Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Day 23 · Give each paragraph a jobYear 3 English · T1 W5–6 · Teacher · Teacher / Day 023

Purpose

Group descriptive details together and keep limits or questions in a separate paragraph.

Prepare

Source: R1, R2. Read the preparation notes. Plain paper and a familiar communication system are enough. Child choices · Optional home start · Optional extras.

Teach the 25-minute core

1. Bring back a Day21 detail. Ask “Where would a reader look for what we know, and what we still need?”

2. Read R2. Give the first paragraph the job “pictured details” and the second “limits and next question”. Physically separate two paper strips or use a spoken pause; no cutting is needed.

3. Model moving an age question out of the detail paragraph. Join two related clauses: “The edge has a notch, and four lines sit inside the outline.” Check both clauses have a subject and verb. Demonstrate the word routine.

4. Choose a route and make two small paragraphs or two labelled parts. A child can arrange dictated strips, type, draw with captions or construct AAC messages. Do not reward copied model text as new composition.

5. Confer with a focus group about one grouping choice. Ask the pupil to read or explain their own wording; assess spelling only where they actually produced it. Provide reading support without changing what was composed.

6. A partner or adult checks where a detail can be found. The author chooses whether to change it. Keep before and after versions, including a “kept it because…” decision.

Taught-point word work

Revisit shape → shaping and note → noting: remove a final silent e before ing in these examples. Contrast mark → marking. Show the base and new spelling, blend and read using taught patterns, then use the words in a sentence. These examples do not claim a rule for every suffix.

Three meaningful practice routes

A · Display label

Use R1. Make a short detail paragraph and a separate question paragraph for a visitor.

B · Repair note

Invented record: a toy cart drawing has one missing handle and two wheels drawn. No inside view is supplied. Group visible details, then questions for a fictional repairer; no real repair is attempted.

C · Costume inventory

Invented record: a cape drawing has a star patch and two ties. No size is recorded. Make one part about details and another about what a costume organiser should check.

Two additional teaching examples

C05 · Food picture

A drawing shows a round bun with dots. Detail and ingredient questions belong in different groups; the drawing does not establish ingredients or allergy safety.

C06 · Workshop sign

A fictional shelf label lists paper and card. A question about glue belongs with things to check, not with the listed supplies.

Component evidence and next teaching

Look for: Groups related ideas and distinguishes the detail group from limits or questions.

Interpretation: The paragraph jobs matter more than length. A question paragraph may contain a single clear sentence. An unrelated fact should not be added just to fill space.

Next teaching: If mixed, sort the child’s own statements on two sheets and reread each group. If clear, remove repetitive details and check that the remaining sentences still serve the paragraph’s job.

National links: AC9E3LA04, AC9E3LA06, AC9E3LA08, AC9E3LY06, AC9E3LY10. These are partial opportunities; see the exact map and limits.

Record the actual response and help given; leave unobserved reading, spelling, handwriting and delivery unscored. Separate checks and criteria.