# Different first and later source offers

The full neutral source belongs before the first own try; staff possibilities belong after preserved own wording. Select a component suited to actual teaching. Record source version, date, communication route, exact contribution, help, copying/model exposure, unobserved skills and next step. Use the complete different next source and record actual teaching before a later source. No eight-test requirement, word count, numerical rubric or automatic grade. These original criteria are local instructional observations, not QCAA reporting bands. Adult-read comprehension is not independent print reading. A plan for a presentation is not delivered presentation.

## A-first · Find the tag in the pretend camping drawing

**Whole neutral source:** Complete original fictional record. A camping-kit drawing contains a long rectangular tag with one large triangular mark and a short rectangular tag with two circular marks. The long tag has no name label. Paragraph 1 of its guide says: The kit drawing has two tags. One tag shows a triangle. Two circles mark the short tag. Paragraph 2 says: To find the long tag, look for its long edge and single triangular mark. Yesterday, the drawing showed both tags; tomorrow, its maker plans to add a label. No tomorrow result or real camping trip is supplied.

Select a relevant component; do not require every box or every case. Give the complete neutral source in the usual route before the own try. Keep first wording and assistance; next teaching uses the supplied different source. A later source follows actual recorded teaching, not automatic progression or a grade.

### A-first-1

**Own invitation:** Make a useful finding clue for the long tag.

**Original criterion:** Uses a supplied distinguishing detail or precise group of words for the named finding job.

**Possible staff response:** The long rectangular tag with one triangular mark identifies the supplied choice; equivalent wording is valid.

**Complete different next source:** Original next drawing note: A pretend lunch-kit card has a broad oval mark with two short lines. Another card has a narrow oval mark with one short line. Neither has a name.

**Next invitation:** Make a clue for the broad oval card.

**Possible next reasoning:** The broad oval card with two short lines separates it from the narrow one.

**Teach:**

1. Read both whole descriptions and underline or indicate a different feature.

2. Compare oval card with broad oval card with two short lines; ask which chosen words help this job.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A selected recorded feature distinguishes the requested card.

### A-first-2

**Own invitation:** Compare One tag shows a triangle and Two circles mark the short tag. Explain one subject–verb choice.

**Original criterion:** Identifies a supplied subject and its agreeing verb; explanation may use everyday language.

**Possible staff response:** One tag goes with shows; Two circles goes with mark. This is agreement in these clauses, not all English patterns.

**Complete different next source:** Original next grammar card: One flag names the box. Two flags name the boxes. Yesterday, one flag named the box. These are three separate imagined descriptions.

**Next invitation:** Choose one present-time clause and explain its subject and verb.

**Possible next reasoning:** One flag is the subject of names; two flags is the subject of name.

**Teach:**

1. Indicate the complete subject before comparing the verb spellings.

2. Say or sign each full meaning; change one flag to two flags and model only the corresponding verb change.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A subject and verb are matched within a full supplied clause.

### A-first-3

**Own invitation:** What does the record say about tomorrow? What could you still ask about the long tag?

**Original criterion:** Preserves the supplied future plan and asks a relevant genuinely unreported question.

**Possible staff response:** The maker plans to add a label; the record does not say the label was added. The owner or planned label words remain open.

**Complete different next source:** Original next notice: On Tuesday, an invented display note says a name card is planned for Wednesday. It gives no Wednesday outcome and no name for the card.

**Next invitation:** Say what is planned and name one useful question still to check.

**Possible next reasoning:** A Wednesday name card is planned. What will it say remains unreported.

**Teach:**

1. Separate the Tuesday statement from a Wednesday completed event.

2. Compare planned with finished using two explicitly labelled invented alternatives, then return to the actual notice.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A plan is stated without inventing its result.

### A-first-4

**Own invitation:** Give the two guide paragraphs headings and explain one grouping.

**Original criterion:** Relates a paragraph heading or grouping to the actual information/job in that paragraph.

**Possible staff response:** Kit details fits paragraph 1; Find the long tag fits paragraph 2. Their jobs differ even if other headings are chosen.

**Complete different next source:** Original next two-paragraph paper guide. Paragraph 1: The pretend kite drawing has one body and two tail strips. Each strip has a dot. Paragraph 2: To find the tail, look below the body and follow the dotted strips. No flying result is supplied.

