The lesson companion presents four original texts, stage-specific prompts and a fixed-reference answer check. It lets you compare general reminders with answer-specific pointing through explicitly labeled practice scenarios. The check confirms a reference; it does not decide whether the learner used the strategy independently. The 30-minute sequence is a planning guide.
Keep one strategy visible across the texts
Use a monitoring, clarifying and fixing-up task: pause when a reference is unclear, reread the supplied words and mark what is known or remains unknown. The specific practice here identifies what a pronoun refers to without adding facts the text does not supply.
IES's reading-comprehension toolkit describes explanation, modeling, collaborative use, guided practice and independent use, which may extend across one or several lessons. Its guidance also allows strategy reminders and peer arrangements during independent use. Toolkit for Teaching K–3 Reading Comprehension
When observing a learner, write down the help you gave. "Reread the sentence" prompts a strategy; pointing directly to Mina supplies the answer location. The page lets you compare these situations, but you still need a classroom observation to decide what that learner can do.
Read the passages and compare their references
| Stage / text | Original text | Separate preparation key and limit |
|---|---|---|
| Model / T1 | “Mina put the blue box beside the shelf. She opened the box.” | She refers to Mina; the box is the blue box. |
| Collaborative / T2 | “Omar placed two cards on the table. He turned one card over.” | He refers to Omar. Which card he turned is not identified. |
| Guided / T3 | “Lea lent Noor a pencil. Noor put it in the case.” | It refers to the pencil. Ownership of the case is unstated. |
| Independent attempt / T4 | “Theo handed Ada a map. Ada unfolded it.” | It refers to the map. Ask the learner to explain the connection. |
Do not invent a card color for T2 or a case owner for T3. Recognizing a limit in the text is part of the strategy, not a failed answer to be filled by guessing.
For T1, model rereading Mina, She and the box and explain the references. For T2, invite a shared explanation using the named words, including the unidentified card. For T3, use a planned general prompt such as “Reread the object that was lent; what does the text let you identify?” Record any more specific help actually given.
For T4, offer the attempt without pointing to map or telling the learner the antecedent. Discuss the answer after the learner has tried it; the page displays planned teaching support rather than a hidden assessment key. If answer-specific coaching becomes necessary, note the help and plan another opportunity to try without answer-specific pointing.
Plan a flexible 30-minute sequence
| Elapsed time | Planned phase | Evidence to retain |
|---|---|---|
| 0–4 minutes | Explain the pause/reread/known-or-unknown strategy | Planned strategy description |
| 4–10 minutes | T1 model | Teacher demonstration, not learner independence |
| 10–16 minutes | T2 collaborative practice | Actual shared response and support, initially blank |
| 16–23 minutes | T3 guided practice | Actual prompts used and text-based response |
| 23–28 minutes | T4 independent attempt | Response and support actually used |
| 28–30 minutes | Review evidence and next decision | Teacher decision, initially blank |
The segments total 4 + 6 + 6 + 7 + 5 + 2 = 30 minutes. This is one possible sequence. The teacher may return to guided practice or distribute stages across lessons; elapsed time does not establish readiness.
Try the stage comparison
Choose a stage to display its exact text and planned support. Enter the person or object named by the pronoun, then press Check reference. The check compares only the fixed reference, not the quality of a learner’s reasoning. Changing stage clears the answer and old feedback.
Try the answer-specific pointing scenario after checking T4. The support interpretation changes to supported practice even if the reference is correct. A general strategy reminder is recorded separately and does not automatically rule out independent strategy use. Keep these practice scenarios distinct from an actual classroom observation. The next teaching decision belongs to the teacher.
Copy this prompt
Create a single HTML lesson companion for teaching pronoun references through modeling, collaboration, guided practice and an independent attempt. Use a calm reading layout with four stage buttons, a large passage, its question, a labeled answer field and a Check reference button. Keep the passages exactly as follows.
T1: "Mina put the blue box beside the shelf. She opened the box." Ask who She refers to; the answer is Mina. T2: "Omar placed two cards on the table. He turned one card over." Ask who He refers to; the answer is Omar. Explain that the text does not identify which card. T3: "Lea lent Noor a pencil. Noor put it in the case." Ask what it refers to; the answer is pencil. The case owner is unknown. T4: "Theo handed Ada a map. Ada unfolded it." Ask what it refers to; the answer is map.
Changing stages clears the response and feedback. Check the short answer against its reference, accepting differences in capitalization and an initial "the." Leave explanations for teacher discussion. Below the passage, add three clearly labeled practice comparisons: general strategy reminder, answer-specific pointing and support not recorded. Pointing indicates supported practice; a general reminder alone does not settle independence.
Show a proposed sequence of 4 minutes for strategy, 6 for modeling, 6 for collaboration, 7 for guidance, 5 for the independent attempt and 2 for review. This totals 30 minutes and has no countdown. Return one self-contained HTML file with readable text, generous spacing and buttons that work through click handlers.
Choose the next support
Try T4 with the answer map, then compare a general rereading reminder with pointing directly to the word. Ask a colleague which help would leave the learner responsible for finding the reference. NOS can render this HTML companion for that planning conversation. Use the comparison to choose the support you will offer next, then record what happens in the lesson.