Purpose
Compare audience, purpose and the scope of a claim across two short information texts.
Prepare
Source: N1. Read the preparation notes. Plain paper and a familiar communication system are enough. Child choices · Optional home start · Optional extras.
Teach the 25-minute core
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Ask “Could a poster help you choose a kit without telling you every condition?” Offer quiet thinking first.
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Read both N1 notices and name their authors, imagined readers and jobs: inviting children versus giving availability details. No actual club information is being verified.
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Model matching “every kit” against B’s named exception. Use the two-source model or full alternative. Ask what the writer could change while keeping the poster welcoming. Demonstrate word work.
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Choose a route and compare its two supplied snippets. Record a shared topic, one relevant difference and a question still open. Texts may be adult-read; a child can use short labels, AAC or an oral comparison.
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Confer with a few pupils: “Which words make that claim broad?” Then “Does this other text support all of it?” Do not teach that longer, newer or more serious-looking text is always correct.
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Write or dictate a useful revised claim. Test it against both texts. Record remaining uncertainty rather than inventing an answer or a real service promise.
Taught-point word work
Study kit, available and organiser for meaning. Read a suitable multisyllabic word using taught sound–letter patterns; adult-read remaining technical vocabulary. Revisit pack → packing and make → making to contrast adding ing with final-e removal.
Three meaningful practice routes
A · Kit poster editor
Use N1. Make the invitation fit the organiser’s information while staying welcoming.
B · Fictional games shelf
Text A: “Every game is ready to borrow.” Text B: “The card games are ready. Two board games are missing pieces.” Compare the availability claims; do not diagnose a real game’s safety.
C · Fictional garden stall
Text A: “We have plants for every space.” Text B: “Today we have small pots for shaded shelves. Ask about your space before choosing.” Compare the claims without making a plant-care recommendation.
Two additional teaching examples
C11 · Fictional tool table
“All tools are here” is broader than “Paper rulers are here; scissors are with the adult.” A revision can name the available tool and adult help.
C12 · Fictional music corner
“Every instrument is quiet” conflicts with a note describing a loud drum. “There is a quiet humming option” is narrower if the note actually offers it.
Component evidence and next teaching
Look for: Explains a relevant claim difference with wording from each source and relates it to purpose or audience.
Interpretation: N1 does not support every kit being available; B explicitly excludes light-up train kits for now. “Paper-town kits are ready; ask the organiser which to choose” is one valid revision, not the required phrasing.
Next teaching: If the texts are summarised separately without comparison, highlight matching claim words and one exception. If secure, explain what information a welcoming poster can omit without misleading.
National links: AC9E3LA02, AC9E3LA03, AC9E3LY01, AC9E3LY03, AC9E3LY05. These are partial opportunities; see the exact map and limits.
Record the actual response and help given; leave unobserved reading, spelling, handwriting and delivery unscored. Separate checks and criteria.
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