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

Day 29 · Make a guide another reader can useYear 3 English · T1 W5–6 · Teacher · Teacher / Day 029

Purpose

Plan, create and revise an informative text with grouped ideas, source-linked details and a useful limit or next question.

Prepare

Source: R1, N1, L1, L2. 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. Offer a small useful product: a display guide, a club-kit guide or a library question guide. The reader should be able to tell what is known and what needs checking.

2. Read the selected practice sources again. Name whether they are invented or dated real-source paraphrases. Model a plan using headings only, leaving all own-response fields empty.

3. Model joining related clauses with and or but, then grouping the detail paragraph separately from a limit/question paragraph. Keep tense sensible and vocabulary understandable for the selected reader. Demonstrate selected word work.

4. Choose a project route. Write, type, dictate or construct a multimodal guide with captions/AAC. A short clear draft is enough; no word-count gate, poster purchase, public upload or compulsory performance.

5. Use a private peer, adult or self-review: “Can you find the source detail? Can you find what still needs checking?” Keep suggestions optional; the author makes the revision decision. Individually observe the actual pupil contribution.

6. Keep the first draft, feedback and chosen revision together. Optional delivery to a familiar audience can supply presentation evidence; planning or an adult reading the guide cannot substitute for the pupil’s actual delivery.

Taught-point word work

Use the pupil’s own draft to select one word-family revision: check/recheck/checking, make/making or member/membership. Model the taught pattern and ask the pupil to produce a suitable word separately if spelling evidence is needed. Dictation or copied editing is composition support, not independent spelling.

Three meaningful practice routes

A · Display-guide maker

Use R1. Help an imagined visitor recognise the drawing and understand a question it cannot answer.

B · Club-guide editor

Use N1. Help a fictional child choose what to ask about paper-town kits without promising light-up train kits.

C · Library-question guide

Use L1 and L2. Help a fictional family distinguish joining from borrowing and identify a condition to check.

Two additional teaching examples

C17 · Fictional museum guide

A heading “What the drawing shows” groups details. “What we need to ask” groups questions. The draft can be useful without invented history.

C18 · Fictional stage-prop guide

A labelled inventory can describe props and separately state what an organiser still needs to check. It cannot certify real equipment safe.

Component evidence and next teaching

Look for: Creates an organised informative text for a chosen reader, using relevant source detail, an appropriate limit and a purposeful revision.

Interpretation: Assess the child’s own idea grouping and wording, not resemblance to a model or page decoration. Accurate narrow information is useful even when the source leaves a question unanswered.

Next teaching: If the guide lacks a reader, choose a fictional reader and ask what they need first. If secure, check whether the image alternative and the text give equivalent task-relevant information.

National links: AC9E3LA04, AC9E3LA06, AC9E3LA09, AC9E3LA10, AC9E3LY01, AC9E3LY06, AC9E3LY07. 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.