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Day 29 · Revise, rehearse and choose how to shareYear 4 English · T1 W5–6 · Teacher · Teacher / Day 29

Aim: Revise a composed text for purpose, evidence and coherence; rehearse and actually deliver a selected oral/multimodal component where chosen, responding to a reader’s question.

Limited national links: AC9E4LA01, AC9E4LA12, AC9E4LY02, AC9E4LY06, AC9E4LY07. 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 small story and a useful guide: worked example

Start · 2 min

Find one part you can make clearer or more interesting. Share it quietly, aloud, in text—or keep it private.

Word study · 4 min

Revisit selected taught words from the child’s actual draft. Model read → reread as again here and edit → edited without double t because the unstressed final syllable does not follow the modelled plan pattern. Do not add new spelling targets simply to meet a list. If handwriting is a local target, briefly practise a selected joined-letter pattern separately; typed/scribed English ideas do not establish handwriting fluency.

Read/re-read · 5 min

Reread the own draft and one relevant supplied text for a feature to improve. Use a separate matched self-read passage if the draft’s words are beyond the child’s independent point. Track actual reading and adult help, not simply a completed page.

Model and join in · 5 min

Model a new made-up sentence “The tag was nice.” Revise story to “The tag curled into a grin when it heard its new name.” Revise guide to “Write the name beside the number.” Explain why interest and precision require different choices. Model punctuating one dialogue line only when that target fits the child’s text. Use the before/after illustration model and empty revision aid. A partner names one effect or clarity gap; the writer chooses whether and how to change it. Rehearse title, piece’s purpose, a short extract and why one change helps. Consider formality for a new visitor versus a familiar friend without policing accent or dialect.

Create or fresh check · 8 min

Choose a share route. If speaking/signing/AAC or multimodal delivery occurs, record its actual features: organisation, relevant detail, text/image or voice choices as applicable. Merely planning or watching a presentation is not actual delivery evidence. No recording, standing, eye contact or public performance is required.

Feedback and next move · 4 min

A willing listener asks one relevant question; writer acknowledges and answers or names what needs checking. Private self-review is legitimate revision work; do not fabricate a listener question. Optional extension: revise after the question and preserve both versions.

Close · 2 min

Record one substantive change and the purpose it served. For presentation evidence not observed, offer a later private/accessible opportunity instead of marking refusal as inability. Choose next teaching from actual remaining coherence or spelling issue.

Three context choices

Private author conference

Bring your bookmark/story pack to one familiar adult, or self-review it quietly. Show the old/new line and your reason. A self-review does not claim a delivered presentation.

Text gallery guide

Put your tiny-gallery text and description in two numbered sections. Send no data: a willing reader can view locally or hear your exact dictation. Explain the section order and respond if they ask a question.

Game-designer mini talk

Explain your story-game choice through voice, sign, AAC or three self-made cards. Rehearse and, if you choose, deliver to one willing listener. A quiet private route remains open.

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.