Day 21 · Pick the text that does the job

Aim: Identify purpose and characteristic features across three genuinely different texts; reread for meaning and create a purposeful small response.

Limited national links: AC9E4LA03, AC9E4LY03, AC9E4LY04, AC9E4LY05. Exact descriptions and limits are in the crosswalk.

Preparation: select a matched independent passage, read the complete named shared text and chosen route, prepare accessible response mode and ordinary paper/text labels. Child page · Home offer · Optional extras.

• Read The page that would not fit
• Read The quiet orchestra
• Read Three cards, one new rule
• Read Make a six-panel paper comic

Start · 2 min

Want a story, a poem or a game? Pick one, find a clue and make a tiny text of your own.

Word study · 4 min

Use report → reporter and play → player, returning to known sounds and the base before adding -er. The suffix can name a person doing an action here; it does not always do that in every word. Read/write one selected whole word and discuss its meaning. Choose easier taught patterns if needed.

Read/re-read · 5 min

Show story, poem and game. Ask what a reader might use each for before naming its type. Read selected parts aloud with a text copy available; pause after Leila’s problem, then reread its clue. Separately hear one short school-selected text passage that the learner can attempt using taught knowledge; record exact self-read words and any rereading/help. Do not infer decoding from listening.

Model and join in · 5 min

Say: “The game’s headings, aim and if-rule help someone play. The story’s character and problem invite us to follow events. The poem’s repeated sounds and imagined objects invite a different kind of reading.” Model choosing the guide to make a comic, explaining the action verb and numbered stages, not simply its topic. Place three purpose cards: enjoy an imagined event; play a game; explore words/images. Children match one excerpt and give one clue. Discuss a second plausible purpose: a poem may also tell a story. Show the blank text-job sheet; leave the child’s boxes empty.

Create or fresh check · 8 min

Offer routes A/B/C. Each child selects a purpose, creates two or more linked lines or a labelled sequence, and states who might read it. Adults scribe exact decisions without supplying ideas. Extend optionally by changing the same topic into another text type.

Feedback and next move · 4 min

Ask “Which clue helped you choose?” A willing partner or the teacher names the text job they understood. If unclear, change one heading, action verb or event. Keep reading-route evidence separate from composition.

Close · 2 min

Retain the chosen job and actual clue. If a child guesses by topic only, next teach two texts on the same topic with different structures. If the self-read passage was too hard, change its taught-pattern match.

Three context choices

Comic maker

Read or hear the story’s first two paragraphs. Make a three-part invented comic: object, problem, change. Add a sentence that helps a reader follow it.

Game designer

Read or hear the game’s Aim and How to play. Make a quiet solo rule and one shared rule for imaginary character cards. Use an action word and say who could use the rules.

Word musician

Read or hear the poem. Choose a harmless everyday object and write or dictate two playful lines about it. Point to a word or image that makes the lines feel unlike a report.

Assessment record: preserve exact child wording, source, self-read/heard route, response mode, actual adult prompts and next teaching. Adult transcription is not handwriting evidence. Do not infer attainment from a worksheet count.