so each carries a clear idea. Do not treat “best” as a result.
  4. Child try · 7 min. Child picks a paper sign, book display or toy-stage stand and retells C's first problem and one change in two clear ideas via voice, AAC, drawing or dictated text.
  5. Check · 4 min. Offer incorrect “Mina changed the card”; child points to words disproving it and directs correction. Keep first response.
  6. Exit · 2 min. Child names one detail a real stand would need testing for. If sequence blurs, give three movable picture steps tomorrow.

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