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

The tunnel looks differentYear 3 English · T1 W9–10 · Teacher · Teacher / Next / N05

N05 · The tunnel looks different

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

In a complete original story, Paper Cat and Paper Worm wait at a cardboard tunnel. Cat sees a dark entrance and thinks it looks like a cave. Worm sees the round opening and thinks it looks like a doughnut-shaped doorway. They walk through together and emerge beside a paper flower. The same tunnel is supplied to both. No animal biology or real tunnel safety is claimed. A reader can explain the different noticing from the words without deciding one character is wrong.

First invitation

Name one difference in what the characters notice.

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

Cat notices a dark cave-like entrance; Worm notices its round doorway shape. Both refer to the same tunnel. 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: In a new story, Button sees a paper hill as a tall climb. Ribbon sees it as a long slide. Both stand at the bottom; no climb or slide has happened. Then ask: Explain one source-supported difference between Button’s and Ribbon’s views. 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: Button notices a climb; Ribbon notices a slide possibility. The event remains unstarted. 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

In a new story, Button sees a paper hill as a tall climb. Ribbon sees it as a long slide. Both stand at the bottom; no climb or slide has happened.

Guided invitation

Explain one source-supported difference between Button’s and Ribbon’s views.

Staff examples after an attempt

Cat notices a dark cave-like entrance; Worm notices its round doorway shape. Both refer to the same tunnel.

Button notices a climb; Ribbon notices a slide possibility. The event remains unstarted.

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

AC9E3LE02, AC9E3LE03

Original component: B-first-Q1