O02 · A known classroom label, if it really is known
Complete ordinary source: Uli says, “I know the name label on our classroom shelf. I looked at its folded base today.” Uli’s fictional arranger says, “I folded it so the name faces the shelf front.” In a different original sketch, a broad face has a base but there is no arranger account. These are supplied fictional sources, not this learner’s familiarity or a real shelf observation.
Own task: Choose a genuinely familiar approved display if available; notice one feature; ask a maker/use question or keep it open. A new diagram is a source-practice option.
Choose a route: Point and redraw a known feature; ask a willing actual arranger; compare the two fictional accounts.
Look for: Record real familiarity/exploration only when supplied; source form/account distinctions separately.
Next teaching: Use a separate table label with no maker note to teach noticing versus intention; then offer another genuine familiar-example opportunity.
Modified from Prep alignment, Prep standard elaborations and Prep techniques and conditions, © State of Queensland (QCAA) 2023, CC BY 4.0, subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.