# Your Year 9 English work page · Days 11–20

Everything in the [reading set](ORIGINAL-TEXTS.md) is invented. Analyse what the text **actually says** before describing an effect or an inference. You can work in text, spoken words, AAC, sign, an audio script without recording, large print, a tactile card sequence or a learner-directed scribe. Choose one [A/B/C route](DAILY-CHOICES.md) each day. A neutral read-aloud helps you access a text; your teacher may record independent reading evidence separately. No public post or personal disclosure is required.

## Week 3 · cohesion and compression

### Day 11 · Say what kind of link you mean

Read Text A. Put its actions in order. Try `because`, `later`, `however` and `therefore` in two short sentences; use each only when the log supports that relationship. Choose a route. **Exit:** “The crew moved the arrow ___ the table blocked it.” Which connective fits? Why does the log not prove the second sign solved the problem?

### Day 12 · Follow a reference back

In Texts A–C, draw or say an arrow from `they`, `those two questions` and `this decision` to what each names. If a reference has more than one possible anchor, write a clearer noun phrase. Choose a route. **Exit:** repair “The crew moved the arrow near the table. It blocked the door” so the reader knows what blocked the view.

### Day 13 · Unpack a compact noun

Compare Text B with Text A. What action does `relocation` package? Who acted, and what does the log actually record? Choose a route to expand, re-condense or critique a sentence. **Exit:** give one case where a compact noun helps a reader and one where it hides information or adds an unsupported claim.

### Day 14 · Write for someone who missed the log

Texts B and C are two classroom drafts. Edit a three-to-four-sentence note for a reader who has not seen Text A. Include the actor/action, one justified connective, one clearly anchored reference or summary noun, and a stated limit. Choose a route. **Exit:** point to the log detail for two visitor questions and identify the missing evidence behind “confidence returned”.

### Day 15 · Fresh transfer

Your teacher will release a **new** text after a short rehearsal. Keep your first response; it shows what you can currently do. A text reading, enlarged print or alternate response mode is available. Afterward, use Day15 choices with different source cards. **Exit:** write one question you ask before accepting a noun such as “improvement” as a supported outcome.

## Week 4 · abstract nouns in report and fiction

### Day 16 · Name an idea, show its basis

Read Text D, *The third turn*. List two actions Mica takes. Try an abstract noun such as `hesitation`, `uncertainty` or `silence` to summarise part of the scene; say which exact words support your interpretation. Choose a route. **Exit:** one noun plus its supporting detail, with “suggests” if it names an inferred feeling.

### Day 17 · Match a noun to text type

Compare `confidence` in Text B, `the addition` in Text C and `hesitation` in Text D. Which names a logged action, which claims an unmeasured result, and which interprets fiction? Choose a route and keep the distinction clear. **Exit:** revise “The improvement restored confidence” into a sentence supported by the log.

### Day 18 · Connect a whole paragraph

Choose one of Text E's micro-cards. Write or speak a three-sentence account: actor/action → a reference back → a stated limit. Use a connective for time, reason or contrast only when the source warrants it. Choose a route. **Exit:** fix “Seven balls remained. Therefore someone stole one.”

### Day 19 · Make a tiny scene worth rereading

Write, script or revise a short **invented** scene for a Year 9 reader. Show an action before naming an abstract idea; make a pronoun/reference clear; save one original and revised line. You may begin from Text D but write new sentences. Choose a route. **Exit:** explain why your one-word or reference edit changes the reader's path through the scene.

### Day 20 · New report and fiction transfer

Your teacher will release **new** texts. Show what each source supports, how a summary noun works, and how a reader can follow your revision. First work is saved before feedback. After that, Day20 choices give unrelated practice. **Exit:** name a reference word you would check before sharing a paragraph.

Keep your source marks, one route, exit and any revision each day. [Ten optional cards](DAILY-EXTRAS.md) are available later or at home without a printer or device. The [full text and tactile aid descriptions](print/TEXT-ALTERNATIVES.md) include every diagram label. Original SubjectNest learner page © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).