Twenty ordinary worked contextsYear 2 HASS · T1 W3–4 · Ordinary / Contexts

Source review complete · local suitability still needs review.

Fictional examples are explicitly invented; factual examples identify their narrow source windows. Models are not learner responses or completed physical trials. No fresh case outcome is taught here.

C01

Fictional: Bea asks, ‘Where should I return a book?’ O01 labels a return shelf. Bea can point to that shelf on the plan. The plan does not state the room's current opening hours; ‘it is open now’ would be invented.

C02

Worked factual-source example: F01 lists Gracemere among towns in the Rockhampton local government area. The original wider-area model can help answer which LGA contains this named town. Neither this list nor its nesting model tells us how far a door is from a shelf.

C03

Fictional: O04 shows a circle beside ‘borrow kit’ and a triangle beside ‘return kit’. Jay points from the triangle on the bench picture to its matching words. This supports interpretation of this particular key, not a claim that every triangle means return.

C04

Fictional: O03 uses a square for both ‘envelope shelf’ and ‘empty-envelope tray’. Ren chooses a circle for the tray, changes that marker on the plan and changes the key. The guide now distinguishes these two jobs; a real reader's response is still unknown until actually invited.

C05

Worked factual-source example: F01 names Gracemere as a town in Rockhampton LGA. F02 includes Rockhampton among the local governments in its Central and Western Queensland grouping. Our original nesting diagram puts these names inside labelled wider areas. This does not copy an agency map or state the distance between towns.

C06

Fictional: Playdock sits inside Bluebox Area, which sits inside Story Region, then Imaginary State in the supplied toy-world model. Mae correctly points to an enclosing area in that model. This demonstrates interpretation of our imaginary representation, not the actual geography of Gracemere or Country/Place.

C07

Worked factual-source example: the Queensland Rail page names a Brisbane–Rockhampton route. Our original diagram shows that stated relation between name boxes. It does not show the actual track, train speed, fare, a particular day's operation or boarding at Archer Park.

C08

Fictional: Garden Desk sends Seed Shelf the message ‘Could we borrow two empty display envelopes?’ O05 reports the message sent; it does not say envelopes arrived. A child can describe this communication connection while retaining the delivery question as unknown.

C09

Fictional ordinary practice, not either fresh family: a kite-display plan labels a hook with a circle and a string-return tray with a square. Listener asks about a ticket price. This plan can locate the labelled return tray but cannot supply the price; a different source would be needed.

C10

Fictional ordinary practice: a puzzle-swap card says a new visitor wants the borrow basket while a helper wants the return basket. A guide can give both distinct labels. The card does not establish opening hours or that a proposed label worked for an actual reader.

C11

Fictional: O07 edition4March labels a star ‘collection’; edition8March labels it ‘collection desk’. The label changed in these pictures. The sources do not report a desk moving, a new building or current availability.

C12

Fictional: O08's later garden-tools index no longer labels a hook. Theo first says ‘They removed the hook’, then changes to ‘This picture leaves out the hook label; I'd need another source to know what happened there.’ This is a worked invented revision, not observed child evidence.

C13

Fictional: O09's visitor needs a borrow basket label; its helper needs the returned-games location. A guide with only ‘games here’ does not distinguish those jobs. Uma proposes two job labels because of the supplied statements, not because every reader has these needs.

C14

Fictional: O11's speaker asks for large word labels; the helper asks for a return mark. Ivo keeps a return triangle but adds its large word label. That proposal addresses stated wishes; whether an actual reader can use it is unknown until a willing suitable review occurs.

C15

Fictional: O12 lists a pretend pop-up event on 12May. The listing supplies that event date; it does not establish the place is open now. Len's invented revision keeps the event date and asks for a current opening source instead of guessing.

C16

Worked factual-source example: F03 states a broad Brisbane–Rockhampton route. A source-linked sentence can retain the two place names and travel relation. A drawn arrow gives no hours, speed, fares or actual track; ‘it takes one hour’ would be unsupported.

C17

Entirely fictional worked example: a pretend games-guide writer shows a circle labelled ‘borrow’ and a triangle labelled ‘return’. An invented reader says ‘I can find borrow, but I can't tell where return goes’. The writer adds a matching return marker on the picture. This models one feedback-based revision; it is not an observed child result or proof the change will help every reader.

C18

Fictional: a pretend exhibition guide maker adds large word labels because O11's speaker requested them. No reader tries the guide. The maker says ‘I think this could help that speaker; I'd ask them to show what each word means’. A proposal and planned check are useful, but not a completed trial.

C19

Fictional ordinary source, unrelated to fresh B/D: a picnic-supplies picture labels a basket and a return tray, with no times. A claim ‘the tray is labelled return’ uses the picture; ‘it is open all day’ needs another source. A child can keep the source-backed label and an unanswered time question.

C20

Fictional ordinary source: a puppet-packing helper asks which box is for packed puppets; a storyteller asks where a display puppet can stand. A proposal can retain or add separate job labels using those stated purposes. It cannot establish a real person's need or that an actual visitor tested the proposal.