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Day 26 · Read weather words carefullyYear 4 English · T1 W5–6 · Teacher · Teacher / Day 26

Aim: Read a short source-supported factual explanation; distinguish observation, future possibility and feeling through language, tense and attribution.

Limited national links: AC9E4LA02, AC9E4LA09, AC9E4LY03, AC9E4LY04, AC9E4LY05, AC9E4LY09. Exact descriptions and limits are in the crosswalk.

Preparation: select a matched independent passage, read the complete named shared text and chosen route, prepare accessible response mode and ordinary paper/text labels. Child page · Home offer · Optional extras.

• Read A forecast and a weather reading do different jobs

Start · 2 min

Compare “was”, “may” and “I hope”. Tell what each sentence says—and what it does not say.

Word study · 4 min

Use predict/prediction and observe/observation for meaning and spelling awareness. Demonstrate the whole base and ending change, not a false “just add tion” rule. In prediction, the letters -tion represent the ending /ʃən/; observation changes observe to observ- before -ation. Teach these as selected word families within the school spelling sequence; offer record/recorded if too novel.

Read/re-read · 5 min

Read the whole weather explanation and its sources/date in the adult note. Ask which sentences explain general jobs and which are invented examples. Hear a separate matched independent passage. The shared explanation has no actual local weather values.

Model and join in · 5 min

Compare three labelled sentence panels: “The gauge recorded rain”; “Rain may fall later”; “I hope it rains.” Say past recorded measurement, future possibility, feeling. An objective report can report a forecast accurately if attributed: “The forecast says rain may fall”; that still does not claim rain fell. Children locate the words that mark time or viewpoint. Ask “What would we need before reporting that rain fell here?” Accept a dated relevant actual observation, not the forecast alone. Do not take children outdoors or request a real weather measurement for this English session.

Create or fresh check · 8 min

Select a weather, delivery or game context and write three labelled statements from its supplied invented note. Keep fictional outcomes marked. Optional extension: write one source-attributed sentence that reports another person’s view without adopting it.

Feedback and next move · 4 min

Partner/teacher asks whether the language promises more than the source. Replace “will” with the supplied may/expected where appropriate, or attribute the forecast. Explain the change; possibility is not a mistake and opinion is not automatically false.

Close · 2 min

Retain child’s distinction and source words. If tense is unclear, sort one past-record and one future-possibility sentence. If real-local claims appear, add date/place/source or return to the invented example without making up measurements.

Three context choices

Weather word detective

Use these invented practice notes only: “A pretend gauge recorded rain on Monday. A pretend forecast says rain may fall Tuesday. Jo hopes for rain.” Write a past report, a future possibility and Jo’s feeling. No town or current weather is implied.

Parcel-plan reader

Invented note: “One story-card parcel arrived yesterday. Another parcel is expected tomorrow. Ash hopes it contains blue cards.” Write what is recorded, what is expected and what Ash hopes; do not claim the second parcel arrived.

Game-night reporter

Invented note: “A character completed one round yesterday. The next round may happen Friday. The character thinks the quiet rule is best.” Mark a report, a possibility and a view; no real event schedule exists.

Assessment record: preserve exact child wording, source, self-read/heard route, response mode, actual adult prompts and next teaching. Adult transcription is not handwriting evidence. Do not infer attainment from a worksheet count.