Build a guide someone can actually useYear 3 English · T1 W7–8 · Source text / Accepted / 01 lessons · Text version

Year 3 English Weeks7–8 / Days31–40. Original editorial starter, not a complete source bank or independently accepted fortnight. The intended useful finish is a finding clue, small paper guide, caption, heading, verse/story ending or reader pointer made for a child-chosen job. Suggested short sessions can be split; no compulsory daily quota or pupil result is claimed.

Choose the usual communication route, allow a smaller finish, repeat or change routes, and keep work private. Paper, adult reading, exact scribing, sign/AAC/drawing/speech/type offer the whole chosen meaning job. Rich text is not automatically decodable. Independently observed reading, spelling, joined handwriting and interaction/presentation need suitable taught opportunities and actual evidence. Do not assign routes by diagnosis or fixed learning-style label.

Day31 · Make a clue that actually finds the thing

Purpose: Use a precise noun group to identify a supplied object.

Prepare: full C01 / C02 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Show the two complete badge descriptions, or read them in the child’s usual communication route. Invite one useful finding clue; a child may just listen first.

2. Model round badge as the main group, then add with the square centre hole. Point to each source detail. Keep owner questions separate because the record gives none.

3. Compare the short clue badge with the more specific clue. Ask which feature separates the pictured choices, without claiming a real reader has succeeded.

4. Offer the three routes below. Accept a small spoken/sign/AAC/drawn/typed/written or faithfully scribed contribution. Keep models outside own-response spaces.

5. Ask Show me the part you used. Note the chosen detail, its source and actual help. Where wanted, try the clue with a consenting familiar reader and record what actually happens.

6. Keep a first clue for tomorrow or make a fresh start. A useful finish can be one specific detail; it need not fill a page.

Three changeable routes

A. Choose the badge with the square hole and make its finding clue from C01.

B. Choose any C02 game token and build a different clue from its full description.

C. Ask an adult to reread the options in small portions; indicate one feature by point/sign/AAC/drawing and add another only if useful.

Taught-point word offer: At a genuinely taught point, revisit mark + s and card + s. Model the written base/suffix and actual whole-word sounds separately; do not require untaught words as independent reading.

Notice: A detail or group of words identifies the selected supplied object without invented facts.

Next teaching: If all pieces are described as the same, compare the two whole records and choose a feature that distinguishes them.

Partial links: AC9E3LA10, AC9E3LY05, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

Day32 · Tell someone what the guide is doing

Purpose: Explain a text/image relationship for a stated paper job.

Prepare: full C03 / C04 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Offer the full paper-creature guide and its complete text alternative; the job is explaining the arrow, with no building requirement.

2. Model separating a label arrow from a placement arrow. In C03, the arrow joins a foot with a planned place; that is the relationship the guide supplies.

3. Ask what the second paragraph asks a reader to do and what the guide does not report. Explicitly preserve no balancing trial.

4. Let the child explain, draw and label or rearrange a paper explanation. Supply the source while composing, rather than demanding memory.

5. Ask Which line or feature helped you? A response may explain the relationship using everyday words. Name adult reading as comprehension access.

6. Save the explanation and one open question; return later only if the child wants to refine the guide.

Three changeable routes

A. Explain one C03 placement arrow for a new reader.

B. Use C04 to make a tiny two-sentence guide to marking the drawing.

C. Use two blank paper places, indicate a planned connection in your usual route and tell or show an adult what it means.

Taught-point word offer: If re + mark and mark + ing are familiar, discuss their meanings and read at the child’s actual taught point. Spoken syllables and word parts need not match.

Notice: The explanation connects a supplied guide feature with its job and keeps an unreported practical result open.

Next teaching: Compare a new label arrow with a placement arrow and discuss the different relationship before composing again.

Partial links: AC9E3LA03, AC9E3LA09, AC9E3LY05, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

Day33 · Make the sentence match its subject and time

Purpose: Use subject–verb agreement and time choices in short supplied descriptions.

Prepare: full C05 / C06 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Read the three complete C05 sentences. Point to the one-tab, two-tab and yesterday records as separate possibilities, not a sequence of actual child actions.

2. Model finding the subject and its verb: one tab shows, two tabs show. Say the complete clause, then compare its meaning and written form.

3. Use the yesterday example to show showed as a past choice; contrast this with C06’s tomorrow plan, whose result is not known.

