Learner: “What should your reader learn now? What could wait?” Keep learner's actual first version. Model an opening that reveals a choice, a cause/consequence middle and an ending that resolves or deliberately leaves something open. Compare W13's delayed information with W14's script cue, not a compulsory three-part template. Teach a relative embedded clause in an ordinary example: “The traveller who had missed the bridge waited.” It expands who the traveller is; it does not make a second main clause. Exit: a chosen structural change and why it serves the reader.
- 27A — Narrative arrangement: Move actual draft paragraphs/cards (or child directs a scribe) to try revealing a fact earlier/later. Teacher asks which later detail now changes meaning. Notice purposeful order and retained causal clarity; next restore a necessary cause if suspense becomes incomprehensible. Adult physical placement is separate from learner's order decision.
- 27B — Poem arrangement: Try two orders of the learner's own lines or stanza break and keep one. Teacher asks what repetition/contrast now links. Notice actual trial and reasoning; next add a clear recurring image if order is arbitrary. No automatic poetry achievement from moving supplied lines alone.
- 27C — Scene arrangement: Trial an entrance/cue earlier or later in learner's script; clarify one role using an embedded phrase in narration or a direction if useful. Teacher asks what a reader knows when the cue arrives. Notice script structure and actual expansion; next use a smaller original clause example if clause punctuation obscures the idea.