# N12 · A recommendation for a story reader

## 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 complete original story card says, ‘Paper Hat bobbed through a puddle of drawn stars and sneezed a tiny moon.’ A second card gives the route ‘Hat shelf: follow the straight arrow.’ A reader asks for an imaginative event. A child can recommend the story and point to the moon sneeze as a reason. The recommendation is the child’s view, not a new quote from the story. No real hat, health claim or local direction is supplied.

## First invitation

Recommend a fitting text and signal that it is your recommendation.

## 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 recommend the story if you want an imaginative event, because Hat sneezes a moon.’ states a source-supported preference. 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 pair contains a finding card ‘Ribbon box: third shelf’ and a story ‘Ribbon danced around a talking paper cloud’. A reader wants a funny character event. Then ask: Offer a clearly signalled recommendation with a supplied reason. 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: ‘I would choose the story because the cloud talks’ is a recommendation, not a claimed quotation. 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 pair contains a finding card ‘Ribbon box: third shelf’ and a story ‘Ribbon danced around a talking paper cloud’. A reader wants a funny character event.

## Guided invitation

Offer a clearly signalled recommendation with a supplied reason.

## Staff examples after an attempt

‘I recommend the story if you want an imaginative event, because Hat sneezes a moon.’ states a source-supported preference.

‘I would choose the story because the cloud talks’ is a recommendation, not a claimed quotation.

## 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, AC9E3LY03, AC9E3LA02

Original component: C-first-Q4