Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

One train arrivalYear 3 English · T1 W9–10 · Teacher · Teacher / Next / N07

N07 · One train arrival

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

A fictional paper train leaves a drawn tree and rolls to a cardboard platform. It stops beside a paper bird. The bird waves. The train hopes to travel to a mountain tomorrow, but the story ends at the platform. The illustration description shows the train stopped there and an empty mountain track. This is a story, not a transport schedule. The source gives an arrival but does not supply a completed mountain trip. A reader may invent a sequel only as new fiction.

First invitation

Explain what has happened and what is still a future hope.

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 train reaches the platform. The mountain trip tomorrow is a hope, not a completed journey. 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 paper scooter story ends when Scooter reaches a toy bench. Scooter plans to visit the drawing table later; no later visit appears. Then ask: Keep the completed arrival separate from the later plan. 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: The bench arrival is complete; the drawing-table visit has not happened in the supplied story. 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 paper scooter story ends when Scooter reaches a toy bench. Scooter plans to visit the drawing table later; no later visit appears.

Guided invitation

Keep the completed arrival separate from the later plan.

Staff examples after an attempt

The train reaches the platform. The mountain trip tomorrow is a hope, not a completed journey.

The bench arrival is complete; the drawing-table visit has not happened in the supplied story.

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

AC9E3LY05, AC9E3LA08

Original component: B-first-Q3