**Next invitation:** Make a useful heading for each paragraph.

**Possible next reasoning:** Parts of the drawing groups the first facts; Find the tail groups the second finding job.

**Teach:**

1. Read all sentences and name the reader question each group answers.

2. Try a heading on each whole group; discuss relevance rather than paragraph length.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A proposed heading matches its selected complete group.

## A-later · Describe a pretend badge display

**Whole neutral source:** Complete different original record. A display drawing contains a wide pentagonal badge with a dotted border and one small oval centre window, and a narrow pentagonal badge with a plain border and no window. Neither has an owner name. Guide paragraph 1: One badge carries a centre window. Two badges carry pentagonal outlines. Guide paragraph 2: Find the dotted border, then check the oval window to identify the wide badge. Yesterday, the drawing had both badges. Tomorrow, the maker plans to write a title, with no title result supplied.

Select a relevant component; do not require every box or every case. Give the complete neutral source in the usual route before the own try. Keep first wording and assistance; next teaching uses the supplied different source. A later source follows actual recorded teaching, not automatic progression or a grade.

### A-later-1

**Own invitation:** Write, tell or show a finding clue for the wide badge.

**Original criterion:** Uses a recorded distinguishing feature for the specified badge without inventing an owner or result.

**Possible staff response:** The wide pentagonal badge with the dotted border and oval window is a supported clue; fewer relevant words can also work.

**Complete different next source:** Original next toy-store sketch: One drawn ticket is tall with a zigzag edge and two square marks. A second is short with a straight edge and one square mark. No prices are given.

**Next invitation:** Help a reader find the tall ticket.

**Possible next reasoning:** The tall zigzag-edge ticket with two square marks identifies it without a price claim.

**Teach:**

1. Locate the named target in the whole written record.

2. Compare a shape-only clue with a clue containing one separating recorded detail.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A supplied target feature is used in a practical clue.

### A-later-2

**Own invitation:** Explain the subject–verb match in One badge carries and Two badges carry.

**Original criterion:** Connects each supplied singular/plural subject with its supplied verb form.

**Possible staff response:** One badge uses carries; Two badges uses carry. The rest of each clause supplies its meaning.

**Complete different next source:** Original next card: One lantern lights the drawn path. Two lanterns light the drawn paths. These are sentence examples, not real light measurements.

**Next invitation:** Choose one sentence and show what agrees.

**Possible next reasoning:** One lantern is paired with lights; Two lanterns with light.

**Teach:**

1. Find the whole subject and mark or indicate its number.

2. Model both clauses with their complete meanings before asking for a new choice.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** The selected subject/verb relationship is explained.

### A-later-3

**Own invitation:** Name the tomorrow plan and one useful question the record leaves open.

**Original criterion:** Keeps a planned title separate from a completed title and chooses an unreported question.

**Possible staff response:** A title is planned for tomorrow. Its words, or whether it will be written, are still unreported.

**Complete different next source:** Original next programme: A fictional Thursday note lists a Friday paper-banner plan. It names the plan Banner for the game, but gives no finished banner text or Friday outcome.

**Next invitation:** Tell a reader what they can rely on and what to check next.

**Possible next reasoning:** The plan is named; the finished words and completion still need another record.

**Teach:**

1. Distinguish the supplied plan name from a finished banner quotation.

2. Reread the exact no-outcome sentence and make one open question together.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A supported fact and a genuinely open question remain separate.

### A-later-4

**Own invitation:** Choose headings for the two guide paragraphs and say why they help.

**Original criterion:** Groups actual related information for a named reader question.

**Possible staff response:** Badge facts and Find the wide badge fit the supplied groups; other relevant headings are valid.

**Complete different next source:** Original next paper map guide. Paragraph 1: The imaginary map has a square gate mark and a round pond mark. Paragraph 2: To find the pond mark, look for the round outline. No real place is represented.

**Next invitation:** Give one group a heading for a reader who wants to find the pond.

**Possible next reasoning:** Find the pond mark fits paragraph 2 because it gives the finding action.

**Teach:**

1. Read both full groups and compare a parts question with a finding question.

2. Try the chosen heading above the relevant group, keeping all source facts accessible.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A heading points to a matching complete group.

