# Year 5 English · Weeks 3–4 · ten 25-minute daily lessons

Read the [original Texts A–D](TEXTS.md), offer [three meaningful learner routes per day](LEARNER-COPY.md), and prepare the [source/scope](source-scope-mat.svg), [panel sequence](panel-sequence.svg) and [viewpoint](viewpoint-evidence-mat.svg) aids or their [exact text alternatives](PRINT-ALTERNATIVES.md). Read-aloud comprehension is valid but is not scored as independent print reading. Keep [fresh Days 15 and 20](ASSESSMENT.md) and [the teacher key](TEACHER-KEY.md) from learner view until the check. Record first independent response, mode and prompts before feedback. Codes are proposed **partial** Year 5 links; see the [exact crosswalk](CURRICULUM-CROSSWALK.md).

## Week 3 · Day 11 — Who said it, and what can they know?

**Goal:** distinguish a named trial record from an anonymous poster's stronger claim, while noticing text purpose. **Proposed codes:** AC9E5LA01, AC9E5LA02, AC9E5LA03, AC9E5LY02, AC9E5LY03, AC9E5LY05. **Prepare:** Text A, source/scope mat, Card 11.

1. **Word/start · 3 min.** Compare `check/recheck`; ask what `re-` changes. Locate the named team and anonymous poster without treating either label as proof.
2. **Read · 4 min.** Learners independently read or hear Text A. Teacher names access mode, then asks for its section headings and the poster's purpose.
3. **Model · 5 min.** Place “27 recorded sleeves” under **source says**, and “27 visitors wanted a permanent station” under **claim outruns source**. Compare the team's cautious “could” with the poster's certain “prove”: each word positions its writer differently toward a reader. The team can report its log but cannot guarantee durability from it.
4. **Choose/respond · 7 min.** Learner selects library, sports kit or paper-bike-station version from Card 11 and writes, types, marks or dictates a two-column source/claim distinction with one exact Text A line.
5. **Partner challenge · 4 min.** Partner paraphrases before disagreeing: “I heard you say …; which part of the source supports it?” Save exact first and revised claim.
6. **Exit · 2 min.** Ask: “How many different visitors attended?” Key: the notice does not say. If learner says 27, tomorrow revisit the missing method.

## Week 3 · Day 12 — Find the right part before answering

**Goal:** skim headings, scan for a detail, then confirm meaning in its sentence and source scope. **Proposed codes:** AC9E5LA08, AC9E5LY04, AC9E5LY05, AC9E5LY09. **Prepare:** Text A, Card 12, three colour-neutral tab labels PURPOSE/WHEN/RECORDED.

1. **Word/start · 3 min.** Build `read/reread` and `order/reorder`; `re-` means again here. Give the base `paint` and have learners spell `repaint`, checking the prefix. Do not split `repair` as “pair again”.
2. **Demonstrate · 5 min.** Skim Text A's headings for a future-opening question; scan *When* for the two exact past sessions, then read the whole “No future opening” sentence.
3. **Guided search · 4 min.** Learners find 15 in *What was recorded* and say what was counted. Contrast a precise **sleeve** with vague “person”.
4. **Choose/respond · 7 min.** Card 12 offers a bus notice, maker schedule or club poster question. Learner navigates Text A, identifies the heading and quotes/paraphrases one sentence with its limit.
5. **Confirmation · 4 min.** Pair asks “Would searching for 27 alone tell us if repairs lasted?” Learner reopens the relevant section and corrects any overread.
6. **Exit · 2 min.** Name the best heading for a durability question and explain why the source cannot answer it yet. If a learner only keyword-hunts, teach rereading the full sentence tomorrow.

## Week 3 · Day 13 — Make the first words guide the reader

**Goal:** build a cohesive short paragraph with message-first sentence starts and a precise scope limit. **Proposed codes:** AC9E5LA02, AC9E5LA04, AC9E5LY06. **Prepare:** Text A, four idea strips, Card 13.

1. **Retrieve · 3 min.** Learners identify `recheck` as “check again” and restate one Text A fact without the poster's exaggeration.
2. **Model · 4 min.** Write “The two-session trial recorded 27 sleeves.” Begin next sentence “That total …” and point back to the same total; then use “However” to introduce what was not recorded.
3. **Guide · 6 min.** Place strips in order: main message / counted evidence / limit / next question. Move a sentence start from “They…” to “The team…” where the reference is unclear.
4. **Independent paragraph · 6 min.** Choose Card 13 context and compose four sentences: bounded message, exact Text A evidence, limit, possible next step. Use source/scope mat if needed; record scribing.
5. **Reader test · 4 min.** Partner highlights the opening of each sentence and traces what it refers to. Writer revises one confusing start, preserving first version.
6. **Exit · 2 min.** Ask which beginning makes scope clearer: “Everyone found success” or “In these two sessions, the team recorded…” Key: second; no outcome guarantee.

