# Day 11 · Two views, two useful questions

**Purpose:** Develop a purposeful question and select a related source window. A room plan and a wider-area model serve different questions; neither is a universal map.

**Actually taught prerequisite:** Recall the opening source question/publisher practice. If that has not been taught, read O01 together and model one unrelated question before inviting the child's own.

**Prepare:** O01 lending-room plan, O02 imaginary care-supplies plan, F01/F02 original checked wider-area cards, question-own aid; existing paper or screen. No trip or household plan.

[Complete ordinary sources](../ordinary/index.md) · [Worked contexts](../ordinary/CONTEXTS.md) · [Selected original aid](../aids/two-views.svg) · [Complete alternative](../aids/two-views-alternative.md)

[Genuinely empty own aid](../aids/question-own.svg) · [Complete empty-aid words](../aids/question-own-alternative.md)

## Full teacher script

1. **Start with a job · about 3 minutes.** Show O01. Say, ‘Our pretend visitor wants to find the return shelf. What could they ask?’ Accept a child's question or gesture without replacing it with yours. Keep the supplied visitor's question separate from a child's own one. Point out FICTIONAL PLAN before naming any place.

2. **Read two different views · about 6 minutes.** Compare O01 with the wider-area illustration and its F01/F02 source notes. The room plan labels door, reading mat and return shelf. The wider-area model represents checked enclosing areas but has no room door. Model only: ‘Which larger named area contains Gracemere?’ The nesting is a schematic, not a distance or direction map.

3. **Choose a worthwhile route · about 10 minutes.** Let the child choose one of the three routes below. They formulate or select and refine a question, point to the related view/detail, and say what cannot be answered from it. A child directing a helper chooses the question/detail; the helper operates or records faithfully. Do not give a room location from the wider model.

4. **Try a different question · about 5 minutes.** Read C01 and C02, then offer an unrelated new question about the chosen picture. Ask, ‘What would you need to see to answer that?’ If the source is silent, keep a useful question rather than inventing an answer. A selected source type alone does not supply its missing fact.

5. **Keep a small contribution · about 3 minutes.** Invite a spoken, signed, drawn, typed or pointed question and one source detail. A child can explain privately. Record the exact contribution and support, not that all learners completed the page. Use the genuinely empty question-own aid only if useful.

6. **Choose next teaching.** If the question is unrelated, use another simple supplied plan to connect its words with a visible detail. If a wider-area model is treated as a room map, place both titles beside their distinct purposes. If the child finds a missing detail, extend to choosing a source that might supply it; do not pretend it already does.

## Three selectable routes

### Lending room

Use O01's door, reading mat and return shelf. Make a question that could help a new borrower, choose a relevant labelled detail, then name one unknown such as current opening time. It is a fictional room, not a particular library.

### Care supplies

Use O02's bowls shelf, towels cupboard and labelled collection desk. Ask a find-or-return question for pretend equipment; no animal handling or household information. Compare its purpose with O01 without asserting which design is best.

### Wider-area explorer

Hear/read F01/F02 and choose Rockhampton or Gracemere. Form a question about a supplied enclosing area and identify the source/model that could answer it. Keep the infrastructure-plan region's exact name/purpose; local facts alone do not show room navigation.

## What to notice and teach next

S01 own purposeful question and S02 related selection. Choosing a supplied question is a supported selection, not automatically an independently developed question. A fictional view cannot establish K03 real geographical divisions.

Components may be offered across suitable sittings with usual communication/neutral reading and faithful scribing identified. Keep the child’s contribution distinct from an adult’s supplied answer. Response length is not quality; these are original formative components, not a complete folio or Year 2 reporting grade.

Modified from [Years 1–2 HASS assessment techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/assessment/ac9_hass_technique_cond_yr1-2.pdf), October 2023, © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Original SubjectNest task/criterion/next teaching is separate; source exceptions remain.