## B-first · A little station made of paper

**Whole neutral source:** Complete original story. Nia drew a tiny station and wanted her paper train to look ready for a grand arrival. She wrote WELCOME over the platform. In the story, the room lamp flickered. Tick, tack, tick came from a pretend clock. Nia imagined the paper train slipping away into the dark. Her cousin Sol said, “What if we draw a warm light above the platform?” The story stops before either child changes the drawing. Tiny verse: Paper train, a painted track. / Tick, tack, bring a traveller back. The clock sounds and travellers belong to the invented story; no real travel or moving paper train is reported.

Select a relevant component; do not require every box or every case. Give the complete neutral source in the usual route before the own try. Keep first wording and assistance; next teaching uses the supplied different source. A later source follows actual recorded teaching, not automatic progression or a grade.

### B-first-1

**Own invitation:** Explain what Nia wants, using a story detail.

**Original criterion:** Connects a character purpose with a supplied event or wording.

**Possible staff response:** Nia wants the train to look ready for a grand arrival; writing WELCOME supports that purpose. She imagines motion but no motion is reported.

**Complete different next source:** Original next story: Oren drew a boat for a pretend postcard. He wanted it to look ready for a quiet trip, so he drew a folded blanket beside it. His aunt offered a paper sun, but the story ends before he adds it.

**Next invitation:** Explain Oren’s purpose and one supporting detail.

**Possible next reasoning:** The quiet-trip purpose is supplied and the blanket is a chosen detail; the sun is only offered.

**Teach:**

1. Read the whole story and find the stated wanted job.

2. Separate a drawn detail from an offered but uncompleted change.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A purpose explanation refers to a supplied event or detail.

### B-first-2

**Own invitation:** Choose a word, sound or setting detail that affects the mood for you. Explain your response.

**Original criterion:** Links a plausible personal mood interpretation to a supplied language/event/setting detail.

**Possible staff response:** Flickered and the dark may suggest uncertainty; tick, tack may feel patterned or tense. Different supported personal responses can work.

**Complete different next source:** Original next story: A pretend kitchen window glowed amber. Pip heard plink, plink from an imaginary spoon and smiled at the painted bowl. Nothing is cooked or tasted in real life.

**Next invitation:** Choose a mood clue and explain how it feels to you.

**Possible next reasoning:** Glowed amber and smiled may suggest warmth; plink, plink gives a repeated sound. No shared feeling is compulsory.

**Teach:**

1. Read the full source neutrally before offering a possible interpretation.

2. Compare the selected exact word with a clearly labelled new contrasting word, then discuss the changed effect.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A stated reader response connects to a source clue.

### B-first-3

**Own invitation:** Make a new ending. Tell us one deliberate language or setting choice.

**Original criterion:** Creates a connected imaginative extension and explains a choice; invented continuation is labelled as new.

**Possible staff response:** A new ending could put a warm light above the platform and let Nia wave to imagined travellers. That is a composed possibility, not the supplied ending.

**Complete different next source:** Original next story opening: Eda draws a paper orchard under a silver moon. A toy fox in her tale stops beside a blank sign. The story ends there, without sign words or a next event.

**Next invitation:** Create a bright or surprising new ending and explain one choice.

**Possible next reasoning:** A writer may add a new sun or a surprising sign as an explicit imagined continuation. Those details are not source facts.

**Teach:**

1. Keep the complete supplied stopping point visible.

2. Model a clearly named new continuation, then invite the learner’s own connected choice through the usual route.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A new extension remains connected and its language/setting choice is explained.

### B-first-4

**Own invitation:** Choose or change a sound in the tiny verse and explain its effect.

**Original criterion:** Discusses a supplied rhythmic/onomatopoeic choice or deliberate new sound choice with a reason.

**Possible staff response:** Tick, tack repeats a clock-like sound and back echoes track. A quiet written or indicated response can explain the pattern.

**Complete different next source:** Complete original next verse: Paper bell, a ribbon ring. / Ding, ding, hear the drawn bell sing. The verse is fictional; no actual bell is rung.

**Next invitation:** Keep or change ding, ding for your own two-line version and explain why.

**Possible next reasoning:** Ding, ding suggests a bell sound; a new hum or tap could change the invented effect.

**Teach:**

1. Show all words and indicate repeated sounds without requiring voice or beat copying.

2. Try one deliberately different sound in a labelled new verse and compare its effect for the reader.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A sound choice and its intended effect are connected.