## Week 3 · Day 14 — Put the picture in a different place

**Goal:** explain how order of images changes a reader's first inference without inventing an event. **Proposed codes:** AC9E5LA07, AC9E5LY05, AC9E5LY06. **Prepare:** Text B, panel-sequence sheet/cards, Card 14.

1. **Look without captions · 3 min.** Show/describe Frame 3 first, then Frame 1. Ask what a viewer might infer before all captions arrive; mark inference, not fact.
2. **Read · 4 min.** Read all four exact captions in Text B. Learners identify what happens in each frame; no photograph of classmates is needed.
3. **Model · 5 min.** Lay 1→2→3→4, then 3→1→2→4. Think aloud: opening with folding could make action appear to precede permission, even though later text clarifies it.
4. **Independent sequence · 7 min.** Choose Card 14's book, model bike or sports-equipment scene. Arrange four abstract cards, write two captions and state how changing the first image alters likely meaning.
5. **Challenge · 4 min.** Partner asks what the images **do not** establish: for Text B, cover lifespan. Learner revises an overclaim if needed.
6. **Exit · 2 min.** Point to the frame that makes permission visible. If “permission happened” was guessed without Frame 2/caption, return to exact evidence.

## Week 3 · Day 15 — Fresh notice and visual-order check

**Goal:** independently navigate an unseen informative source, bound a claim and explain an unseen image-order effect. **Proposed codes:** AC9E5LA02, AC9E5LA03, AC9E5LA07, AC9E5LY04, AC9E5LY05, AC9E5LY06. **Prepare:** private [Day 15 stimulus](ASSESSMENT.md), no practice source in sight; Card 15 after check.

1. **Set up · 2 min.** Explain this new fictional source helps choose next teaching. Confirm reading/access mode and keep the teacher key closed.
2. **Fresh read · 4 min.** Learner reads or hears unseen notice and three image descriptions; do not paraphrase its answer-bearing limit.
3. **Plan · 5 min.** Learner independently points to relevant heading, exact observation, unsupported claim and panel order on a blank mat.
4. **Respond · 8 min.** Write/type/dictate a short note: one supported fact, one limitation, one answerable next question and why an altered opening panel changes a first impression. Capture first version.
5. **Source confirm · 4 min.** Learner returns to the source to mark words backing the claim and checks whether any added detail was invented. Record prompting.
6. **Close · 2 min.** Choose component-specific next instruction from separate key. Release Card 15 only after the check.

## Week 4 · Day 16 — What did the narrator know?

**Goal:** separate a first-person narrator's observation from inference and consider another viewpoint. **Proposed codes:** AC9E5LE02, AC9E5LE03, AC9E5LY05. **Prepare:** Texts C/D, viewpoint mat, Card 16.

1. **Word/start · 3 min.** Compare `tell/retell` and `view/review`; use a plain explanation before terminology.
2. **First reading · 4 min.** Read or listen to Text C. Learner records one sentence the narrator directly observed and one meaning they inferred.
3. **Model · 5 min.** Place “Sol held a loose cover” under **saw/heard** and “Sol wanted me to hurry” under **assumed**. Read Text D only after this first record.
4. **Choose/respond · 7 min.** Card 16 offers book, bus-stop paper model or sports-equipment queue. Learner explains how Text D alters their view, using a specific line; they may hold a different justified opinion.
5. **Dialogue · 4 min.** Partner paraphrases the other's opinion, then asks which text line led there. Record any change of mind without requiring agreement.
6. **Exit · 2 min.** Ask whether a glance proves Sol's private feeling. Key: no. If the learner treats inference as a reported fact, revisit the two columns tomorrow.

## Week 4 · Day 17 — What does the image in a sentence do?

**Goal:** explain an effect of a simile, metaphor or personification using exact story words and a reader response. **Proposed codes:** AC9E5LE02, AC9E5LE04, AC9E5LY05. **Prepare:** Text C, three short device strips, Card 17.

1. **Word/start · 3 min.** Revisit `reread`, then reread only the queue, clock and pebble lines. Ask what is literal before naming a device.
2. **Model · 4 min.** “The queue curled like a ribbon” compares shape/movement; it does not make a real ribbon. Name **simile** and explain how it helps picture a long winding line.
3. **Guide · 5 min.** Contrast “The clock nudged us onward” (personification) with “my worry was a pebble” (metaphor). Learners identify the literal situation each figurative phrase changes.
4. **Choose/respond · 7 min.** Card 17 offers station line, maker shelf or game-field boundary. Learner selects a story phrase, explains its effect in their own terms and tests one alternative literal wording.
5. **Other reader · 4 min.** Partner shares a different effect a phrase had; learner cites a line and responds respectfully rather than memorising one approved feeling.
6. **Exit · 2 min.** Ask which phrase actually describes a queue rather than proving Sol's feeling. If devices are labelled but effects are missing, prompt “What picture does it make?” next lesson.

