A fish-picture display choice

N17 · A fish-picture display choice

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 drawing exhibition offers a folded easel and a flat mat for a paper fish picture. The visitor wants to view the picture while standing at a table. The source describes the two options but gives no preference or engineering result. A useful question focuses on the visitor’s viewing job. No real fish facts, aquarium access or classroom survey is needed. The visitor may pass or use their usual communication.

First invitation

Ask a useful question about the supplied display choice.

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

‘Would the folded easel or the flat mat suit viewing the fish picture at the table?’ names the reader job. 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 badge display offers a tall card stand and a wide card strip. A visitor wants to find one character name without moving every badge. Then ask: Ask a new bounded question that helps this reader choose. 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: ‘Would the stand or strip help you find the character name?’ has a usable job focus. 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 badge display offers a tall card stand and a wide card strip. A visitor wants to find one character name without moving every badge.

Guided invitation

Ask a new bounded question that helps this reader choose.

Staff examples after an attempt

‘Would the folded easel or the flat mat suit viewing the fish picture at the table?’ names the reader job.

‘Would the stand or strip help you find the character name?’ has a usable job focus.

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, AC9E3LY02

Original component: A-later-Q1