## B-later · The lighthouse on the shelf

**Whole neutral source:** Complete different original story. Ivo drew a little lighthouse and wanted visitors in his story to notice its window. He placed the drawing on an imagined shelf. At dusk, a paper curtain covered the window. Rustle, rustle whispered through the tale. Ivo pictured a tiny keeper looking for a lamp. His neighbour Tess offered a painted star for the top of the drawing. No star was added before the story ended. Tiny verse: Little tower, folded high. / Rustle, rustle, ask the sky. No real lighthouse operation, keeper or weather is described.

Select a relevant component; do not require every box or every case. Give the complete neutral source in the usual route before the own try. Keep first wording and assistance; next teaching uses the supplied different source. A later source follows actual recorded teaching, not automatic progression or a grade.

### B-later-1

**Own invitation:** Explain Ivo’s purpose and one relevant story action or detail.

**Original criterion:** Relates the named character purpose to actual supplied wording/event.

**Possible staff response:** He wants visitors in the story to notice the window; the curtain covering it creates a relevant story situation. The star is only offered.

**Complete different next source:** Original next story: Mina drew a pretend shop doorway. She wanted her tale’s visitor to find the name, so she wrote SHOP above the door. A friend suggested a striped frame; no frame change is reported.

**Next invitation:** Explain Mina’s purpose with a supporting detail.

**Possible next reasoning:** Writing SHOP above the door supports finding the name; the stripe remains a suggestion.

**Teach:**

1. Find the wanted job and completed story action separately.

2. Discuss which sentence actually supports the purpose and which supplies a possible next change.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A purpose explanation uses a supported detail.

### B-later-2

**Own invitation:** Explain one mood clue and how it affects your reading.

**Original criterion:** Uses a supplied setting/event/language clue for a reasonable personal mood response.

**Possible staff response:** Dusk, a covered window and rustle, rustle may feel mysterious. A learner may explain a different response with source detail.

**Complete different next source:** Original next story: A paper garden in a tale has bright yellow lanterns. Lea hears pop, pop from an imagined celebration and opens a drawn gate. No real lights, sound or guest response occur.

**Next invitation:** Choose a mood clue and explain your response.

**Possible next reasoning:** Bright yellow and celebration may suggest cheerfulness; the response still belongs to this reader.

**Teach:**

1. Point to one exact clue in the full source.

2. Compare a clearly invented quiet-garden version with the original without changing what the original says.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** An interpreted effect is linked to a supplied clue.

### B-later-3

**Own invitation:** Create a new ending that follows this opening. Explain one deliberate choice.

**Original criterion:** Creates an imaginative continuation related to the supplied situation and identifies a composing choice.

**Possible staff response:** A writer might let Ivo move the imaginary curtain or choose Tess’s offered star; either is a labelled new ending, with a reason.

**Complete different next source:** Original next story opening: A pretend puppet named Rue waits beside a paper bridge with no crossing event supplied. In the tale, a small lantern is drawn on the near bank. The story ends at the wait.

**Next invitation:** Invent a new connected ending and explain a setting or language choice.

**Possible next reasoning:** A new bridge-crossing or a decision to stay can be composed; neither is supplied as an event.

**Teach:**

1. Read the entire opening and keep the ending boundary clear.

2. Offer two explicitly labelled invented directions and let the learner choose a different or similar direction with a reason.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A connected new continuation and deliberate choice are shown.

### B-later-4

**Own invitation:** Keep or change rustle, rustle in the verse. Explain your choice.

**Original criterion:** Connects a literary sound/rhythm choice to an intended reader effect.

**Possible staff response:** Rustle, rustle suggests a soft repeated sound; another choice can change the effect without a required voice.

**Complete different next source:** Complete original next verse: Painted drum, a dotted door. / Boom, boom, tell the tale once more. No physical drum is struck.

**Next invitation:** Choose a repeated sound for a new paper-story verse and say why.

**Possible next reasoning:** Boom, boom may suggest a stronger drum-like effect; a soft tap is a deliberately different choice.

**Teach:**

1. Indicate the repeated written sound and compare its intended quality.

2. Compose a small new line or sound in the usual route, with adult exact scribing where wanted.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A deliberate sound choice has an explained intended effect.

