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
The complete fictional message concerns one paper puppet’s present preference. Its draft says, ‘The puppet like the tune.’ The intended meaning is that this one puppet likes the tune now. A second example concerns several paper puppets. Subject and verb must agree, but the editor should not silently change the present preference to a completed past action. The source supplies the meaning so that the child is not guessing what happened.
First invitation
Edit the single-puppet present sentence.
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 puppet likes the tune.’ One puppet takes ‘likes’ here; the present meaning remains. 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 draft says, ‘The dancer want the blue card.’ It concerns one fictional dancer’s present preference. Then ask: Edit for the stated single subject and present meaning. 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 dancer wants the blue card.’ The subject and verb agree. 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 draft says, ‘The dancer want the blue card.’ It concerns one fictional dancer’s present preference.
Guided invitation
Edit for the stated single subject and present meaning.
Staff examples after an attempt
‘The puppet likes the tune.’ One puppet takes ‘likes’ here; the present meaning remains.
‘The dancer wants the blue card.’ The subject and verb agree.
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
AC9E3LA06, AC9E3LA08
Original component: D-first-Q3