# N27 · A picture beside a paint note

## 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 pretend paint note says, ‘Put the paper colour card beside the star drawing.’ Its image description adds a round marker above the colour card. The sentence never names that marker or position. No real paint chemistry, colour vision test or safety rule is supplied. A reader can identify a visual detail that extends meaning beyond the words. A text description is an equivalent source route for this purpose.

## First invitation

Name one image meaning absent from the 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 round marker above the card is supplied by the image description, not the sentence. 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 toy-ticket text says, ‘Place the ticket drawing by the gate.’ The image adds a triangular ribbon under the ticket. Then ask: Identify the added shape or relation from the image description. 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 triangular ribbon under the ticket is an added visual detail. 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 toy-ticket text says, ‘Place the ticket drawing by the gate.’ The image adds a triangular ribbon under the ticket.

## Guided invitation

Identify the added shape or relation from the image description.

## Staff examples after an attempt

The round marker above the card is supplied by the image description, not the sentence.

The triangular ribbon under the ticket is an added visual detail.

## 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

AC9E3LA09

Original component: C-later-Q3