# Ten daily English lessons · Days 11–20

Each lesson is **25 minutes: 2 retrieve + 5 model + 6 guided word/text work + 7 practice + 3 explain/revise + 2 exit**. Keep [MATERIALS](MATERIALS.md), [LEARNER](LEARNER.md) and the day's check beside this script. The shared passages are adult-read, not a claim of independent decoding. During the seven-minute practice period, children choose A, B or C; all choices address the same language aim. Offer pointing, paper tokens, tactile symbols, speech, writing, a keyboard or AAC without treating an access route as a lower aim. Record the exact help and response. Independent reading also needs a school-selected text matched to taught code; use a short separate station if this lesson cannot fit it.

## Day 11 · Where did the route stop?

**Aim and link:** Notice an ambiguous clue, infer a character's reaction from words, and identify a reader's start/finish (`AC9E3LE03`, `AC9E3LY05`, `AC9E3LY02`). **Prepare:** [Story C](MATERIALS.md#story-c--the-arrow-with-two-endings), paper token, [garden mat](print/garden-route-mat.pdf).

1. **Retrieve · 2 min.** Ask what helped a reader infer Mira's worry in the opening fortnight. Accept “a clue in the words”; do not retest the old story.
2. **Model · 5 min.** Read Story C to Sol's question. Move a token past the board, then show that two green shapes could fit. Reread the “hot rush” phrase and say, “This suggests a feeling; the passage does not name it.” Finish the story.
3. **Guided word/text work · 6 min.** Compare `garden`, `tabletop`, `bookcase`: tap spoken parts, point to known spelling chunks, blend only patterns taught locally. Ask what the compound `tabletop` means. Show the sentence with “green shape”; underline the missing exact landmark.
4. **Practice · 7 min.** Children complete **Day 11 A, B or C** in [learner cards](LEARNER.md#day-11--two-possible-ends). Walk one table's responses: ask “Which words let you decide?” and record whether the child used shared text, pointing or independent reading.
5. **Explain/revise · 3 min.** Invite two different supported feelings for Nia; require the same “hot rush” clue. Revise the class route by naming **shade tree**. A child may prefer “uncertain” over “embarrassed”.
6. **Exit · 2 min.** Each learner names/marks a start and exact end on their chosen card. Missing either? Begin Day 12 with two labelled anchors.

## Day 12 · An action word changes the route

**Aim and link:** Replace a vague action with a precise verb and use page-relative directions (`AC9E3LA07`, `AC9E3LA10`, `AC9E3LY06`). **Prepare:** mat, adult-read Text D, `read/reader`, `help/helper` cards.

1. **Retrieve · 2 min.** Put a token at **ENTRANCE**. Ask whether “go near green” tells the exact end; ask why.
2. **Model · 5 min.** Read [Text D](MATERIALS.md#information-text-d--make-a-tabletop-route-card) through step 2. Compare “go” with “move one square up on the page, then stop”. Demonstrate both. Say explicitly that right/left refer to the paper, not a walking route.
3. **Guided word/text work · 6 min.** Build `reader` and `helper` from known bases; say who each noun names. Sort `move`, `turn`, `stop` as doing verbs. Change one vague class instruction and test it with a token.
4. **Practice · 7 min.** Children complete **Day 12 A, B or C**. A second child follows only the words, then gives one neutral question. A quiet private/adult test works equally well.
5. **Explain/revise · 3 min.** Ask which action verb removed a pause. If the route still depends on where a person faces, add “on the page” or an unambiguous landmark.
6. **Exit · 2 min.** Child says/selects one useful action word **and** what it tells a reader to do. If only a verb is named, model a verb with its object tomorrow.

## Day 13 · Headings and repeated clues

**Aim and link:** Find the useful part of an information text, then explain why a label helps (`AC9E3LA03`, `AC9E3LA05`, `AC9E3LY03`, `AC9E3LY05`). **Prepare:** Text D and route mat.

