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The paper frog’s soundYear 3 English · T1 W9–10 · Teacher · Teacher / Next / N22

N22 · The paper frog’s sound

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 complete original story says, ‘Plip-plop went the paper frog’s feet on the drawn stones. The frog whispered, “Just one more hop.” It reached the last drawn stone and sat.’ The sound words may help a reader imagine a repeated light movement. The whisper may make the effort feel cautious or quiet. No real frog behaviour or water safety is claimed. Different plausible effects are accepted when the child ties them to actual language.

First invitation

Choose one detail and explain an 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

‘Plip-plop’ can make the movement sound light and repeated; the whisper could make it feel cautious. 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 story says, ‘Whoosh went Ribbon around the paper windmill. Then Ribbon rested beside a still blade.’ No blade moves in the source. Then ask: Choose one supplied word and explain a possible effect. 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: ‘Whoosh’ suggests a quick sweeping movement. It does not prove a real wind speed. 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 story says, ‘Whoosh went Ribbon around the paper windmill. Then Ribbon rested beside a still blade.’ No blade moves in the source.

Guided invitation

Choose one supplied word and explain a possible effect.

Staff examples after an attempt

‘Plip-plop’ can make the movement sound light and repeated; the whisper could make it feel cautious.

‘Whoosh’ suggests a quick sweeping movement. It does not prove a real wind speed.

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-later-Q2