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Teacher: source questions, keys and next teachingYear 1 English · T1 W9–10 · Staff · Staff / Checks

Teacher source criteria and next teaching

Choose one short sitting; about 25–30 minutes is an author planning estimate, not a required dose or tested timing. Keep/pause/finish and a return later are valid. No purchase, outing, upload, account, private disclosure, recording, forced speech/eye-contact/movement or audience. Use established communication, sign/AAC, suitable enlarged print, keyboard or exact child-directed scribing as appropriate. Ask before touching/moving belongings; do not require handling real objects. Read rich text aloud or provide agreed exact text access: it is not automatic independent reading. No-print listening/composition alternatives keep meaning useful, but do not prove decoding. Adults record their own reading, phoneme cues, grapheme supply, spelling and physical marking separately. An actual oral report is oral; a picture+language text has actual stated components; an unwritten proposal is a plan. A scribe can preserve child composition while adult spelling/handwriting remains adult. Only observe handwriting when the child actually forms letters. Only record real interaction when a willing other person actually participates. Do not infer a listener reply from a paper figure, adult model or intended reader.

No whole-year rating. Each item records actual mode/help/first/later/not offered; not offered/paused is not wrong. Descriptive criteria are original, not QCAA official WW matrix.

A-first · Two bins on a drawn shelf

Exact source: A fictional information card. Adult reads all words. Title: Our paper shelf. The drawing shows a round bin on the left and a square bin on the right. A label beside the round bin says caps. A label beside the square bin says maps. The card does not name colours or an owner. No real shelf or child is shown.

Q1: What is the card about?

Supported meaning/actual criterion: The invented paper shelf; title names topic.

Next teaching: If only a label is repeated, reread the title and ask what both bins are on.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q2: Where are the maps shown?

Supported meaning/actual criterion: In the square bin on the right in the supplied drawing/description.

Next teaching: If reversed, provide the exact left/right description and invite one location without coaching the answer first.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q3: Does this card say who owns the caps?

Supported meaning/actual criterion: No, owner is not named. Unknown is supported; not any invented name.

Next teaching: Contrast named information with a blank owner question, not an inferred child.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q4: Create a small report using a source detail.

Supported meaning/actual criterion: Child chooses an accurate detail in own actual text; a new owner is own invention, not source fact.

Next teaching: If fragment, ask one missing-detail question; exact scribe/spelling support remains named.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

A-later · Two spaces on a drawn trolley

Exact source: A fictional information card. Title: Our paper trolley. The drawing has a long tray above a small box. A label beside the tray says rulers. A label beside the box says chalk. The card does not say how many rulers or pieces of chalk are inside. No real trolley is observed.

Q1: What does the title help you find?

Supported meaning/actual criterion: Topic: invented paper trolley; not a real timetable.

Next teaching: If a label is repeated, connect whole title to both spaces.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q2: Where is chalk shown?

Supported meaning/actual criterion: In the small box below the long tray.

Next teaching: If only chalk is named, revisit box/tray relation with exact description.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q3: How many rulers are there?

Supported meaning/actual criterion: Not supplied; cannot count label as object quantity.

Next teaching: Compare label/name with a separately numbered model after capture.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q4: Make a short report and keep a question separate.

Supported meaning/actual criterion: Accurate child owned detail plus optional unknown question; actual oral/written/multimodal form named.

Next teaching: If unknown filled with a guess, label guess as own version and revisit exact source.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

B-first · A drawn pond model

Exact source: Original informative text: A paper pond model has one bridge at the top and one hut at the bottom. The sentence says, “The bridge is above the hut.” The diagram label hut only names the building; it does not say who lives there. There are no animals drawn. This is an invented model, not a safe walking route or a wildlife record.

Q1: What extra information does the sentence give beyond hut?

Supported meaning/actual criterion: Where the bridge is relative to hut; label names object only.

Next teaching: Compare isolated label with the complete relation sentence.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q2: Name one position from the source.

Supported meaning/actual criterion: Bridge top/above, hut bottom/below; both acceptable source supported detail.

Next teaching: Repeat exact description and ask for one relation, without requiring imagined sight.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q3: Does no drawn animal prove there are no animals at a real pond?

Supported meaning/actual criterion: No; this is a drawing/model, not a real pond survey.

Next teaching: Explain object of report: what the model shows, not all nature.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q4: Make an own diagram/report and explain one detail.

Supported meaning/actual criterion: Own version deliberately labelled; directed picture is adult-made under child direction, oral-only is not a diagram.

Next teaching: If only copied label, invite one full relational idea or an exact directed new picture.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

B-later · A drawn station model

Exact source: Original informative text: A paper station model has a bench on the left and a sign on the right. The sentence says, “The sign is beside the bench.” The label bench names the object. The model does not give a real train time, access route or platform rule. No traveller is shown.

Q1: What is the difference between bench and the sentence?

Supported meaning/actual criterion: Label names the bench; sentence adds the sign-bench relation.

Next teaching: Read each exact piece separately and ask what was added.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q2: Where is the sign described?

Supported meaning/actual criterion: To the right/beside the bench in this model.

Next teaching: Revisit exact described sides; no real navigation trial.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q3: Can this model tell a real train departure time?

Supported meaning/actual criterion: No time supplied; need a current official real source.

Next teaching: Contrast a drawn model with an adult-checked timetable after response.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q4: Create a report of this model or clearly own version.

Supported meaning/actual criterion: Accurate model detail or clearly labelled own arrangement; actual form/support named.

Next teaching: If fictional time is asserted as real, label invention and return to supplied detail.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

C-first · Two cards about a music box

Exact source: Card One: A pretend music box has two drawn buttons. One is labelled start and one is labelled stop. No sound is recorded. Card Two: I like a quiet tune because it helps me think. These are original models; no actual child preference or device result is recorded.