1. **Retrieve · 2 min.** Ask: which text tells a story, and which tells a reader how to make a card? Child may point to layout.
2. **Model · 5 min.** Reread Text D headings without the body. Pretend your partner paused at two green shapes. Point to **3. Test and revise**, then read its paragraph. Name the heading as a navigation aid, not decoration.
3. **Guided word/text work · 6 min.** Build `repack` and `recheck`; connect `re-` to “again” only in these examples. Show `red` as a counterexample. Locate “stop” and “finish” in Text D and ask how they help locate the endpoint.
4. **Practice · 7 min.** Children complete **Day 13 A, B or C**. Teacher notes whether the child located the relevant heading and gave a reason, independent of handwriting speed.
5. **Explain/revise · 3 min.** Compare a symbol alone with a symbol plus a word label. Ask whether a new reader would know which green shape is meant; invite a second interpretation.
6. **Exit · 2 min.** Learner names/points to one heading they would return to **and why**. If only the heading is named, give two purposes to choose from next time.

## Day 14 · Watch the reader, then repair the words

**Aim and link:** Use a reader's pause as feedback and edit directions for audience (`AC9E3LY01`, `AC9E3LY02`, `AC9E3LY06`, `AC9E3LY09`). **Prepare:** two copies of one learner route or adult model; keep both drafts.

1. **Retrieve · 2 min.** Revisit Text D's instruction to keep both drafts. Ask what a second draft should show.
2. **Model · 5 min.** Give an adult's vague route, “Go to the plant.” Move to the garden bed rather than the intended tree. Edit to “Stop at the shade tree on the printed page,” then test. Name the observable pause and actual edit.
3. **Guided word/text work · 6 min.** Model `move → moving`, `make → making` with final silent `e` dropped before `-ing`; use locally taught sounds to reread. In the story, find a verb for what Sol **did** and a verb for what Nia **felt**.
4. **Practice · 7 min.** Children complete **Day 14 A, B or C**. Partner testing is opt-in; a teacher, solo replay or tactile partner route is valid. Preserve draft 1 and one changed clue.
5. **Explain/revise · 3 min.** Ask: “Where did the reader pause? Which word or label changed? What happened on the second test?” One test is a useful observation, not proof the card works for everyone.
6. **Exit · 2 min.** Child marks the changed clue. If change only adds colour or neatness, prompt a change to action, place or endpoint.

## Day 15 · Fresh route check A

**Aim and link:** Collect a **fresh formative sample** of route comprehension, word parts and a revised instruction (`AC9E3LA05`, `AC9E3LY05`, `AC9E3LY06`, `AC9E3LY10`). **Prepare:** [learner Check A](STUDENT-CHECKS.md#check-a--day-15--the-mail-table-map) separately; [teacher key](teacher/ANSWER-AND-NEXT.md#check-a--day-15) is private.

1. **Retrieve · 2 min.** Ask class to say the four route-card checks: start, action, landmark, finish. Use an old model, not the fresh check map.
2. **Model · 5 min.** On the garden mat, model an unrelated new direction from **ENTRANCE** to **NOTICE BOARD**. Think aloud where “on the page” matters. Do not show or rehearse Check A.
3. **Guided word/text work · 6 min.** Quick supported retrieval with `note`, `route`, `reader`. Identify any untaught code and supply help now; do not tutor Check A's held-out words.
4. **Practice · 7 min.** Children choose **Day 15 A, B or C** for ordinary practice while the teacher rotates one-to-one Check A conferences. Where class logistics permit, learners can complete the written portion independently now and oral items in a later station. Record “not yet observed” for missed children; no rushed whole-class individual fluency claim.
5. **Explain/revise · 3 min.** Ask about a general strategy, not Check A answers: “How can you check a route before giving it to someone?”
6. **Exit · 2 min.** Learner marks one feature to check in tomorrow's text. Privately sort Check A evidence into text meaning, word reading and composition for next groups.

