# Day 28 · A date helps, but it is not the whole answer

## Purpose

Compare a broad statement with a dated exception and ask for the missing evidence.

## Prepare

Source: N2. Read [the preparation notes](PREPARATION.html). Plain paper and a familiar communication system are enough. [Child choices](../learners/day-028.html) · [Optional home start](../home/day-028.html) · [Optional extras](../extras/day-028.html).

## Teach the 25-minute core

1. Ask “What would you check before telling a friend the fictional court is open?” No actual travel or sport activity follows this lesson.

2. Read N2. Place the two dates in order in the invented year. A child may listen to their order rather than manipulate numbers; maths ordering is not being assessed.

3. Model that B supplies a particular Sunday exception. It does not prove every later Sunday is open. A newer note can add relevant information, but a date alone does not prove reliability. Demonstrate word work.

4. Choose a route and make a question that a relevant organiser or source could answer. Distinguish what the supplied snippets say from what you would need to check next.

5. In a focused conference ask “What would your source need to tell you?” Credit a question that resolves the gap. Do not fill the gap with a prediction or make checking the real internet a child requirement.

6. Use the blank adult local-update card as a demonstration: official source, date, exact condition, still unknown. Keep local facts empty until an adult genuinely checks them.

## Taught-point word work

Study reopen and reopening: re + open means open again; ing is added without deleting an e from open. Contrast date → dating. Revisit known high-frequency here/hear only if previously taught; distinguish location from listening in spoken example sentences rather than guessing from sound alone.

## Three meaningful practice routes

### A · Court-note helper

Use N2. Explain the specific exception and write a question about another Sunday.

### B · Fictional workshop visitor

Note A: “Workshop open each afternoon.” Later Note B: “Closed on Tuesday for a delivery.” Ask about a different day without assuming it is open.

### C · Fictional borrow-box organiser

Note A: “All puppets available.” Later Note B: “Three puppets are being repaired this week.” Ask which puppets are available for an invented story session.

## Two additional teaching examples

### C15 · Fictional ferry poster

A dated “service changed today” note needs a stated route and time to answer a route-specific question. Do not create real transport advice from a model.

### C16 · Fictional pantry list

A later list of two supplies may correct availability, but it does not establish every ingredient or allergy suitability. A source-specific question is needed.

## Component evidence and next teaching

Look for: Uses the date and exception appropriately while keeping an unstated schedule or condition open.

Interpretation: N2 supports a closure on Sunday16June in its invented year. It does not establish what happens on another Sunday. Accept any precise organiser question addressing that gap.

Next teaching: If newer is treated as proof, compare a newer unrelated text with an older relevant one. If secure, explain who could answer the specific unresolved question.

National links: AC9E3LA02, AC9E3LA05, AC9E3LY05, AC9E3LY06. These are partial opportunities; see [the exact map and limits](../authority/CURRICULUM.html).

Record the actual response and help given; leave unobserved reading, spelling, handwriting and delivery unscored. [Separate checks and criteria](ASSESSMENT.html).

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