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Day 24 · Make instructions worth followingYear 4 English · T1 W5–6 · Teacher · Teacher / Day 24

Aim: Use sequence and condition in a practical procedure; test a text with a willing reader or self-rereading and revise from actual feedback.

Limited national links: AC9E4LA04, AC9E4LA06, AC9E4LY02, AC9E4LY03, AC9E4LY06, AC9E4LY11. 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 Make a six-panel paper comic
• Read Three cards, one new rule

Start · 2 min

Make a small guide, then try its words through paper, typing or telling. Change a step if it is unclear.

Word study · 4 min

Teach there/their/they’re in these exact contexts: “Put a label there”; “Their labels are numbered”; “They’re reading the guide.” Spell/read each with context, expand they’re to they are. Do not say identical sound always means identical spelling. Use a known word if prerequisites are absent.

Read/re-read · 5 min

Read the complete comic guide, including alternatives and final limit. Locate materials, ordered actions and conditional revision. Separate a school-approved self-read procedure at the learner’s taught point from listening; pause/recheck a word if meaning fails.

Model and join in · 5 min

Write “Add the next bit” then revise to “In section 2, name the problem.” Model one independent clause “Change a word” with dependent clause “if the order is unclear.” Show that a complete instruction can be imperative, and a condition is not evidence that the problem occurred. Use the labelled comic diagram without filling an own aid. One child directs which box an adult points to; another follows the text. Record what happened only if actually tried. Viewing or predicting a trial is useful discussion, not an observed reader test.

Create or fresh check · 8 min

Choose a route and write a materials/access line plus ordered steps. Try the words yourself or with a willing reader; a simulated reader can be explicitly labelled imagined if no trial occurs. Revise one real ambiguity or explain why no change was needed. Optional extension: add a meaningful if-clause for a choice, not an arbitrary extra sentence.

Feedback and next move · 4 min

Ask “What did the words let you do?” and “Which word changed?” Keep first/revised versions. Feedback can be private, typed, signed or adult-scribed; a child can decline a partner.

Close · 2 min

Use the actual ambiguity to select next teaching: precise noun labels, order words or condition clauses. Never grade motor speed or require an object task to demonstrate English meaning.

Three context choices

Make a comic strip

Use the supplied six-panel guide through drawn, numbered text or spoken sections. Write a clearer instruction for one section and try its order.

Story-card game

Use the supplied PLACE/PROBLEM/CHANGE guide. Write an alternate solo rule, then follow it with invented ideas or direct an adult’s cards.

Mini-gallery labels

For an invented two-picture gallery, write steps for labelling Picture 1 and Picture 2. Use paper/text boxes, not a real exhibition; test whether a reader can find the named picture.

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.