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Day 14 · Watch the reader, then repair the wordsYear 3 English · T1 W3–4 · Day 14 lesson

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Year 3 / English / Term 1 / Weeks 03 04

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 · Worked swaps · Fresh learner checks · Aids and text routes.

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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 prompts

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.

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