Two characters, two things they wantYear 2 English · T2 W11–12 · Lessons / Day 56

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Day 56 — Two characters, two things they want

Child invitation: “What does each character want? Let's listen to both.”

Prepare: a complete original story about a toy-town workshop sign. O02 supplies both characters' exact words/actions, the setting, a small problem and its ending. Read its whole full-picture alternative and no-image route; enjoyment comes before questions.

Teach: name each character's stated purpose with a clue. Distinguish a reasonable inference from an exact statement, allowing more than one supported interpretation. Identify how the setting affects the problem. Ask which part the child likes and why. A different preference is welcome. Do not ask the child to disclose a personal difficulty.

Three routes: point to/draw character-purpose pairs; take a chosen fictional role and say/sign/point a line; direct an adult to mark two clues and record the child's reasoning. A role can be observed silently.

Worked ordinary contrast: Casey's line “I can't see the top picture from here” supports a difficulty in that story situation. It does not establish a universal preference, diagnosis or that the whole sign is inaccessible to every reader.

Notice and next: if the characters' purposes get merged, revisit their separate quoted lines. If a reason is invented, keep it as an imaginative possibility and ask what the given story actually supports.

Tiny home offer: imagine what a toy character might want in an ordinary invented setting. No personal family account needed.

Six useful stages

Welcome: Offer the complete short child invitation above; quietly watching, pausing, private work and switching route are valid.

Read together: Read/hear the complete named source and full alternative. Enjoy meaning before task questions. Adult reading supplies access, not independent decoding.

Model: Use the complete ordinary contrast in the lesson, keeping the model different from own work. On capture days read only neutral source/prompts and finish capture before staff examples.

Own try: Follow one of the three complete purpose-preserving routes above. Start with genuinely empty space; an adult records exact child choices and names support.

Notice: Use the complete notice/next section above and record actual help, source/key exposure, mode and component. No speed, neatness or total-box score.

Keep or next: Use the complete tiny home invitation if wanted, or keep privately/stop. No printer, upload, returned evidence or earlier draft is compulsory.

Sources: O02

Useful output: two separate character purposes and clues

Small start: One sentence, one clue, one diagram relation or one offered component can be enough; use a fresh empty page if prior work is unavailable.

Print: Complete conditional retrieval and exposure contract in PRINT-ACCESS.md; never label a rich source decodable by Year2 alone.

Timing: 20–35 minutes is unpiloted adult planning advice, not a timer or daily allocation.

• Complete printed script
• Blank own worksheet