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
Two complete original texts concern a toy workbench. The finding note says, ‘Blank cards: look in the tray beside the cardboard hammer drawing.’ The poem says, ‘The hammer dreamt a moon-shaped dream and tapped a tune of stars.’ A helper wants a blank card. Another reader wants an imaginative image. The hammer is a drawing, not a real tool to use. The texts share a topic but have different purposes. Adult reading is permitted; purpose reasoning is separate from independent decoding.
First invitation
Choose a text for the helper’s finding job and give a clue.
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
The finding note fits because it gives a location for blank cards. The moon dream is an imaginative poem. 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 toy garden has an order note ‘Gate, paper tree, flower table’ and a story ‘The tree bowed to the flower’s hat’. A visitor needs the route order. Then ask: Choose the fitting text and explain a supplied clue. 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 order note lists the route destinations. The bowing tree offers an imaginative event. 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 toy garden has an order note ‘Gate, paper tree, flower table’ and a story ‘The tree bowed to the flower’s hat’. A visitor needs the route order.
Guided invitation
Choose the fitting text and explain a supplied clue.
Staff examples after an attempt
The finding note fits because it gives a location for blank cards. The moon dream is an imaginative poem.
The order note lists the route destinations. The bowing tree offers an imaginative event.
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
AC9E3LY03, AC9E3LA03
Original component: C-first-Q1