Optional practice and… | Year 7 English · T1 W3–4 · Optional Practice…

Choose one five-minute extra if time and learner energy allow. The two extras are alternatives, not a longer required block. The home route is likewise optional; it can be done independently with scrap paper or speech. No device, internet, camera, purchase, family interview, personal number data or adult teaching labour is expected. Every mini-source below is invented for language practice. Ask for a source phrase and an honest limit; use the private answer/next-move notes when reviewing. Day 15/20 extras happen after the fresh check is collected and do not preview it.

Day	Optional extra 1 · five minutes	Optional extra 2 · five minutes	Optional home/low-material continuation
11	Game rule: Two readers both send a new paper game card to RED. Can they say RED is its intended team? Write route agreement versus category correctness in two lines.	Transit model: Two people follow the same drawn arrow to an unnamed stop. What does agreement show, and what sign would verify the stop's identity? It is a fictional map.	Make two invented labels on paper and write one line about what a sorting rule could and could not prove. No actual transport or organism claim.
12	Cut Text B Draft Two into four ideas: model, result, limit, next test. Add one linking word that has a clear referent.	For a fictional poster about a paper bridge, order: what it is, what one test showed, what it did not show, what test comes next. Keep one test narrow.	Explain a made-up paper object's use in two ordered sentences to an imaginary younger reader; test whether the second sentence refers clearly to the first.
13	A fictional spectator says, “The scoreboard looks neat, so the team is fair.” Identify observation and unsupported inference; fairness needs another source.	Revisit Ren and Sol: write one respectful response to each that uses the point within its reach.	On scrap paper, invent two notes about a fictional display: one reports a trial, one reports an impression. Circle which could justify a method edit and why.
14	Repair: “If the model tilts. Add a wider base.” Make the condition and result one complete sentence, then say what test would check it.	Add a useful colon to “The label needs one definition terminal means the last printed name” and explain what follows the colon.	Invent a short instruction about folding paper. Join reason and result with because or although; read it aloud to check that both clauses make sense.
15	After collection, revisit Text C: what did Sol not test? Repair one overreach without using the fresh check.	Look at your earlier Day 11 exit and add a source phrase where the reader might ask “How do you know?”	Pick any earlier paper-model sentence you wrote; mark FACT IN MODEL and STILL UNKNOWN. Do not repeat the held-out passage.
16	Explain why “The budget was a factor” and “9 is a factor of 36” cannot share one technical definition, though the word is the same.	For a fictional 50-seat model, explain in words why `36%` names 18 seats, whereas `36` seats names 36.	Make two word cards: one everyday meaning and one mathematical meaning for power or factor. Add an example sentence to each, without asking for family data.
17	In Text F, underline the words that make a paper line seem able to know something. Explain why this is personification, not a factual claim.	Retell Luca's change in three beats: problem at doorway, sign revision, what remains unfixed. Keep story and engineering claim separate.	Write two lines about an invented paper object, one literal and one figurative. Label which is which; no personal story required.
18	Compare `3/4`, `0.75`, `75%` and `3:4`. Link only the first three as equal numbers; write the context question for the ratio.	In a fictional 100-square mural, 36 squares shaded is 36%. Change the whole to 50 squares while keeping 36%: what count changes, and why?	Sketch ten or twenty blank paper boxes to practise naming a whole, then write one sentence that states a proportion with that whole; no colouring materials needed.
19	A fictional younger reader asks “36% of what?” Add the shortest clear answer to your guide and test the next sentence for agreement.	Give feedback on a made-up explanation, “A factor is a thing that matters.” Name a context in which it works, then repair it for the technical `4 × 9 = 36` context.	Cover your Day 18 guide, return later and answer “What is the whole?” from the page alone. If missing, add it and label this a self-check.
20	After collection, choose one sentence from Text D and rewrite it for a younger reader without changing the quantity.	Read Text F again and explain how margin can be paper space and a suggestion of room for alternatives.	Look at a prior explanation in this pack and write one specific question for the author. No new held-out source or family task is required.