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A scroll-holder reportYear 3 English · T1 W9–10 · Teacher · Teacher / Next / N18

N18 · A scroll-holder report

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

At a fictional treasure-play desk, a maker’s supplied answer says, ‘I choose the long paper sleeve because the rolled story map fits inside.’ A draft report says, ‘This is good.’ Nothing says the sleeve is waterproof, strongest or suitable for real maps outdoors. A source-faithful report can name the object and the stated fit. Adult reading of the response is allowed, with help noted; the task is not a spelling test of every word.

First invitation

Replace the vague report with the supplied choice and reason.

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 maker chose the long paper sleeve because the rolled story map fits inside.’ names what and why. 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 pretend theatre response says, ‘I choose the wide backdrop because the two puppet drawings fit beside each other.’ The draft says ‘It is nice’. Then ask: Write a source-faithful more specific report. 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 maker chose the wide backdrop because the two puppet drawings fit beside each other.’ preserves the response. 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 pretend theatre response says, ‘I choose the wide backdrop because the two puppet drawings fit beside each other.’ The draft says ‘It is nice’.

Guided invitation

Write a source-faithful more specific report.

Staff examples after an attempt

‘The maker chose the long paper sleeve because the rolled story map fits inside.’ names what and why.

‘The maker chose the wide backdrop because the two puppet drawings fit beside each other.’ preserves the response.

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

AC9E3LY05, AC9E3LY06

Original component: A-later-Q2