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Make a shelf direction usableYear 3 English · T1 W9–10 · Teacher · Teacher / Next / N20

N20 · Make a shelf direction usable

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 reading shelf has a blue pocket labelled STORY CARDS and a plain tray labelled BLANK CARDS. A draft helper message says, ‘Put it there.’ The intended job is to put a new story card in the blue story-card pocket. The source supplies both object and place. A revision can name these referents without inventing a new storage rule or real library instruction. The child should explain how the change helps the helper.

First invitation

Revise the vague direction and give a reader-focused 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

‘Put the new story card in the blue STORY CARDS pocket’ tells the helper what ‘it’ and ‘there’ mean. 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 costume source has a red badge sleeve and a hat box. The job is to place a paper badge in the red sleeve. The draft is ‘Leave it there’. Then ask: Revise for the new helper and explain the improvement. 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: ‘Leave the paper badge in the red sleeve’ replaces vague referents with the supplied object and place. 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 costume source has a red badge sleeve and a hat box. The job is to place a paper badge in the red sleeve. The draft is ‘Leave it there’.

Guided invitation

Revise for the new helper and explain the improvement.

Staff examples after an attempt

‘Put the new story card in the blue STORY CARDS pocket’ tells the helper what ‘it’ and ‘there’ mean.

‘Leave the paper badge in the red sleeve’ replaces vague referents with the supplied object and place.

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

AC9E3LY06, AC9E3LA10

Original component: A-later-Q4