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We are on the story cardYear 3 English · T1 W9–10 · Teacher · Teacher / Next / N30

N30 · We are on the story card

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 fictional note says, ‘We are ready for the paper story.’ The writer asks for the shorter contraction of ‘we are’ with the same meaning. An apostrophe marks omitted letters in this contraction; it is not an ownership label. No actual performance readiness or delivery is inferred from this written note. The teacher can supply the full words and let the child explain the mark through usual communication.

First invitation

Write the contraction and explain its job.

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

‘We’re ready for the paper story’ shortens ‘we are’; the apostrophe marks missing letters. 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 message says, ‘They are beside the toy gate.’ The writer wants ‘they’re’ with the same meaning. Then ask: Make the contraction and explain it without calling it possession. 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: ‘They’re beside the toy gate’ contracts ‘they are’. 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 message says, ‘They are beside the toy gate.’ The writer wants ‘they’re’ with the same meaning.

Guided invitation

Make the contraction and explain it without calling it possession.

Staff examples after an attempt

‘We’re ready for the paper story’ shortens ‘we are’; the apostrophe marks missing letters.

‘They’re beside the toy gate’ contracts ‘they are’.

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

AC9E3LA11

Original component: D-later-Q2