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
This original story takes place on a drawn island. A paper umbrella hears ‘swish-swish’ from ribbons passing overhead. It whispers, ‘The sky is brushing my hat.’ A little paper boot laughs and taps the sand drawing. The umbrella stays on the island; no real weather measurement is supplied. A reader might find the brushing image gentle or strange. The chosen effect must connect to a supplied phrase, rather than depend on the teacher’s preferred feeling.
First invitation
Choose a language detail and explain a plausible reader effect.
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
‘Swish-swish’ can help the reader imagine a soft repeated sound. ‘Brushing my hat’ might make the scene feel playful; another supported effect is possible. 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: A new tiny story says, ‘Tick-tick went the cardboard clock. Paper Rabbit waited beside the still door.’ The door does not open within the story. Then ask: Choose a supplied detail and explain an effect on the waiting mood. 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: ‘Tick-tick’ might emphasise time passing while Rabbit waits. The door’s future remains open. 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
A new tiny story says, ‘Tick-tick went the cardboard clock. Paper Rabbit waited beside the still door.’ The door does not open within the story.
Guided invitation
Choose a supplied detail and explain an effect on the waiting mood.
Staff examples after an attempt
‘Swish-swish’ can help the reader imagine a soft repeated sound. ‘Brushing my hat’ might make the scene feel playful; another supported effect is possible.
‘Tick-tick’ might emphasise time passing while Rabbit waits. The door’s future remains open.
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
AC9E3LE03, AC9E3LE04
Original component: B-first-Q2