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
The complete pretend recipe text says, ‘Put the paper apple picture on the menu card.’ The image description adds that the apple picture is triangular and sits in the card’s top-left corner. The words do not give that shape or position. There is no food preparation or claim about a real apple’s shape. An image can add a relation or detail beyond the written instruction. A child may work from the full image description without seeing or drawing the plane.
First invitation
Name one explicit meaning the image adds.
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 triangular shape or top-left position is added by the image description; neither is in the words. 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 new toy-road text says, ‘Put the car drawing beside the gate.’ Its image description adds a square flag above the gate. No flag appears in the sentence. Then ask: Name a meaning supplied by the image but not the words. 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 square flag above the gate is an added visual detail. 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 new toy-road text says, ‘Put the car drawing beside the gate.’ Its image description adds a square flag above the gate. No flag appears in the sentence.
Guided invitation
Name a meaning supplied by the image but not the words.
Staff examples after an attempt
The triangular shape or top-left position is added by the image description; neither is in the words.
The square flag above the gate is an added visual detail.
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
AC9E3LA09
Original component: C-first-Q3