Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.
Target/codes: Sort and record source types and details without turning an instruction into an observed event; AC9HSFS02 and AC9HSFS05.
Settle/purpose · 3 min. Review that pictures and words can tell different kinds of things.
Read source · 4 min. Re-read A and B, then show the sort mat.
Model inquiry · 5 min. Put “low shelf left” under DRAWN FEATURE, Bea's return-card line under WRITTEN INSTRUCTION, and “cards were returned” under UNKNOWN.
Child response · 7 min. Children place or dictate one detail in each of DRAWN FEATURE, WRITTEN INSTRUCTION and UNKNOWN, and give a source letter for the first two. The teacher can move large cards as directed.
Check/respond · 4 min. Record a correct sort and explanation. If a child says the notice proves cards are back, ask “Does it tell us what someone did, or what Bea asked?” Move the result to UNKNOWN.
Exit · 2 min. Child says one drawing detail and one instruction in separate sentences.