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A reading-nook decisionYear 3 English · T1 W9–10 · Teacher · Teacher / Next / N01

N01 · A reading-nook decision

Entry

Use the original component response only to choose a teaching need; do not replay the held answer as the new lesson. Offer the complete new source aloud and usual communication. A pupil can enter without passing the original component.

Purpose

Teach the same named language/reading/composition idea in a genuinely different fictional situation, with help recorded.

Full new source

A pretend book display has a standing postcard rack and a flat paper mat. A new visitor wants to see a favourite story card without picking up every card. The rack holds some cards upright in this fictional setup; the mat lays cards flat. Neither is stated to be best. The visitor may answer through usual communication or pass. An adult can read both descriptions. The job is to ask about this visitor’s choice, not to collect personal reading history.

First invitation

Ask one question that would help this visitor choose a display.

Notice together · 3–5 minutes

Read the complete new source, name its useful reader/story/editing job, and ask the new invitation. Give time for an attempted answer before showing a model. Point to the exact relevant meaning rather than announcing a score.

Show and explain · 4–7 minutes

‘Would you prefer the upright rack or the flat mat for seeing your story card?’ names the actual choice and reader job. Compare the child’s idea with the supplied details. Explain how the named language feature does the job. If the first answer was already supported, accept another plausible source-grounded version instead of demanding the model’s exact words.

Try a different supplied situation · 5–10 minutes

Introduce and read the complete guided-practice source: At a pretend puzzle corner, a player can use a big flat board or a small folder. The player wants to carry one unfinished paper puzzle to another table. Nothing says which option they prefer. They can pass. Then ask: Ask a new useful question about carrying this puzzle; explain what the answer would help decide. Let the child speak, point, dictate, arrange or write; leave the work space empty until they respond.

Review and choose a next attempt · 3–5 minutes

Use the guided example after the attempt: ‘Would the board or folder suit carrying your unfinished puzzle?’ has a bounded useful focus. Ask the child which word or source detail supports their answer. Keep the work and the help note. Offer a new ordinary attempt later if useful; do not reuse this taught response as an unseen assessment.

Separate complete guided situation

At a pretend puzzle corner, a player can use a big flat board or a small folder. The player wants to carry one unfinished paper puzzle to another table. Nothing says which option they prefer. They can pass.

Guided invitation

Ask a new useful question about carrying this puzzle; explain what the answer would help decide.

Staff examples after an attempt

‘Would you prefer the upright rack or the flat mat for seeing your story card?’ names the actual choice and reader job.

‘Would the board or folder suit carrying your unfinished puzzle?’ has a bounded useful focus.

Ways to take part

• Adult reads both whole new sources; child explains through usual communication. Independent decoding is not inferred.
• Use labelled object/sentence cards made from the supplied new situation; child chooses and explains, with no prefilled own answer.
• Write or draw in a true blank area. Observe spelling, joined handwriting or oral delivery separately when those are actually taught and observed.

Duration and review

15–30 minutes across sittings, unpiloted; shorten while preserving the language purpose.

This is a teaching offer with a source-specific model and a separate guided situation, not an automatic diagnosis, remediation guarantee, official band or measured gain. Record what the pupil produced and which assistance was used.

Curriculum relationship

AC9E3LY01, AC9E3LY02

Original component: A-first-Q1