## C-first · A booklet that helps you choose

**Whole neutral source:** Complete original three-page booklet. Contents: Drawing pieces—page 1; Choose a sail—page 2; Questions—page 3. Page 1: The pretend boat kit has one striped sail card and one plain sail card. Page 2: For a striped boat drawing, choose the striped sail card. For a plain boat drawing, choose the plain sail card. Page 3: Who drew the first boat? What name will its maker choose? No answers are supplied. Two complete guides to the same striped-sail job: New-reader guide: “There are two sail cards. One has stripes. Pick that striped card for a striped boat drawing.” Familiar-reader guide: “For a striped boat, choose the striped sail.” This is a fictional booklet, not a real kit trial or reader-success record.

Select a relevant component; do not require every box or every case. Give the complete neutral source in the usual route before the own try. Keep first wording and assistance; next teaching uses the supplied different source. A later source follows actual recorded teaching, not automatic progression or a grade.

### C-first-1

**Own invitation:** Help a reader find the sail-choice page and explain its destination.

**Original criterion:** Uses the actual contents/heading/page pointer and its full matching content for the chosen job.

**Possible staff response:** Choose a sail points to page 2, which gives the striped/plain card choices.

**Complete different next source:** Complete original next two-page guide. Contents: Box parts—page 1; Choose a handle—page 2. Page 1: The pretend box sketch has a lid and a body. Page 2: Choose the square handle card for a square mark, or the round handle card for a round mark.

**Next invitation:** Give a pointer for choosing a handle and check the destination.

**Possible next reasoning:** Choose a handle on page 2 leads to the full two-choice instruction.

**Teach:**

1. Read the complete contents and both destinations.

2. Follow the selected pointer on paper or through adult page handling, then match its text to the question.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A pointer and destination are linked for the chosen job.

### C-first-2

**Own invitation:** Give page 1 and page 2 short useful headings or explain their different jobs.

**Original criterion:** Relates layout/grouping to the supplied fact and choice purposes.

**Possible staff response:** Drawing pieces groups kit facts; Choose a sail groups a selection job. Different headings can fit these purposes.

**Complete different next source:** Original next grouped note. Paragraph 1: A fictional robot picture has one head and two feet. Paragraph 2: To find a foot, look below the head for a square outline. No robot movement is reported.

**Next invitation:** Explain why the two groups can have different headings.

**Possible next reasoning:** The first tells parts; the second tells how to find a part.

**Teach:**

1. Read every supplied sentence and identify the reader question it serves.

2. Suggest one heading per full group and discuss meaning rather than number of words.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A proposed grouping or heading fits its reader purpose.

### C-first-3

**Own invitation:** Compare the two full guides for a reader new to this kit. Which words would you keep or explain?

**Original criterion:** Uses a supplied language/assumed-knowledge difference for the named reader and same purpose.

**Possible staff response:** The new-reader version explains two cards and stripes; the familiar version assumes those terms. Neither is proven successful.

**Complete different next source:** Two complete original next guides for a pretend hat drawing. New reader: “Two trim cards are drawn. One has dots. Choose the dotted trim if your hat drawing needs dots.” Familiar reader: “For dots, choose the dotted trim.” No reader has tried them.

**Next invitation:** Make a third guide for a reader wanting a short spoken explanation.

**Possible next reasoning:** A third guide can explain trim before the choice while keeping the same dot job.

**Teach:**

1. Read both whole versions and locate the information one leaves assumed.

2. Compose a third version for the stated reader; preserve the choice and discuss the deliberate explanation.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A wording choice responds to the stated audience/job.

### C-first-4

**Own invitation:** Give a useful pointer for an unanswered question and state its limit.

**Original criterion:** Names the actual question destination without inventing an answer or successful reader visit.

**Possible staff response:** Questions on page 3 contains the two unreported questions; the booklet does not answer them.

**Complete different next source:** Complete original next collection note. Contents: Marks—page 1; Ask the maker—page 2. Page 1: A pretend fossil-card drawing has a spiral mark. Page 2: Who chose the spiral? Why was it chosen? No maker answers are included and no real fossil is represented.

**Next invitation:** Point a reader to a question they could ask and keep its answer open.

**Possible next reasoning:** Ask the maker on page 2 contains unanswered questions; the spiral mark does not supply their answers.

**Teach:**

1. Follow the heading to its entire text.

2. Separate a printed question from a supplied answer and compose an honest finding sentence.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A question pointer stays within the booklet’s information.

