Learner: “Try two words. Keep the one that fits your purpose.” Teacher models W15/W16 and changing tense/adverb groups deliberately; revisit C's recurrence and D's associations (river/sky/harbour). Teach an ordinary dialogue comma: “Wait,” Kit said. Contrast a fronted clause: “Although the room was ready, Kit waited.” Do not treat every short poem fragment as a broken sentence or force dialogue into all genres. Guide one meaningful revision; spelling/grammar support is recorded separately from interpretation. Exit: first/revised words plus a reason.
- 28A — Verb lens: In own text choose a general verb and compare a sharper verb/adverb group that changes how an action unfolds. Teacher asks what readers could now infer. Notice precise semantic choice, not just “longer is better”; next return to two distinct actions if synonyms change no meaning.
- 28B — Cohesion thread: Choose a repeated word/associated word set in own piece; repeat deliberately or replace one occurrence to make contrast. Teacher asks how reader can track the idea. Notice connection and intention; next link one later image to an earlier one. No requirement to repeat every noun.
- 28C — Sentence/dialogue repair: Select an actual sentence or scene line whose boundary is unclear; explain and edit punctuation while preserving intended meaning. Teacher offers the chosen ordinary comma example but does not rewrite content. Notice child explanation plus actual edit; next teach one boundary only, keeping spelling/content evidence separate.