## Day 16 · What changed in the stock card?

**Aim and link:** Find an explanation's example, reason and check without confusing a new label with a new quantity (`AC9E3LA03`, `AC9E3LA10`, `AC9E3LY05`). **Prepare:** [Text E](MATERIALS.md#information-text-e--one-stock-count-two-labels), [stock planner](print/stock-explanation-planner.pdf), place-value cards as maths teacher approves.

1. **Retrieve · 2 min.** Ask whether a route card and an explanation have the same purpose. Have a child give one reader need for each.
2. **Model · 5 min.** Read Text E aloud. Use the planner to write the two correct labels for fictional **24 306**. Point to the first, second and third headings: card, different grouping, check. Say that the physical quantity in the game did not change.
3. **Guided word/text work · 6 min.** Read/build `group → grouping` and `count → counting`; distinguish syllable count from meaningful part. Underline `exchange` and explain it here means swapping equal-value groups, not buying something. Ask a learner to find the sentence with the unchanged-total reason.
4. **Practice · 7 min.** Children complete **Day 16 A, B or C**. Adult supplies the number model when needed; record English evidence separately from any math inference.
5. **Explain/revise · 3 min.** Read a deliberately vague caption “Now there are more.” Revise to “Now there are more **thousand bundles**, but the total is the same.” Ask what changed and what stayed.
6. **Exit · 2 min.** Child points to **example**, **reason** or **check** in Text E and names its job. If they only repeat a number, offer two job labels tomorrow.

## Day 17 · Verbs and time in an explanation

**Aim and link:** Choose doing verbs and a consistent time frame to describe a grouping (`AC9E3LA07`, `AC9E3LA08`, `AC9E3LY06`). **Prepare:** Text E, planner; teacher models “We exchanged…” and “We exchange…”.

1. **Retrieve · 2 min.** Ask which part changed in the stock example. Show both labels rather than demanding memory for five digits.
2. **Model · 5 min.** On the planner write “We **exchanged** one ten-thousand bundle. The total **stayed** 24 306.” Contrast with present-tense procedure “First, **exchange** one bundle.” Explain that a recount of completed action and a general instruction use different time choices.
3. **Guided word/text work · 6 min.** Build `place → placing` and `use → using` with final `e` drop. Sort four verbs from Text E as doing or relating; discuss why “is” links a label to a value. Avoid calling every verb an action.
4. **Practice · 7 min.** Children complete **Day 17 A, B or C**. Teacher checks one selected verb and whether tense matches the child’s chosen text purpose.
5. **Explain/revise · 3 min.** Read one anonymised invented line, “Yesterday we exchange one bundle.” Invite a past-tense repair or change the time word to “Today”. Do not require one valid register for every genre.
6. **Exit · 2 min.** Child supplies/chooses a verb that tells the reader what happened, then says when. If only a base verb is offered, oral rehearsal precedes writing tomorrow.

## Day 18 · Put each idea where the reader needs it

**Aim and link:** Group related sentences into a simple explanation with a labelled example, a change and a check (`AC9E3LA04`, `AC9E3LA09`, `AC9E3LY06`). **Prepare:** Text E, cut-up teacher sentences, planner.

1. **Retrieve · 2 min.** Point to a heading in Text E and ask what question that section answers.
2. **Model · 5 min.** Put “The card says 24 306” with the opening idea, “We exchanged one ten-thousand for ten thousands” with the change, and “Both labels total 24 306” with the check. Show how a labelled drawing adds value only when its quantities agree with the words.
3. **Guided word/text work · 6 min.** Say/segment `label`, `bundle`, `value`; check graphemes against local teaching. Sort two related sentences into one paragraph and move the check into a second paragraph. Read both orders aloud to hear the difference.
4. **Practice · 7 min.** Children complete **Day 18 A, B or C**, making two short related groups by dictation, writing, symbols or typed text. A child may use a teacher-supplied true number model to keep the focus on explanation structure.
5. **Explain/revise · 3 min.** Ask a peer/teacher to circle the sentence that says what stayed. If absent, add a precise line. If the drawing conflicts with the words, revise before publishing.
6. **Exit · 2 min.** Learner marks where a new paragraph starts and says what changed in the topic, not “because it is longer.”

