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
Several fictional dancers share one set of paper ribbons. A draft label reads ‘the dancers ribbons’. Its intended meaning is ribbons belonging to those several dancers. The regular plural dancers already ends in s, so possession is marked after that s. The source is not about one dancer and gives no irregular plural pattern. No real performance or personal belongings need to be disclosed.
First invitation
Edit for the supplied several-owner meaning and explain the mark.
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 dancers’ ribbons’ places the apostrophe after the regular plural s and shows several owners. 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: Several fictional gardeners share one paper map. The draft reads ‘the gardeners map’ and the source states the shared several-owner meaning. Then ask: Edit this new label and explain the position. 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 gardeners’ map’ uses an after-s apostrophe for the regular plural owners. 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
Several fictional gardeners share one paper map. The draft reads ‘the gardeners map’ and the source states the shared several-owner meaning.
Guided invitation
Edit this new label and explain the position.
Staff examples after an attempt
‘The dancers’ ribbons’ places the apostrophe after the regular plural s and shows several owners.
‘The gardeners’ map’ uses an after-s apostrophe for the regular plural owners.
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
AC9E3LA11
Original component: D-later-Q1