4. Invite one selected sentence to keep or change. Avoid a compulsory worksheet count; reread the whole chosen source when needed.

5. Notice whether the child can connect a verb choice to its subject or supplied time, and keep the route/help record. Separately observe actual independent spelling only when attempted.

6. Return to the guide job: keep a sentence that says the intended thing clearly, with a brief reason or open question.

Three changeable routes

A. Choose one C05 tab description and explain its subject–verb match.

B. Use C06 to write/say a careful yesterday or today sentence, or a clearly named tomorrow plan.

C. Indicate one supplied subject and a matching verb through speech/sign/AAC or exact dictation; an adult handles the written form.

Taught-point word offer: If show/showed is taught, compare the base and ed spelling with the actual spoken whole words. Do not teach every ed sound or generalisation through this single pair.

Notice: A chosen clause matches the supplied singular/plural subject or preserves the stated time/result distinction.

Next teaching: Offer One label names / Two labels name as new supported practice, then return to a guide sentence chosen by the learner.

Partial links: AC9E3LA06, AC9E3LA08, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

Day34 · Give each paragraph a job

Purpose: Group related information so a reader can find facts and suggested actions.

Prepare: full C07 / C08 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Read the entire two-paragraph puzzle guide. Ask what a visitor would look for in each part; offer an adult reading and a full paper alternative.

2. Model a short heading for the kit facts and another for choosing the round card. Compare the actual sentence groups, not paragraph length.

3. Show C08 as a different mixed note. Sort its complete facts and suggested jobs into two proposed groups with a reason.

4. Let children keep or create one paragraph, heading or spoken grouping. A small contribution can do the whole chosen meaning job.

5. Ask Why do these bits belong together? Observe relatedness and purpose, while leaving unattempted print skills unscored.

6. Keep the chosen group for the future guide. Optional feedback can ask whether its heading helps a reader know the job.

Three changeable routes

A. Choose one useful heading for each C07 paragraph and explain one.

B. Regroup C08’s music-kit note into facts and the bell-picture job.

C. An adult reads each sentence separately; indicate groups with marks/sign/AAC/placement, and dictate a heading if wanted.

Taught-point word offer: At an actual taught point, revisit play + er and label + s using the school’s known correspondences; explain meanings before any independent print probe.

Notice: Related ideas are grouped for a stated reader purpose, with a heading or explanation that fits.

Next teaching: If groups mix unrelated jobs, return to the whole source and ask what the reader needs from each chosen group.

Partial links: AC9E3LA04, AC9E3LA05, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

Day35 · Make the guide tell a little story

Purpose: Explore story mood and deliberate imaginative language for a small guide or ending.

Prepare: full C09 / C10 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Read the whole Lila dragon story, including its unfinished ending; a child need not perform or disclose a personal experience.

2. Model lamp goes out and tap, tap as possible mood clues. Keep Lila pictured the dragon moving as a thought, not proof of motion.

3. Read the four complete verse lines if useful. Discuss repeated sounds or rhythm as a reader choice; quiet marking is as valid as saying them aloud.

4. Invite one new story ending or two small verse lines. Allow copying a supplied source for reference, while marking copied words separately from a new contribution.

5. Ask What did you change for that feeling or job? Notice a connected language/setting choice and the child’s own response; do not assign a compulsory feeling.

6. Keep the text private, read it to a willing adult or leave it ready for later. These sources do not fulfil the year’s required breadth of literature by named cultural authors.

Three changeable routes

A. Create a playful ending for C09, keeping the original lamp and shelf situation in mind.

B. Use C10’s full verse to choose, keep or change a repeated sound for an imaginary paper job.

C. Use a sketch/sign/AAC or dictated word group to show a possible new setting or feeling; an adult reads the original as often as wanted.

Taught-point word offer: At a taught point, try fold + ed → folded and tap + ed → tapped, explicitly teaching the written final-p doubling only if ready. Untaught spelling is handled by an adult, not called independent.

Notice: A response links a source language/setting clue or deliberate imaginative change to a reader effect, with a reason.

Next teaching: Offer a fresh bright shelf setting and ask which words would suit it; reread the original clues before choosing another version.

Partial links: AC9E3LE03, AC9E3LE04, AC9E3LE05, AC9E3LY05. Reference coupling and actual school implementation remain necessary.

