Purpose
Locate a visible detail, use a precise word and keep an unsupported guess separate.
Prepare
Source: R1. Read the preparation notes. Plain paper and a familiar communication system are enough. Child choices · Optional home start · Optional extras.
Teach the 25-minute core
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Start with “What could a visitor really learn from this card?” Show R1 or read its full alternative. A child may listen without taking a turn.
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Read R1 aloud. Model tracing one drawn edge with your eyes, then saying “The drawing has a notch.” Say that this sentence describes the picture; it does not name a rock type.
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Put “The card shows…” beside “I wonder…”. Model placing the claim about age in the second group. Demonstrate the short word routine in the word note; invite a meaning response before an independent reading attempt.
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Children choose A, B or C. Ask for a detail and its source, then a separate question. Offer a scribe, AAC selection with an open “something else”, typed text, large paper or quiet oral response.
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Rotate a brief conference with two or three pupils: “Show me the bit you used.” Record a pointed clue as comprehension evidence. Adult reading is not independent decoding. Everyone else continues the same task; leave unobserved reading unscored.
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Return to the visitor question. Let children keep their work private. Save their own detail and question for Day23; no fixed number of observations is required.
Taught-point word work
Revisit recheck and checking. Show re + check; the prefix changes the meaning to check again. Segment checking as check + ing; no final-e change is needed. Match actual sound–letter practice to taught patterns, then read the whole word and explain its meaning. Contrast the spoken syllables with word parts; they are different ways to examine a word.
Three meaningful practice routes
A · Specimen detective
Use R1. Write, say or select one detail that helps someone recognise the drawing. Add a question the card cannot answer.
B · Lost-item helper
Invented record: a mitten drawing has a striped cuff and one loose thread. Its caption gives no owner. Make a useful detail sentence and an owner question; do not name a real child.
C · Game-piece designer
Invented record: a square token has a crescent printed in the middle. There is no rule card. Describe the token and ask one question about its use.
Two additional teaching examples
C01 · Repair desk
Invented photo caption: a bag has a broken zip pull. “The caption shows a broken pull” is supported; “the whole bag is useless” needs more information.
C02 · Garden drawing
Invented picture: two leaves have dark patches. That supports a description of drawn patches, not a diagnosis of a real plant.
Component evidence and next teaching
Look for: Connects a descriptive detail to the supplied record and marks a limit or question.
Interpretation: Any accurate detail in the chosen record is valid. Age, owner or game use cannot be established from the record alone. Do not require the model wording.
Next teaching: If a guess is treated as visible fact, return to the exact line or drawn feature and ask what it does and does not show. If precise, ask which detail would help a new reader most.
National links: AC9E3LA10, AC9E3LY05, AC9E3LY06. These are partial opportunities; see the exact map and limits.
Record the actual response and help given; leave unobserved reading, spelling, handwriting and delivery unscored. Separate checks and criteria.
Original text and vector artwork: © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY 4.0: credit, link and indicate changes. National curriculum and linked primary sources retain their separate rights. No authority endorsement is implied.