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Day 4 — Verb choice and tense hold a paragraph togetherYear 3 English · T1 W1–2 · Day 4 lesson

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Year 3 / Term 1 / Weeks 01 02 / English

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Codes: AC9E3LA04, AC9E3LA07, AC9E3LA08, AC9E3LY06. Aim: choose a precise past-tense verb and group related events in a paragraph. Bring: four event cards, sentence examples from materials.

  1. Notice · 3 min. Read “Mira looked” and “Mira stared”. Ask what each suggests. Return to Story A to check the stronger choice.
  2. Model · 5 min. Write Mira worries. beside Mira worried when she saw the blocked path. Say: “The story happened earlier, so worried locates it in the past. Saw names a different action.” Underline the verbs.
  3. Paragraph model · 5 min. Put saw trays / read sign / worried in one box and asked Ms Vale / carried trays in another. Explain that the first group develops the problem; the next develops the attempt. A paragraph groups a related stage, not an arbitrary number of sentences.
  4. Compose · 7 min. Children choose two story stages and write or dictate two short paragraphs of 1–2 connected sentences each. Offer action-verb tiles (noticed, asked, carried, planned). Partner points to the transition and checks tense consistency.
  5. Edit aloud · 3 min. Model changing a stray present verb in a past recount. Have learners choose one verb to improve without increasing length just for length's sake.
  6. Check · 2 min. Everyone revises Jai carry the trays. Then he draws a plan. to a consistent past recount, e.g. Jai carried the trays. Then he drew a plan. Focus learners explain the change.

Access: keyboard, word tiles, speech/AAC composition or a scribe; preserve the child's wording and record which edit was prompted. Motor presentation is separate evidence.

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