# N21 · A cardboard castle view

## 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

Paper Flag sees a cardboard castle gate as a tall doorway. Paper Shell sees its scalloped top as a row of tiny waves. They stand together at the gate, then enter once. The original story gives both noticing details. It does not provide a castle’s real architecture or the characters’ universal feelings. A reader can explain the different views without choosing one character as correct or revealing a personal experience.

## First invitation

Name a supplied difference in noticing.

## 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

Flag notices a tall doorway; Shell notices a wave-like top. Both refer to the same gate. 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 story, Paper Leaf sees a toy bench as a shady roof. Paper Stone sees it as a wide table. They are both under it. Then ask: Explain one different noticing using the source. 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: Leaf notices the roof-like shelter; Stone notices the table-like surface. 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 story, Paper Leaf sees a toy bench as a shady roof. Paper Stone sees it as a wide table. They are both under it.

## Guided invitation

Explain one different noticing using the source.

## Staff examples after an attempt

Flag notices a tall doorway; Shell notices a wave-like top. Both refer to the same gate.

Leaf notices the roof-like shelter; Stone notices the table-like surface.

## 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

AC9E3LE02, AC9E3LE03

Original component: B-later-Q1