## Day 19 · Explain for a reader who missed the model

**Aim and link:** Adjust an oral/multimodal explanation for a specified audience; speak or select details in a clear order (`AC9E3LY01`, `AC9E3LY07`, `AC9E3LY02`). **Prepare:** planner, two audience cards: “classmate who saw the model” / “classmate who was absent”.

1. **Retrieve · 2 min.** Ask which audience would need “a bundle is a group worth…” explained. Avoid treating one learner as less able.
2. **Model · 5 min.** Give a deliberately rushed explanation without naming the starting quantity, then repeat in three labelled moves: starting card, equal-value exchange, unchanged total. Point to each part; use a calm, hearable pace. No recording is required.
3. **Guided word/text work · 6 min.** Build `print → reprint` and `sort → resort`; in those contexts `re-` means again. Reread sentence “I reprint the label because it was unclear.” Check word meaning and the sentence's audience.
4. **Practice · 7 min.** Children complete **Day 19 A, B or C** and prepare a 30–45 second explanation for a willing listener, teacher or private AAC/visual sequence. A listener asks one neutral question. Do not use actual pupil names or stock counts on a public recording.
5. **Explain/revise · 3 min.** Ask which detail the absent reader needed and what was added. A clear answer can be spoken, signed, typed, pictured or selected with AAC. Record mode separately from content.
6. **Exit · 2 min.** Learner chooses one revision to keep for final work. If an explanation merely repeats the number, ask for the equal-value exchange reason tomorrow.

## Day 20 · Fresh explanation check B

**Aim and link:** Gather new evidence of reading a word part, understanding a shared explanation and composing for an audience (`AC9E3LY03`, `AC9E3LY05`, `AC9E3LY06`, `AC9E3LY10`). **Prepare:** sealed [learner Check B](STUDENT-CHECKS.md#check-b--day-20--a-new-stock-label); private [teacher key](teacher/ANSWER-AND-NEXT.md#check-b--day-20).

1. **Retrieve · 2 min.** Rehearse “example, what changed, what stayed, check” with the **24 306** class example only.
2. **Model · 5 min.** Model an unrelated small quantity, **340** as 3 hundreds +4 tens and 2 hundreds +14 tens; check 300+40=200+140. Do not show the held-out passage or number.
3. **Guided word/text work · 6 min.** Retrieve `reader`, `grouping`, `value` and identify which code was taught; no Check B item appears in this lesson or [learner practice](LEARNER.md).
4. **Practice · 7 min.** Children choose **Day 20 A, B or C** while the teacher gathers one-to-one word reading/oral explanation samples. The written Check B can be completed in a quiet later station; record each mode and any prompt. Do not pretend all individual checks fit seven minutes.
5. **Explain/revise · 3 min.** Ask the class to name one way an example and a reason differ. Keep Check B responses private; use them to plan the next teaching group.
6. **Exit · 2 min.** Learner selects a next move: check a word part, locate a reason, or label an equal-value exchange. Mark **not yet observed** where no individual evidence exists.

## Classroom adjustments without losing the idea

Make the [plain-text or tactile mats](print/TEXT-ALTERNATIVES.md) when symbols/colour are inaccessible. Read passage text aloud and separately offer matched independent reading; use an adult scribe, keyboard, large print, low-stimulation seat or AAC for expression, then explicitly teach writing as appropriate. A learner ready for extension can compare two possible readers' interpretations or defend why an exchange keeps the total. Do not make access depend on a diagnosis and do not force partner talk or recording. Local teachers decide which word patterns are already taught and what substitute word to use if not.

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