# Day 19 · A small guide with a useful job

**Purpose:** Bring question, source detail, representation/key, perspective and careful proposal together in a practical guide. Optional actual use/refinement remains distinct from intended meaning or invented example feedback.

**Actually taught prerequisite:** Selected source/key/perspective/unknown components actually taught in prior sessions, or use short ordinary models first. The product can be one purposeful part; it is not evidence of every Year 2 outcome.

**Prepare:** Existing paper/markers or local legend/label workspace, chosen complete ordinary source window, own guide aid and full alternative. No purchase, required page/symbol count, recording, account or public gallery.

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

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

## Full teacher script

1. **Choose the guide's job · about 3 minutes.** Invite one purpose: finding an imaginary borrow shelf, explaining an exhibition picture, or showing a checked wider-area/connection relation. Ask who the supplied intended reader is and what they are stated to want. Personal/user disclosure is optional; provided fictional reader statements are complete.

2. **Model a small useful guide · about 6 minutes.** Show the worked ordinary guide illustration and C17's explicitly invented feedback. It has a title/purpose, matched key/labels and source note, not a compulsory format. The fictional feedback is a teaching example, not an actual teacher/child trial. Show the genuinely empty own guide separately; it is not a pre-filled response.

3. **Make or direct the chosen guide · about 10 minutes.** Child chooses a source/detail and decides how to communicate it. Use words/shape labels/narrated pointing/signs/typed fields. In the local workspace, edit own labels, move them with keyboard buttons, and use the visible meaning-check prompts; there is no automatic HASS scoring. Paper has the same label/key/edit/meaning-check route. Keep fictional/real tags and the exact defined region/source if selected.

4. **Optional use and revision · about 5 minutes.** If a willing suitable reader is available, invite a neutral task about the finished guide and capture their actual reply with permission. Child may keep/change a detail using that reply. With no reader, explain intended meaning or propose a future test; call it intended/planned, not ‘it worked’. A toy listener gives a private explanation route, not actual human usability evidence.

5. **Retain an honest guide claim · about 3 minutes.** Ask what the guide can say, what source helped, and what remains unknown. If using checked geographical facts, record only a child's actual source-backed division/connection contribution in K03-CONTRIBUTION; don't fill it from the guide's neat appearance. Separate adult operation and child's choices. Sharing remains optional/private.

6. **Choose next teaching.** If the job/detail mismatches, return to an unrelated ordinary plan with one clear user purpose. If source labels disappear, add the actual source title/tag and retain the unknown. If meaning is clear, propose a second purpose/version; no mandatory redesign, number of trials or polished display.

## Three selectable routes

### Lending-shelf guide

Use O01 or O09 and a stated pretend borrower/helper job. Make a purposeful find/return guide with a matched label/key and source note. Optional reader use concerns the guide only, not actual borrowing or a real library's safety/access.

### Exhibition guide

Use O11 as an imaginary display plan. Distinguish items for display from any invented borrowing offer only if the supplied source states it. Choose a narrated, large-word or picture-plus-word guide; don't create unsupported prices or opening hours.

### Checked areas/connection guide

Use F01/F02/F03 to explain a named town's wider areas and the limited named route relation. Preserve exact grouping purpose and source/unknown tags. This is a source-backed geographical explanation, not actual track directions or a travel invitation. Teacher separately records actual child K03 components if offered.

## What to notice and teach next

S01–S06 selected components can contribute at actual observed scope. Real K03 only via checked facts/model/connection and child contribution; actual guide-use evidence requires a willing actual reader and recorded reply, not a planned scenario.

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.

[Record an actual checked real-geography contribution only if offered](K03-CONTRIBUTION.md).