## C-later · The pretend costume-card guide

**Whole neutral source:** Complete different original booklet. Contents: Card parts—page 1; Choose a cape mark—page 2; Maker questions—page 3. Page 1: The pretend costume sketch has a cape card with a star and another cape card with a crescent. Page 2: Choose the crescent cape card for a crescent costume drawing. Otherwise choose the star cape card. Page 3: Who named this costume? When might the writer add a title? Those answers are not supplied. New-reader guide: “There are two cape cards. A curved crescent marks one. Pick it for a crescent costume drawing.” Familiar-reader guide: “For a crescent, choose the crescent cape.” Both whole guides share the same chosen job. No costume was made and no reader response is reported.

Select a relevant component; do not require every box or every case. Give the complete neutral source in the usual route before the own try. Keep first wording and assistance; next teaching uses the supplied different source. A later source follows actual recorded teaching, not automatic progression or a grade.

### C-later-1

**Own invitation:** Find the cape-choice page and explain the actual content that fits.

**Original criterion:** Combines a correct contents/heading/page pointer with matching destination meaning.

**Possible staff response:** Choose a cape mark on page 2 supplies the crescent/star choice.

**Complete different next source:** Complete original next mini-guide. Contents: Ticket shapes—page 1; Choose a seat mark—page 2. Page 1: Two pretend ticket cards show a square and an oval. Page 2: For an oval seat drawing, choose the oval card; otherwise choose the square card. No real ticket is sold.

**Next invitation:** Help someone find the seat-mark choice.

**Possible next reasoning:** Choose a seat mark on page 2 provides the relevant oval/square instruction.

**Teach:**

1. Keep both complete pages visible in paper or adult-read form.

2. Follow the chosen pointer and ask which exact destination sentence serves the job.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A navigation clue points to relevant complete content.

### C-later-2

**Own invitation:** Explain the separate jobs of Card parts and Choose a cape mark.

**Original criterion:** Relates the actual grouped information to fact-description and selection purposes.

**Possible staff response:** One names the two pictured parts; the other gives a choice for the drawing job.

**Complete different next source:** Original next two-paragraph guide. Paragraph 1: The pretend rocket sketch has a pointed nose and two square fins. Paragraph 2: To find a fin, look beside the body for a square. No flight is supplied.

**Next invitation:** Choose useful headings or explain the grouping.

**Possible next reasoning:** Parts of the rocket sketch and Find a fin reflect the two actual purposes.

**Teach:**

1. Read each entire group before naming its job.

2. Compare two possible headings and keep the one whose meaning fits the chosen reader question.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** Related information is grouped and explained by purpose.

### C-later-3

**Own invitation:** Make or explain a guide choice for a reader new to the cape cards.

**Original criterion:** Uses an actual explanatory/assumed-knowledge difference while preserving the same choice.

**Possible staff response:** Explaining the crescent shape can help the intended new reader; this is a design reason, not an observed result.

**Complete different next source:** Two complete original next guides for a pretend garden-label kit. New reader: “Two name cards are drawn. One has a leaf outline. Choose the leaf-outline card for the plant drawing.” Familiar reader: “For the plant drawing, use the leaf card.” No real plant is identified.

**Next invitation:** Choose a wording to explain for a reader new to the kit.

**Possible next reasoning:** Leaf outline names the supplied mark more explicitly; extra wording is a deliberate audience choice.

**Teach:**

1. Compare full versions for exactly the same job.

2. Indicate an assumed term and compose an explanation that keeps the source detail accurate.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A supplied difference informs an audience choice.

### C-later-4

**Own invitation:** Find a question still to ask and explain why its answer is open.

**Original criterion:** Uses actual question text and preserves the absence of an answer/result.

**Possible staff response:** The costume name or a future title date is unreported; Maker questions on page 3 is the relevant destination.

**Complete different next source:** Complete original next booklet. Contents: Picture details—page 1; Writer questions—page 2. Page 1: A pretend cafe sign shows a cup outline. Page 2: Who chose the cup? What title will be written next? No answers or real cafe service are given.

**Next invitation:** Make an honest pointer to an open question.

**Possible next reasoning:** Writer questions on page 2 contains the questions, with no maker or future title answer.

**Teach:**

1. Read the complete destination rather than guessing from its heading.

2. Model a useful question pointer and keep the answer explicitly unreported before an own attempt.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A source-supported pointer and its limit are preserved.