Day36 · Find the page that does the job

Purpose: Use contents, heading and the actual destination together.

Prepare: full C11 / C12 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Give all three complete C11 pages and contents, as text or an adult-read/paper version. The first job is choosing a card.

2. Model locating Choose a card in contents, following its page2 pointer and checking the actual destination text. A heading alone is not the complete answer.

3. Ask a new kit-parts question and verify it against page1. Let a child refer to the full guide rather than remembering page numbers.

4. Offer a pointer, short explanation or complete different C12 question-finding job. Keep any future digital navigation backed by the same full static source.

5. Record the pointer and meaning the child actually indicates; adult click/page handling and the learner’s selection are distinct.

6. Keep a useful finding sentence, such as Open Questions on page2. No website account or real catalogue search is necessary.

Three changeable routes

A. Follow C11’s contents to a card-choice page and explain the destination.

B. Use C12 to help a reader find an unanswered question to ask.

C. An adult holds or reads full pages; choose a heading through usual communication and show which page goes with it.

Taught-point word offer: If page + s and question + s are actually familiar, rehearse their written/plural meanings at the school’s taught point. Rich guide text remains adult-readable rather than automatically decodable.

Notice: The selected navigation words lead to a full page whose content fits the chosen question.

Next teaching: If the pointer is correct but meaning is unclear, read its destination and compare the job with the full contents entry.

Partial links: AC9E3LA05, AC9E3LY03, AC9E3LY05. Reference coupling and actual school implementation remain necessary.

Day37 · Make the same job work for a different reader

Purpose: Compare how two complete guides support different reader purposes or assumed knowledge.

Prepare: full C13 / C14 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Read both full C13 guides to the pretend kit. Tell children the job is the same star-card choice; no reader outcome is supplied.

2. Model noticing that one guide introduces the kit and marks while the other assumes knowledge. Avoid treating shorter as inherently better.

3. Read C14’s maker/player pair when useful. Ask which actions differ because the readers have different jobs. Keep the missing finishing name open.

4. Invite a third version for a chosen reader, a spoken explanation or a reason for keeping a supplied version. No real disability or family situation needs to be disclosed.

5. Ask Which bit would you keep or explain for this reader? Note text-supported choices and the actual help supplied.

6. If there is a willing actual reader, ask a small optional understanding question and save the response separately; otherwise keep the audience choice as a plan.

Three changeable routes

A. Make C13’s star choice clearer for a new reader in your usual mode.

B. Compare C14 maker and player jobs and change one guide for a different paper job.

C. Ask an adult to read both in small parts; select one relevant detail to explain and dictate or show your version.

Taught-point word offer: At a taught point, discuss read + er and play + er as person words. Distinguish word-part meaning from independent reading performance.

Notice: A chosen wording or explanation responds to a named reader purpose or supplied difference in knowledge.

Next teaching: Return to the same whole job and ask what this reader needs before using a short guide.

Partial links: AC9E3LA03, AC9E3LY01, AC9E3LY03, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

Day38 · Keep the source and its limit together

Purpose: Use a dated factual purpose statement or complete fiction without promising service results.

Prepare: full C15 / C16 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Default to the full C15 invented directory source. An adult may separately select the reviewed State Library purpose paraphrase in LOCAL-FACT after rechecking its source/date/scope; no child browsing or account is required.

2. Model saying what the directory points to and what it does not establish. Catalogue purpose differs from item availability, borrowing permission and current service operation.

3. Use C16’s whole plan/change pair to practise the same discipline: one postponement does not report completion or cancellation of another job.

4. Invite one helpful source-linked sentence and an open question. Use the full fiction alternative whenever the adult source remains unsuitable or unchecked.

5. Ask Which bit tells you that? Observe supported meaning, source/date use when relevant and what remains unknown. No proof of local service currency is inferred from a child’s answer.

6. Keep source identity, date and limitation beside the guide sentence. Adults may replace a local fact only with the task, source and criteria reviewed together.

Three changeable routes

A. Use C15 to tell a reader the catalogue purpose and a question still to check.

B. Use C16 to explain the one stated change and one unreported result.

C. An adult reads a single whole source; indicate a supported detail and an open question through usual communication.

Taught-point word offer: At the actual taught point, discuss re + check and check + ing as two forms with different meanings; no automatic independent reading claim.

Notice: The child uses a supplied statement within its scope and keeps an unsupported current/result claim open.

