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 fictional draft says, ‘The paper birds likes the quiet wave.’ It concerns several birds’ present preference in a story scene. The intended meaning is not one bird and is not a past event. Editing should make subject and verb agree while preserving present time. No actual animal behaviour is claimed. An adult can read the draft, with any help recorded separately from the child’s grammatical decision.
First invitation
Edit for the stated plural subject and present meaning.
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 paper birds like the quiet wave.’ Several birds take ‘like’ here. 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 draft says, ‘The paper makers wants the wide strip.’ It concerns several makers’ present preference. Then ask: Edit the new sentence while keeping its present meaning. 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 paper makers want the wide strip.’ The plural subject agrees with ‘want’. 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 draft says, ‘The paper makers wants the wide strip.’ It concerns several makers’ present preference.
Guided invitation
Edit the new sentence while keeping its present meaning.
Staff examples after an attempt
‘The paper birds like the quiet wave.’ Several birds take ‘like’ here.
‘The paper makers want the wide strip.’ The plural subject agrees with ‘want’.
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
AC9E3LA06, AC9E3LA08
Original component: D-later-Q4