A further 12 minutes for… | Year 3 English · T1 W3–4 · Daily Extras

The 25-minute core lessons stand on their own. If the English block is longer, use 4 minutes of independent reading or listening at the child's actual taught point, then 8 minutes of one A/B task below. A school-selected book/text is needed for independent reading; an adult-read SubjectNest passage does not prove it. Record title, exact words self-read, support and child's meaning response. At home, the optional activity needs only paper and a pencil or objects already around; there is no required purchase, printing, screen or parent marking. Adults may read instructions aloud. When a child uses a screen reader, tactile copy, scribe, keyboard, speech or AAC, record the access route without treating the idea as lesser.

Day 11 · Clues beyond the garden

A · Story clue notebook: After matched reading or adult listening, choose one line that hints at a character feeling. Make two columns: words I heard/read and what I think. Name another feeling the words might allow. Do not invent a private fact about the character.
B · Two-ending cartoon: Draw two possible endings for “Leave it by the blue box” on a fictional classroom shelf with two blue boxes. Give each a different word label. Ask a reader which one the revised sentence names and why.

Day 12 · Verbs do a job

A · Tabletop delivery game: Use three scraps labelled HOME, WORKSHOP and LIBRARY on a table. Move a paper token only when a sentence tells you an action and exact endpoint. Replace one “go there” with “move”, “pass” or “stop” plus a named place.
B · Listen and improve: An adult says two invented instructions, “Put it there” and “Put the paper square beside the LIBRARY scrap.” The child points to the one a new reader could test and supplies a clearer version for a different scrap. No real outing is implied.

Day 13 · Find a section fast

A · Tiny guide: Fold paper into three boxes labelled Prepare, Try, Change. Dictate/write one direction for making a tabletop token route in each. Ask which heading helps when the token went to the wrong place.
B · Page navigator: Use a school-selected information page. Find a heading and predict its job before an adult/child reads the section. Check whether the heading helped you find the wanted information; record a counterexample if it did not.

Day 14 · Two tests can differ

A · Different reader: Let a second willing person try yesterday's paper card. Record the exact place they paused, if any. Compare with the first test and make one change; do not claim that two successes mean the route works for everybody.
B · Solo cover-and-try: Cover the diagram while you read or hear your route words; uncover it and move the token. Mark what you had to guess. Revise one phrase, then repeat. You may ask an adult to read the words exactly as written.

Day 15 · After the fresh check

A · Fix a new board game: Make a different 2-by-3 game grid with named squares. Write a route that has a start, at least one action, and an exact finish. Let a reader ask a clarifying question. Keep this apart from the sealed assessment card.
B · Phrase choice: Compare “Stop near the object” with “Stop at the square labelled RIBBON.” Explain why the second is more testable on a paper model, then make a new pair using PENCIL and CUP.

Day 16 · Two labels, one amount

A · Label-gallery walk: Read/listen to Text E again. Draw an arrow from each heading to its job: name the total, show the equal-value exchange, or check it. Explain why the last heading is more than a decoration.
B · Small practice swap: An adult gives both true labels for a fictional 1 230 tokens: 1 thousand +2 hundreds +3 tens; 12 hundreds +3 tens. Put the labels beside one drawn pile. Explain with words, cards or AAC why the pile did not gain tokens. This is supported English explanation, not an independent maths score.

Day 17 · Tell what happened, then what to do

A · Yesterday/today cards: Make two cards: “Yesterday we moved the label.” and “Today, move the label.” Underline the verbs and choose which card is a report and which gives an instruction. Change the object from label to folder and check the tense still fits.
B · Fictional art-store note: Say/write a note to an absent helper: “We exchanged one large paper bundle. The total stayed the same.” Then write one instruction for tomorrow's paper game. Point to words that changed because the time/purpose changed. No real transaction is involved.

Day 18 · Two short paragraphs can help

A · Visitor card: For the true fictional 340 model, write/dictate a first paragraph naming the total and a second explaining 3 hundreds +4 tens ↔ 2 hundreds +14 tens. Add a drawing only if its groups agree with the words.
B · Sentence repair: An adult reads: “The card says 340. We changed one hundred to ten tens. Now the groups are different.” Add a final sentence that checks the total and choose where the second paragraph begins. If the numbers are unfamiliar, the adult supplies the two correct labels first.

Day 19 · Audience changes detail

A · Two introductions: Give a ten-second introduction of the 24 306 model to someone who saw yesterday's lesson. Then introduce it to a visitor who has not seen it. Compare the extra definition or label you added; do not merely speak louder.
B · No-recording performance: Arrange three cards labelled first label, exchange, same total. Speak, sign, select with AAC or point through them for a listener. The listener asks one question; move or add a card to answer. No audio or video capture is required.

Day 20 · Make a teaching note for next week

A · Portfolio choice: Choose a first and revised paper route, or an opening and revised explanation. Mark the exact action, label or reason you improved and dictate/write one question you still have. Keep assessment answers private.
B · Help a fictional new learner: Make one original mini-card for a child who missed this fortnight: How do I name the start? or How do I show the total stayed the same? Include a worked example from class practice only. Ask someone what part remains unclear.