# Year 6 English · ten optional follow-on cards

These are **optional 8–12-minute** extras after the 25-minute lesson, for a local timetable, small group, independent work or home. They give extra reading, sentence work and playful transfer without turning a single media-analysis fortnight into a full English program. Use a text at each learner's current reading point as well as this packet. Record independent reading separately from response after an adult read-aloud. Every card can be read aloud, enlarged, done on paper, typed, signed/AAC or dictated; no family device, purchase, account or personal story is needed.

| Day | Extra task | Low-material / home route | What to notice |
| ---: | --- | --- | --- |
| 11 | **Source-title search:** cover the creator lines of [A and B](SOURCE-TEXTS.md), predict whose voice each title suggests, then uncover and revise the prediction. Make a two-sentence `I first thought / now I know` record. | Adult reads two invented titles on scrap; learner points to a creator card. | Does the learner update a prediction from the text rather than defend an initial guess? |
| 12 | **Word choice:** sort `working`, `waiting`, `not repaired`, `saved forever` by what B actually records and what would require follow-up. Underline time words. | Four hand-written phrase cards. | Distinguishes closing-time status from later durability. |
| 13 | **Spelling in use:** write or select `claim, claimed, claiming` in three short original sentences about Source A; notice that adding `-ed` or `-ing` keeps the base spelling. | Say/spell with letter cards; one sentence may be dictated. | Exact letters and tense support source timing, rather than a decontextualised word test. |
| 14 | **Question exchange:** turn “You are wrong” into a neutral question about Mini-case F or Source C. Swap roles and answer only from the invented text. | One question on paper for a caregiver; a private written exchange is fine. | The question asks for evidence and the answer does not add a real person's motive. |
| 15 | **After-check headline lab:** write two Mini-case E headlines, one focused on count and one more persuasive. Label which one needs further evidence before publication. | Read Source E aloud; use two paper strips. | Accurate 18/30 context remains visible in the factual version. |
| 16 | **Word family:** select `help, helpful, unhelpful` for three invented sentences about a reader finding a poster. Discuss how `un-` changes meaning; no claim about a real reader. | Three word cards; student builds/speaks sentences. | Meaning changes are explained in context, not memorised as a learning-style rule. |
| 17 | **Paragraph navigation:** give a peer a four-part outline of Mini-case G without headings. Ask which stage is hard to locate; add headings or an intentional transition. | Use four folded scraps. | Structural features help a reader find claim, evidence, limit and next step. |
| 18 | **Comma clinic:** join `Although the tally is useful` and `it has no one-week follow-up` into one sentence. Then reverse the clause order and decide whether the opening comma is still needed. | Adult writes dictated wording exactly, then learner places a tactile comma card. | `Although the tally is useful, it has no one-week follow-up.` The reversed main-clause-first version ordinarily has no comma before a trailing `although` clause. |
| 19 | **Repetition test:** write a 25-word Mini-case E pitch repeating **one more small shelf trial** at start and end; then delete the second repetition and compare its effect. | Speak both versions privately; no audio recording. | Intentional repetition supports the purpose without replacing evidence. |
| 20 | **After-check source remix:** choose E, F or G. Write one overstrong sentence, then repair it with `according to`, a time boundary and one next question. Keep both versions. | Pick one supplied invented mini-case on paper. | The revised claim is narrower and source-linked; the question identifies an unknown. |

**Teacher use:** Offer a pupil one extra, not all ten at once. A strong learner can choose a new source question; a learner needing access can use a shorter text with the same reasoning target. Neither route should be labelled a permanent learner type. Extras have not been field-tested. Original SubjectNest extras © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).