## D-first · Make a small camera-card guide

**Whole neutral source:** Complete original supplied record: An invented camera drawing has a square body, one circular front window and two small top marks. The marks have no names. No photograph was taken. First guide paragraph: “This drawing have a front window. It shows a round window on a square body.” Second paragraph: “Find the round part in front.” A writer changes the first sentence to “This drawing has a front window.” Writer note: “I changed the subject–verb match.” No reader has tried either version. The intended reader wants a clue to the front window in the drawing, not instructions for using a real camera.

Select a relevant component; do not require every box or every case. Give the complete neutral source in the usual route before the own try. Keep first wording and assistance; next teaching uses the supplied different source. A later source follows actual recorded teaching, not automatic progression or a grade.

### D-first-1

**Own invitation:** Make one small useful guide part for the front-window finding job.

**Original criterion:** Composes source-supported information or a connected guide part for the named reader purpose.

**Possible staff response:** The circular front window on the square body is a supported clue. A heading or connected sentence can be a useful small product.

**Complete different next source:** Complete original next record: A pretend radio drawing has a rectangular body and one long oval front panel. Two side dots are unlabelled. No programme is played. The reader wants to find the front panel.

**Next invitation:** Compose a small finding clue or guide part.

**Possible next reasoning:** The long oval front panel on the rectangular body fits the supplied finding job.

**Teach:**

1. Identify the stated target and its actual source features.

2. Model a small useful part, cover it and invite a different own wording or exact dictated contribution.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A composed part fits source and reader purpose.

### D-first-2

**Own invitation:** Choose one edit or keep decision and explain it using the record.

**Original criterion:** Explains a supported edit/keep reason for supplied wording; one deliberate decision is enough.

**Possible staff response:** Changing have to has matches This drawing. Keeping round window is supported by the circular record; wording alternatives can be justified.

**Complete different next source:** Original next supplied record: A fictional bench sketch has two long legs and one square seat. Draft: “The legs holds the seat.” No load or real construction is tested.

**Next invitation:** Choose a source-supported wording change.

**Possible next reasoning:** The legs hold the seat repairs the plural subject–verb match in this description.

**Teach:**

1. Locate the full subject in the draft and compare its number.

2. Model a parallel supplied clause One leg holds, then return to the new draft for an own repair.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A wording change has a clear source/grammar reason.

### D-first-3

**Own invitation:** Explain what changed between the two first sentences and what a reader result would still require.

**Original criterion:** Names the supplied revision and keeps unreported reader success open.

**Possible staff response:** Have changed to has for the agreement reason. Whether the reader finds the window needs an actual later response; no response is supplied.

**Complete different next source:** Original next revision record: First clue: “Look at the piece.” Revised clue: “Find the oval front panel.” Source: a pretend radio drawing with a rectangular body and oval front panel. No reader response is recorded.

**Next invitation:** Explain the useful change and a question still to check.

**Possible next reasoning:** The revision names the panel and its shape; whether this reader finds it remains open.

**Teach:**

1. Keep both complete versions visible and identify the actual changed detail.

2. Ask an optional understanding question as a plan; record a real answer only if a willing reader actually tries it.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A revision reason and its untested outcome remain separate.

### D-first-4

**Own invitation:** Plan a short private explanation of your guide. Choose one useful question a reader could ask.

**Original criterion:** Plans a coherent source-supported message/question for the named purpose; actual delivery/interaction stays separately observed.

**Possible staff response:** A plan can name the front window, explain the square-body clue and invite Which part do you mean? No spoken delivery is implied by that plan.

**Complete different next source:** Complete original next source: A pretend sewing-card picture has a long rectangular spool and one round end mark. The card does not describe a real machine. A reader wants a clue to the round mark.

**Next invitation:** Plan a small show/tell or paper explanation and one useful reader question.

**Possible next reasoning:** A plan can point to the round end mark and ask whether the reader knows which end is meant.

**Teach:**

1. Name the small message and its source before preparing a private rehearsal if wanted.

2. Offer drawing/sign/AAC/speech/type/exact scribing; record rehearsal, delivery and actual questions separately if they occur.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A coherent planned message or useful question is contributed; no delivery is invented.

