Optional five-minute… | Year 10 English · T1 W3–4 · Extras And Home

The two short extras per day are alternatives, never required extra lesson time. A home route is optional, can be done with scrap paper, speech or AAC, and needs no device, account, purchase, family interview, journey or adult marking. Use invented cases only. Give Day 15/20 extras after collecting the fresh check. None supplies the held-out check's exact values. An adult may read a prompt exactly, with the support recorded separately from the learner's reasoning.

Day	Extra A · five minutes	Extra B · five minutes	Optional no-purchase home route
11	Board-game map: Invent two drawn paths with 3 and 5 marked turns; write a claim limited to the drawing, not players' enjoyment.	Kitchen-card index: Replace “faster” with “fewer instructed page turns” in one sentence and identify the unit.	On paper, write a made-up question, counted unit and one thing a drawing cannot tell you about a person.
12	Repair guide: Put QUESTION, MATCHED PROMPTS, TRACE, COUNT and GAP in a repeatable order for an invented tool manual.	Music library: Explain why a title and a method are different parts of a report, using a fictional paper track list.	Dictate four method steps for a paper-only search game; do not test a person or collect data.
13	Poster headline: Repair “The new layout works for everyone” into a source-bound paper-model title.	Campus map: Identify why “all six” fails if one constructed route lacks an endpoint. No real campus is mapped.	Make an invented overclaim and cross out its unsupported words; keep the source detail beside the revision.
14	Stage cue: Move an imagined warning note from foot to heading in a playbill; explain how prominence affects the scene's ethical position.	Fiction voice: Write two different fair readings of Ivo's question, each with a quoted Text D fragment.	Ask what a fictional character gains and risks by making a missing card visible; answer from the scene, not personal experience.
15	After check only: Reopen Text B and move its qualification to the first sentence; explain the effect.	After check only: Find a new title for Text C that keeps the five-pair scope.	After the check, tell a hypothetical reader which original archive text was easiest to verify and why.
16	Gallery labels: Imagine 8 paper tags with 6 named routes and 2 unreadable; write two possible denominator labels without making a percentage claim.	Recipe-file audit: Reverse-outline Texts F/G with TITLE, SOURCE, TOTAL and LIMIT labels.	Fold a sheet into “all records” and “legible-route records”; write what belongs in each using Text E only.
17	Lost route, known finish: Rephrase one Text F sentence so the route-unreadable tags remain in an all-tag total.	Drama prop register: Explain why “route unreadable” and “status unreadable” are different fictional fields.	Make two headings for the same invented set, one narrow and one full; state exactly who/what each includes.
18	Visual-art caption: Change “failed labels” to a precise neutral description, then name the implied value shift.	Library FAQ: Answer “majority of what?” for Text F in under 25 words with 21/30.	Read or hear one Text F/G sentence; say which word might steer a reader before any number appears.
19	Tight title: Produce a 12-word maximum all-tag heading with both count and fictional source.	Audio opening: Speak/AAC a first sentence that names 36 tags before 22 same-day, then transcribe it.	Draft a two-sentence invented report with a denominator and a visible limit; no real organisation or data is needed.
20	After check only: Rewrite Text F's title so its denominator is explicit before “majority”.	After check only: Read Text G without its second paragraph and explain what scope a reader would lose.	After collection, explain one general question you would ask of any report that selects a subset of records.