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 a complete fictional train-board game, Ali drew the station today. Ali hopes to add a paper timetable next week. The timetable has not been made. The source supplies no real train service or time. A finished station drawing does not prove the hoped-for timetable exists. A reader can identify the completed drawing and the future intention using the exact time and action words.
First invitation
Say whether the timetable exists and support the answer.
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 station drawing is complete; the timetable is only hoped for next week and has not been made. 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: In a new pretend garden scene, Bo placed a paper gate today. Bo plans to paint a sign tomorrow, but the sign is still blank. Then ask: Explain which work is finished and which remains future. 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 gate is placed; painting the blank sign tomorrow remains planned. 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
In a new pretend garden scene, Bo placed a paper gate today. Bo plans to paint a sign tomorrow, but the sign is still blank.
Guided invitation
Explain which work is finished and which remains future.
Staff examples after an attempt
The station drawing is complete; the timetable is only hoped for next week and has not been made.
The gate is placed; painting the blank sign tomorrow remains planned.
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-later-Q3