## D-later · Make a guide for a paper-shop picture

**Whole neutral source:** Complete different original record: A pretend shopfront drawing has a broad rectangular doorway, two narrow side windows and a triangular sign above the door. The sign has no word. No shop visit occurs. First guide paragraph: “Two windows frames the door. A triangular sign sits above it.” Second paragraph: “Find the triangle above the broad doorway.” A writer changes the first sentence to “Two windows frame the door.” Writer note: “I chose a verb that agrees with two windows.” No reader response is supplied. The chosen reader wants to find the unworded sign in this drawing.

Select a relevant component; do not require every box or every case. Give the complete neutral source in the usual route before the own try. Keep first wording and assistance; next teaching uses the supplied different source. A later source follows actual recorded teaching, not automatic progression or a grade.

### D-later-1

**Own invitation:** Create a useful small guide part for finding the sign.

**Original criterion:** Composes source-supported detail for the named finding purpose.

**Possible staff response:** The triangular sign above the broad doorway identifies the supplied target; no sign word or shop service is inferred.

**Complete different next source:** Complete original next record: A pretend concert poster sketch has a round centre badge and two long corner ribbons. The badge has no performer name. The reader wants to find the round badge, with no real concert supplied.

**Next invitation:** Compose a useful clue for the centre badge.

**Possible next reasoning:** The round badge in the centre identifies it without inventing a performer.

**Teach:**

1. Read the full target and record together.

2. Compare a vague clue with one exact supplied position/shape detail, then invite an own small guide part.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A composed clue fits the actual supplied target.

### D-later-2

**Own invitation:** Choose an edit or keep decision from the guide and explain it.

**Original criterion:** Uses a supported source/grammar reason for a deliberate edit or keep.

**Possible staff response:** Frames to frame matches Two windows; keeping triangular sign above the door matches the source.

**Complete different next source:** Original next record: A pretend helmet drawing has two square side marks. Draft: “Two marks names the sides.” No safety test or actual helmet is represented.

**Next invitation:** Choose a wording repair and explain what agrees.

**Possible next reasoning:** Two marks name the sides matches the plural subject within this supplied clause.

**Teach:**

1. Locate Two marks as the full subject.

2. Model One mark names the side as a separate sentence, then compare the new plural clause and invite a chosen repair.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** An agreement edit is explained using the supplied clause.

### D-later-3

**Own invitation:** Explain the supplied revision and one question still to ask about reader use.

**Original criterion:** Identifies the actual change/reason while keeping unreported reader understanding open.

**Possible staff response:** Frames changed to frame for Two windows. A later reader would need to respond before successful use is recorded.

**Complete different next source:** Original next full revision pair: First guide: “Use that page.” Revised guide: “Open Picture parts on page 1.” Destination page 1 says: The pretend model has a square body and round wheel marks. No reader has tried the guide.

**Next invitation:** Explain the change and what a future response could check.

**Possible next reasoning:** The revision gives a heading and page with a full matching destination; whether a particular reader finds it remains unreported.

**Teach:**

1. Read both versions and the complete destination.

2. Ask what the new pointer supplies and plan one relevant reader-understanding question without claiming its answer.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A text change and a still-open practical outcome are distinguished.

### D-later-4

**Own invitation:** Plan a small private explanation or question exchange about your guide.

**Original criterion:** Plans a clear source-linked message/question; delivered voice and interaction need their own actual evidence.

**Possible staff response:** A plan might name the sign’s shape and position, then invite the reader to ask which sign is meant. No real conversation is supplied.

**Complete different next source:** Complete original next source: A pretend bakery picture has a square shelf label below a row of three oval bread drawings. The label is blank. No food or real shop service is involved. A reader wants a clue to the label.

**Next invitation:** Plan a small explanation or useful question for the label-finding job.

**Possible next reasoning:** A message can name the square label below the drawings; a question can check which label the reader means.

**Teach:**

1. Agree on the chosen message purpose and prepare a private usual-mode version.

2. If the learner wants an actual willing-reader exchange, note exact words/help and separate the observed exchange from its earlier plan.

3. Cover the model. Reread the whole new source in the usual route, invite a fresh small contribution, and preserve the exact own words and actual help.

**Notice:** A planned relevant message/question is shown; delivery is evidenced only if it actually occurs.