A label idea for a pretend shop

N04 · A label idea for a pretend shop

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 fictional toy shop maker’s supplied answer says, ‘I choose the round price-card shape because it fits the empty corner.’ The source supplies no actual price. A child has a new idea: add a small arrow on the card. The arrow has not been tested. A useful message can keep the supplied shape choice and identify the arrow as a proposal. No real buying, payment or product promise occurs.

First invitation

Add one clearly signalled suggestion without attributing it to the maker.

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

‘I suggest trying a small arrow.’ is my proposal. It is not part of the maker’s supplied round-card answer. 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: A pretend parcel game has a plain paper sleeve. The supplied response only chooses the sleeve. A new idea is to add a colour spot so the player can notice it quickly; that idea has not been tried. Then ask: Write a message that keeps the supplied answer and signals the colour-spot idea separately. 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: ‘The player chose the sleeve. I suggest trying a colour spot.’ separates report and suggestion. 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

A pretend parcel game has a plain paper sleeve. The supplied response only chooses the sleeve. A new idea is to add a colour spot so the player can notice it quickly; that idea has not been tried.

Guided invitation

Write a message that keeps the supplied answer and signals the colour-spot idea separately.

Staff examples after an attempt

‘I suggest trying a small arrow.’ is my proposal. It is not part of the maker’s supplied round-card answer.

‘The player chose the sleeve. I suggest trying a colour spot.’ separates report and suggestion.

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

AC9E3LA02, AC9E3LY06

Original component: A-first-Q4