# N03 · A letter that is still a plan

## Entry

Use the original component response only to choose a teaching need; do not replay the held answer as the new lesson. Offer the complete new source aloud and usual communication. A pupil can enter without passing the original component.

## Purpose

Teach the same named language/reading/composition idea in a genuinely different fictional situation, with help recorded.

## Full new source

In an original pretend postal game, Ren wrote a message yesterday and placed it in a paper envelope. Ren plans to draw a stamp tomorrow. The stamp has not been drawn. The envelope is resting on the desk in the picture description. No real postal rule, postage cost or delivery result is supplied. The source gives one completed writing event and one future drawing intention. A child can point to time words rather than infer a completed event from a finished-looking envelope.

## First invitation

Explain which job is complete and which remains future.

## Notice together · 3–5 minutes

Read the complete new source, name its useful reader/story/editing job, and ask the new invitation. Give time for an attempted answer before showing a model. Point to the exact relevant meaning rather than announcing a score.

## Show and explain · 4–7 minutes

The message was written yesterday. Drawing a stamp tomorrow is still planned; the source says it has not been drawn. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

## Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: At a pretend paper bakery, a maker folded a menu today. They hope to add a cake drawing next week, but no drawing is there yet. Nothing is baked or eaten. Then ask: Say whether the cake drawing already exists and point to the source words. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

## Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: It is not there yet; ‘hope to add next week’ is a future intention. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

## Separate complete guided situation

At a pretend paper bakery, a maker folded a menu today. They hope to add a cake drawing next week, but no drawing is there yet. Nothing is baked or eaten.

## Guided invitation

Say whether the cake drawing already exists and point to the source words.

## Staff examples after an attempt

The message was written yesterday. Drawing a stamp tomorrow is still planned; the source says it has not been drawn.

It is not there yet; ‘hope to add next week’ is a future intention.

## Ways to take part

- Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
- Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
- Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

## Duration and review

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

This is a teaching offer with a source-specific model and a separate guided situation, not an automatic diagnosis, remediation guarantee, official band or measured gain. Record what the pupil produced and which assistance was used.

## Curriculum relationship

AC9E3LA08, AC9E3LY05

Original component: A-first-Q3