Next teaching: Offer a new fictional directory with a different collection purpose and practise separating purpose from a successful search.

Partial links: AC9E3LA10, AC9E3LY05, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

Day39 · Build the guide you wanted at the start

Purpose: Create and deliberately revise a small useful guide from a complete known source.

Prepare: full C17 / C18 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Choose an earlier whole source or C17/C18 and name a reader/job. Offer one heading, paragraph, finding clue or connected small guide as a workable finish.

2. Model one C17 source repair or C18 keep/change decision. Keep first words visible and make the reason part of the new version, without claiming a reader result.

3. Plan a small order: name the thing, say the job, give the relevant detail and point to a next part if needed. Child priorities may choose another coherent order.

4. Offer the three routes, with all sources still accessible and genuinely empty own spaces. An adult can handle materials or write exact words while the learner controls meaning.

5. Notice source-supported composition and the chosen edit/keep reason. Separate copying, adult suggestions and own choice; actually attempted reading/writing skills need their own observations.

6. Save a preferred version through paper/manual copy or another locally appropriate method. Future temporary digital fields must openly explain leaving/reload loss.

Three changeable routes

A. Repair one C17 sentence using the complete kit record and explain the edit.

B. Keep or improve C18’s caption for its intended reader, with a source-supported reason.

C. Use an earlier C01–C16 source and one small guide part; compose through usual communication with exact adult scribing if wanted.

Taught-point word offer: Use the school’s actual taught word family selected from the chosen guide. Offer a full model when prerequisites are absent; source correctness is distinct from spelling independence.

Notice: An own text choice, heading or guide part fits its source and reader purpose; a chosen revision or keep reason is meaningful.

Next teaching: If a draft names an unstated fact, return to the exact complete source and revise one useful part together before another own attempt.

Partial links: AC9E3LA04, AC9E3LA06, AC9E3LY06. Reference coupling and actual school implementation remain necessary.

Day40 · Try a reader question and keep what helps

Purpose: Review a chosen guide, explain a useful change and plan the next teaching from actual evidence.

Prepare: full C19 / C20 in WORKED-CONTEXTS20.json; one blank paper space and usual communication access. Models are staff possibilities, not actual pupil work.

Six moves

1. Read C19’s whole feedback story, preserving the absent second-reader result. Invite the child to choose one guide part they made or begin a new C20 version.

2. Model the explicit heading/page revision and a separate question about whether it helps the reader. Do not turn the fictional feedback into a real success claim.

3. Prepare a short private show/tell only if wanted. Rehearsal and actual delivery/listening/interaction are recorded separately; no forced voice, gaze or public performance.

4. A willing actual reader may ask one useful question; exact own words and help are preserved. Children may instead review the complete fictional pair through paper/sign/AAC/dictation.

5. Keep first/revised words and the child’s reason. Name anything unobserved. Reserve any future fresh assessment source until after saved first evidence and actually recorded next teaching.

6. Choose one next step: clearer detail, better grouping, a more useful pointer, source limit or actual taught word skill. Keep the guide private or share only with local consent.

Three changeable routes

A. Use C19 to explain the pointer change and ask what still needs checking.

B. Compare C20’s two full captions against C01 and keep or create your own improvement.

C. Choose one own guide part, show it privately in your usual route, and let an adult record your reason without adding one.

Taught-point word offer: Individually revisit a genuinely taught word from the selected guide. Unobserved decoding, spelling and joined handwriting remain unobserved; copied forms do not establish independence.

Notice: A source-supported keep/change reason or reader question relates to the stated job; actual interaction/presentation is evidenced only where it occurred.

Next teaching: Use the observed component to choose a complete different next source; offer actual teaching before treating any later attempt as follow-up evidence.

Partial links: AC9E3LY02, AC9E3LY06, AC9E3LY07. Reference coupling and actual school implementation remain necessary.

Complete future teaching use

This full proposal extends the original starter; it is still not a generated or accepted source bank. Choose a small useful finish, keep all source text available, and allow repeating or changing routes. Use the school’s actual taught reading, spelling and joined-letter programme alongside these meaning jobs. A written guide, an adult-read explanation and independently read text show different evidence. Optional word vocabulary work on Day32 can compare a mark (noun) with mark the place (verb), explicitly as an additional supplied word-use example rather than an observed pupil skill.