# Ask, notice, tell · Year3 English Weeks9–10 · written proposal

A small useful question can turn into a clear message. Children choose a reader, keep the answer’s meaning, play with a character’s view and improve one piece someone can use.

This is a complete written proposal for Days41–50, pending a different whole review. It contains lessons and full source material; its twenty artwork/audio/interaction offers are written briefs. No SVG, audio file, website interaction, classroom pilot, native Browser or complete-year approval is claimed.

## Start small

Use one day and its two complete C sources. Read the entry option; offer objects, usual communication or writing. A supplied fictional response works when a partner is unavailable. An optional real question goes only to a willing familiar person and needs no names or personal data. Skip interviews, public performance or online activity without losing the language purpose.

## Sequence and entry

The actual published predecessor at fixed089d6ac9 has415 files for Weeks7–8/Days31–40: useful guides, precise noun groups, clauses, paragraphs, navigation and reader testing. The complete dated annual organiser is retained unchanged in INHERITED-YEAR-SEQUENCE.md. Its old planning-only status for Weeks7 onward is historical, not current. Its Week9 audience-aware question/report and Week10 reread/edit/present intentions guide this new block. A numerical class survey or prior Maths mastery is not an English prerequisite.

## The ten days

1. Day41 · Ask a question that helps someone — Plan a useful question for a chosen reader, then listen or use a supplied answer.
2. Day42 · Tell what the answer actually says — Make a short report that keeps an answer’s meaning and separates it from a new suggestion.
3. Day43 · Choose how strong your words sound — Explore questions, evaluation and modal force without changing a supplied rule or pretending every suggestion is a requirement.
4. Day44 · Give related ideas a home — Group related information into simple paragraphs and give the reader a clear route through a small report.
5. Day45 · Let a character notice something different — Discuss character, setting and mood, then adapt a short original story from another perspective.
6. Day46 · Same topic, different reader — Identify audience and purpose in informative, imaginative and persuasive texts and explain how an image extends meaning.
7. Day47 · Edit the little marks that change meaning — Use contractions and singular or regular plural possession in meaningful editing, with the supplied intended meaning visible.
8. Day48 · Find a word, then check the whole sentence — Use taught sound-letter, syllable and meaningful word-part knowledge with sentence context, and distinguish actual reading/spelling evidence from supported comprehension.
9. Day49 · Make a tiny report for a real job — Plan, draft and revise a short informative or persuasive message for a chosen audience using supplied or permitted response material.
10. Day50 · Choose your strongest example and share it your way — Select a useful piece, explain a meaningful revision and optionally present it with a clear reader route.

## Timing, access and evidence

Timing is an unpiloted flexible 40–70 minute offer. Split sessions, reduce the quantity or return later while preserving the purpose. Adult reading/scribing and supplied responses are legitimate access routes; note support when interpreting evidence. No fixed learning-style or neurotype categories. Check materials and the particular classroom; ordinary paper, pencil and usual communication are sufficient. Do not require a real interview, photographs, personal data, camera, microphone, online account or public publishing.

Actual interaction, independent print reading, spelling, handwriting and oral/signed delivery are different evidence. Rich adult-read sources are not controlled decodables. Check taught sound-letter knowledge before asking for independent reading. The local32 components support formative decisions and specific teaching; they are not A–E bands or causal progress measures.

## Proposed later navigation

A generated bank should give Teacher / Child / Home / Paper / Ordinary sources / Source facts / Reporter Desk routes. Each day links its matched C pair,H,X,W,script and visual. Each teacher case links its matched neutral source, four-own response, case-paper,V13–20 and all four N lessons; the ordinary eight-field Desk paper has a distinct label. These are construction requirements, not claims that a UI already exists.

## Review and contributions

An educator can suggest a change with resource ID, place/year, exact wording, reason, source URL/date, relevant curriculum code, access effect and rights note. Keep the original, show the proposed diff and submit for review. Child work needs permission and privacy review before sharing; none is required to contribute. The edit/review interface is still a later construction requirement.