Q1: Which card reports a drawing detail?

Supported meaning/actual criterion: CardOne: labelled start/stop buttons, a supplied report.

Next teaching: If opinion chosen, compare reports pictured detail with I like language.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q2: Which words give a preference and reason?

Supported meaning/actual criterion: I like a quiet tune / because it helps me think; a fictional speaker’s opinion.

Next teaching: Model preference plus reason on a different topic after capture.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q3: Does CardOne prove a box actually played a sound?

Supported meaning/actual criterion: No. The supplied information is a model drawing with no recorded sound; labels are not a tested playback.

Next teaching: Keep shown label and actual device action separate.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q4: Give an own preference and a separate report.

Supported meaning/actual criterion: Any child preference with intelligible reason + supported detail; no right preference.

Next teaching: If preference echoes adult, invite another option or keep/private; source detail remains separate.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

C-later · Two cards about a reading tent

Exact source: Card One: The invented tent drawing has a cushion inside and a book beside it. No reader is shown. Card Two: I would choose the cushion because I like a soft place. The second card is a fictional preference, not advice that everybody needs a cushion.

Q1: Which part gives information about the picture?

Supported meaning/actual criterion: Card One reports cushion inside and book beside the invented tent; these are pictured details.

Next teaching: Compare pictured detail with would choose after capture.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q2: What reason does CardTwo give?

Supported meaning/actual criterion: Likes a soft place; not a claim about every person.

Next teaching: Read exact because-clause; invite a reason in usual communication.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q3: Does the drawing tell what every reader likes?

Supported meaning/actual criterion: No; no reader shown and one fictional preference not universal.

Next teaching: Separate a pictured object from other people’s unobserved choices.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q4: Create your own small report or preference and name purpose.

Supported meaning/actual criterion: Supported informative detail or child owned preference with reason, actual text form; preference not scored for sameness.

Next teaching: If purpose unclear, reread their actual words and invite report/opinion choice.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

D-first · The notice with a missing detail

Exact source: A fictional desk notice says, “The kit is ready.” Nuri asks, “Which kit?” The writer changes it to “The paper art kit is ready.” The account stops before Nuri uses the kit or replies again. It does not say what is inside the kit.

Q1: What changed in the words?

Supported meaning/actual criterion: Kit became paper art kit; topic made more specific.

Next teaching: Read both exact versions and point to added detail after capture.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q2: What useful question did Nuri ask?

Supported meaning/actual criterion: Nuri asks “Which kit?” It clarifies the kit not named in the first notice.

Next teaching: Compare broad What? with Which kit? on different model.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q3: Did the changed notice work for Nuri?

Supported meaning/actual criterion: Unknown; no use/reply after change in source.

Next teaching: Return to stop point; distinguish intended usefulness and observed reply.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q4: Create a clearer own notice, then optionally ask a willing person.

Supported meaning/actual criterion: Own complete idea with useful detail; actual willing question/response recorded only if happened.

Next teaching: If no partner, keep private report useful and interaction component not offered; do not invent a reply.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

D-later · The notice with a missing place

Exact source: A fictional maker notice says, “The paper boat is there.” Asha asks, “Where is there?” The writer changes it to “The paper boat is on the drawing table.” The account ends before Asha reads the changed notice. It does not say that the boat floats.

Q1: What detail was added?

Supported meaning/actual criterion: On the drawing table specifies place.

Next teaching: Compare vague there with named place after first response.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q2: Why is the question relevant?

Supported meaning/actual criterion: Asks for unnamed location; exact clue there.

Next teaching: Ask what information there leaves open; child wording need not match key.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q3: Can we say Asha found the boat or it floated?

Supported meaning/actual criterion: Neither supplied; source stops before changed notice read and no floating trial.

Next teaching: Identify end point and separate source fact from invented continuation.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Q4: Create a report and choose keep/change after real readback.

Supported meaning/actual criterion: Actual child owned text/choice; real readback versus unwritten plan; willing listener optional.

Next teaching: If adult changes everything, return to exact child words and one child decision; log spelling and marks help.

Actual response: __________ Mode/help: __________ First/later/not offered: __________

Separate code components

First source code: hug /h/u/g/, gum /g/u/m/, sham /sh/a/m/; teacher dictation vet /v/e/t/. Later: cob /c/o/b/, hum /h/u/m/, gush /g/u/sh/; dictation jab /j/a/b/. Actual locally taught entry and familiar list checked; these fresh words are teacher-only before capture. Word blend/ordered spoken phonemes/meaning/encoding are separate. Do not score a supplied sound or letter as independent. If a digraph is split, explicitly model its one phoneme and retry a different matched word later; if vowel confused, contrast actually taught short vowel words and leave rich topic work open. If full word fluent but isolated sound order not elicited, do not invent segmentation evidence. If typing/tiles supplied, do not infer physical handwriting. New passage first: A gum is on a mat. A vet can sit. Later: A cob is in a bag. A cat can hum. These are invented print scenes, not factual generalisations or real object instructions; gum/cob/ vet meanings can be introduced orally after first decoding attempt with support recorded. In first sham and later gush preserve appropriate actual word meaning without requiring acting. Public word reuse/familiarity reviewed locally, not claimed never seen.

Composition and actual delivery

Source-supported report gives accurate topic detail with own chosen wording/complete idea. Child preference reason may differ; source question can honestly remain unanswered. Reread actual text and choose keep/wanted change. Mark punctuation/spelling/letter formation/voice/interaction only actually observed in purpose-appropriate mode. Oral/sign/AAC composition is useful language; scribed wording may retain child composition but adult spelling and marks named. No minimum length/public sharing; full Year 1 criteria/breadth need wider taught folio.