An order card for a toy restaurant

N25 · An order card for a toy restaurant

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

Text A is a complete fictional sequence: ‘Toy visitor arrives; paper menu is offered; blank order card is placed in the tray.’ Text B says, ‘Visit our delightfully tiny paper café.’ A pretend helper needs the order of the role-play. The activity uses paper food drawings and supplies no real food service, allergy or operational rules. A child can choose the order card using its sequence labels, while recognising the invitation’s different purpose.

First invitation

Choose the fitting text for the helper and support the choice.

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

A gives the role-play order. B is an invitation with evaluation, not the full sequence. 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 pretend workshop has an order card ‘Paper badge, puppet entrance, quiet wave’ and an invitation ‘Come for a bright puppet scene’. A performer needs sequence. Then ask: Choose a text and explain a source clue. 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 order card supplies the sequence the performer needs. 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 pretend workshop has an order card ‘Paper badge, puppet entrance, quiet wave’ and an invitation ‘Come for a bright puppet scene’. A performer needs sequence.

Guided invitation

Choose a text and explain a source clue.

Staff examples after an attempt

A gives the role-play order. B is an invitation with evaluation, not the full sequence.

The order card supplies the sequence the performer needs.

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

AC9E3LY03, AC9E3LA03

Original component: C-later-Q1