There and their in a supplied meaning

N31 · There and their in a supplied meaning

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

The complete fictional toy-room source says, ‘The paper makers put their cards there.’ Their means belonging to the makers; there points to the supplied tray place. In usual Australian English these words commonly have the same spoken form, with different meanings and spellings. The teacher checks the learner’s language variety rather than inventing a translation or pronunciation law. Adult reading of the sentence supports comprehension but does not prove independent spelling.

First invitation

Explain each word’s job using the intended meaning.

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

Their connects cards to the makers; there points to the tray place. 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 sentence says, ‘The players left their labels there.’ The source states the labels belong to the players and there means the blue pocket. Then ask: Explain the words’ different meanings for this sentence. 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: Their shows the players’ connection to the labels; there identifies the blue-pocket 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 sentence says, ‘The players left their labels there.’ The source states the labels belong to the players and there means the blue pocket.

Guided invitation

Explain the words’ different meanings for this sentence.

Staff examples after an attempt

Their connects cards to the makers; there points to the tray place.

Their shows the players’ connection to the labels; there identifies the blue-pocket 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

AC9E3LY12, AC9E3LY05

Original component: D-later-Q3