## Week 4 · Day 18 — Give a sentence enough detail, then stop

**Goal:** build a precise expanded noun group and a complete complex sentence without importing a feeling as fact. **Proposed codes:** AC9E5LA05, AC9E5LA06, AC9E5LY06, AC9E5LY09. **Prepare:** Text C, movable clause strips, Card 18.

1. **Word/start · 3 min.** Build `write/rewrite`; learners spell `rewrite` from its known base and check the retained letters. Ask if `repair` follows the same transparent split (not taught as such).
2. **Model · 5 min.** Expand “cover” to “Sol's loose book cover”, tracing each detail to Text C. Reject “Sol's angry cover” as a claim about feeling, not sourced description.
3. **Clause guide · 4 min.** Join dependent “Because the pages could fall” to main “Sol pressed the cover closed.” Move the dependent clause after the main and discuss which message now comes first.
4. **Choose/respond · 7 min.** Card 18 offers paper book, model timetable or sports prop. Learner writes one supported expanded noun group and one complete main-plus-dependent sentence about a chosen source detail.
5. **Peer edit · 4 min.** Peer removes the dependent clause; if the remaining main clause cannot stand, learner repairs it. Check every new detail against source.
6. **Exit · 2 min.** Ask if “Because Sol looked down.” stands alone as the full intended explanation. Key: it is dependent/incomplete here; looking down alone does not establish motive.

## Week 4 · Day 19 — Write a scene another reader can question

**Goal:** create/edit a short original viewpoint scene using purposeful image order, dialogue and a bounded inference. **Proposed codes:** AC9E5LA07, AC9E5LE05, AC9E5LY02, AC9E5LY06, AC9E5LY07. **Prepare:** Text C/D for reread, blank three-panel card and Card 19.

1. **Set audience · 3 min.** Learner chooses a book-repair, garden-sign or game-equipment scene and a consenting small audience. State that invented character voices are fictional.
2. **Model · 4 min.** Teacher sketches observed action, narrator assumption, later clarification in three panels; a caption order can hide or reveal the misunderstanding.
3. **Plan · 5 min.** Learner maps one character's limited viewpoint, one exact observation, another possible explanation and a short quoted line with punctuation. Try a figurative and a plain version of one image, then choose the one that better serves the scene.
4. **Create · 7 min.** Write/type/dictate 5–7 sentences or a comparably developed multimodal sequence with at least one deliberately expanded description; keep an independently authored first version.
5. **Share/edit · 4 min.** Rehearse a brief version, then deliver it to a consenting listener with panels and a pace/volume or AAC timing chosen for that audience. Listener paraphrases known versus assumed and asks one clarifying question; writer changes a caption, sentence opening or dialogue for meaning.
6. **Exit · 2 min.** Learner names which line or frame makes the viewpoint limit clear. Record actual spoken-presentation features only if delivery occurred; other communication modes remain valid work.

## Week 4 · Day 20 — Fresh literary viewpoint check

**Goal:** independently interpret a new narrator, explain one figurative effect and create a source-faithful alternate viewpoint. **Proposed codes:** AC9E5LE02, AC9E5LE03, AC9E5LE04, AC9E5LE05, AC9E5LY05, AC9E5LY06. **Prepare:** private [Day 20 story](ASSESSMENT.md) and separate key; Card 20 after.

1. **Welcome · 2 min.** Explain that a different invented story checks the reading/writing moves, not a learner's feelings or lived experience.
2. **Fresh read · 5 min.** Learner reads or hears story once and may reread; record reading access, no answer-leading gesture.
3. **Plan · 4 min.** On blank viewpoint mat, child notes one observation, narrator assumption, later clarification and a figurative phrase.
4. **Independent response · 8 min.** Explain how the narrator's view shaped first interpretation; explain one phrase's effect; create 4–6 sentences or equivalent panels from the other character's plausible source-bound perspective. Save first version.
5. **Source check · 4 min.** Learner marks exact lines supporting claims and revises if they choose; keep initial and revised evidence separately.
6. **Close · 2 min.** Use teacher key to select next component-specific lesson. Offer Card 20 practice after the check, with a different story.

**No single response certifies Year 5 English.** Use several modes and samples; give feedback about the specific reading, reasoning or composition move seen. Original SubjectNest lessons © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.